SENIOR HIGH SCHOOL GRADE 12:

MEDIA & INFORMATION LITERACY (M.I.L)

Read course and unit objectives

Read study guide prior to class attendance
Read required learning resources; refer to unit
terminologies for jargons
Proactively participate in classroom discussions
Participate in weekly discussion board (Canvas)
Answer and submit course unit tasks

COURSE MODULE COURSE UNIT WEEK

6 6 6

Media and Informationges

Langua
At the end of this unit, the students are expected to:

Cognitive:
1. Evaluates everyday media and information with regard to with codes, convention,
and messages; in regards with audience, producers, and other stakeholders.
 2. Produces and assesses the codes, convention, and messages of a group
presentation.

Affective:
1. Listen attentively during class discussions.
2. Demonstrate tact and respect when challenging other people’s opinions and
ideas.
3. Accept comments and reactions of classmates on one’s opinions openly and
graciously.

Psychomotor:
1. Participate actively during class discussions and group activities.
2. Express opinion and thoughts in front of the class.

Christine Joy B. Onquit, Jeffrey F. Calim, MSIT, Marissa G. Chua, MACoED, MSCS,
OLFU, Introduction to Media and Information Literacy

“Every language is a world. Without translation,

we would inhabit parishes bordering on silence.”
- George Steiner

Media Language – The Grammar of Film

https://mpwasmedia.wordpress.com/exam/textual-analysis-representation/media-language/
Media language is how the meaning of a media text is conveyed to the
audience. One of the ways Media Language works is to convey meaning
through signs and symbols suggested by the way a scene is set up and filmed.

Signs and symbols in media texts are polysemic which means they are open to many
interpretations. The different possible meanings in media texts depend on two things.
The first is the way the signs and symbols in the text are ‘read’. The second is the
cultural background of the person ‘reading’ the text.

For film and television media language includes the way meaning comes across through
the pictures and the words or dialogue. Seeing the characters in a moving image text
allows meaning to come across as non-verbal communication. This includes the
gestures, facial expressions, clothing, and props in a film as well as where the
characters are placed in the frame.

Media language includes the way the camera sees the scene through shot size and
camera angle. It is also possible under the heading of media language to analyze the
way the actors interpret the script.

MEDIA LANGUAGES

Media Languages refers codes, conventions, formats, symbols and narrative

structures that show the meaning of media messages to an audience. Codes refer to
signs that create meaning, there are two types of codes: technical and symbolic.
Convention refers to the methods of doing something that is largely accepted. In print
media, for instance, the use of quotes when writing is considered as a general
convention. Conventions can also be genre specific. Messages refer to the information
sent from a source to a receiver.

There are people who are the senders and receivers of these media languages
called the producers and the audience. To elaborate, the producers refers to people
who engaged or who are part of the process in creating and finishing the media product
and the audience refers to the recipients of – or anyone that is exposed to – the
message shown through media. Other providers of information that can be used in
the media project such as libraries, archives, museums, and internet are called
stakeholders.

Types of Code

1. Technical Codes – refers to methods of how an equipment or device is used to

tell the story. This includes how cameras work in a film, its framing, lighting, etc.
a. Camera Shot Types

EWS (Extreme Wide Shot)

The subject is not entirely visible and the view is very
far from it/him/her. Extreme Wide Shot or EWS is
often used as an establishing shot.
AKA: extreme long shot, extreme full shot.

VWS (Very Wide Shot)

The subject is almost or barely visible, but the focus is
still on its/his/her place on the environment.
AKA: very long shot

WS (Wide Shot)
The subject occupies the frame as much as possible.
AKA: long shot, full shot.

MS (Mid Shot)
The subject is not fully shown, usually from head to
waist part, while the focus is still on the subject.
 MCU (Medium Close Up)
The subject is usually visible from head to chest. The
shot is somewhat between a Mid Shot and a Close
Up Shot.

CU (Close Up)
The part or feature of a subject occupies the
whole frame, usually the subject’s head.

ECU (Extreme Close Up)

The camera shot is very near and shows tremendous
detail of the subject.
AKA: Choker

Cut-In
Features other part of the subject in close up shot.
CA (Cutaway)
A shot that does not include the subject.

Two-Shot
Refers to a shot of two people in the same frame, usually
mid shot.

(OSS) Over-the-Shoulder Shot

Refers to the shot that is captured from behind a
person, but still focuses on the subject.

Noddy Shot
This is usually used in interviews, the shot angle that
shows the interviewer or the interviewee reacting to the
topic / subject.

Point-of-View Shot (POV)

A shot that displays the perspective of the subject.
 Weather Shot
Simply uses the weather as a subject. Typically used
for background purposes or even used as an
establishing shot.

b. Shots Angle

Low Angle
Captures the subject from below, giving an
impression of the subject being dominant or
powerful.

Eye-Level
Usually done in 2x2 pictures, wherein the
angle is done in the subject’s eye level.

