Unit 2

Introduction to Media and

Information Literacy

Media and Information Literacy

1
LEARNING TARGETS

At the end of this unit, the learners should be

able to do the following:
● Describe how much media and information affect communication.
● Identify the similarities and differences between media literacy,
information literacy, and technology literacy.
● Editorialize the value of being literate in media and information.
● Identify characteristics and describe responsible uses and competent
producers of media and information.
● Share with the class their media habits, lifestyles, and preferences.

2
VALUES AND ATTITUDES

In this unit, the learners should be able to do the

following:

● Understand the value and limit of one’s freedom of speech and

expression.
● Be mindful of the proper ways to communicate with others.
● Be a responsible consumer and contributor of information in the
different forms of media.

3
 LET'S PUT IT THIS WAY

Have you ever wondered

how Filipinos
communicate?
Consider your everyday
conversations with your
friends or your family
members. Do these
conversations follow the
communication process? 4
UNIT STIMULUS

Pass the Message

1. Divide the class into groups with five members. Then, form a line.
2. The first person in each line will be given a piece of paper containing a
message. He or she needs to memorize it in 30 seconds.
3. Orally pass the message to the next person in line until it reaches the
last person.
4. The last person should proceed to the front and write the message on
the board. The group that writes the message most accurately in the
shortest time will get a point.

5
CENTRAL QUESTION

What role does media play

in our reception of
information and
perception of reality?

6
Lesson 1
How Media and Information Affect
Communication

Unit 1| Introduction to Media and Information Literacy

Media and Information Literacy

7
 Compare and Contrast

Scenario: The current

president’s first 100 days in office

8
Communication
Do you still remember the five Cs
in 21st-century skills? These are
creativity, collaboration, critical
thinking, connection, and
communication. Notice that the
communication skill overlaps and
subsumes with other skills.

9
Communication
Communication has a crucial
role in every aspect of human life
regardless of age, origin, and
nature of work.
It comes from the Latin word
communis, which means
“common.” This involves the
process of transmitting and
delivering information to an
intended audience.
10
Communication Models

Let’s Analyze!

Fig. 2. Communication Process

Study the three illustrations above and determine their similarities with each other.
Communication Models

Shannon and Weaver model refers to a two-way process that reinforces that
the message needs to be deconstructed if there is a greater noise or
disturbance to lessen ambiguity.

Charles Osgood’s model explains the circular process in which the roles of
being a source and a receiver can be interchanged and done simultaneously
with the help of a feedback mechanism.

Schramm’s model emphasizes the shared experiences and understanding

between the sender and the receiver.

12
KEY MOMENTS

The invention of the printing press by Johannes

Gutenberg in the 15th century paved the way for various
technological products that have been instrumental in
changing the face of communication.

13
 Act It Out

Topic:

Group Form of Media

1 print
2 television broadcast
3 radio broadcast
4 digital media

14
Stoplight

STOP CONTINUE START

15
PHOTO CREDITS
Slide 4: People Chatting by Mohamed Mahmoud Hassan is licensed under CC0 1.0 via PublicDomainPictures.net.

Slide 8: Media by Nick Youngson is licensed under CC BY-SA 3.0 via Picpedia.org.

Slides 9 and 10: Talk Sign by Eugenio Hansen is licensed under CC0 1.0 via Wikimedia Commons.

16
REFERENCES
Austen, Jane. Persuasion. London, England: Penguin Classics, 2012.

de Saint-Exupéry, Antoine. The Little Prince. Translated by Katherine Woods. Harcourt Brace, 1943.

"Fighting Fake News: How Youth Are Navigating Modern Misinformation and Propaganda Online." Canadian
Commission for UNESCO. Updated November 12, 2021. https://en.ccunesco.ca/blog/2018/11/fighting-fake-
news.

Licuanan, Patricia. "Teaching Guide for Senior High School: Media and Information Literacy." Commission on Higher
Education & Philippine Normal University, 2016.

“1.3 The Evolution of Media.” University of Minnesota Libraries. University of Minnesota Libraries Publishing
Services, March 22, 2016. https://open.lib.umn.edu/mediaandculture/chapter/1-3-the-evolution-of-media/.

Wilson, Carolyn. "Media and Information Literacy: Challenges and Opportunities for the World of Education." The
Canadian Commission for UNESCO’s IdeaLab, November 2019, 1–17.

Orwell, George. Animal Farm. London, England: William Collins, 2021.

Tolstoy, Leo. Anna Karenina. Translated by Aylmer Maude and Louise Maude. Wordsworth Editions, 1995.

