MEDIA AND INFORMATION LITERACY 1

Saint Columban College

SENIOR HIGH SCHOOL DEPARTMENT
7016 Pagadian City

S T U D E N T ’ S L E A R N I N G M O D U L E

Student’s Name: ___________________________ Date: ____________________

Grade & Section:______________ Subject: _________________

Content Standard : The learner demonstrates understanding of media and information literacy (MIL)
and MIL related concepts.

Performance Standard : The learner organizes a creative and interactive symposium for the
community focusing on being a media and information literate individual.

Learning Competencies: Describes how communication is affected by media and information,

identifies the similarities and differences of media literacy, information literacy, and technology
literacy.
Learning Contents: MEDIA AND INFORMATION TECHNOLOGY
Learning Resources: Media and Information Literacy Senior High school Series Second
Edition.
Core Values: The course introduces the learners to basic understanding of media and
information as channels of communication and tools for the
development of individuals and societies. It also aims to develop students to be creative and
critical thinkers as well as responsible users and competent producers of media
and information.

I. INTRODUCTION:

Dear Student,

Panagdait sa Diyos og sa tanang kabuhatan!

The success of this module lies in your hands. This was prepared
for you to learn diligently, intelligently, and independently. This
will be a great opportunity for you to equip yourself not only with
academic content but as well as some invaluable skills which you
will be very proud of as a responsible learner.

If you have inquiries, you may send a private message on my

Facebook account Delmar J Villegas or you may text me on this
cellphone number 09157601055.

I will be receiving messages during weekdays from 9am to 5pm

only.
 MEDIA AND INFORMATION LITERACY 2

Dear Student,

Panagdait sa Diyos og sa tanang kabuhatan!

The success of this module lies in your hands. This was prepared
for you to learn diligently, intelligently, and independently. This
will be a great opportunity for you to equip yourself not only with
academic content but as well as some invaluable skills which you
will be very proud of as a responsible learner.

If you have inquiries, you may send a private message on my

Facebook account Jay Mark Paras.

I will be receiving messages during weekdays from 9am to 5pm

only.
 MEDIA AND INFORMATION LITERACY 3

STUDY SCHEDULE AND HOUSE RULES

Course Title: Media and Information Literacy
Course Description: The course introduces the learners to basic understanding of media
and information as channels of communication and tools for the development of
individuals and societies. It also aims to develop students to be creative and critical
thinkers as well as responsible users and competent producers of media and information.

STUDY SCHEDULE
At the end of the module, you will be able to:

1. Identifies the similarities and differences of media literacy, information literacy, and
technology literacy.
2. Identifies traditional media and new media and their relationships.
3. Defines information needs, locates, accesses, assesses, organizes, and
communicates information.
4. Classifies contents of different media types and defines media convergence
through current examples.

Week Topic Date Time

Week 5 Lesson 5 – Media and Information Refer to your Refer to your
Sources Schedule Schedule
Week 6 Lesson 6 – Media and Information Refer to your Refer to your
Languages Schedule Schedule
MIDTERM EXAMINATION
(October)
 MEDIA AND INFORMATION LITERACY 4

How to Use This Module

Set aside any forms of distractions that will disturb you during the lesson. Read the simple
instructions below to complete the module with a smile on your face. Have fun!

1.Follow carefully all the contents and instructions indicated in this module.
2.Take down notes on the concepts about the lessons. Compiling notes enhances
learning.
3.At the end of the month, remove the worksheets and submit them to your teacher.
4.Let your facilitator/ guardian assess your answers using the answer key card.
5.Practice the virtue of honesty in doing all your tasks activities in the module must be
done by you and not by others.
6.Your family and friends may support and guide you but you must not let them do the
work.
7.DO YOUR BEST AND GOD WILL DO THE REST Enjoy studying

PARTS OF THE MODULE

• Objectives – These are what you will learn after completing this module.
• Entry Pass – A pre-test that will determine your prior knowledge and the concepts
to be mastered in the lesson.
• Introduction – This section will give you an overview of the lesson.
• Let’s Think & Acts – Activities that verifies how much you learned from the lesson
• Exit Pass – This will measure how much you have learned from the entire module.
• Scissor Icon - Worksheets has scissor icons means that you should cut and submit
the page to your teacher for checking at the end of the month.

SUBJECT REQUIREMENT

• Submit all the worksheets with scissor icons on or before the exam date
• Attach the worksheet in a long white folder
• Some activities in this module will require you to perform activities hence capture
a photo for each performance as documentation and attach it in the folder
• You can also submit your worksheets directly to your teachers Facebook Account
 MEDIA AND INFORMATION LITERACY 5

LESSON 5
Media and Information Sources
LESSON OBJECTIVES
• Identif y the dif f erent kinds of sources in Media and Inf ormation.
• Compare potential sources of Media and Inf ormation.

