PROF ED 10 MODULE 3- SEMI FINAL

Chapter 5
Learning Outcomes
 At the end of this chapter, you should be able to develop a clear and practical understanding of
the following:
o Develop a working understanding of Media and Cyber/Digital Literacy and how they
relate to one another;
o Appreciate the importance of developing Media and Cyber/Digital Literacy both in
ourselves and one another in the information age:
o Realize that practical steps must be taken to develop these literacies early in children and
cannot wait ‘’until they are older’’.
Media and Cyber or Digital Literacies
Technology has been part of everyone’s life, be it at home, in school, or anywhere with the facet
of our undertaking. However, in many instances, we may not be aware that we have been misusing or
abusing it or in another way around, we may find ourselves being used by people with their malicious
motives using digital tools.

Digital Literacy. this the set of competencies required for full participation in society that
includes knowledge, skills and behavior involving the effective use of digital devices for purposes of
communication, expression, collaboration and advocacy.
Simply: it is the ability of an individual to engage with the digital environment and operate
technologies safely by knowing what to do and what not to do and how to avoid unnecessary risks.
Digital literacy is an individual’s ability to access both information and methods of
communication through technological tools, such as smartphones, tables, laptops, and desktop PCs.
While digital literacy is initially focused on digital skills and stand-alone computers, its focus has shifted
to network devices, including the Internet and the use of social media.

Cybersecurity

Cybersecurity is the practice of protecting systems, networks, and programs from digital attacks.
These cyberattacks are usually aimed at accessing, changing, or destroying sensitive information;
extorting money from users; or interrupting normal business processes.
Implementing effective cybersecurity measures is challenging because there are more devices
than people, and attackers are becoming more innovative. Here are some tips on how to protect
yourself against cyber threats.
1. Monitor behavior on social networks. Before posting or uploading something online, try to
realize:
a. Does this need to be public; and
b. Is it worth the risk? Remember, not only what we share online is available to friends and
family, but also to cybercriminals.
2. Keep devise safe. Protect your technology tools by installing Anti-virus software, a
configuration of settings on the devices and by completing software updates.
3. Understand how best to use passwords. Passwords need to be complex and hard to guess,
but can still be remembered.
4. Handle unsafe content. Know exactly how to respond or react to unsafe situation online,
such as:
 a. Suspicious emails
b. Pop-ups claiming that your computer is infected
c. BitTorrent sites
5. Consider safety for the future. Take responsibility in using devices with the utmost and
critical thinking when online

Cyber Citizenship

Citizenship is old value that is now applied to a new medium, the Internet. Cyber citizenship
refers to being responsible when using the Internet. Doing online when no one is looking speaks a lot
about one’s character and morals. The power of this digital world is associated with responsibilities and
consequences. Therefore, we can explore and navigate all information available online however, we
should observe cyber citizenship or manners and etiquette on the Web.

Ways on How to be a Good Cyber Citizen

The enlisted ways of becoming a good cyber citizen would guide everyone on his/her digital operations
and information processing and would prevent anyone from further consequences, distractions, moral
damages and risks.

1. Be careful and critical for whatever you post online that could be visible o the public even if on a
‘’private’’ page through tagging by a friend.
2. If you have problem with someone, go to the person or an adult to help work it out, instead of
posting your expression online.
3. Use the Internet to help you with your schoolwork, but give credit to the sources you use and
critically analyze everything you search online.
4. Use the Internet purposefully to learn more about anything you are interested in, to help you
research relevant and needed data or information and to stay connected with friends
throughout the world.
5. Make sure you verify an information before you share it or use it in a project and check on
accuracy and truth in the information you search on the web.
6. Give out certain information only.
7. Don’t answer questions that make you uncomfortable.
8. Always make sure you have told a reliable adult if you decide to meet someone you knew
through the Internet.
9. Always be aware of copyright laws and give to whom an article or a part of it is due.
10. Use only the computers that you are allowed to use. Avoid hacking.

