INTRODUCTION TO MEDIA AND

1 INFORMATION LITERACY

WHAT SHOULD I EXPECT?

At the end of the lesson the learner are expected to:
a. Describes how communication is affected by media and information MIL11/12IMIL-
IIIa-1
b. Emphasize the similarities and differences of media literacy, information literacy,
and technology literacy MIL11/12IMIL-IIIa-2
c. List down the characteristics of a responsible users and competent producers of
media and information. MIL11/12IMIL-IIIa-3

WHAT DO I KNOW?

1. Act or process of using words, sounds, signs, or behaviors to express or exchange

information or to express your ideas to someone else
a. Media c. information
b. Communication d. literacy

2. Refers to any physical object used to communicate messages

a. Information c. Media
b. Literacy d. communication

3. A broad term that covers processed data, knowledge derived from study, experience,
instruction, signals or symbols.
a. Information c. Media
b. Literacy d. Communication

4. The ability to identify, understand, interpret, create, communicate and compute,

using printed and written materials associated with varying contexts
a. Information literacy c. literacy
b. Technology literacy d. media and information literacy

5. Sets of essential skills and competencies that allow individuals to engage with media
and other information providers effectively.
a. Media and information literacy c. media and technology literacy
b. Information and technology literacy c literacy

1
WHAT DO I REMEMBER?

Communication the act or process of using words, sounds, signs, or behaviors to

express or exchange information or to express your ideas, thoughts, feelings, etc., to
someone else (http://www.merriam-webster.com) it is also the exchange of information
and the expression of feeling that can result in understanding
(http://dictionary.cambridge.org)
There are two types of Communication: Verbal Oral •Written and Non-verbal •
Signs • Symbols • Colors • Gestures • body language • facial expressions .

WHAT DO I NEED TO KNOW?

Media- Are the physical objects used to communicate with or the mass
communication through physical objects such as radio, television, computers, film,
etc. It also refers to any physical object used to communicate messages.

Information- Is a broad term that covers processed data, knowledge derived from
study, experience, instruction, signals or symbols are called information

This two has a great influence in communication whereas the mention factors
can persuade, attract, boost emotions or informed individual who utilizes it.

In our time where media tools are easy to generate and obtained and people have
access to information in all ways, Literacy of both use of media and information is
inevitable, but what is literacy?

Literacy- Is commonly defined as the ability to read thus the UNESCO in 2003
defined Literacy as the ability to identify, understand, interpret, create,
communicate and compute, using printed and written materials associated with
varying contexts.
It involves a continuum of learning, wherein individuals are able to achieve
their goals, develop their knowledge and potential, and participate fully in their
community and wider society. Empowerment is an adjective term associated with
the word literacy; it empowered an individual to improve one’s health, income, and
their relationship with the world.

To make UNESCO’s vision attainable DepEd(Department of Education) incorporate a

specific subject where the students of this generation will be informed on how to
properly use media in spreading and gathering data, knowledge even instructions.
The subject was coined Media and Information Literacy

Media and information literacy are sets of essential skills and competencies that
allow individuals to engage with media and other information providers effectively,
as well as develop critical thinking and life-long learning skills to socialize and
become active citizens ( source: MIL policy and strategy guidelines by UNESCO 2013)

2
The subject educate individual about the three salient components of literacy these
are:

Media Literacy: The ability to access, analyzes, evaluate, and create media in a
variety of forms. It aims to empower citizens by providing them with the
competencies (knowledge and skills) necessary to engage with traditional media and
new technologies.

Information Literacy: The ability to recognize when information is needed, and to

locate, evaluate, and effectively communicate information in its various formats.

Technology Literacy: The ability of an individual, either working independently or

with others, to responsibly, appropriately, and effectively use technological tools.
Using these tools an individual can access, manage, integrate, evaluate, create and
communicate information.

How this three are related and how do they differ from each other?

Information Literacy Technology literacy

Media literacy

They are connected by They cooperate together to

spreading information around contribute to the promotion
the people with different of the new literacy in
types of media knowledge societies.

Both are essential for individuals to

function and succeed in today’s
society.

( THE DIAGRAM IS BAED ON THIS YOUTUBE LINK: Venn Diagram of Media, Information, and
Technology Literacy | MEDIAI5LIT https://www.youtube.com/watch?v=JNX8O6d-BXk)
In conclusion these three when acquired is the ability to know, create, evaluate the
use of certain thing, it is also the mastery and understanding of the thing.

3
What are the characteristics of a responsible media user and competent producer
of information?
As Media user and a producer of information, you and I are accountable on what
details or data are we going to deliver to our audiences that can be our friends,
families or even other people whom we don’t know, To show our literacy of such
mention components we should bear in mind this following Example of a Good
media and information literate.

WHAT SHOULD I REMEMBER

Communication is the way we express our own idea that can be verbally and not
verbally conveyed, media is a tool or object used to spread information or knowledge from
studies and facts. This too influence the way we communicate our own ideas and thoughts
to others. Literacy is the ability to analyse, evaluate, and utilize media to spread and
communicate informations. Media, information and technology literacy help an individual to
function in a society abundant with advancement in tools used spread and communication
information. Complex change in use of media and information affects the way we live in our
society, therefore Inculcation and cultivation of the characteristics of responsible users and
competent producers of media and information.
REFERENCES:
Commission on Higher Education Chairperson: Patricia B. Licuanan,2016 Ph.D. Teaching
Guide for Senior High School MEDIA AND INFORMATION LITERACY, office address: 4th Floor,
Commission on Higher Education,C.P. Garcia Ave., Diliman, Quezon City Telefax: (02) 441-
0927 / E-mail Address: [email protected]
Retrieved from: https://ricamil.wordpress.com/2018/11/20/characteristics-of-a-
responsible-user-of-media-information-and-a-competent-producer-of-media-information/

4
THE EVOLUTION OF
2 TRADITIONAL TO NEW MEDIA

WHAT SHOULD I EXPECT?

