Media and Information Literacy

Grade 12
Second Quarter, Learning Activity Sheet, Week 4

Text and Visual Information and

Media

https://bamil786447613.files.wordpress.com/2018/11/people-media-1.jpg?w=736

JOANNE P. PATING
Developer

DepEd  CAR  Schools Division of Mountain Province

Bauko I District  Guinzadan National High School

i
 Republic of the Philippines
Department of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF MOUNTAIN PROVINCE
Bontoc, Mountain Province

Published by:
Learning Resource Management and Development System

COPYRIGHT NOTICE
2020

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the government of the

Philippines. However, prior approval of the government agency of office wherein
the work is created shall be necessary for exploitation of such work for profit”.

This material has been developed for the implementation of K-12 Curriculum
through the Curriculum Implementation Division (CID) – Learning resource
Management and Development System (LRMDS). It can be reproduced for
educational purposes and the source must be acknowledged. Derivative of the work
including creating an edited version, an enhancement or a supplementary work are
permitted provided all original work is acknowledge and the copyright is attributed. No
work may be derived from this material for commercial purposes and profit.

ii
 PREFACE

This module is a project of the Curriculum Implementation Division particularly the

Learning Resource Management and Development Unit, Department of Education, Schools
Division of Mountain Province which is in response to the implementation of the K to 12
Curriculum.

This Learning Material is a property of the Department of Education- CAR, Schools

Division of Mountain Province. It aims to improve students’ performance specifically in Media
and Information Literacy.

Date of Development : 2021

Resource Location : MPSDO - Bauko I Distict, Guinzadan

National High School

Learning Area : Media and Information Literacy

Grade Level : 12

Learning Resource Type : Learner’s Material (Learning Activity Sheet)

Language : English

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.

Most Essential Learning Competencies : describe the dimensions of Text

Information and Media; (No identified code)

describe the dimensions of Visual

Information and Media; (No identified code)

analyze how the different dimensions are

formally and informally produced,
organized, and disseminated; and
(No identified code)

produce a creative text-based and visual-

based presentation using design
principle and elements. (No identified
code).

Focus Skill : Analysis

Quarter, Week : Q2, W4

iii
 ACKNOWLEDGEMENT

The developer wishes to express her gratitude to those who helped in the
development of this learning material. The fulfilment of this learning material would not
be possible without these people who gave their support, helping hand and
cooperation.

To the Almighty God for all graces and wisdom He had offered; to my family,
for their understanding and unending support, to my co-workers for their
encouragement and technical support, and to all who were not mentioned but had
helped in some way to finish this module, thanks to all of you.

/JPP/

PRE - EVALUATORS

ARISTOTLE C. CALICAL NEMIA N. LITE

Master Teacher I Principal II

DIVISION LRMDS STAFF

ANDRES M. CUYASAN NIKKI T. MACABEO

Program Development Officer II Librarian II

FLORIDA C. LANGGAS JOCELYN P. SAMIDAN, EdD.

EPSVr – English EPSVr – LRMDS

CONSULTANTS

KHAD M. LAYAG, EdD.

CES, Curriculum Implementation Division

VIRGINIA A. BATAN, CESE

OIC, Assistant Schools Division Superintendent

SALLY BANAKEN - ULLALIM, CESO V

Schools Division Superintendent

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 TABLE OF CONTENTS

Title Pages

Copyright notice .......................................................................................... ii

Preface ....................................................................................................... iii
Acknowledgement....................................................................................... iv
Table of Contents ....................................................................................... v
Title page .................................................................................................... 1
Learning Competency ................................................................................. 2
Introduction ................................................................................................. 2
Activities/Exercises ..................................................................................... 11
Activity 1 ........................................................................................... 11
Activity 2 ........................................................................................... 12
Activity 3 ........................................................................................... 13
Rubric for scoring ........................................................................................ 14
Closure/Reflection....................................................................................... 14
References ................................................................................................. 15
Answer Key................................................................................................. 15

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Name of Learner: Grade and Section:

Media and Information Literacy

Grade 12
Second Quarter, Learning Activity Sheet, Week 4

Text and Visual Information and

Media

https://bamil786447613.files.wordpress.com/2018/11/people-media-1.jpg?w=736

JOANNE P. PATING
Developer

1
 TEXT AND VISUAL INFORMATION AND MEDIA
I. MOST ESSENTIAL LEARNING COMPETENCY
The most essential Learning Competencies are to:
 describe the dimensions of Text Information and Media; (No identified code)
 describe the dimensions of Visual Information and Media; (No identified code)
 analyze how the different dimensions are formally and informally produced,
organized, and disseminated; and (No identified code)
 produce a creative text-based and visual-based presentation using design
principle and elements. (No identified code)

II. INTRODUCTION

LESSON 1: TEXT INFORMATION AND MEDIA

Two of the most important information revolutions in the history of communication and
media are writing and printing of text. Because of the invention of the phonetic alphabet and
printing system, the human civilization is able to store and pass on knowledge. This is why in
the early years of your life, you are taught how to write and how to share your thoughts in
written form.