17
Lesson 2
What Is Media and Information
Literacy?

Unit 1| Introduction to Media and Information Literacy

Media and Information Literacy

18
DIVE IN

Wilson (2019, 5) cites the

Media Literacy Resource
Guide (1989) for the key
concepts that have
become the underpinnings
of media and information
literacy education today.
19
DIVE IN

KEY CONCEPTS FOR MEDIA LITERACY

20
DIVE IN

● Every person has their own story

to tell.

21
DIVE IN

If not now, then when?

22
DIVE IN

● All media are constructions.

23
DIVE IN

● Media constructs versions of

reality.

24
DIVE IN

● Audiences give meaning to

media content.

25
DIVE IN

● Media have commercial

implications.

26
DIVE IN

● Media content contains

ideological and value messages.

27
DIVE IN

● Media messages and content

contain social and political
implications.

28
DIVE IN

● Form and content are closely

related in media messages.

29
DIVE IN

● Each medium has a unique

aesthetic form.

30
What Is Media and
Information Literacy?

Media is known as one of the

channels of communication
where we disseminate
education, movies, music,
news, promotional messages
and other data.

31
What Is Media and
Information Literacy?

Information refers to the output

resulting from analyzing,
contextualizing, structuring,
interpreting or other ways of
data processing.

32
What Is Media and
Information Literacy?

Literacy It is the ability to

identify, understand, interpret,
create, communicate, and
compute using printed and
written materials associated
with varying contexts.

33
What Is Media and
Information Literacy?

Literacy refers to one’s cognitive

ability to process information
using written materials in various
contexts.

34
• Media Literacy
• Information
Literacy
• Technology Literacy
• Media and
Information
Literacy

35
What Is Media and Information Literacy?

Media literacy focuses on how a person identifies and scrutinizes the roles
and functions of media institutions, how he scrutinizes the content and even
various information providers, and how he makes use of media in a
responsible, ethical manner.

• Access
• Analysis
• Evaluation
• Creation

36
What Is Media and Information Literacy?

Media literacy

• Teacher educates on fake news

• Parent discusses TV content

37
What Is Media and Information Literacy?

Information literacy refers to one’s ability to search, access, consolidate,

utilize, and create relevant information for varying purposes.

• Recognize information needed

• Locate information
• Evaluate information
• Use information

38
What Is Media and Information Literacy?

Information literacy

• Healthcare professional seeks research

• Citizens verifies social media facts

39
What Is Media and Information Literacy?

Technology literacy refers to skills in effectively using technology, including

hardware and software, to communicate, manipulate, store, and access
information.

• Basic Operation
• Software proficiency
• Digital Tools
• Problem-solving
• Impact Awareness

40
What Is Media and Information Literacy?

Technology literacy

• Student designs a website

• Business owner utilizes e-commerce

41
What Is Media and Information Literacy?

Media and information literacy is a set of integrated skills, attitudes, and

competencies that empower citizens to understand and communicate
information for democratic discourse and to evaluate, produce and use all of
these resources effectively, competently, and ethically.

• Accessing information
• Analyzing Media
• Evaluating Information
• Creating Content
• Digital Competence

42
What Is Media and Information Literacy?

Media and information literacy

• Community group organizes online event

• Student creates a digital storytelling
project

43
 Mix and Match
Media and
Information Media Technology
Information
Literacy Literacy Literacy
Literacy

44
 Mix and Match

● A learner is writing a research paper about climate change.

● In his reaction paper about the movie he watched, Anton noted how the lighting
was used to help communicate the film's theme.

● Dianne conducts a seminar for teachers to help them become familiar with new
technology that will be implemented in the school.

● Andrea watched a video from a social media site that centers on a specific type of
diet. Curious if the result in the video was achievable, she went online to research
other resources before deciding whether to try the dietary plan.

45
 Mix and Match

● A learner is writing a research paper about climate change. (INFORMATION

LITERACY)

● In his reaction paper about the movie he watched, Anton noted how the lighting
was used to help communicate the film's theme. (MEDIA LITERACY)

● Dianne conducts a seminar for teachers to help them become familiar with new
technology that will be implemented in the school. (TECHNOLOGY LITERACY)

● Andrea watched a video from a social media site that centers on a specific type of
diet. Curious if the result in the video was achievable, she went online to research
other resources before deciding whether to try the dietary plan. (MEDIA AND
INFORMATION LITERACY)
46
 Mix and Match
I 1. A high school student critically analyzes a news article for bias and credibility.
I 2. A college student conducts research for a term paper, evaluating sources for reliability
and relevance.
T 3. A teacher incorporates educational software into the classroom to enhance learning.
MI 4. A journalist evaluates online sources for credibility while using digital tools to create a
multimedia news story.
I 5. A librarian teaches patrons how to use databases to find credible information.
M 6. A film studies class dissects a documentary to understand its underlying messages and
techniques.
MI 7. A social media manager analyzes audience engagement metrics to refine content strategy.
T 8. An office worker learns new software to improve productivity.
T 9. A senior attends a workshop to learn how to use smartphones and social media.
M 10. A consumer assesses advertisements for persuasive tactics and underlying messages.
47
What Is Media and Information Literacy?