At the end of the lesson, the student is expected to:

A.
a. Identify traditional media and new media and their relationships
MIL11/12EMIL-IIIb5
b. Explain how the evolution of media from traditional to new media shaped the
values and norms of people and society ( MELCS SHS MIL CORE SUBJECT)
c. Classify content s of different media types MIL11/12TYM-IIId10

WHAT DO I KNOW?

1. In this age, long distance communication became more efficient.

A. Pre historic age C. Industrial age
Electronic age D. Information age

2. The Internet paved the way for faster communication and the creation of the
social network.
A. Industrial age C. Pre historic age
B. Information age D. Electronic age

3. The content are organized and distributed on digital platforms.

A. Media convergence C. print media
B. New media D. Broad cast media

4. People used the power of steam, developed machine tools, established iron
production, and the manufacturing of various products.
A. Pre historic Age C. electronic age
B. Industrial age d. New information age.

5. The co-existence of traditional and new media.

A. Print media C. Broadcast media
B. Media Convergence D. Print media

5
WHAT DO I REMEMBER?

Media- Are the physical objects used to communicate with, or the mass
communication through physical objects such as radio, television, computers, film,
etc. It also refers to any physical object used to communicate messages.

Media literacy is the ability to access, analyze, evaluate, and create media in a
variety of forms. It aims to empower citizens by providing them with the competencies
(knowledge and skills) necessary to engage with traditional media and new technologies.
Acquiring the knowledge on how media tools evolve through time will allow us to
understand how delivery of information and communication develop.

WHAT DO I NEED TO KNOW?

THE EVOLUTION OF TRADITIONAL MEDIA TO NEW MEDIA

Pre-Industrial Age (Before 1700s) - People discovered fire, developed paper from plants,
and forged weapons and tools with stone, bronze, copper and iron.
CAVE PAINTINGS 35,000 BC ACTA DIURNA IN ROME 130 BC

CLAY TABLETS IN MESOPOTAMIA 2400 BC PAPYRUS IN EGYPT 2500 B

Industrial Age (1700s-1930s) - People used the power of steam, developed machine tools,
established iron production, and the manufacturing of various products (including books
through the printing press)
TYPEWRITER 1800
TELEGRAPH TELEPHONE 187

6
PRINTING PRESS FOR MASS PRODUCTION
Other Industrial age media
• Newspaper- The London
Gazette (1800)
• Telephone (1876)
• Motion picture
• photography/projection (1890
• Commercial motion pictures
(1913)
• Motion picture with sound
• Punch cards

Electronic Age (1930s-1980s) - The invention of the transistor ushered in the electronic
age. People harnessed the power of transistors that led to the transistor radio,
electronic circuits, and the early computers. In this age, long distance communication
became more efficient.

MAINFRAME COMPUTER OR
TRANSISTOR RADIO TELEVISION
LARGE ELECTRONIC COMPUTER

APPLE 1 COMPUTER APPLE 2 COMPUTER

Information Age (1900s-2000s) - The Internet paved the way for faster communication and
the creation of the social network. People advanced the use of microelectronics with the
invention of personal computers, mobile devices, and wearable technology. Moreover,
voice, image, sound and data are digitalized. We are now living in the information age

7
PORTABLE LAPTOP TABLET 1993

FRIENDSTER 2002 INTERNET

Other new age media:

Web browsers: Mosaic (1993), Internet Explorer (1995)
• Blogs: Blogspot (1999), LiveJournal (1999), Wordpress (2003)
• Social networks: Friendster (2002), multiply (2003), Facebook (2004)
• Microblogs: Twitter (2006), Tumblr (2007) • Video: YouTube (2005) • Augmented
Reality / Virtual Reality
• Video chat: Skype (2003), Google Hangouts (2013)
• Search Engines: Google (1996), Yahoo (1995)
• Portable computers- laptops (1980), netbooks (2008), tablets (1993)
• Smart phones • Wearable technology • Cloud and Big Data

WHAT ARE THE TYPES OF MEDIA?

Print Media - media consisting of paper and ink, reproduced in a printing process that is
traditionally mechanical.
These are: NEWSPAPER BOOKS, MAGAZINES, COMICS and BROCHURES

Broadcast Media - media such as radio and television that reach target audiences using
airwaves a transmission medium.
These are: TELEVISION, SATELLITE, MOBILE PHONES and MOVIES/FILMS
• New Media - content organized and distributed on digital platforms.
These are: INTERNET (INTERCONNECTED NETWORKS), SOCIAL MEDIA, COMPUTERS.
Media Convergence- using the following definitions:
• The co-existence of traditional and new media.
• The co-existence of print media, broadcast media (radio and television), the Internet,
mobile phones,
8
As well as others, allowing media content to flow across various platforms.
• The ability to transform different kinds of media into digital code, which is then
accessible by a range
Of devices (ex. from the personal computer to the mobile phone), thus creating a digital
Communication environment

WHAT SHOULD I REMEMBER?

Media as a tool for information evolves from stone carvings to cloud data thus the
function of each media also evolve based on its purpose, Type of Media can be
categorize into prints, broadcast to digital and media convergence where multiple
function of different media tool are contained into one single device.
REFERENCES:
Commission on Higher Education Chairperson: Patricia B. Licuanan,2016 Ph.D.
Teaching Guide for Senior High School MEDIA AND INFORMATION LITERACY, office
address: 4th Floor, Commission on Higher Education,C.P. Garcia Ave., Diliman,
Quezon City Telefax: (02) 441-0927 / E-mail Address: [email protected]

9
MEDIA AND INFORMATION
3 SOURCES

WHAT SHOULD I EXPECT?

At the end of the lesson the student are expected to:

B.
A. Identify codes, convention, and message and how they affect the audience,
producers, and other stake holders.
B. Reflect on how important information can be conveyed to create the desired
impression.
C. Present information appropriately through codes, conventions, and messages

WHAT DO I KNOW?