TEXT is a simple and flexible format of presenting information or conveying ideas

whether hand-written, printed or displayed on-screen. (Source: MIL TG by CHED). It is any
‘’human-readable sequence of characters’’ that can form intelligible words (Rouse, 2015).
a. Text is very powerful as well in disseminating information, providing direction and
giving suggestions.
b. Text is available in different sources whether it is formal (news articles, published
books, newspapers, magazines, advertisements, research works, etc.) or informal
(blogs, personal e-mails, SMS or text messages, online messengers, social media
platforms, etc).
 Formal text - based materials are created and distributed by established
institutions (such as publishing companies, news agencies, etc.) and go through a
rigorous process of editing or evaluation and are usually governed by censorship
of the state.
 Informal text - based materials, on the other hand, come from personal opinions
or views on different issues, processes, etc.
c. 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.
d. In our exposure to text media and information, we can either be a consumer or a
producer of content. As a consumer, these are the questions that you need to ask with
regards to the content of text media and information:
o Who or what institution is sending this message?
o What techniques are used to attract and hold attention?
o What is the language used by the writer?
o What views are represented? Are they balanced?
o How might the message be interpreted in different ways?
o What is omitted, slurred or added in the message?

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 e. 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.

TYPES OF TEXT DESCRIPTION

HYPERTEXT  serve to link different electronic documents and enable
users to jump from one to other in a nonlinear way
 Hypertext and hyperlinks are interrelated terms and
powerful tools cross linking websites on the net.
 Hypertext is the word or the text that has been anchored
with a reference that takes one to additional source of
information instantly by just clicking on it.
 Hyperlink is the URL to which this hypertext takes one to.
PLAINTEXT or  fixed sized characters having essentially the same type of
UNFORMATTED TEXT appearance
FORMATTED TEXT  appearance can be changed using font parameters (bold,
underline, italic, font size, font color, etc.)
Source: p.144, Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc.

TEXT AS VISUALS
a. Typeface (also called font, font type, or type) refers to the representation or style of a
text in the digital format.
b. 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.
c. 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
Source: p. 120, MIL TG by CHED

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DESIGN PRINCIPLES AND ELEMENTS
Source: p. 121, MIL TG by CHED

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.
https://tympanus.net/codrops/2011/10/08/25-examples-of-emphasis-
applied-in-web-design/

Beautiful emphasis created by nice

proportions that get our attention to what the
site is about and also to the donate button.
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

GUINZADAN NATIONAL HIGH SCHOOL
far are the text elements from each Guinzadan Central, Bauko,
other. When two things are closely Moutain Province 2621
related, we bring them close together.
Otherwise, we put text elements far
from each other. For example, the main 091234567890
[email protected]
title and subtitle are usually placed guinzadannhs.edukasyon.online
close to each other.

4. Alignment - refers to how the text is

positioned in the page. This can be left,
right, center or justified.

http://www.printwand.com/blog/basic-alignment-principles-in-graphic-
design-with-examples

4
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 Source: MIL TG by CHED

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 https://docontent.wordpress.com/2015/04/08/want-a-good-design-
typeface for a visual design product. remember-to-c-r-a-p-contrast-repetition-alignment-proximity/

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
wide elements, cool color and warm
color.

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LESSON 2: VISUAL INFORMATION AND MEDIA

Visual media and information are 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

o Photography o data visualization (charts and graphs)
o Video o comic strips/cartoons
o Screenshots o memes
o Infographics o visual note-taking, etc

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.

The primary purpose of visual information is to gain attention, create meaning,

and facilitate retention.

Common Visual Media File Types

https://makeawebsitehub.com/image-formats-mega-cheat-sheets/

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 Visual design elements are the building blocks or basic units in the construction of
a visual image. The Design Elements are:
1. 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.

A line connects two points and is the simplest

element of design.

Although simple, lines can possess a large variety

of properties that allow us to convey a range of
expressions. For example, lines can be thick or https://www.interaction-design.org/literature/article/the-building-
thin, straight or curved, have uniform width or blocks-of-visual-design

taper off, be geometric (i.e., look like they are

Lines are simple, but can convey different
drawn by a ruler or compass) or organic (i.e., look emotions by using different properties.
like they are drawn by hand).
A line can also be implied: that is, suggested by
forming an invisible connection between other
elements. In the logo of the Interaction Design
Foundation, for instance, the words “Interaction
Design Foundation” around the tree connect to
create a semicircular implied line.