Importance of Cyber Citizenship

1. It keeps the Internet free from hurtful statements.

2. It creates a culture of more reliable information.
3. It gives provisions for people to be given credit for what they have created.
4. More criminals or bullies can be caught when kids are honest.
5. It keeps information private.

Proper Netiquette
 Follow these simple rules to ensure that you make wise choices when sending messages online.

1. Make sure you have the correct address [ with proper spelling], correct link and you are sending
the information to the right person when doing it online.
2. Check information before sending or posting any message and avoid false statements and
information on the web or forwarding junk mail or chain letters to family or friends.
3. Re-read what you wrote to make sure it is what you want to say and the other person would
interpret it the same way.
4. Keep your comments clean and don’t confront others online or say anything that could be
hurtful to them.
5. Keep your personal and friends’ information private and don’t forward information that was
given to you without his/her permission.
6. Watch out for spam and other fraud -email and never reply to them
7. If you are going to write something personal or private, think twice because messages can get
misdelivered.
8. Adults should monitor kids’ messages, especially when they are sending e-mail to others
without permission.

The Ten Commandments of Teacher Cyber Citizenship

1. Thou shall not post any personal matter, confidential information and obscene pictures and
messages online that can be accessed by students and parents.
2. Thou shall not respond or thread to any personal messages created by students online other
than those school-related.
3. Thou shall not lend or let students access your cellphone.
4. Thou shall not give your e-mail password to students.
5. Thou shall not use concepts and information from texts and references without the author’s
citation.
6. Thou shall not post to any social media account, for whatever purpose, the pictures of students
without their or their parents’ consent.
7. Thou shall not express sentiments, disappointments and disagreements against superiors,
colleagues, students and their parents using their social media accounts.
8. Thou shall not use data from Internet sources in any documents like lesson plans, researchers
and requirements without the consent of the author.
9. Thou shall not give any personal data or other’s information to anyone unless for specific
purposes and given the consent.
10. Thou shall not post any student data publicly online academic rankings, school records, class
outputs and record of grade.

Internet Safety

Internet safety, online safety, or cyber safety means trying to be safe on the Internet. It is
maximizing the user’s persona safety and security risks to private information and properly associated
with using Internet, including self -protection from computer crime. As the number of Internet users
continue to grow worldwide, issues and concerns also continuously exist.

Information security
 Internet safety, online safety or cyber safety means trying to be safe on the Internet. It is
maximizing the user’s personal safety and security risks to private information and property associated
with using the Internet, including self-protection from computer crime.

Common causes of information security breaches theft.

1. Phishing. It is a common type of scam, of which the scammer disguise as a trustworthy source in
an attempt to obtain private information, such as passwords, credit card information, etc.
through the use of fake websites that look identical and legitimate.
2. Internet scams. These are schemes that deceive the users in various ways in an attempt to take
advantage of them.
3. Malware. It is a malicious software [particularly spyware] disguised to collect and transmit
private information, such as password without the user’s consent or knowledge, of which it is
impossible to determine whether a file is infected.

Personal safety and threats. The growth of Internet gave rise to many important services accessible to
anyone with a connection, sch as digital communication. While it allows communication with others, it is
being grabbed by malicious users for bad intent. The following are common threats to personal safety.
1. Cyberstalking. It is the use of the Internet or other electronic means to stalk or harass an
individual, group or organization through false accusations, defamation, slander and libel,
intentional monitoring, identify theft, threats, vandalism, solicitation for sex, or gathering
information that may be used to threaten, embarrass to harass.
2. Cyberbullying. It is the use of electronic means, such as instant messaging, social media, e-mail
and other forms of online communication with the intent to abuse, intimidate, or overpower an
individual or harass.
3. Online predation. It is the act of engaging an underage minor into inappropriate sexual
relationships through the Internet.
4. Obscene/offensive content. Various website on the Internet contains material that may deem
offensive, distasteful or explicit, which may often not be of the user’s liking. Such websites may
include the Internet, shock sites, hate speech or otherwise, and inflammatory content. Such
content may manifest in many ways, such as pop-up ads and unsuspecting links.
5. Sextortion. It is the use of webcams for flirting cybersex. Often, this involves a cybercriminal
posing as someone else, such as an attractive person initiating communication of a sexual nature
with the victim. The video is recorded by the cybercriminal to demand money or other services,
threaten to publicly release the video and send to family members and friends of the victim if
they do not comply.