High Angle
Unlike the low angle, this shot is captured from
above wherein the camera is angled down towards
the subject that creates an impression of being less
powerful or significant.
 Bird's Eye
Usually done in sports scenes and documentaries,
this shot is captured directly above the subject/s.
Nowadays, videographers use a camera drone to
achieve this shot.

Worm’s Eye
The opposite of the bird’s eye which is
captured directly below the subject.

Canted (aka Dutch tilt)

The camera is tilted purpose to one side that creates
a dramatic effect. This is usually used in fantasy
movies.

c. Camera Movements

Zoom - to move the camera closer or further away from the subject.
 Pan - to move the camera from side to side or horizontally in a stationary position.

Tilt - like panning, the camera is held on a fixed position, but instead on moving the
camera side to side, it is moved up and down.

Dolly - refers to a camera movement that involves the camera attached on a track and is
moved towards, or away from the subject.
 Truck - similar to dolly, but instead of moving the camera toward or away from the
subject, the camera goes from side to side.

Pedestal (aka Boom up/down or Jib up/down) - Camera angle that involves ascending or
descending the entire camera, instead of just the angle of the camera.

2. Symbolic Codes – demonstrates or shows what lies below what the audience
see. For instance, an actor or a character’s actions depicts or describes how or
what that character feels or thinks.

a. Setting - the place where an event happens.

 In the picture above, we can conclude that the photo took place in London during the
Victorian era judging the way they dress or the transportation used by the people in the
picture.

b. Body Language – refers to an example of nonverbal communication through

gestures or movements. For example, on the left side of the picture below
shows a man who is nervous, and on the right side of the picture shows a
man with confidence.

3. Written Codes –use of language style and textual layout (headlines, captions,
speech bubbles, language style, etc.)
 Codes - signs that create meaning.

Convention - refers to the methods of doing something that is largely accepted.

In print media, for instance, the use of quotes when writing is considered as a
general convention.

Messages refer to the information sent from a source to a receiver.

Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon;

Akyempong; Kwane; Cheung, Chi-Kim (2011). Media and
Information Literacy: Curriculum for Teachers. UNESCO
Press ISBN 978-92-3-104198-3 (EN);
978-959-18-07; 978-959-18-0787-8 (ES)

CANVAS-LMS Posted Tasks

 Christine Joy B. Onquit, Jeffrey F. Calim, MSIT,
Marissa G. Chua, MACoED, MSCS, OLFU,
Introduction to Media and Information Literacy

Adobo Chronicles. Your Best Source of Up-to-

date Unbelievable. Retrieved
from https://adobochronicles.com/

Wilson, Carolyn; Grizzle, Anton; Tuazon,

Ramon;
Akyempong; Kwane; Cheung, Chi-Kim (2011).
Media and
https://cdn.clipart.email/43b2f9c302d7a366afafe9f4f8d4e21d_free-books -computer-
cliparts-download -free-clip-art-free-clip-_1598-1600.jpeg Information Literacy: Curriculum for Teachers.
UNESCO
Press ISBN 978-92-3-104198-3 (EN); 978-959-18-07; 978-
959-18-0787-8 (ES)
SENIOR HIGH SCHOOL GRADE 12:
MEDIA & INFORMATION LITERACY (M.I.L)

Read course and unit objectives

Read study guide prior to class attendance
Read required learning resources; refer to unit
terminologies for jargons
Proactively participate in classroom discussions
Participate in weekly discussion board (Canvas)
Answer and submit course unit tasks

COURSE MODULE COURSE UNIT WEEK

7 7 7-12

LEGAL, ETHICAL, AND SOCIETAL ISSUES IN MEDIA AND

INFORMATION
At the end of this unit, the students are expected to:

Cognitive:
1. Explains copyright, fair use, etc. vis-a-vis human rights
2. Discusses current issues related to copyright vis-à-vis gov’t. /provide sectors actions
 3. Explains actions to promote ethical use of media and information.
4. Enumerates opportunities and challenges in media and information.

Affective:
1. Listen attentively during class discussions.
2. Demonstrate tact and respect when challenging other people’s opinions and ideas.
3. Accept comments and reactions of classmates on one’s opinions openly and graciously.
4. Demonstrates proper conduct and behavior online (netiquette, virtual self).

Psychomotor:
1. Participate actively during class discussions and group activities.
2. Express opinion and thoughts in front of the class.
3. Puts into practice their understanding of the intellectual property, copy right, and fair use
guidelines.
4. Puts into action their personal resolve to combat digital divide, addiction, and bullying.

Christine Joy B. Onquit, Jeffrey F. Calim, MSIT, Marissa G. Chua, MACoED, MSCS, OLFU,
Introduction to Media and Information Literacy

“Any tool can be

used for good or bad. It’s really the ethics
of the artist using it.” - John Knoll (BrainyQuote.com)
Based on the image above, try to answer the following questions below:

1. Explain or give your opinion about the image, what it is all about?
2. In your own opinion, what are these things (gambling, bullies, avatars, identity thieves, XXX
sites, illegal activity, illegal downloads, hackers and warez, predators, drugs, and texting /
sexting)?