The words “Interaction Design Foundation” form

Author/Copyright holder: Teo Yu Siang and Interaction Design Foundation.
an implied semicircular line in our logo. Copyright terms and licence: CC BY-NC-SA 3.0
Source: https://www.interaction-design.org/literature/article/the-building-
blocks-of-visual-design

2. 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.

Shapes are self-contained areas, usually formed

https://www.tes.com/lessons/AML9tkm0rSdgfA/organic-versus-geometric
by lines (although they may also be formed by
using a different colour, value or texture). A shape
has two dimensions: length and width.

We can form shapes using lines or by using Source: http://vanseodesign.com/web-design/form-surface-volume/

differences in colour, texture or value. Geometric shapes such as circles,

triangles or squares have perfect, uniform
We tend to identify objects by their basic shapes,
measurements and don't often appear in
and only focus on the details (such as lines,
nature. Organic shapes are associated
values, colours and textures) on closer inspection.
with things from the natural world, like
For this reason, shapes are crucial elements that
plants and animals. The circles and
we designers use for quick and effective
squares that make up this sculpture are
communication.
Source: https://www.interaction-design.org/literature/article/the-building-blocks-of-visual- geometric shapes.
design

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3. 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
Source: https://www.sitepoint.com/principles-of-design-
values.
value/
Value, also sometimes referred to as tone, is The value of each of the silhouetted dogs
the relative lightness and darkness of an gives a different impression about the dog
object.

4. TEXTURE – the way a surface feels or is no Texture

perceived to feel. Texture can be added to
attract or repel interest to a visual element. with Texture
Visual texture is the illusion of the surfaces Texture is the surface quality of an object.
peaks and valleys, resulting in a feeling of Texture can be created by a repeated
smoothness or roughness in objects. pattern of lines, or by using tiled images of
textures. Above, the diagonal lines add a
As a designer, you can work with two types of ‘grip’ effect to an otherwise ‘smooth’
textures: tactile textures, where you can feel the rectangle.
texture, and implied textures, where you can only
see — i.e., not feel — the texture. Most visual
designers will work with implied textures, since
screens (at least as far as the state of the art had
pushed them by the mid-2010s) are unable to
produce tactile textures.
Source: https://www.interaction-design.org/literature/article/the-building-blocks-of-visual-
design Source:
https://www.pinterest.com/pin/431853051753900979/ http://www.sibleyfineart.com/glyscreen_oe.htm?gly/b23-
-bearded-collie.htm

5. 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
https://www.creativeboom.com/resources/essential-colour-guide-
that evoke the appropriate audience reactions. for-designers-understanding-colour-theory/

Color has three properties.

Colour plays a major role in any brand's visual
identity. It can set the mood, attract attention
and even spark emotions – in some cases, it
can cause physical reactions, so it's important
to get right. Whether designing something for
yourself or a client, your choice of hue for
logos, campaigns, websites or advertisements
will massively determine how the brand is
Source: http://www.dailyinfographic.com/logos-a-look-at-the-
perceived by the public. meaning-in-colors-infographic

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 6. FORM – a figure having volume and
thickness. An illusion of a 3-dimensional object
can be implied with the use of light and SHAPE
FORM
shading. Form can be viewed from many
angles.
Source: http://visualartspdsf.blogspot.com/2012/04/form-or-
volume.html
FORM and VOLUME
Form is an element of art. At its most basic, a form
is a three-dimensional geometrical figure (i.e.:
sphere, cube, cylinder, cone, etc.), as opposed to
a shape, which is two-dimensional, or flat.
A form always has three dimensions; length, width
and height. When you stand next to an object you
can go round it and see the three dimensions.
Volume (three-dimensionality) can be simulated in
Source: http://visualartspdsf.blogspot.com/2012/04/form-or-
a two-dimensional work (like a drawing) thanks to volume.html
the use of light and shadows, perspective, etc.

VISUAL DESIGN PRINCIPLES

Source: p. 130, MIL TG by CHED

1. Consistency of margins, typeface,

typestyle, and colors is necessary,
especially in slide presentations or
documents that are more than one page.

Source: http://www.loopassociates.com/projects/brand-consistency-
leading-to-millions-in-cost-reduction/
2. 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.

Source: https://oss.adm.ntu.edu.sg/wheng004/tag/design/
3. 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 Source: http://operationwritehome.org/all-things-being-
equal-balance-in-design/
in creating balance in a composition.

9
4. 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). Source: https://oss.adm.ntu.edu.sg/wheng004/tag/design/

5. 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. Source: https://oss.adm.ntu.edu.sg/wheng004/tag/design/

6. 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
Source: https://webdesign.tutsplus.com/articles/visual-
attention through the format. direction-in-web-design--webdesign-2545
7. 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.