UNESCO’s MIL Framework

Based on UNESCO’s framework,
media and information literacy is
essential for the following:
● making informed decisions
● learning about the world around
us
● building a sense of community
● maintaining public discourse
● engaging in lifelong learning
48
CONTEMPORARY EXPERIENCE

During the height of the COVID-19

pandemic, we saw a rise in the
use of technological tools. These
tools aided us in maintaining
some semblance of normalcy in
our lives during lockdowns.

49
Stoplight

STOP CONTINUE START

50
What Is Media and Information Literacy?

Information literacy refers to one’s ability to search, access, consolidate,

utilize, and create relevant information for varying purposes.

Media literacy focuses on how a person identifies and scrutinizes the roles
and functions of media institutions, how he scrutinizes the content and even
various information providers, and how he makes use of media in a
responsible, ethical manner.

Technology literacy refers to skills in effectively using technology, including

hardware and software, to communicate, manipulate, store, and access
information.
51
PHOTO CREDITS

Slide 6: Tiktok Social Media Social Marketing Internet by Jubjang is licensed underPixabay Licensevia Pixabay.

Slide 12: Ultrastructural illustration of coronavirus by Jubjang is licensed under CC0 1.0 via Rawpixel.

52
REFERENCES
Austen, Jane. Persuasion. London, England: Penguin Classics, 2012.

de Saint-Exupéry, Antoine. The Little Prince. Translated by Katherine Woods. Harcourt Brace, 1943.

"Fighting Fake News: How Youth Are Navigating Modern Misinformation and Propaganda Online." Canadian
Commission for UNESCO. Updated November 12, 2021. https://en.ccunesco.ca/blog/2018/11/fighting-fake-
news.

Licuanan, Patricia. "Teaching Guide for Senior High School: Media and Information Literacy." Commission on Higher
Education & Philippine Normal University, 2016.

“1.3 The Evolution of Media.” University of Minnesota Libraries. University of Minnesota Libraries Publishing
Services, March 22, 2016. https://open.lib.umn.edu/mediaandculture/chapter/1-3-the-evolution-of-media/.

Wilson, Carolyn. "Media and Information Literacy: Challenges and Opportunities for the World of Education." The
Canadian Commission for UNESCO’s IdeaLab, November 2019, 1–17.

Orwell, George. Animal Farm. London, England: William Collins, 2021.

Tolstoy, Leo. Anna Karenina. Translated by Aylmer Maude and Louise Maude. Wordsworth Editions, 1995.

53
Lesson 3
Responsible Uses and Production
of Media and Information

Unit 1| Introduction to Media and Information Literacy

Media and Information Literacy

54
 Make Your Model

1. You will be divided into groups.

2. Each group will create its
communication model that
facilitates the responsible use
and production of information
using the concepts learned about
media and information literacy.
3. Be as creative as you can.

55
 Make Your Model

Answer the following questions:

● How does your model address the
issues in media and information
literacy?
● Based on your model, how do you
understand the concept of
communication?

56
 Make Your Model

Answer the following questions:

● How similar and different are your
communication models from the
others? Why do you think such
similarities and differences occur
in your output?

57
Let’s Analyze!

In 2013, there was a news report about a University of the Philippines student
who won a photography contest organized by the Chilean ambassador in the
country. After winning the grand prize, it was discovered that it was not his
original work; instead, he got it from a social media account owned by a
foreigner without asking permission. Later on, his other entries in previous
photography contests were also questioned because they appeared to be taken
from someone else’s work without approval.
● What is the problem posed in this example?
● What violation was committed by the student?
● Why is it considered a critical issue?

58
Responsible Uses and Production of Media and
Information
These issues will challenge an individual to apply what he or she knows
about media and how to understand its influences on one’s identity,
personal choices, and decisions.
● plagiarism
● intellectual disrespect and dishonesty
● stereotypes like gender or racial bias and oversimplified
generalization
● disrespect for people’s privacy, feelings, and property
● unverified sources

59
Responsible Uses and Production of Media and
Information
● Plagiarism - act of using someone else's
work, ideas, or intellectual property
without proper acknowledgment or
permission.