ETHICS, also known as moral philosophy, refers

to the morals connecting to human behavior,
whether
certain actions are morally accepted or not.

Areas of Ethical Concerns in Digital Media:

1.
Social networking
Social networking refers to use of websites and applications to
interact or to communicate with other people. Since social networking sites is vastly used
nowadays, it is questionable whether people apply ethical use of social media.

Ethical Concerns in Social Networking

 a. Privacy – the world wide web is a very open source of information and that includes
the information we put on our social network accounts, like our address, contact
numbers, or our location.
b. Free Speech – since social networking sites give the users the power to post
anything, some users think it is acceptable to put anything on their account even it is
against another
person’s privacy, knowledge, principles, or culture.
c. Authenticity –the biggest problem in using social media is authenticity. Since users
has no power to validate if something is legitimate on social media, it is very easy for
some people to execute identity theft wherein they would steal or use another
person’s information to get something valuable (e.g., money, important information).
Another issue in authenticity are some online shops seen in social media wherein a
user is selling something across the site, wherein the seller will deliver the product
after the customer has made the payment, but it turns out that it’s just a way for
some people to get money from people.

2. Blogging

Blog refers to a website that intends to inform people or to discuss about a particular topic. It is
sometimes used to advertise products that are considered useful in their own experience. It is
sometimes used by people as their online journal to tell stories about their daily lives or
adventures.

According to Article III, Section 4 of the Philippine Constitution, there is no law that should
be passed that relates in reducing or removing people’s right to express. Although the
Philippine Constitution protects people’s right to free speech and expression, this does not give
them the freedom to write to harm other people.

3. Gaming

As the gaming industry grows, more and more people – especially people in younger
generations – are engaging with games on various platforms. Each year, games become more
and more realistic to the eyes of every player which changes the way people interact with
games. Some issues include excessive violence and its effect to the players, the question
whether proper guidelines in making a game is applied, the values people get in playing,
respecting races and culture, and most of all, addiction in games.

4. Instant messaging

Often shortened to “IM” or “IMing”, instant messaging refers to the act of exchanging message
through a software application in real time. This software usually includes the ability to easily let
the user know if a person to be contacted is online or connected through the application.
Ethical concerns about authenticity, and security of data is mostly the issues of instant
messaging. Like in social networking, people can easily send any information to other people,
whether it is authentic or not, or whether the message violates another person’s privacy.

5. Downloading music/movies/media

Downloading music, movies, books or any other media off the internet is considered as a norm
in today’s society. But unlike many others believe, downloading these types of files without
proper permission is an act of piracy. Piracy refers to the unauthorized use or reproduction of
another’s work.

6. Uploading and sharing original creations

Media, especially social media, can be considered as a great place wherein a person can
share or flaunt skills in creating something. But, uploading and sharing original creations
throughout media can be a big risk on the original creator’s part, some people may post
another person’s original creation as their own without the original creator’s knowledge,
therefore getting credit on something they did not create in the first place.
7. Using work from another company, service, individual, or product, such as photography, logos,
or any other copyrighted, patented, or trademarked material

Using any material or work used from another company, service, individual, or product is a violation of
copyright, intellectual property rights, and also an act of plagiarism.

COPYRIGHT

Copyright is a type of intellectual property wherein the author has the absolute
right of an original work for a specific period of time; afterwards, the creation is now
considered public domain. Note that in order for an original work to be considered
copyright, the idea must be expressed first.

Copyright can protect things Difficult or Impossible to Copyright

like
1. Photos 1. Ideas
2. Stories 2. Facts
3. Illustrations 3. Most federal, state and local government
4. Cartoons records
5. Advertisements 4. Slogans
6. Novels 5. Titles
7. Internet publications 6. Short phrases
8. Marketing campaigns 7. Names
8. Familiar symbols
9. Lists of ingredients
10. Basic instructions

Since copyright is the author’s legal ownership of his intellectual property, he/she has the right to execute,
authorize, or to prevent the following acts:

1. Reproduction of any part of the work

2. Adaptation, arrangement, or any kind of transformation of the work
3. Selling or transferring ownership of the work
4. Lending the work to another for any kind of purpose
5. Displaying the work in public
6. Performing or executing the work in public
7. Communicating the work in public
FAIR USE

Refers to the author’s sole right and the author’s limitation – which was
given by copyright law – to an original work. This may include criticism,
researching, commentary, news broadcasting, scholarship, search
engines, and library archiving.

PLAGIARISM

Refers to taking credits for or stealing another person’s idea

or work. This may also refer to using another’s intellectual
creation without properly crediting the original creator, or
taking an existing idea from existing source and presenting it
as a new or an original idea.

COPYRIGHT INFRINGEMENT VS. PLAGIARISM

Copyright Infringement Plagiarism

Using or reproducing someone else’s Claiming a work or an intellectual
work without permission property as your own

NETIQUETTE

Netiquette refers to ethical guidelines in communication or

using the Internet. This includes rules on how to act during
discussions and also the unique nature of the medium.
Netiquette is usually administered by people who can
immediately recognize violators or violations of netiquette.

