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Media and Information Literacy

Activity Sheet
Quarter 4 – MELC 4a
Describing the Different Dimensions of
Text and Visual Information and Media

REGION VI – WESTERN VISAYAS

Media and Information Literacy
Activity Sheet No. 4
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

This Learning Activity Sheet is developed by DepEd Region 6 – Western

Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Media and Information Literacy Activity Sheet

Writers: ASTRID O. HARESCO, MARIA OFELIA T. PARREÑO

Editors: Gracelle V. Gapit, Eric G. Buenafe, Melva C. Barranco
Layout Artists: Astrid O. Haresco, Maria Ofelia T. Parreño
Schools Division Quality Assurance Team:
Arnaldo R. Tuga, EPS-English
Leila G. Valencia, EPS-LR
Jezereel Grace T. Tiron
Bernie P. Alcedo
Division of Iloilo City Management Team:
Dr. Ma. Luz M. De los Reyes, CESO V, SDS
Dr. Lilibeth T. Estoque, CESO VI, ASDS
Arlo L. Villalva, CID Chief
Dr. Jerry M. Lego, SGOD Chief
Leila G. Valencia, EPS-LR
Arnaldo R. Tuga, EPS-English
Regional Management Team:
Dr. Ramir D. Uytico, CESO IV, RD
Dr. Pedro T. Escobarte, CESO V, ARD
Dr. Elena P. Gonzaga, CID Chief
Mr. Donald T. Genine, EPS-LR
Dr. Nestor Paul M. Pingil, EPS-English
Introductory Message
Welcome to Media and Information Literacy!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Iloilo City and DepEd Regional Office VI - Western Visayas
through the Curriculum and Learning Management Division (CLMD). This is
developed to guide the learning facilitators (teachers, parents and responsible
adults) in helping the learners meet the standards set by the K to 12 Basic Education
Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The Media & Information Literacy Activity Sheet will help you facilitate the
teaching-learning activities specified in each Most Essential Learning Competency
(MELC) with minimal or no face-to-face encounter between you and learner. This will
be made available to the learners with the references/links to ease the independent
learning.

For the learner:

The Media and Information Literacy Activity Sheet is developed to help

you continue learning even if you are not in school. This learning material provides
you with meaningful and engaging activities for independent learning. Being an
active learner, carefully read and understand the instructions then perform the
activities and answer the assessments. This will be returned to your facilitator on the
agreed schedule.
 Quarter 4, Week 4

Learning Activity Sheets (LAS) in Media and Information Literacy

Name of Learner: _____________________ Grade and Section: __________________

Date: ______________________________

MEDIA AND INFORMATION LITERACY ACTIVITY SHEETS

Describing the Dimensions of Text and Visual Information and Media

I. Learning Competency (MELC)

Describe the dimensions of text and visual information and media

II. Background Information for Learners

TEXT INFORMATION AND MEDIA

A text is a simple and flexible format of presenting
information or conveying ideas whether hand-written,
printed or displayed on-screen. The text is very powerful as
well in disseminating information, providing direction and
giving suggestions.
Text can be as short such as a single sentence or phrase,
or they can be as lengthy as news articles or investigative
reporting. No matter how brief or lengthy, however, a text is
always carefully written with the intent of sending a very
specific message to the target audience. https://wallpaperaccess.com/full/3287409.jpg

As a producer of text media and information, we need to review the media and
information design framework: target audience, author or sender, key content,
purpose, form/style and format.

Text as visual
Typeface (also called font, font type, or type) refers to the representation or style of a
text in the digital format. A typeface is usually comprised of alphabets, numbers,
punctuation marks, symbols and other special characters. When fonts are installed in
the computer, they usually come in file formats such as True Type Font (.ttf), Open
Type Font (.otf), etc. In the absence of images or drawings, text is the easiest way of
communicating to your audience. The use of various font types can express different
emotions or meaning.

Types of Typefaces:
Serif
Serif - connotes formality and readability in large amount of texts. This font is usually
used for the body text of books, newspapers, magazines and research publication. Also,
serif fonts give a classic or elegant look when
used for title or heading.
Examples: Times New Roman, Garamond, Baskerville
Sans Serif
Sans serif - brings a clean or minimalist look to the text. This font is used for clear and
direct meaning of text such as road signage, building directory or nutrition facts in food
packages. Also, sans serif fonts give a modern look and is used primarily in webpage
design.
Examples: Arial, Helvetica, Tahoma, Verdana, Calibri
Slab Serif
Slab serif- carries a solid or heavy look to text. This font can be used for large
advertising sign on billboards.
Examples: Rockwell, Playbill, Blackoak
Script
Script- draws much attention to itself because of its brush-like strokes. This must be
used sparingly and not to
be used in large body text. This font is usually used in wedding invitation cards or other
formal events.
Examples: Edwardian, Vladimir, Kunstler
Decorative
Display or decorative- caters to a wide variety of emotions (such as celebration, fear,
horror, etc.) or themes
(such as cowboys, circus, holidays, summer, kiddie, etc.)
Examples: Chiller, Jokerman, Curlz MT