Cyberbullying
- Cyberbullying, cyberembarrassment, or online bullying is a form of bullying or harassment
using electronic means usually among minors in a school setting and has become
increasingly common, especially among teenagers.
- It is an aggressive, intentional act or behavior that is carried out by a group or an individual
using electronic forms of contact, repeatedly against a victim who cannot easily defend him
or herself.
- The National Crime Prevention Council defines it as a process of using the Internet. Cell
phone, or other devices to send or post texts or image that intend to hurt or embarrass
another person.
 - It may also include public actions, such as repeated threats, sexual remarks, pejorative
labels or defamatory false accusations, ganging up on a victim by making the person the
subject of ridicule in online forums, hacking into or vandalizing sites about the person, and
posting false statements to discredit targeted person.
- Cyberbullying is similar to traditional bullying; it is just that victims may not know the
identity of their bully and the reason for bullying them.

Cyberbullying Types

1. Internet trolling is a form of bullying over the Internet in an online community to elicit a
reaction, disruption or intentionally provoke and offend others.
2. Cyberstalking is another form of bullying or harassment that uses electronic communication
to stalk a victim and pose a credible threat to harass him/her.

SUMMARY:
 Media Literacy is the ability to identify different types of media and understand the messages
they are communicating, including who is the intended audience and what is the motivation
behind the message.
 Digital/Cyber Literacy is a subset of media literacy: the ability to locate, evaluate, create, and
communicate information on various digital platforms. This includes the ability to verify
information as factual as well as identify and avoid communication with deceitful, malicious and
exploitative content.
 Information Literacy is a subset of media literacy: the ability to locate, access and evaluate
information from a variety of media sources.
 The utmost importance to both literacies [media and digital] is the ability to analyze and think
critically about what is being communicated. This means making value judgments about the
message [ i.e. …identifying truth from falsehood, right from wrong, etc.], and goes beyond simply
comprehending the what is being said.

QUESTIONS TO ANSWER:
1. Can you explain how Media Literacy and Digital Literacy are related?
2. Can you explain how critical thinking is important to both Media and Digital Literacy?
3. What do you mean by cyber citizenship? Elaborate. Ano ang ibig sabihin ng cyber citizenship?
Ipaliwanag.

Chapter 6
Learning Outcomes
 At the end of this chapter, you should be able to develop a clear and practical understanding of
the following:
o Define ecological literacy;
o Distinguish among environmental literacy, ecoliteracy, and ecological literacy;
o Describe an ecoliterate person; and
o Recognize individual and collective roles in protecting and rehabilitating the environment
and ecosystem.
Ecological Literacy
 The development of ecological understanding is not simply another subject to be learnt but a
fundamental change in the way change we see the world [John Lyle, 1994].
 Ecological Literacy refers to an individual’s understanding not only of ecological concept, but also
of his or her place in the ecosystem.
 The term ecological literacy was first introduced by David Orr in 1989 in his essay ‘’Ecological
Literacy’’. He indicated that knowing, caring and practical competence from the foundation for
ecological literacy. He pointed out that the root of environmental crisis is the individual’s inability
to think about ‘’ecological pattern, system of causation, and long- term effects of human actions.
 Orr emphasized the importance of experience in one’s natural environment that can enable
human to shift perspective from one of an economic emphasis to one of balance amongst
economics, ecology, and culture.
 He also argued that the ecologically literate person understands the dynamics of the
environmental crisis, which includes an understanding of how people become so destructive.
 Therefore, identifying school students’ ecological literacy levels is a necessary stepthe to
investigate their behavior, attitudes, sensitivity, and behavioral intention.
 In order to create awareness among students, it is important to foster correct knowledge to
ensure positive approach to the environment.
 Kahyaoglu [2009] also stated that positive attitudes and values toward environment are occurred
with a good knowledge. Developing environmentally responsible behavior requires correct
knowledge about climate change, the cause of global warming, carbon emissions, and carbon
footprint.
 The current literature on ecological literacy emphasizes the role of scientific knowledge and
ecological thinking in identifying cause-effect relationship in socio-environmental systems, in
order to allow more enlightened decision-making:
 Ecological literacy is meant to enable conscious and participant citizens to make informed
decisions or take action on environmental issues.
Characterizing an Ecoliterate Person
Dr. Tom Puk [2002] characterized an ecologically literate person of the 21 st century as a
‘’responsible, lifelong learner who strives to improve the human condition and the environment
within the context of self, human groups, the biosphere, and the ecosphere.’’ The Ecologically
literate person in order to achieve the aforementioned ultimate goal should become:

 an inquirer, who actively secures the basic skills and knowledge in order to carry out ecological
responsibilities. This also enables her to reach own potential and place in the physical and natural
environment;
 a reflective learner, who understand the value and limitations of human knowledge, the power
and limitations of the natural world, the role of intuition in real life pursuits, and the role of self
as it is manifested in one’s personal narrative.
 Intelligently self-directed, who engages in self appraisal, sets new learning objectives, develops
plan to achieve those objectives, carries out those plans in a flexible inquiry -directed manner,
and reflects on the whole process.
 morally responsible, who governs actions with precepts [ responsibility, seeking justice and
equality for all] that maintain harmonious relationships;
  seek self-transcendence, who moves beyond limitations of personal ego by identifying with
human groups [past and future], flora and fauna, ecosphere, that transcend the individual life in
scope and time.

The ecologically literate person of the 21 st century has a positive view of life, grounded
in the faith of interconnectedness, and has the capacity to completely perform significant life
work and related tasks. Such a view enables her to look upon the human experience positively
and all things compassionately.

Greening Initiatives in College and Universities

Increased awareness of environmental degradation and concern for its rehabilitation
have prompted colleges and universities to green their campuses. A green campus is ‘’a place where
environmentally responsible practice and education go hand-in-hand and where environmentally
responsible tenets are borne out by example’’. The green campus institution is a model environmental
community where operational functions, business practices, academic programs, and people are
interlinked, providing educational and practical value to the institution, the region and the world.

Greening activities, although challenging and demanding, yield significant benefits in the long
run:

 Environmental and economic sustainability. A system –wide culture of sustainability helps

preserve and enhance what the institution values today as well as for the future.
 Reputation as a leader through example. As colleges and universities offer courses in
environmental management, engineering, laws and regulations, and assessment, greening
initiatives provide them opportunities to practice what they preach and make their mark as
environmental leaders. Colleges and universities need to examine their own organizations and
implement on their own campuses what they and the public expect their industry to do.
 Economic benefits. A routine, curriculum-based, environmental audit program that reveals waste
and inefficiency associated with campus activities, coupled with the identification of
environment-friendly alternatives, can yield significant cost savings for the institution.
 ‘’Real-life’’ work experience for your students. Environmental audits and pollution prevention
evaluations can be integrated into the curriculum, providing students with hands-on investigate
and problem-solving experience that they can take with when they enter the workplace. This
experience not only makes your students more marketable, it also provides them with the kinds
of broad-thinking skills that allow them to succeed and thrive once they are employed.
 Improved quality of life in the campus. A Green campus is a cleaner, safer, and healthier place to
live and work.

SUMMARY:
 Ecological literacy refers to an individual’s understanding not only of ecological concept, but also
of his or her place in the ecosystem.
 Ecological literacy is a form of transformative education that requires shifts in three related
areas: [1] perception [seeing], [2] conception [knowing], and [3] action [doing].
 The ecologically literate person of the 21 st century has a positive view of life, grounded on the
faith of interconnectedness, and has the capacity to competently perform significant life, work,
and related tasks.
QUESTIONS TO ANSWER:

1. What environmental issues and concerns move you and provoke you to action? What efforts
and practical steps do you do to influence others to take action?
2. What are greening initiatives [you know] done by your school and municipality?
3. What personal greening initiatives would you propose to your own campus, community and
homes?