For instance, the following is an example of netiquette in

electronic mailing based on Virginia
Shea’s 2004 online book called “Netiquette”:
1. Introduce yourself – always begin by identifying yourself so that the receiver will can easily know the
sender and at the end of a message, use a signature or footer with information about yourself.

2. Enter a subject line – in the subject line, include a descriptive phrase that express the topic of the
message.

3. Do not use sarcasm – avoid using sarcasm because some might misinterpret the message and will
cause conflict.

4. Value and have respect for others’ privacy – do not send out or share somebody else’s email
without permission.

5. Immediately respond to messages

6. Be cautious in copying – avoid copying everyone you know on each message.

7. Do not spam or send out junk mail – do not respond or massively send out worthless email postings
like chain letters, rumors, gossip, etc.

8. Be curt – be concise in responding or sending out email.

9. Observe proper language – avoid rude language, use proper grammar, and check spelling.

10. Use proper emotion icons (or emoticons) to help express meaning – use appropriate emoticons
like smileys =) or: -) to accentuate emotions or feelings.

11. To emphasize or to convey meaning, use suitable intensifiers

- avoid typing sentences in all caps or “screaming” when sending or responding to email.
- for emphasis, one can type words between two asterisks (e.g., “to be submitted *tomorrow*”)
- to express state of mind, one can type words between brackets (e.g.,” I’m so glad to
hear from you (grin)”)

SOME ISSUES RELATED IN USING MEDIA AND INFORMATION

a. Digital Divide

Originally, digital divide refers to the gap between users when it comes to access of information and
communication technology (e.g., those who have Internet connection at home vs. those who don’t). But
 since information and communication technology is within our reach nowadays, digital divide may refer to
the gap between users when it comes to skills in using information and communication technology or the
gap between users who have less and more bandwidth.

b. Addiction

Commonly called PIU or Problematic Internet Use that refers to too much use of Internet to the point that
affects daily life.

c. Cyberbullying or cyber-harassment

A type of bullying done online. This includes sending threats, sexually harassing others, posting rumors,
sharing private information, or negative comments or posts against a person.

d. Virtual Self refers to the digital identity or assumed identity in the virtual world.

Privacy – the state or condition of being free from being observed or disturbed by other people.
Oxford Languages

Free-Speech – the right to seek, receive and impart information and ideas of all kinds, by any
means. www.amnesty.org.uk

Authenticity – the quality of being genuine or real. www.vocabulary.com

Copyright Infringement – refers to the unauthorized use of someone’s copyrighted work. blog.ipleaders.in

Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane; Cheung,

Chi-Kim (2011). Media and Information Literacy: Curriculum for Teachers.
UNESCO Press ISBN 978-92-3-104198-3 (EN);
978-959-18-07; 978-959-18-0787-8 (ES)
A. CANVAS-LMS Posted Tasks
B. Accomplish the following:
 Christine Joy B. Onquit, Jeffrey F. Calim, MSIT, Marissa G. Chua,
MACoED, MSCS, OLFU, Introduction to Media and Information
Literacy

Adobo Chronicles. Your Best Source of Up-to-date Unbelievable.

Retrieved
from https://adobochronicles.com/

Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon;

Akyempong; Kwane; Cheung, Chi-Kim (2011). Media and
Information Literacy: Curriculum for Teachers. UNESCO
Press ISBN 978-92-3-104198-3 (EN); 978-959-18-07; 978-
https://cdn.clipart.email/43b2f9c302d7a366afafe9f4f8d4e21d_free-books -computer-
cliparts-download -free-clip-art-free-clip-_1598-1600.jpeg 959-18-0787-8 (ES)
SENIOR HIGH SCHOOL GRADE 12:
MEDIA & INFORMATION LITERACY (M.I.L)
COURSE MODULE COURSE UNIT WEEK
8 8 13

OPPORTUNITIES, CHALLENGES AND POWER OF MEDIA AND

INFORMATION

Read course and unit objectives

Read study guide prior to class attendance
Read required learning resources; refer to unit
terminologies for jargons
Proactively participate in classroom discussions
Participate in weekly discussion board (Canvas)
Answer and submit course unit tasks

At the end of this unit, the students are expected to:

Cognitive:
 1. Realizes opportunities and challenges in media and information.

Affective:
1. Listen attentively during class discussions.
2. Demonstrate tact and respect when challenging other people’s opinions and ideas. 3. Accept
comments and reactions of classmates on one’s opinions openly and graciously.

Psychomotor:
1. Participate actively during class discussions and group activities.
2. Express opinion and thoughts in front of the class.
3. Researches and cites recent examples of the power of media and information to affect change.