6. Which of the following is NOT an example of the skills in evaluating information in

libraries
B. The depth of details required
C. The access tool to use
D. Author
E. How the information being accessed may be classified

7. Which of the Following is the skills in evaluating information in the internet

C. How the information being accessed may be classified
D. The access tool to use
E. The depth of details required
F. Author

8. Which of the following is an example of Indigenous media

C. Mores
D. books
E. Arts
F. Documents

9. Which of the following best describes Indigenous media?

A. Unique to a specific culture or society
B. Transmission of information through local channels or forms
C. Serves cities and towns of all types

10
D. Conceptualized, produced, and circulated around the globe as a vehicle for
communication.
10. Which of the following is an example of skills in determining accurate information?
A. Timeliness
B. Accuracy of information
C. Reliability
D. Value of information

WHAT DO I REMEMBER?

Information Literacy - a set of individual competencies needed to identify,evaluate

and use information in the most ethical, efficient and effective way across all domains,
occupations and professions. It refers to the ability to recognize when information is needed
and to locate, evaluate, effectively use and communicate information in its various formats.

WHAT DO I NEED TO KNOW?

Things to consider in evaluating information:

 Reliability of information - Information is said to be reliable if it can be verified

and evaluated. Others refer to the trustworthiness of the source in evaluating
the reliability of information.

 Accuracy of information - Accuracy refers to the closeness of the report to the

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

 Value of information - Information is said to be of value if it aids the user in

making or improving decisions.

 Authority of the source - Much of the information we gather daily do not come
from a primary source but are passed on through secondary sources such as
writers, reporters, and the like. Sources with an established expertise on the
subject matter are considered as having sound authority on the subject.

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

11
TYPE OF MEDIA AND INFORMATION SOURCES
INDIGENOUS MEDIA
Indigenous - native; local; originating or produced naturally in a particular region.
• Indigenous knowledge - knowledge that is unique to a specific culture or society;
most often it is not written down.
• Indigenous communication - transmission of information through local channels or
forms. It is a means by which culture is preserved, handed down, and adapted.
• Indigenous media and information - original information created by a local group of
people. This also refers to content about indigenous peoples that may be distributed
through dominant forms of media or through forms of communication unique to their
people group.
Forms of indigenous media and their local examples:
a. Folk or traditional media
b. Gatherings and social organisations
c. Direct observation
d. Records - may be written, carved, or oral
e. Oral

Importance of indigenous media and information:

• Popular media cannot reach some rural areas. While print, broadcast, and new media
have a wide reach, there are still areas that these forms of media have not reached.
• Indigenous media and information are highly credible because they are near the
source and are seldom circulated for profit.
• Indigenous media are channels for change, education, and development because of its
direct access to local channels.
• Ignoring indigenous media and information can result in development and education
programs that are
LIBRARY
It is a place in which literary, musical artistic, or reference materials are kept but not for
sale.
Types of libraries:
ACADEMIC LIBRARY - serves colleges and universities
PUBLIC LIBRARY - serves cities and towns of all types.
SCHOOL LIBRARY - serves students from Kindergarten to Grade 12
SPECIAL LIBRARY - are in specialized environments, such as hospitals, corporations,
museums, the military, private business, and the government.
These libraries may be either digital or physical in form.

12
Skills in accessing information from libraries
Due to the wealth of information in a library, it is important to know the following:
• The access tool to use
• How the information being accessed may be classified
• The depth of details required--some libraries provide only an abstract of the topic
• More detailed information might require membership or some conformity to set rules
of the source (ex databases). c. Characteristics of libraries in terms of reliability.
Characteristics of libraries in terms of reliability, accuracy and value
Libraries of published books are often considered highly reliable, accurate, and valuable.
Books and documents from dominant sources are often peer reviewed. ISSN or ISBN
registration ensures that standards were followed in producing these materials.

INTERNET

A global computer network providing a variety

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

Information found on the Internet may be quite varied in form and content. Thus, it is more
difficult to determine its reliability and accuracy. Accessing information on the Internet is
easy, but requires more discipline to check and validate. Factual and fictitious data are often
merged together. Sources always have to be validated.

Skills in determining the reliability of information.

a. Check the author. The author’s willingness to be identified is a good indication of
reliability.
b. Check the date of publication or of update. While the information may be true, it may
not be reliable if it is outdated and may have lost relevance.
c. Check for citations. Reliable authors have the discipline of citing sources of their
information.
d. Check the domain or owner of the site or page. The domains .edu and .gov are reserved
for academic institutions and the government respectively. Information from such sites are
presented with caution and are usually well-grounded. Site owners may have an agenda
that affects the manner by which information is presented.

13
e. Check the site design and the writing style. Credible sources take time to make their
information accessible and easy to comprehend.
Skills in determining accurate information.
a. Look for facts.
b. Cross-reference with other sources to check for consistency.
c. Determine the reason for writing and publishing the information. Check if the author is
objective or leaning heavily on a certain point of view.
d. Check for advertising. Advertisers may use related information to market their product
Other alternative forms of communication and distribution have become popular. These
include social media, blogs, and flash mob performances. These alternative forms provide
greater freedom and power to ordinary individuals and are a quicker way of distributing
information. The downside is that a lot of the information being passed around is biased and
inaccurate.

Blogs- derived from the words web and log, consist of web entries by an individual,
displayed in reverse chronological order, providing commentary on something or an
articulation of a personal opinion, a recounting of life’s event or an elaboration of some
concept.
Wiki- is essentially an application that allows the modification, revision, extension
elaboration sometimes even deletion of its content. The most famous is the Wikipedia an
encyclopedia project that relies on global community of users to contribute for content
generation, revision and elaboration.

WHAT SHOULD I REMEMBER?

Information is all about the raw material that circulates around us and from where
news as another genre is generated, information is anything that provides us data
about the world, it could be a simple piece of data or it could be set of data that says
something about an event, a person or a thing. However in the context of media and
information literacy information has come to mean the wide and almost infinite
array of materials and text we encounter in the internet therefore careful evaluation
of each content from different sources is a vital part of gathering and spreading
information throughout the globe.
REFERENCES:
Maria Jovita E. Zarate, Media and informartio literacy, REX books store 856 Nicanor Reyes,
Sr. St. 1977C. M Recto Avenue Manila, Philippines www. Rexpublishing.com.ph
Retrieved from: http://bamil786447613.wordpress.com/2018/09/18/media-and-
information-source/
Commission on Higher Education Chairperson: Patricia B. Licuanan,2016 Ph.D. Teaching
Guide for Senior High School MEDIA AND INFORMATION LITERACY, office address: 4th Floor,
Commission on Higher Education,C.P. Garcia Ave., Diliman, Quezon City Telefax: (02) 441-
0927 / E-mail Address: [email protected]
14
MEDIA AND INFORMATION
4 LANGUAGES

WHAT SHOULD I EXPECT?