60
Responsible Uses and Production of Media and
Information
● Intellectual disrespect and dishonesty -
refer to the lack of regard for the
integrity and originality of others'
intellectual contributions. It includes
actions like plagiarism, falsifying data,
or misrepresenting research results.
61
Responsible Uses and Production of Media and
Information
● Stereotypes like gender or racial bias
and oversimplified generalization -
oversimplified and generalized beliefs
about a group of people based on
characteristics like gender, race,
ethnicity, or other attributes.
62
Responsible Uses and Production of Media and
Information
● Disrespect for people’s privacy - involves
intruding into their personal space or using their
private information without consent. This can
include actions like sharing personal data without
permission or invading someone's private life.

63
Responsible Uses and Production of Media and
Information
● Disrespect for people’s feeling - refers
to disregarding or belittling someone's
emotions or experiences, which can
lead to emotional harm.

64
Responsible Uses and Production of Media and
Information
● Disrespect for people’s property -
involves using, damaging, or taking
someone else’s belongings without their
consent.

65
Responsible Uses and Production of Media and
Information
● Unverified sources - using information
that has not been properly checked or
validated for accuracy and credibility.
This can lead to the spread of
misinformation, false claims, and
unreliable conclusions.
66
Responsible Uses and Production of Media and
Information
● Cyberbullying - refers to the use of digital
technologies, such as social media, messaging
platforms, and websites, to harass, threaten, or
intimidate others. It can involve spreading rumors,
posting hurtful comments, sharing private
information without consent, or other forms of
online abuse.
67
Responsible Uses and Production of Media and
Information
● Propaganda
○ glittering generalities
○ bandwagon
○ half-truth or card stacking
○ appeal to authority

68
Responsible Uses and Production of Media and
Information
● Propaganda - the dissemination of biased or
misleading information to promote a particular
political cause or point of view. It often involves
using emotionally charged language, selective
facts, and persuasive techniques to influence
public opinion and manipulate people's beliefs
and behaviors.
69
Responsible Uses and Production of Media and
Information
○ Glittering generalities - persuasive techniques
that use vague, emotionally appealing phrases
or words that sound good but lack concrete
meaning.
"freedom“, "justice"

70
Responsible Uses and Production of Media and
Information
○ Bandwagon - a persuasive technique that
encourages people to adopt a particular
behavior, belief, or trend because "everyone
else is doing it." It capitalizes on the human
desire to fit in and be part of the majority.

71
Responsible Uses and Production of Media and
Information
○ Half-truth or card stacking - involve presenting
only selective information that supports a
particular argument while omitting or
downplaying contradictory facts. This
technique can create a misleading impression
by highlighting favorable evidence and
ignoring anything that might weaken the case.
72
Responsible Uses and Production of Media and
Information
○ Appeal to authority - a logical fallacy that
relies on the opinion or endorsement of an
authority figure, expert, or celebrity to support
a claim, rather than providing actual evidence
or reasoning.

73
APPROACHES AND PERSPECTIVES

What is fake news, and

how has it negatively
affected people?

74
APPROACHES AND PERSPECTIVES

The Canadian Commission for UNESCO provided the

following tips for navigating fake news:
● Be aware.
● Be suspicious.
● Be proactive.

75
Stoplight

STOP CONTINUE START

76
PHOTO CREDITS
Slides 5–7: Handwriting Text Process Loading. Concept meaning Forecasting the future event by Jernej Furman
is licensed under CC BY 2.0 via Flickr.

Slide 11: Fake News - Computer Screen Reading Fake News by Mike MacKenzie is licensed under CC BY 2.0 via Flickr.

77
REFERENCES
Austen, Jane. Persuasion. London, England: Penguin Classics, 2012.

de Saint-Exupéry, Antoine. The Little Prince. Translated by Katherine Woods. Harcourt Brace, 1943.

"Fighting Fake News: How Youth Are Navigating Modern Misinformation and Propaganda Online." Canadian
Commission for UNESCO. Updated November 12, 2021. https://en.ccunesco.ca/blog/2018/11/fighting-fake-
news.

Licuanan, Patricia. "Teaching Guide for Senior High School: Media and Information Literacy." Commission on Higher
Education & Philippine Normal University, 2016.

“1.3 The Evolution of Media.” University of Minnesota Libraries. University of Minnesota Libraries Publishing
Services, March 22, 2016. https://open.lib.umn.edu/mediaandculture/chapter/1-3-the-evolution-of-media/.

Wilson, Carolyn. "Media and Information Literacy: Challenges and Opportunities for the World of Education." The
Canadian Commission for UNESCO’s IdeaLab, November 2019, 1–17.

Orwell, George. Animal Farm. London, England: William Collins, 2021.

Tolstoy, Leo. Anna Karenina. Translated by Aylmer Maude and Louise Maude. Wordsworth Editions, 1995.

78