Christine Joy B. Onquit, Jeffrey F. Calim, MSIT, Marissa G. Chua, MACoED, MSCS, OLFU, Introduction to
Media and Information Literacy

“Social media is not a

media. The key is to listen,
engage, and build relationships.”
- David Alston, author (influencemarketinghub.com/socialmedia-quotes)
 source: https://apkpure.com/ online-
shopping-
philippines/com.phili
ppines.onlineshoppin
gmanila#com.philippi
nes.onlineshoppingm
anila-1/screen-0.jpg

A. Do you or anyone you know has experience with online

shopping. Share about the items that you bought and
how successful you were at using online shopping
systems.

B. Answer the following questions:

1. What forms of payment are accepted in online
shopping?
2. If customers have concerns or inquiries about the
product, what support mechanisms are provided?
3. How will the customers receive the purchased
product?
Citizen Journalism

Can also be known as “public journalism”, “street journalism”, “democratic journalism”,

“participatory journalism”, or “guerilla journalism”. This refers to people or citizens that gather and share news
or information.

Courtney C. Radsch defines citizen journalism as an “activist” alternate type of gathering and
disseminating news that functions outside the typical way of broadcasting news and information. Meanwhile,
citizen journalism, according to Jay Rosen, simply refers to the audience that informs other audiences using
the press tools they own.
Phishing

Phishing refers to obtaining private information – like

username and passwords, sometimes money through credit card
account numbers – by posing as a trustworthy entity (usually a
website) often for malicious purposes. Phishing is a term coined
from fishing which is similar to phishing wherein a bait (the
trustworthy entity) is used to catch a victim.

Phishing is usually
executed through email.
Users receive a message from a “legitimate” institution (e.g.,
social web sites, banks, auction sites, IT experts, online
payment companies, etc.), usually the message contains
a link that leads to a fake website – sometimes infected with
malware – wherein the user is required to enter personal
information.
Human Trafficking

Human trafficking refers to the use of threats or tricking people into doing some type of labor or forcing
or commercial sex act. Millions of people including men, women, and even children, are trafficked into
different countries in the world that makes a large profit estimating many billions of dollars per year. Human
trafficking is considered as a concealed crime for there are rarely reports involving human trafficking because
of victims to look for help because of fear of the traffickers, judgement, or sometimes, fear of the law
enforcement. Traffickers catch their victims by taking advantage of the victim’s vulnerability, lack of
knowledge and awareness of the human trafficking, natural disasters, or poverty to lure them into human
trafficking.
Activist – a person who campaigns to bring about political or social change. Oxford Languages

HTTPS – Hypertext Transfer Protocol Secure, is an extension of the Hyper Transfer Protocol (HTTP). It is
used for secure communication over a computer network, and is widely used on the internet. Wikipedia

Authenticity – the quality of being genuine or real. www.vocabulary.com

Copyright Infringement – refers to the unauthorized use of someone’s copyrighted work. blog.ipleaders.in

Malware – is the collective name for a number of malicious software variants, including viruses, ransomware
and spyware. www.forcepoint.com/cyber-edu

Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane; Cheung,

Chi-Kim (2011). Media and Information Literacy: Curriculum for Teachers.
UNESCO Press ISBN 978-92-3-104198-3 (EN);
978-959-18-07; 978-959-18-0787-8 (ES)
SENIOR HIGH SCHOOL GRADE 12:
MEDIA & INFORMATION LITERACY (M.I.L)
COURSE MODULE COURSE UNIT WEEK At the end
9 9 14 of this
unit, the
CURRENT AND FUTURE TRENDS OF MEDIA AND INFORMATION students

Read course and unit objectives

Read study guide prior to class attendance
Read required learning resources; refer to unit
terminologies for jargons
Proactively participate in classroom discussions
Participate in weekly discussion board (Canvas)
Answer and submit course unit tasks

are expected to:

Cognitive:
1. Evaluates current trends in media and information and how it will affect/how they affect individuals and
the society as a whole.
2. Describes massive open on-line.

Affective:
1. Listen attentively during class discussions.
2. Demonstrate tact and respect when challenging other people’s opinions and ideas.
3. Accept comments and reactions of classmates on one’s opinions openly and graciously.
4. Predicts future media innovation.

Psychomotor:
 1. Participate actively during class discussions and group activities.
2. Express opinion and thoughts in front of the class.
3. Synthesizes the overall knowledge about media and information with skills for producing a prototype of
what the learners think is a future media innovation.

Christine Joy B. Onquit, Jeffrey F. Calim, MSIT, Marissa G. Chua, MACoED, MSCS, OLFU, Introduction to
Media and Information Literacy

- Bill Gates, Co-Founder of Microsoft (blog.kerridgecs.com)

DISCUSSION

Technology has become a vital part in the everyday life of citizens; most people depend their tasks,
either personal or work-related, on technology as it has made work easy. Nowadays, it seems like technology
is continuing on becoming more advanced as time goes by. At present, technology experts are discovering
the power of virtual reality, artificial intelligence, holographic images, interactive technology, computer
generated storytelling, avatar emotions, and more that may help on every aspect of life. Below are some
emerging technology and trends:

1. Haptics Technology

A type of technology wherein the user’s sense of touch is used to

feel force, vibrations, or motions for several purposes. Haptics
Technology is most commonly applied in video games, movies, or
in the virtual arts, such as synthesis of sound, and for graphics
designing and animation.

a. Game Controllers/Joysticks – vibrations are felt on the

controllers whenever there are obstacles on the game to alert the player.
b. Steering wheels - According to popsci.com, there are new steering wheels that utilizes haptics
technology wherein instead of using the voice of GPS applications as a guide for direction, the
steering wheel will vibrate to tell you which way to turn.
 2. Context awareness

Context awareness, or contextual awareness, gathers information from the user and predicting or
anticipating the user’s needs from those choices or preferences. For example, a user has input the same
route to work every day, context awareness can advise the user to leave earlier than the usual time, or to
take a different route because it sensed traffic jams on the route that the user usually takes.