At the end of the lesson the student are expected to:

C.
D. Identify codes, convention, and message and how they affect the audience,
producers, and other stake holders.
E. Reflect on how important information can be conveyed to create the desired
impression.
F. Present information appropriately through codes, conventions, and messages

WHAT DO I KNOW?

1These are system of signs that when you put together create meaning
F. Semiotics B. Grammar of the Camera C .Codes D. Conventions
2 Include the language, dress or actions of characters, or iconic symbols that are easily
understood.
A. Technical Codes B. Grammar of the Camera C. Symbolic code
D . Written codes

3. Refers to the established and socially accepted ways of doing things.

A. Conventions B. Codes C. Semiotics D. The grammar of camera
4.Information sent by a source to receiver
A. Representation B. Messages C .Media languages D. Audiences

5. People engaged in the process of creating and putting together media content to
make a finished media product.
A. Stakeholder B. Audiences C . Produces D .Messages

15
WHAT DO I REMEMBER?

Media are the physical objects used to communicate with, or the mass
communication through physical objects such as radio, television, computers, film,
etc. It also refers to any physical object used to communicate messages
Media Literacy: The ability to access, analyze, evaluate, and create media in a variety
of forms. It aims to empower citizens by providing them with the competencies
(knowledge and skills) necessary to engage with traditional media and new
technologies.

WHAT DO I NEED TO KNOW?

The first principle in media literacy is that all media is Constructed, today’s
capacities of the human mind aided by technology enable the process called
Construction of media and information, the media employ more than words to
construct a more complex reality of society Film and broad cast communication use
the language of the camera, the tools and techniques of editing , and the power of
words- as dialogue and narration- to capture the world of a story, deliberately
making choices on what and what not to include, what to highlight and what should
serve as backdrop. The process of construction requires the exercise of deliberate
choice, what tools to use, what to include and what to not include, what structure to
create, as well as how to harness creativity and design elements to make the work
more appealing to its audiences.

Terms to remember:
Language - pertains to the technical and symbolic ingredients or codes and
conventions that media and information professionals may select and use in an
effort to communicate ideas, information and knowledge.
Media Languages - codes, conventions, formats, symbols and narrative structures
that indicate the meaning of media messages to an audience. W

All media messages are constructed using particular set of codes and conventions:

Codes- Are systems of signs that when put together create meaning.
Semiotics - study of signs.
Symbolic codes include the language, dress or actions of characters, or iconic
symbols that are easily understood.
For example, a red rose may be used symbolically to convey romance, or a clenched
fist may be used to communicate anger
Written codes - use of language style and textual layout (headlines, captions, speech
bubbles, language style, etc. )

16
Headlines Caption Bubble speech

Technical codes include sound, camera angles, types of shots and lighting. They may
include, for example, ominous music to communicate danger in a feature film, or
high-angle camera shots to create a feeling of power in a photograph.

The “Grammar of the Camera”

Camera Shots

EXTREME LONG SHOT - Also LONG SHOT - a view of

called extreme wide shots a situation or setting
such as a large crowd scene from a distance
or a view of scenery as far as
the horizon

MEDIUM LONG SHOT -

shows a group of people in
interaction with each other, FULL SHOT - a view of a
example: fight scene with figure’s entire body in
part of their surroundings in order to show action
the picture and/or a constellation
group of characters

17
MEDIUM CLOSE UP SHOT - a
CLOSE SHOT - full-screen shot of
shows a a subject’s face
subject down showing the finest
to his/her nuances of
chest/waist expression

EXTREME
CLOSE UP
SHOT - a shot
of a hand,
eye, mouth,
or any object
in detail

Point of View

ESTABLISHING SHOT - POINT-OF-VIEW SHOT - Shows a

often used at the scene from the perspective of a
beginning of a scene to character or one person. Most
indicate the location or newsreel footages are shown
setting, it is usually a long from the perspective of the
shot taken from a neutral newscaster
position

OVER-THE-SHOULDER SHOT -
Often used in dialogue scenes, a REACTION SHOT - Short
frontal view of a dialogue shot of a character’s
partner from the perspective of response to an action
someone standing behind and
slightly to the side of the other
partner, so that parts of both
can be seen
18
REVERSE-ANGLE SHOT - a shot INSERT SHOT - A detail shot which quickly
from the opposite perspective gives visual information necessary to
understand the meaning of a scene

HAND-HELD CAMERA SHOT - The camera

is not mounted on a tripod and instead is
held by the cameraperson, resulting in
less stable shots

Camera Angles

AERIAL SHOT
HIGH-ANGLE SHOT
- Shows people or LOW-ANGLE SHOT -
objects from above BELOW SHOT - Shows
higher than eye level people or objects from
below, lower than eye
level
EYE-LEVEL SHOT -
STRAIGHT-ON ANGLE -
Views a subject from the
level of a person’s eye

19
Camera Movements

TILT SHOT - The camera tilts up

PAN SHOT - The camera
(moves upwards) or tilts down
pans (moves horizontally)
(moves downwards) around a
from left to right or vice
vertical line
versa across the picture

TRACKING SHOT - The

camera follows along next
to or behind a moving
object or person ZOOM - The stationary camera
approaches a subject by
“zooming in” or moves farther
away by “zooming out”.