Repeated wavy movement of color pencils

forms a rhythm.
Source: https://oss.adm.ntu.edu.sg/wheng004/tag/design/
8. 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.
Source: https://www.youtube.com/watch?v=phWtQ2odZh0

Source: https://en.wikipedia.org/wiki/Taj_Mahal Source: https://tomadondesign.wordpress.com/two-point-

perspective-drawing/

10
 9. DOMINANCE - gives interest,
counteracting confusion and monotony
can be applied to one or more of the
elements to give emphasis Source: https://oss.adm.ntu.edu.sg/wheng004/tag/design/

III. ACTIVITIES/ EXERCISES:

Activity 1: Describe the dimensions (design principles and elements) of text information and
media applied in the following media:

Source: https://downmagaz.com/business_magazine_economics/47156-
entrepreneur-philippines-february-2015.html

Source:
http://cnnphilippines.com/news/2017/02/01/HIV-cases-increase-2016-DOH.html

11
Activity 2: Discuss the dimensions (design elements and principles) of visual media and
information applied in the following media.

Source: https://cscro6.wordpress.com/arta-corner/#jp-carousel-
2112

Source: https://www.tes.com/lessons/tmup-FOeYTHX1A/two-
point-perspective-drawing

Source: http://www.thephotoargus.com/35-superb-examples-of-
still-life-photography/

Source:
http://www.pinoyexchange.com/forums/showthread.php?t=313065&page=7

12
Activity 3: Analyze how the different dimensions are formally and informally produced,
organized, and disseminated.

Sources: http://bonfx.com/bad-typography/

 Why is this font a wrong choice for a

gravestone?
 What font do you think is more fitting?

Source: http://bonfx.com/bad-typography/

 Would you trust Dr. Brown if this is the font

used in his calling card? Why?

Source: https://twitter.com/philredcross/status/706041623839244288

 What texts were given emphasis in this

poster?
 How was emphasis achieved in this poster?

 Which one shows text proximity? Why?

13
 Source: https://docontent.wordpress.com/2015/04/08/want-a-good-design-remember-to-
c-r-a-p-contrast-repetition-alignment-proximity/

 How is organization achieved in this design?

 How is repetition achieved in this design?
 How is contrast achieved in this design?

IV. RUBRIC FOR SCORING

For the criteria and grading your output in your performance task, please refer to the rubric
below.
Criteria Very Good Good Poor Needs
(10 points) (9 points) (8 points) Improvement
(7 points)
Texts and visuals Texts and visuals 1- 2 texts and visuals 3 or more texts and
are very clear and are clear and are vague and not visuals are vague
CONTENT
strongly related to related to the related to the topic. and not related to
the topic. topic. the topic.
DESIGN 4 or more design 3-4 design 1 -2 design principle None of the design
PRINCIPLES principles and principles and and element is principles and
AND elements are elements are evident elements are
ELEMENTS evident. evident. evident
It is exceptionally It is attractive in More attention to the It is unattractive
attractive in the terms of color selection of color due to poor color
OVERALL
terms of color scheme, design scheme, design and scheme, design
EFFECT
scheme, design, and layout. layout is needed. and layout.
and layout

V. CLOSURE/ REFLECTION:

Performance Task:

Create text and visual media composed of not less than 5 posters informing people of
valuable information that they need to know. Apply the text and visual design principles and
elements.
 You may use PowerPoint Presentation. Follow the guide below
Image Size: click>design>slide size>standard (4:3)
File Format: click>file>export>change file type>JPEG file interchange format
 In case, no resources available, you may design the poster manually (pen & bond paper)
 Print your output or you may send it online to your teacher. You may also create a page
to upload your output then send the link to your teacher.

14
VI. REFERENCES:

Andres, Virginia P., Plaza, Louis Mark N., Rotor, Conrado C., Vilbar, Aurelio P., Villanueva,
Cheryl F. Teaching Guide for Senior High School Media and Information Literacy. Quezon
City. The Commision on Higher Education. 2016

Liquigan, Boots C. Media and Information Literacy. Makati City. Diwa Learning System Inc.
2016.

Ping, Arniel. "Text Information and Media - Part 1." September 8, 2017.
https://www.slideshare.net/arnielping/text-media-and-information-part-1. Accessed
September 20, 2021.

Ping, Arniel. "Visual Information and Media - Part 1." September 10, 2017.
https://www.slideshare.net/arnielping/visual-media-and-information-part-1. Accessed
September 21, 2021.

Ping, Arniel. "Visual Information and Media - Part 2." September 10, 2017.
https://www.slideshare.net/arnielping/visual-media-and-information-part-2. Accessed
September 21, 2021.

VII. KEY ANSWERS

Note: Answers vary in all given activities.

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