3. Voice and tone recognition

At present, voice recognition is widely used

by some technologies (e.g., commanding a smart
phone to do a certain task, confirm a person’s
identity, etc.). Voice AND tone recognition
technology can be used to identify a person’s health
or sense emotional state. This technology can
become useful in the field of security and
healthcare.

4. Intelligent routing to devices

This future technology will become handy to those people who are always on the move. For instance,
intelligent routing can provide location just by taking a picture of the street, or by giving specific description
using smart phones and GPS or the Global Positioning System. Intelligent routing might become helpful to
people from response teams during calamities, or to alert the authorities in case of unexpected incidents.

5. Eye tracking technology

Eye tracking refers to a form of technology that analyzes the movements or positions of a person’s
eyes through computer applications. Nowadays, in some institutions, eye tracking is used for identifying or
confirming one’s identity. Eye tracking has potential application in the following fields:
a. Road Safety – drivers who are feeling sleepy or distracted can be alerted
b. Health Care – people with disabilities can easily communicate with their aid and can push
themselves when roaming around on electric wheelchair
c. Security – catch people with suspicious behavior
d. Interaction between human and computer – users can blink or gaze on an icon to control
e. Retail – examining customer behavior on certain products or goods to improve marketing
strategies
f. Law enforcement – for lie detection
 6. Internet glasses

Internet glasses refer to technology currently being developed that displays visuals directly
on the eyes that don’t block one’s line of sight. Internet glasses can be utilized in eyeglasses and can
be used for e-Gaming, military defense, or can even replace Smartphones. Internet glasses has the
following potential applications:

a. See location of other people, or the structure of a building

b. One can see information while giving a speech on-stage
c. See directions while walking to a location
d. Follow recipe while also executing it
e. Locate friends nearby while walking down the street

Virtual Reality – refers to a computer-generated simulation in which a person can interact within an artificial
three-dimensional environment using electronic devices, such as special goggles with a screen or gloves
fitted with sensors. www.investopedia.com

Augmented Reality – is an enhanced version of the real physical world that is achieved through the use of
digital visual elements, sound, or other sensory stimuli delivered via technology. www.investopedia.com

Artificial Intelligence – refers to the simulation of human intelligence in machines that are programmed to
think like humans and mimic their actions. The term may also be applied to any machine that exhibits traits
associated with a human mind such as learning and problem-solving. www.investopedia.com

Holographic Images – holography is “lens less photography” in which an image is captured not as an image
focused on film, but as an interference pattern at the film. hyperphysics.phy-astr.gsu.edu

Interactive Technology – allows for a two-way flow of information through an interface between the user and
the technology; the user usually communicates a request for data or action to the technology with the
technology returning the requested data or result of action back to the user.
www.igi-global.com

Avatar – an icon or figure representing a particular person in video games, internet forums, etc.
Oxford Languages

Computer Based Storytelling – also known as Digital Storytelling is the practice of using computer-based
tools to tell stories. web.ccsd.k12.wy.us
SENIOR HIGH SCHOOL GRADE 12:
MEDIA & INFORMATION LITERACY (M.I.L)
COURSE MODULE COURSE UNIT WEEK At the
10 10 15 end of
this unit,
MEDIA AND INFORMATION LITERATE INDIVIDUAL the

Read course and unit objectives

Read study guide prior to class attendance
Read required learning resources; refer to unit
terminologies for jargons
Proactively participate in classroom discussions
Participate in weekly discussion board (Canvas)
Answer and submit course unit tasks

students are expected to:

Cognitive:
1. Demonstrates understanding of media and information literacy (MIL) and MIL related concepts.

Affective:
1. Listen attentively during class discussions.
2. Demonstrate tact and respect when challenging other people’s opinions and ideas.
3. Accept comments and reactions of classmates on one’s opinions openly and graciously.
4. Organizes a creative and interactive symposium for the community focusing on being a media and
information literate individual.