Convention - In the media context, refers to a standard or norm that acts as a rule
governing behaviour
• Messages - the information sent from a source to a receiver.
• Audience - the group of consumers for whom a media message was constructed as
well as anyone else who is exposed to the message.
• Producers - People engaged in the process of creating and putting together media
content to make a finished media product.
• Other stakeholders - Libraries, archives, museums, internet and other relevant
information providers.
Codes and conventions are in fact more complex and elaborate concepts because
they are tied up to the concept of GENRE
Genre- is a French word which means kind or class
Primary Genres that media and information industry consider the following:
News- Stories that have critical importance to community and national life

20
Journalist- people trained to report news to an audience, are expected to be
objective, comprehensive and bia- free.
Sub Genres in Delivering news:
HARD OR STRAIGHT NEWS- is what usually found on the first page of a news paper
make up the headline of a regular episode of primetime news.
Elements: Seriousness- means topic or issues that are critical to the lives of the
community and the body politics.
Timeliness- means stories that cover current events
Since the hard news is considered critical to the life of a community or the entire
nation. Journalist usually invoke the notion of Objectivity- a guiding principle which
is considered fair, balance and impartial stance when retelling the events, free of
judgement and without interpretation.
Inverted Pyramid

Concise recounting of details

Supporting facts, evidence, key quotes from

major personalities , supporting explanation

Additional quotes and

alternative explanation

Other
relevant
informatio
n

The inverted pyramid seems to be the acceptable structure of the news story that is
told objectively with the base on top and the narrowest and the pointed section at
the bottom. Thus the lead paragraph opens with the very general recounting of the
story unpacking widely acceptable 6 w’s – 1. Who was involved 2. What happened 3.
Where did it happen 4. Why did it happen,5. when did it happen 6. how did it
happen.
It also accepted protocol that if a story is about some conflict, the two opposing
sides should be well represented.
The third person point of view- is the accepted manner of telling the story, this only
means that the journalist should be involved in any manner.
Chargen- in television news reporting, by virtue of the camera presents a separate
set of protocols by the use of character generator or a device that incorporates text
in the television screen, is required to introduce succinctly gist of the story. The
camera angle should also be eye level at that very moment the broadcast journalist
is introducing story to the television audience.

21
SOFT NEWS- Also called human interest stories
Features- Extensions of soft news in a sense that the human interest angle is played
up and presented in a longer and elaborate manner.
In the United States, the genre has been called Literary Journalism: Journalism
speaks of objectivity and a commitment to standards of accuracy while literary
implies enjoying liberties with language as its defining characteristic.
EDITORIALS AND OPINION- More commonly called as columns, these opinions
articles and editorials express an individual or organizational point of view, in the
case of editorials it expresses the editorial committee’s stand on a very specific issue
or a specific person or entity .
INVESTIGATIVE REPORT- focuses on finding, reporting, and presenting news which
the authorities try to conceal.
ADVERTISEMENTS- Are messages created to sell a product or a service.

Hard sell advertisements- mostly commercial in nature and utilize explicit

messages to get the consumers to purchase the product or patronize a service.
Soft sell- advertisements – Associative in nature, invoke motivational tagline that
signifies courage and audacity in the face of the unknown.
Infomercial- Derived from the words “information” and commercials combine the
need to inform or educate and the intent to sell a product.
ENTERTAINMENT- derived from the French word entretenir- which means to hold
the attention, keep busy, or amused. Four sub genres namely Festival, Drama,
Gaming, Comedy.
Codes and conventions also manifest and scatter information in various formats- or
the templates that provide the working and provisional structures of media and
information text. It also provides the architectural foundation of a media or
information text and thus dictate the kind of content that will be generated and the
specific audience a program will attract. It is also the presentation and the style of a
broadcast material that distinguishes it from others. A formula is an established
procedure for achieving something. In media creation and production, it is the
combination of elements that will generate the kind of content and the optimal
effect that is envisioned.
Through formats, producers sell the realization of an idea for television, the
acquisition of Global Formats also involved international co-production like
acquiring a franchise, the global formats that circulate in our local television, are
zealously supervised by the mother company that has a home base in another
country.
How formats are written?
There are no hard-and-fast for templates but a detailed enumeration of its visual
elements will provide information on how to make a seminal idea into a reality. It
may contain some or all of the following.

22
 Program title
 Target audience
 Suggested time slot
 Length in minutes
 Brief outline ( 2-3 sentences)
 Outline running order
 Structure ( if applicable)
 Program conceit or what makes this format stans out from other programs
and competitors
 Sample segments if applicable
 Suggested presenters, talents or actors.
 Location or if shot in the studio the set design
 Marketing plans.

WHAT DO I REMEMBER
Media languages are constructed messages bound to be delivered in
different type of audiences, producers make us of different genres based on the type
of audiences it will cater and apply various templates or formats to make it more
realistic that can maybe adapted internationally or created locally. Invention of such
media languages makes it easier to communicate or transmit the messages for us
the audiences. “The first step in becoming media and information literate is to
understand how information, ideas and meaning are communicated through and by
various media and other information providers, such as libraries, archives, museums
and the internet
REFERENCES:
Maria Jovita E. Zarate, Media and informartion literacy, REX books store 856 Nicanor
Reyes, Sr. St. 1977C. M Recto Avenue Manila, Philippines www.
Rexpublishing.com.ph
Commission on Higher Education Chairperson: Patricia B. Licuanan,2016 Ph.D.
Teaching Guide for Senior High School MEDIA AND INFORMATION LITERACY, office
address: 4th Floor, Commission on Higher Education,C.P. Garcia Ave., Diliman,
Quezon City Telefax: (02) 441-0927

23
LEGAL, ETHICAL, AND SOCIETAL ISSUES
5 IN MEDIA AND INFORMATION

WHAT SHOULD I EXPECT?

At the end of the lesson the student are expected to:

D.
G. Define and explain copyright and other related issues.
H. Explain actions to promote ethical use of media and information.
I. Enumerate opportunities and challenges in media and information.

WHAT DO I KNOW?