MEDIA & INFORMATION SOURCES: A BRIEF INTRODUCTION

One of the primary roles media plays is to inf orm. From news to current af f airs to lif estyle subjects,
weather reports to celebrity updates, educational subjects to recreational details and more, the whole
array of data the media of f ers make it an invaluable source of inf ormation. It may be also gives you an
inf ormation through virtually – media, blogs, personal experiences, books, journal and magazine articles,
expert opinions, encyclopedias, and web pages – and the type of inf ormation you need will change
depending on the question you are trying to answer.

Sources of Information:
• Library/ Libraries – a place which literacy, musical, artistic or reference materials are
kept for sure but not for sale.

4 Major Types of Library:

1. Academic Library – serves colleges and universities.
2. Public Library – serves in cities and towns of all types.
3. School Library – serves students from Kindergarten to Grade 12.
4. Special Library – in specialized environments such as hospitals, corporations,
museum, the military, private business and the government.

• Indigenous Media – May be defined as forms of media expression conceptualized,

produced, and circulated by indigenous peoples around the globe as vehicles for
communication, including cultural preservation, cultural and artistic expression, political
self-determination, and cultural sovereignty.

- may be defined as forms of media expression conceptualized, produced, and

circulated by indigenous peoples around the globe as vehicles for communication.

• Indigenous Knowledge (IK) – knowledge that is unique to a specific culture or society;

most often it is not written down.
• Indigenous Communication – transmission of information through local channels or
forms.
- It is means by which the culture is preserved, handed down and adapted.

Forms of Indigenous Media:

1. Folk or Traditional Media
2. Gatherings and Social Organizations
3. Direct Observation
4. Records (Written, Carved, Oral)
5. Oral Instruction

• Internet – a global computer network providing a variety of information and

communication facilities, consisting of interconnected networks using standardized
communication protocols.

EVALUATING INFORMATION FOUND ON THE INTERNET:

• Authorship
• Publishing body
• Accuracy and Verifiability
• Currency
 MEDIA AND INFORMATION LITERACY 6

THINGS TO CONSIDERATION IN EVALUATING INFORMATION:

• Reliability
• Accuracy
• Value
• Authority
• Timeliness

RELIABILITY OF INFORMATION
Information is said to be reliable if it can be verified and evaluated. Others refer to the
trustworthiness of the source in evaluating the reliability of information.

ACCURACY OF INFORMATION
Accuracy refers to the closeness of the report to the actual data. Measurement of accuracy
varies, depending on the type of information being evaluated.
Forecasts are said to be accurate if the report is similar to the actual data.
Financial information is considered accurate if the values are correct, properly classified, and
presented.

SKILLS IN DETERMINING ACCURATE INFORMATION

1. Look for facts.
2. Cross-reference with other sources for consistency.
3. Determine the reason for writing and publishing the information.
VALUE OF INFORMATION
Information is said to be of value if it aids the user in making or improving decisions.

AUTHORITY OF THE SOURCE

Much of the information we gather daily do not come from a primary source but are passed
on through secondary sources such as writers, reporters, and the like. Sources with an
established expert on the subject matter are considered as having sound authority on the
subject.
• Who authored or published the information?
• Is the source credible?

TIMELINESS

Reliability, accuracy, and value of information may vary based on the time it was produced or
acquired. While a piece of information may have been found accurate, reliable, and valuable
during the time it was produced, it may become irrelevant and inaccurate with the passing of
time (thus making it less valuable). Other information may be timeless, proven to be the same
in reliability, accuracy, and value throughout history.

SKILLS IN DETERMINING THE RELIABILITY OF INFORMATION

1. Check the Author
2. Check the Date of Publication or of update
3. Check for Citations
4. Check the Domain or owner of the site/page.

.com – commercial
.gov – government
.edu – educational
.org – nonprofit organization
.mil – military
 MEDIA AND INFORMATION LITERACY 7

LET’S THINK AND ACT!

Name: __________________________________ Strand, Grade & Section: ________________

Answer the f ollowing questions. Write your answers below or use another sheet of paper/ bond paper.

1. What are the things to be considered in evaluating an inf ormation?

2. What are the advantages and disadvantages of using book as a source of inf ormation?

3. What are the media and inf ormation sources?

Give at least 3 sources.

4. If you are going to look f or an inf ormation about Philippine literature, which source do you pref er
to use, library or internet and why?

5. Why do we need to evaluate inf ormation?

6. What is a library?

7. What is a special/modern library to you?

8. Do you still use library resources f or research? Why or why not?

9. How can you evaluate or measure inf ormation quality?

10. What are the skills in determining the reliable inf ormation?
 MEDIA AND INFORMATION LITERACY 8

LESSON 6
Media and Information Languages
LESSON OBJECTIVES
• Identify codes, convention, and message and how they affect the audience, producers, and other
stake holders.
• Reflect on how important information can be conveyed to create the desired impression.