Psychomotor:
1. Participate actively during class discussions and group activities.
2. Express opinion and thoughts in front of the class.
3. Synthesizes the overall implication of media and information to an individual (personal, professional,
educational, and others) and the society as a whole (economic, social, political, educational, and
others).
Christine Joy B. Onquit, Jeffrey F. Calim, MSIT, Marissa G. Chua, MACoED, MSCS, OLFU, Introduction to
Media and Information Literacy

- Germany Kent (goodreads.com/quotes/tag/media-literacy)

After reading the above article “Social Media in the Philippines is Widespread, but what is its
Impact?”. It can be accessed here: http://asiafoundation.org/in-asia/2011/10/12/socialmedia-in- the-
Philippines-is-widespread-but-what-is-its-impact/ Give the following guide questions:
• How did social networking help in the Philippine elections?
• How did the Asia Foundation help the advocacies of some human rights-based organizations?
 • How did USAID and the authors help non-government organizations help in their advocacies
and objectives?
• How did Ardan Sali of the Bangsamoro Center for Just Peace in the Philippines use social
networking in its advocacies?
• What was the purpose of hashtag #WeWantPnoyTo? Do you think it was an effective tool for
awareness and change?

OVERALL IMPACT OF MEDIA AND INFORMATION

1. Individual

a. Personal

Due to the vast development of technology, use of media has

always been part of our daily routine. Almost everything is within our
reach by using media. For instance, many years ago, people find it
hard to contact with people whom you once knew somewhere – a
childhood friend, a school mate when you were in high school – some
people even lost touch with these people permanently. But with the use
of media, it has become very easy to reconnect with them. Media
has a large impact not just in terms of communication, but also in terms of entertainment and information
gathering.

b. Professional

Media has had a profound effect in the professional world. Most recruitment agencies and companies
make their hiring decisions based on information they find on the Internet. To
do a background check, the company may call the people on the applicant’s
character references or the previous companies he has been employed in. The
company may research about an applicant through social media.

On the other hand, job seekers or soon-to-be-professionals may find

their dream jobs through media like newspapers, advertisements, online job
fair sites, etc. Professionals also use media to research about the job they are in or to talk to other
professionals who are in the same field as them.
c. Educational

In education, the use of media has tremendously helped not just the
students, but for teachers as well. Through media, students have easy
access when it comes to gathering numerous information about an
assignment, research paper, or project.
Teachers also use media to gather more knowledge and examples about a topic they are lecturing. Also,
students and teachers use media to communicate with each other outside of school vicinities regarding their
studies.

2. Society

a. Economic

The use of media has played a big part in the development in improving the economical aspect
of every country. Through media, production and distribution of goods
has become much easier because of the new ways of
communicating between the manufacturer and the consumer. Also,
advertisement of products has become more efficient and
efficient to attract more customers. Examples of these are
commercials we see on the television or hear on the radio, online
advertisements, the billboards we see on the road,
etc. According to Rayman-Bacchus and Molina, tourism has greatly transformed tourism by mass
communication – especially Internet – for it has empowered new tourists to become more knowledgeable.
Internet is considered as a vital part of making transaction because of the development of online sales in
the tourism industry. The number of sales has tremendously increased because of successful online
booking platforms for airlines, hotels, travel agencies, etc.

b. Educational

Media educates the people in the most effective and efficient way. For
example, print media (e.g., workbooks, textbook, manuals) is still being used in
most schools; the television, on the other hand, is preferred by other learners
when it comes to gathering information about a topic, and; of course, the
internet is considered as a huge home library of information that can be
accessed in just one click.

c. Social

Almost every person in the world uses media as a means of

communication. Whether it’s to be updated on your friends, or to contact
someone who is far away, or to make new friends, it has become
simpler through the use of media like internet, radio, or even
television.
 d. Political

Through media, political information has become more accessible to citizens of a country. For
example, when politicians run for a position, it is much easier for the citizens
to search the credibility and the background of the candidates who are
running for the position, therefore, it is much easier for them to decide who
they will vote. Also, citizens can be easily updated on the latest political
activities and news through media like newspapers, television, radio, or
online news websites.

Advocacy – public support for or recommendation of a particular cause or policy. Oxford Languages

Communication – the imparting or exchanging of information or news. Oxford Languages

Social Media – websites and applications that enable users to create and share content or to participate in
social networking. Oxford Languages

Consumer – a person who purchases goods and services for personal use. Oxford Languages

Manufacturer – a person or company that makes goods for sale. Oxford Languages
SENIOR HIGH SCHOOL GRADE 12:
MEDIA & INFORMATION LITERACY (M.I.L)
COURSE MODULE COURSE UNIT WEEK At the end
11 11 16 of this
unit, the
PEOPLE MEDIA students

Read course and unit objectives

Read study guide prior to class attendance
Read required learning resources; refer to unit
terminologies for jargons
Proactively participate in classroom discussions
Participate in weekly discussion board (Canvas)
Answer and submit course unit tasks

are expected to:

Cognitive:
1. Cites studies showing proofs of positive, and negative effects of media, information on individual and
society.
2. Understanding of different resources of media and information, their design principle and elements,
and selection criteria.

Affective:
1. Listen attentively during class discussions.
2. Demonstrate tact and respect when challenging other people’s opinions and ideas.
3. Accept comments and reactions of classmates on one’s opinions openly and graciously.
4. Describes the different dimensions of people media.