1. Owners have the right to control the reproduction of their work, including the
right to receive payment for that reproduction
A. Plagiarism B. Digital divide C. Copyright D. Cyber bullying
2. An economic inequality between groups in terms of access to, use of, or
knowledge of ICT.
A. Digital divide B. Copyright C. Plagiarism D.Cyber bullying

3. Bullying that takes place online, or using electronic technology such as cell
phones, computers, and tablets over communication tools including social media
sites, text messages, chat, and websites.
A. Digital divide B. Plagiarism C. Cyber bullying D. Copy right

4. It aims to address legal issues concerning online interactions and the Internet in
Which of the following is an example of skills in determining accurate
information?
A. Cybercrime law RA 10175 C. Cybercrime law RA 29175
B. Cybercrime law RA 29178 D. Cyber crime law RA 19378
5. The representation of that author's work as one's own, as by not crediting the
original author.
A. Copyright B. Plagiarism C. Digital divide D. Cyber bullying

24
WHAT DO I REMEMBER?

Media literacy is the ability to access, analyze, and respond to a range of media (
Sargant 2004, 28)
Media and information literacy are sets of essential skills and competencies that
allow individuals to engage with media and other information providers effectively, as well
as develop critical thinking and life-long learning skills to socialize and become active
citizens ( source: MIL policy and strategy guidelines by UNESCO 2013)

WHAT DO I NEED TO KNOW?

• Copyright - a legal device that gives the creator of a literary, artistic, musical, or other
creative work the sole right to publish and sell that work. Copyright owners have the right to
control the reproduction of their work, including the right to receive payment for that
reproduction. An author may grant or sell those rights to others, including publishers or
recording companies. Violation of a copyright is called infringement.
• Plagiarism - an act or instance of using or closely imitating the language and thoughts of
another author without authorization; the representation of that author's work as one's
own, as by not crediting the original author.
• Cyber Bullying - bullying that takes place online, or using electronic technology such as
cell phones, computers, and tablets over communication tools including social media sites,
text messages, chat, and websites. Examples of cyber bullying: text messages or emails
composed to insult or demean; rumors or false statements spread by email or posted on
social networking sites; and humiliating photos, videos, websites, or fake profiles
deliberately shared across social media.
• Computer addiction - the excessive use of computers to the extent that it interferes with
daily life. This excessive use may for example interfere with work or sleep, result in
problems with social interaction, or affect mood, relationships, and thought processes.
• Digital divide - an economic inequality between groups in terms of access to, use of, or
knowledge of ICT. The divide within countries (such as the digital divide in the United States)
can refer to inequalities between individuals, households, businesses, and geographic areas
at different socioeconomic (and other demographic) levels. The Global digital divide
designates countries as the units of analysis, and examines the divide between developing
and developed countries on an international scale.

Responsible digital citizenship can be defined as the set of appropriate social norms and
behavior with regard to the use of the internet. Evaluating extent of responsible behaviorin
the internet involves looking into several domains of information technology.
(Digitalcitizenship.net (2016) provides us with some useful discussion on ideal situations and
what else needs to be done.

Digital Access
The ideal situation is that all have full electronic participation in society; however,
this is not the case, as poverty and social exclusion, among others, limit the access of a
significant fraction in the Philippine society. Low bandwidth and expensive internet rates are
just some of the constraining elements. Responsible digital citizenship should advocate for
the increased access to information technologies.
25
Digital Communication- Involves the electronic exchange of information through various
platforms and channels. Information technology has hastened and facilitated exchange of
information, what needs to be addressed is the responsible use of communication
platforms, including a consideration of how information exchanges will benefit communities
and of course, society at large.

Digital commerce- involves the sale and purchase of goods and services using digital
platforms in the internet and mobile phones. This is a growing branch of the economy so
much so that even the bureau of internal Revenue is still not yet decided on how to monitor
these individuals and entities doing retail online businesses online. However, it must also
note that the unregulated nature of transactions in the internet has also given rise to
transactions that are in conflict with both local and international laws. Responsible digital
citizenship also entails contributing to the responsible and the legal use of the internet for
economic activities.

Digital Etiquette- Commonly regarded as appropriate and respectful behavior when using
information technologies. It covers the proper use of language, especially in an environment
that relies much on the written word as well as we would like our feelings to be considered.
This are should also be concerned with the relationships we build with fellow digital citizens
one occasioned by humility, fairness, and open mindedness.

Some sample netiquette from Cheryl Redinger Human Services:

• Always think before you write. In other words without the use of nonverbal with your
message, your message can be misinterpreted. So please think twice before you hit submit.
• Keep it relevant. There are places to chat and post for fun everyday stuff. Do not stray
from the discussion in the assigned questions.
• Never use all caps. This is the equivalent of yelling in the online world. It is not fun to read.
Only use capital letters when appropriate.
• Make sure that you are using appropriate grammar and structure. In other words I don’t
want to see anyone writing “R U” instead of “are you”. There are people in the class that
may not understand this type of abbreviation, not to mention it does nothing to help
expand your writing and vocabulary skills. Emoticons are fine as long as they are
appropriate.
• Treat people the same as you would face-to-face. In other words it is easy to hide behind
the computer.
• You may also research for other schools observing netiquette as a basis for your new
policies.
• When drafting the netiquette for your school, be sure to cite your sources properly.
• For your presentation output, you may write the netiquette down on Cartolina or Manila
paper, or use presentation software.

Digital law- covers the legal environment that informs that informs and guides the users
about the ethical ad productive use of technology, defined as abiding with the laws of
society.
In the Philippines we can refer to the Magna Carta for internet Freedom which is a crowd
sourced document. It was the product of the intense advocacy on the ground and legislative
lobbying after significant sectors of society reacted to the constraining or say undemocratic
26
provisions of the Republic Act. No. 10175 otherwise known as “ An act Defining Cybercrime,
providing for the prevention, investigation, suppression and the imposition of penalties
therefore and for other purposes “ it was filed in the senate to repeal the aforementioned
law by senator Miriam D. Santiago and if passed would remarkably upscale safeguards for
freedom of expression online.

Digital wellness – this covers protection of users from what could be potentially deleterious
to their physical, physiological and even psychological wellbeing. Eye safety, repetitive stress
syndrome and sound ergonomic practices are just some of the things that are compromised
when we deal with the technological devices; Digital citizenship includes the promotion of
the wellbeing of technology users, and the prevention of technological innovations that will
potentially compromise the health of its users.

Digital Security- this are covers the entire gamut of safety precautions that information
technologies invoke- from virus protection to data protection, as technologies grow and
evolve into something more complex, the need for security systems become even more
compelling.