Design principles and elements – the principles in designing text elements are
Emphasis, Appropriateness, Proximity, Alignment, Organization, Repetition and
Contrast.
1. Emphasis - refers to the importance or value given to a part of the text-based content.
When trying to make a point or highlighting a message, you can make the text bold,
italicized, have a heavier weight, darkened or lightened (depending on your background
color) or enlarged.
2. Appropriateness - refers to how fitting or suitable the text is used for a specific
audience, purpose or event. In the creation of text-based content, make sure that the
selection criteria (tone, style, purpose, clarity) is followed. As for the choice of typefaces
to be used, refer to the discussion of the characteristics of the fonts. When it comes to
large body text, the font should be clear enough to read.
3. Proximity - refers to how near or how far are the text elements from each other. When
two things are closely related, we bring them close together. Otherwise, we put text
elements far from each other. For example, the main title and subtitle are usually placed
close to each other.
4. Alignment - refers to how the text is positioned in the page. This can be left, right,
center or justified.
5. Organization - refers to a conscious effort to organize the different text elements in a
page. Organization ensures that while some text elements are separated from each
other (based on the principle of proximity), they are still somehow connected with the
rest of the elements in the page. When there are many elements needed to fit in a page,
start by creating a framework or a compartment for the elements. Divide the space by
creating lines across the page, making it look like a cabinet with various space sizes.
Once you are done compartmentalizing, you can place the different text elements on
the boxes.
6. Repetition- concerns consistency of elements and the unity of the entire design.
Repetition encourages the use of repeating some typefaces within the page. When
several typefaces are used on a page, it might distract the audience and fail to
communicate what you want them to get from the content. To strike a balance, do not
also use just a single typeface for a visual design product.
7. Contrast- creates visual interest to text elements. Contrast is achieved when two
elements are different from each other. When you place a white text on a very light
yellow background, contrast is not achieved and the text
will be difficult to read, but when you put a white text on a dark brown background,
contrast is created. Contrast can be achieved in various ways, by joining the following
elements: large font with a small font, serif and sans serif, thin elements with thin
elements, cool color and warm color.

VISUAL INFORMATION AND MEDIA

A picture paints a thousand words – This

is why we need to understand the power
of a good visual representation to
maximize its use.
Visual media and information –
materials, programs, applications and the
like that teachers and students use to
formulate new information to aid learning
through the use, analysis, evaluation and
production of visual images.
Types of visual media – photography,
video, screenshots, infographics, data
visualization (charts and graphs),
“Stripes” Photo taken by REX ORETA
comic strips/cartoons, memes, visual
note-taking, etc. (Give examples of each type and highlight special
characteristics of a given type and its application).
Formally and informally produced visual media – visual media produced by formal
organizations such as schools, government, and established media/publishing outfits
are considered formally produced. Other visual media are considered informally
produced.

Purpose of visual information – the primary purpose of visual information is to gain

attention, create meaning, and facilitate retention. (Show at least one example for each
purpose and ask learners their reactions or responses to each one).

Visual design elements - the building blocks or basic units in the construction of a
visual image. (Show visual media and information that incorporates most of the design
elements. Point out why these elements are important).
a. Line – describes a shape or outline. It can create texture and can be thick or
thin. Lines may be actual, implied, vertical, horizontal, diagonal, or
contour lines.
b. Shape – usually a geometric area that stands out from the space next to or
around it, or because of differences in value, color, or texture. Shape may
also be organic.
c. Value – the degree of light and dark in a design. It is the contrast between
black and white and all the tones in between. Value can be used with
color as well as black and white. Contrast is the extreme changes
between values.
d. Texture – the way a surface feels or is perceived to feel. Texture can be
added to attract or repel interest to a visual element. Visual texture is the
illusion of the surfaces peaks and valleys, resulting in a feeling of
smoothness or roughness in objects.
e. Color – determined by its hue (name of color), intensity (purity of the hue), and
value (lightness or darkness of hue). Color and color combination can play
a large role in the design. Color may be used for emphasis, or may elicit
emotions from viewers. Color maybe warm, cool, or neutral. It plays a
major role in our visual perception, as it influences our reactions about the
 world around us. It is therefore important to create color palettes that
evoke the appropriate audience reactions. Color has three properties.
f. Form – a figure having volume and thickness. An illusion of a 3-dimensional
object can be implied with the use of light and shading. Form can be
viewed from many angles.