MEDIA AND INFORMATION LANGUAGES: A BRIEF INTRODUCTION

These are codes, conventions, formats, symbols and narrative structures that indicate the
meaning of media messages to an audience.

CODES
These are systems of signs that when put together create meaning .

TYPES OF CODES:
SYMBOLIC CODES – show what is beneath the surf ace of what we see (objects, setting, body
language, clothing, color, etc.,) or iconic symbols that are easily understood .

WRITTEN CODES – use of language style and textual layout (headlines, captions, speech bubbles,
language style, etc.,).

TECHNICAL CODES – Are ways in which equipment is used to tell the story – This includes sound,
camera angles, types of shots and lighting as well as camera techniques, f raming, depth of f ield,
lighting, exposure and juxtaposition.

CAMERA SHOTS
is composed of the series of frames that are shot uninterrupted f rom the moment the camera starts
rolling until it stops.

TYPES CAMERA SHOTS:

EXTREME LONG SHOT – Also called extreme wide shots such as a large crowd scene or a view
of scenery as f ar as the horizon.

LONG SHOT – a view of a situation or setting f rom a distance.

MEDIUM LONG SHOT – shows a group of people in interaction with each other.
Example:
Fight scene with part of their surroundings in the picture.

FULL SHOT – a view of a f igure’s entire body in order to show action and/ or a constellation group
of characters.

MEDIUM SHOT – shows a subject down to his/her chest/waist.

MEDIUM CLOSE-UP SHOT - the medium close-up shots f rames your subject f rom roughly the
chest up, typically f avors the f ace. But still keeps the subject somewhat distant.

CLOSE UP SHOT – a f ull-screen shot of a subject’s f ace showing the f inest nuances of ex pression.

EXTREME CLOSE SHOT – a shot of a hand, eye, mouth, nose or any object in details.

CAMERA FRAMING
is the art and science of placing subjects in your shots. Camera Shots are all about composition.
Rather than pointing the camera at the subject, you need to compose an image.
 MEDIA AND INFORMATION LITERACY 9

TYPES OF CAMERA SHOT FRAMING:

Single Shot - can be set and f ramed in any shot size you like, as long as there is only one character/
subject f eatured with in the f rame.

Two Shot - consist of two characters/ persons f eatured in the f rame.

Three Shot - f eatures three persons/ characters in the f rame.

Over-the-Shoulder Shot (OTS) - shows your subject f rom behind the shoulder of another character.
It emulates perspective, its common in conversation scenes.

Over-The-Hip Shot (OTH) – is similar to over-the-shoulder shot that the camera is placed with a
character's hip in the f oreground, and the f ocus subject in the plane of acceptable f ocus.

Point-of-View Shot (POV) – a camera shot that shows the viewer exactly what that character sees,
and we get to understand what's generating the character's reaction.

TYPES OF CAMERA SHOT FOCUS:

Rack Focus - a f ilmmaking technique of changing the f ocus of the lens during a continuous shot.

Pull Focus - a technique can include small or large changes of f ocus, moves the f ocal plane f rom
one object in the f rame to another.

Shallow Focus- consist of two characters/ persons f eatured in the f rame.

Deep Focus- f eatures three persons/ characters in the f rame.

Tilt-Shift- shows the subject f rom behind the shoulder of another character. It emulates perspective,
its common in conversation scenes.
 MEDIA AND INFORMATION LITERACY 10

LET’S THINK AND ACT!

Name: __________________________________ Strand, Grade & Section: ________________

Answer the f ollowing questions. Write your answers below or use another sheet of paper/ bond paper.

1. It also called extreme wide shots such as a large crowd scene or view of scenery as f ar as
the horizon.

2. Use of language style and textual layout such as (headlines, captions, speech bubbles,
language style, etc.,)

3. It is the art and science of placing subjects in your shots.

4. A technique in making a f ilm of changing the f ocus of the lens during a continuous shot.

5. What are the types of camera shot f ocus?

6. A shot that shows the subject f rom behind the shoulder of another character. It emulates
perspective, its common in conversation scenes.

7. A camera shot that shows the viewer exactly what that character sees, and we get to
understand what is generating the character's reaction.

8. What are the types of camera shot f raming?

9. A technique can include small or large changes of f ocus, it moves the f ocal plane f rom one
object in the f rame to another.

10. A shot of a hand, eye, mouth, nose or any object in details.

 MEDIA AND INFORMATION LITERACY 11

Great job! We are finally done with the module! I hope you
enjoyed learning the topic! See you in our next journey!

Prepared by: Delmar Villegas