THE MAGNA CARTA FOR THE PHILLIPINE INTERNET FREEDOM

Guide to some of the key elements of the bill:

Free Expression

Section 4 of the bill pertains to freedom of expression, “*protecting+ and *promoting+

freedom of speech and expression on the Internet” and protecting the right of the people to
petition the government via the Internet for “redress of grievances.” The right of citizens to
publish to the Internet without the requirement of a license is also specifically addressed.

Section 4(c) limits State use of prior restraint or subsequent punishment in relation to
Internet-related rights only upon a judicial order conforming with provisions laid out in
Section 5, and only under certain circumstances. Section 4(d) protects persons from being
forced to remove content beyond their means or control, specifically addressing mirrored
and archived content.

Although free expression is protected, Section 52 places limits on certain types of speech
“inimical to the public interest”:

 Internet libel: defined as “public and malicious expression tending to cause the
dishonor, discredit, or contempt of a natural or juridical person, or to blacken the
memory of one who is dead, made on the Internet or on public networks”;

 Hate speech: defined as “public and malicious expression calling for the commission
of illegal acts on an entire class of persons, a reasonably broad section thereof, or a
person belonging to such a class, based on gender, sexual orientation, religious belief
or affiliation, political belief or affiliation, ethnic or regional affiliation, citizenship, or
nationality, made on the Internet or on public networks” and;

27
 Child pornography.

Atypically, the definition of Internet hate speech is incredibly limited, with the Act stating
that it shall not lie if the expression “does not call for the commission of illegal acts on the
person or class of persons that, when they are done, shall cause actual criminal harm to the
person or class of persons, under existing law” and if it “does not call for the commission of
illegal acts posing an immediate lawless danger to the public or to the person who is the
object of the expression.”

Universal access

While Section 5 explicitly promotes universal access to the Internet, Section 5(b) allows for
the suspension of an individual’s Internet access as an accessory to other penalties upon
conviction of certain crimes, with certain checks and balances.

Remarkably, Section 5(e) prevents persons or entities offering Internet access for free or for
a fee (including hotels, schools, and religious groups) from restricting access to the Internet
or limiting content that may be accessed by guests, employees or others “without a
reasonable ground related to the protection of the person or entity from actual or legal
threats, the privacy of others who may be accessing the network, or the privacy and security
of the network as provided for in the Data Privacy Act of 2012 (RA 10173) or this Act.”

Innovation

Section 7 addresses the right to innovation, allowing for State protection and promotion of
innovation, and prohibiting persons from restricting or denying “the right to develop new
information and communications technologies, without due process of law...”

With certain exceptions provided for in the Intellectual Property Code, Section 7(b) states
that “no person shall be denied access to new information and communications
technologies, nor shall any new information and communications technologies be blocked,
censored, suppressed, or otherwise restricted, without due process of law or authority
vested by law.” Innovators are also protected from liability for the actions of users.

Right to Privacy

Section 8 provides for State promotion of the protection of the privacy of data, with Section
8(b) providing the right of users to employ encryption or cryptography “protect the privacy
of the data or networks which such person owns or otherwise possesses real rights over.”

Section 8(d) guarantees a person’s right of privacy over his or her data or network rights,
while 8(e) requires the State to maintain “appropriate level of privacy of the data and of the
networks maintained by it.”

Section 9 refers to the protection of the security of data and 9(b) guarantees the right of
persons to employ means “whether physical, electronic or behavioral” to protect the
security of his or her data or networks.

Sections 9(c) and (d) refer to the rights of third parties over private data, requiring a court
order issued in accordance with Section 5 of the Act to grant access, and preventing third
parties from being given property rights to the data accessed.

28
Intellectual property

Section 10 protects intellectual property online in accordance with the existing Intellectual
Property Code of the Philippines (RA 8293). 10(c) prevents Internet service providers and
telecommunications entities from gaining intellectual property rights over derivative
content that is the result of “creation, invention, innovation, or modification by a person
using the service provided by the Internet service provider, telecommunications entity, or
such person providing Internet or data services.”

Section 39 addresses fair use, declaring that “the viewing, use, editing, decompiling, or
modification, of downloaded or otherwise offline content on any computer, device, or
equipment shall be considered fair use” with certain provisions.

Section 48 deals with intellectual property infringement, with 48(a)(ii) notably defining the
“non-attribution or plagiarism of copyleft content” as defined in section 38 as infringement.

Other Areas

In addition to the sections detailed above, the Act covers a range of other issue areas,
including hacking, cybercrime, and human trafficking. The Act also creates an Office of
Cybercrime within the Department of Justice to be designated as the central authority in
enforcement of the Act. Notably, special courts in which judges are required to have
specific expertise in computer science or IT are also designated to hear and resolve all cases
brought under the Act.

SOURCE: https://www.eff.org/deeplinks/2013/07/brief-analysis-magna-carta-philippine-
internet-freedom

WHAT SHOULD I REMEMBER?

Magna Carta of the Philippines for Internet Freedom is an act pursued to protect Filipino
citizens who frequently use internet as a source of information and means of
communication. It covers the protection of the privacy and prevention of cybercrime in its
various forms. Cyber Crime law or RA 1o175 is an act promoted by the Government to give
just punishment to those who abuse the media for their personal interest and to those who
use social media and other forms to humiliate or destroy human identities, credibility and
reputation. Proper etiquette are applied guidelines on how to use internet and it also
includes the evaluation and proper dissemination of information gathered in interconnected
network.
REFERENCES:

Maria Jovita E. Zarate, Media and informartio literacy, REX books store 856 Nicanor Reyes,
Sr. St. 1977C. M Recto Avenue Manila, Philippines www. Rexpublishing.com.ph
Commission on Higher Education Chairperson: Patricia B. Licuanan,2016 Ph.D. Teaching
Guide for Senior High School MEDIA AND INFORMATION LITERACY, office address: 4th Floor,
Commission on Higher Education,C.P. Garcia Ave., Diliman, Quezon City Telefax: (02) 441-
0927 / E-mail Address: [email protected]

29
OPPORTUNITIES, CHALLENGES,
AND POWER OF MEDIA AND
6 INFORMATION

WHAT SHOULD I EXPECT?