Visual Design Principles:

a. Consistency of margins, typeface,
typestyle, and colors is necessary,
especially in slide presentations or
documents that are more than one
page.
b. Center of interest – an area that
first attracts attention in a
composition. This area is more
important
when compared to the other
objects or elements in a
composition. This can be by
contrast of values, more colors,
and placement in the format.
c. Balance – a feeling of visual
equality in shape, form, value,
color, etc. Balance can be
symmetrical and evenly balanced,
or asymmetrical and unevenly
balanced. Objects, values, colors,
textures, shapes, forms, etc. can be used in
creating balance in a composition. “Watercolors” Artwork by REX ORETA
d. Harmony – brings together a composition
with similar units. If for example your composition was using wavy lines and
organic shapes, you would stay with those types of lines and not put in just one
geometric shape. (Notice how similar Harmony is to Unity - some sources list
both terms).
e. Contrast – offers some change in value creating a visual discord in a
composition. Contrast shows the difference between shapes and can be used as
a background to bring objects out and forward in a design. It can also be used to
create an area of emphasis.
f. Directional Movement – a visual flow through the composition. It can be the
suggestion of motion in a design as you move from object to object by way of
placement and position. Directional movement can be created with a value
pattern. It is with the placement of dark and light areas that you can move your
attention through the format.
g. Rhythm – a movement in which some elements recur regularly. Like a dance, it
will have a flow of objects that will seem to be like the beat of music.
h. Perspective – created through the arrangement of objects in two-dimensional
space to look like they appear in real life. Perspective is a learned meaning of the
relationship between different objects seen in
space.

III. Accompanying DepEd Textbook and Educational Sites

Department of Education Philippines. (2013). K to 12 Basic education curriculum
senior high school – core subject curriculum guide. DepEd Phils.
 The Commission on Higher Education in collaboration with the Philippine Normal
University. (2016). Teaching Guide for Senior High School Media and
Information Literacy. The Commission on Higher Education
IV. Activity Proper

Exercise 1: Answer the following Crossword Puzzle.

5 DOWN
1 Refers to the representation or style
3
of a text in the digital format
2 Caters to a wide variety of emotions
2 6
or themes
1 3 Concerns consistency of elements
and the unity of the entire design
4 Fonts that give a modern look and is
7
used primarily in webpage design
4 5 Refers to how the text is positioned
8 in the page

ACROSS
9 6 A simple and flexible format of
presenting information or conveying
10
ideas
7 Refers to how near or how far are
the text elements from each other
8 Is achieved when two elements are
different from each other
9 Must be used sparingly and not to be
used in large body text
10 Connotes formality and readability
in large amount of texts

Exercise 2: Answer the following Crossword Puzzle.

ACROSS
7 9
1 Describes a shape or outline
2 The way a surface feels or is
6 1 perceived to feel
3 Brings together a composition with
similar units
2 8
4 A feeling of visual equality in shape,
form, value, color, etc.
3 5 Created through the arrangement of
objects in two-dimensional space to
look like they appear in real life

4 DOWN
10 6 The primary purpose of this
information is to gain attention, create
meaning, and facilitate retention
7 An area that first attracts attention in
a composition
5 8 A movement in which some
elements recur regularly
9 The degree of light and dark in a
design
 10 Usually a geometric area that
stands out from the space next to or
around it, or because of differences
in value, color, or texture

Exercise 3:
Select an article from a magazine or a newspaper or a webpage and try to evaluate it
based on the following criteria by completing the table below.
Title of the article:
Source (Name of newspaper,
magazine or webpage):
Does it meet the following criteria? Yes No Not sure
1. Emphasis
2. Appropriateness
3. Proximity
4. Alignment
5. Organization
6. Repetition
7. Contrast
Things you think that should be
improved:

Exercise 4:

I. Using your smartphone or a camera, take photos of people or landscapes

around you and answer the following questions to evaluate one (your best
shot) of your photos.

1. What visual elements are present in your photo?

2. What visual design principles did you follow in taking this photo?

II. Layout your photograph in a short bond paper, write your answers on Part I
and upload it on your MIL Class Portal.

Note: You may also do this using Powerpoint, Publisher, Adobe or any other
application you are most comfortable with. In the absence of gadgets, you
may also select photos from magazines or newspapers.

Remember:

We come across different texts and visual materials everyday. As such, this
lesson helps us understand the elements and the design principles that these
materials are built upon and or anchored with. More importantly, this lesson
equips you as a learner to become a more competent producer of media and
information particularly in creating text-based and visual materials for various
purposes.
V. Reflection
Describe (in terms of content and elements) the text and visual materials which you
think are most appropriate for the following sectors in the society and explain why.
Explain your answer in not more than three sentences for each group.
a. Women
b. Teenagers and young adults
c. Senior citizens
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VI. Answer Key

Exercise 1

Exercise 2

Exercise 3: Answers may vary.

Exercise 4: Answers may vary.