Psychomotor:
1. Participate actively during class discussions and group activities.
2. Express opinion and thoughts in front of the class.
3. Categorizes different examples of people and state reasons for such categorization.
Christine Joy B. Onquit, Jeffrey F. Calim, MSIT, Marissa G. Chua, MACoED, MSCS, OLFU, Introduction to
Media and Information Literacy

- Michael de Certeau (wisesayings.com/media-quotes)

INTRODUCTION

Read the article (follow the link provided below) and answer the questions that follow Online
Petitions Take Citizen Participation to New Levels. But Do They Work? Source: "The New York
Times." nytimes.com. 28 December 2016
https://www.nytimes.com/2016/12/28/us/online-petitions-activism.html

1. Elaborate the advantages of online petition.

2. Elaborate the disadvantages of online petition.
3. In your opinion, which is more effective, physical petitions or online petitions?
4. Enumerate at least 3 examples of an issue that you would think would be solved by petitions and why.

DISCUSSION

1. Explain briefly how Philippine media has grown throughout history and how new professions for people
in media have evolved.

2. Discuss how traditional media has affected Filipinos in the past, throughout the different eras.
 a. Pre-Spanish Era – knowledge was passed on
through folk media and indigenous forms of media.
Careers: Town crier, messenger, community scribe.

b. Spanish Era – while education was limited to the

elite, publication of books (i.e., Noli Me Tangere and El
Filibusterismo) and newspapers (La Solidaridad) advanced the
Propaganda movement which led to the people’s revolution
against Spanish rule. Filipinos at that time did not have a
common language. Only the elite spoke and understood
Spanish. Thus, communication was limited. Pen names were
used to avoid political oppression. Careers: book writers,
newspaper writer, editor, publisher, copyreader, artist.

c. American and Japanese

Era - During this era, major newspaper (i.e., Manila
Times and Manila Bulletin), radio broadcasting and movies
became available. Media was used for propaganda
by government and other groups. Careers: book writers,
newspaper writer, editor, publisher, copyreader, artist,
cartoonist, reporter, producer, broadcaster.

d. Post-war Era – the golden age of Philippine Journalism. Advertising, Communication

Education, and press freedom flourished in this era. Careers:
book writers, newspaper writer, editor, publisher, copyreader,
artist, cartoonist, reporter, producer, media technicians,
advertisers.

e. Martial Law Era - Highlights of this era include the

government takeover of media and the press and the
image engineering of the Marcoses in the name of
nationalism.
 f. Post-EDSA Era - People Power brought
greater freedom for Philippine media. During this era, the
new Constitution recognized the vital role of communication
and information in nation- building. Press freedom
influenced the growth in media careers.

PEOPLE MEDIA

Refers to persons that are involved in the use, analysis, evaluation and production of media and
information. There are two types of People Media: People as Media and People in Media.

PEOPLE IN MEDIA PEOPLE AS MEDIA LOWER-END USERS

1. People in Media – these are media practitioners or experts that have professional journalism training
who gather information through direct or actual experience of events.

a. Print Journalists – refers to people who provide information by writing

articles about a news on printed materials like magazines and
newspapers.

b. Photojournalists – refers to people who capture, edit, and present

images to convey information. They
are often employed in newspaper and magazine publishing
companies.
c. Broadcast Journalists– refers to media people who deliver
information on-air. Examples of this are news anchors, field
reporters and radio announcers.

d. Multimedia Journalist– responsible for gathering information

through interview, observation, or research; also responsible for writing,
capturing visual content and editing stories to be presented.

2. People as Media – these are media users who are make use media sources and messages to provide
information to people with limited access to media and information or lower-end users.

a. Opinion Leaders – refers to people who are actively use media

and interprets or delivers messages for lower-end users. Their opinions
are usually accepted by a group.

b. Citizen Journalism – an individual or a group of citizens without

proper training for journalism that uses media – usually through Internet –
to make or deliver information. They are usually the witnesses of an event
worth sharing (e.g., fire in a location, tragic events, etc.)
 d. Crowdsourcing – these are people who provide services, ideas, or content
that are sponsored by a large group of people, especially from the online
community.

c. Social Journalism – refers to journalists who delivers

information through social media to make their content more
accessible to people.

El Filibusterismo – (lit. Spanish for “filibustering”; The subversive or Subversion, as in the Locsin English
translation, are also possible translations), also known by its English alternative title The Reign of Greed, is
the second novel written by Philippine National Hero Jose Rizal. definitions.net

Noli Me Tangere – (‘touch me not’) is the Latin version of a phares spoken, according to John 20:17, by
Jesus to Mary Magdalene when she recognized him after his resurrection. wikipedia.org

Social Media – websites and applications that enable users to create and share content or to participate in
social networking. Oxford Languages

La Solidaridad – (The Solidarity) was an organization created in Spain on December 13, 1888.
wikipedia.org

Lower-End Users – Low-end media gives users control over three key processes: how they read, how easily
they find relevant information, and how easily they can produce information. nngroup.com