At the end of the lesson the learner are expected to:

d. Realizes opportunities and challenges in media and information
e. Research and cite recent examples of power and media information to affect
change.

WHAT DO I KNOW?

Direction: Encircle the letter of the correct answer.

1. Refers to the idea of power

c. Opportunities c. challenges
d. Literacy d. Empowerment

2. Defined as the set of appropriate social norms and behavior with regard to
the use of internet.
c. Digital citizenship c. Empowerment
d. Media and information literacy d. internet citizenship

3. The ability to access , analyze, and respond to range of media

c. Media literacy c. Technology literacy
d. Information literacy d. media and information
literacy

4. Which of the following is not a n advantage of being media and information

literate
A. Gain comprehension of the structures govern the creation and
dissemination of media and information messages
B. Reprimand social issues by means of the free digital access.
C. You will value the word ethics and its implications to the society
D. Learn how to sift information what is both useful and useless to your
lives.
E.

30
5. Which of the following best described the challenges of media and
information in terms of Education?
A. Promote laziness, constant access also puts a lot of pressure on servers,
requiring constant upgrades and regular maintenance around cyberspace.
B. Despite thriving as an industry, the media remains vulnerable to
economic threats
C. As a developing country, the governments concentrate on solving
problems like poverty, unemployment, lack of proper healthcare, and
access to education.
D. Providing actors more and better information with which make decisions
and improving stability.

WHAT DO I REMEMBER?

Magna Carta for Internet freedom or MCPIF was filed a house bill No. 1086 by
Congresswoman Kimi Conjuangco and as senate Bill. No. 53 by Senator Miriam
Defensor Santiago. It must be noted that it is a crowd sourced document, drawing
much from the inputs of internet users who actively participated in the lobby against
the repeal of Cybercrime Prevention act .of 2012, other wise known as Republic act
. 10175.

WHAT DO I NEED TO KNOW?

Empowerment
Is the idea of power, It is hinged on the idea that power can change, that the
ownership of power can shift from one entity to another. It also possible because
power can expand or diminish as the case maybe.

That is what media literacy education is all about – to cultivate power inside you. In
other words to cultivate power inside you, so you do not become more passive
recipients of media and information text, but active users, consumers and even
active producers of media and information text instead.

Advantages of media and information literacy

- You will possess some control over the media and information messages that we
have initially described as powerful.
- Will have the ability to examine even scrutinize the content of media and
information messages closely and see how their meaning are significant or other
wise to your life as a person and to your community as well.
- You will gain an understanding of how political forces shape the creation and
dissemination of media and information messages.
- You will also gain understanding of how political forces shape the creation and
dissemination of media and information messages.
- You will learn how to sift information, discern what is both useful and useless to
your lives.
- You will value ethics and its implications to the society.

31
Media and information technologies are dominant forces in society in much the same
way as education and economic institutions have promoted democracy. Information
technologies have recently been considered as an equalizing ingredient, promoting access
to information, even education and enabling society in various ways, from increased access
and contribution to information and knowledge, to participating in political and cultural life
through online communities: take a look back to our previous lesson about digital
citizenship (WEEK 5: LEGAL, ETHICAL, AND SOCIETAL ISSUES IN MEDIA AND INFORMATION )

OPPORTUNITIES, CHALLENGES AND POWER OF MEDIA AND INFORMATION

The media and information can function to strengthen and enrich the connections between
citizens and intermediary organization including political parties, social movement as well as
the economy, the spread of new freedoms and extent of frontiers of freedom that the
public authorities have often attempted to control: religious, freedom, gender, ethnicity and
sexual freedoms based on social and cultural identities.

Opportunity: it is as set of situations that makes possible to do something

Challenges: It is something new and difficult which requires great effort and
determination.
Power: 'Media power' means here the concentration of symbolic power in media
institutions, particularly those of television, radio and the press (the common-sense
definition of 'the media'), although the long-term impact of new media on media power is
considered.
Media and Information in Economy
Economic Impact

Economic actors need accurate and timely information to allocate resources efficiently,
investors and other groups increasing value and demand a governance-monitoring role
from the media. A free and independent press can provide information and monitoring
to the economic policy development process leading to more effective economic
policies. It can also reduce political risk and increase good governance- conditions that
are important for robust economic development.

Media improves the efficiency of the economy by providing actors more and better
information with which make decisions and improving stability.

Economics of media: Ratings and Revenues

The economics of media can be explained in the simple equation Ratings= Revenues. As a
commercial industry, the media earns profit through advertisement. Advertisers pay for air-
time or ad-space in media platforms to reach or to promote their goods or services to the
media’s audience. Advertisers are more likely to invest if there is a high volume of
consumers patronizing the media programs or content or if their target market is among
those consumers.

32
Ratings

Is a colloquial term for audience measurement that influence timing, placements, and
markets for media content and advertising? (Balnaves, O’Regan, & Goldsmith, 2011) Ratings
determine the number of people who watches, listens to or reads a particular content.

Revenues

The business dictionary defines revenue as income generated from the sale of goods or
services, or any other use of capital or assets, associated with the main operations of an
organization before any costs or expenses are deducted.

The Opportunity

The Philippine media is a great asset in the country’s economy. In fact the Philippines
Star reported that in the year 2010 alone, the creative or copyright-based industries
contributed P661.23 billion to the Philippines economy.

The Challenges

Despite thriving as an industry, the media remains vulnerable to economic threats.

The most notorious among them is privacy. Privacy is defined as the unauthorized use of
another’s production, invention, or conception especially in infringement of copyright by
the Merriam Webster’s Dictionary.

The existence of cheap or even free digital technologies like torrent downloading makes
piracy even more attractive to consumers.

Media and Information for education

Media and information have made a radical impact in education. Learning has never
been easier and at the same time more complicated than it is today in the age of media and
information.
The Opportunity

Merriam-Webster’s dictionary defines education as the knowledge, skill, and

understanding that you get from attending a school, college, or university. Today,
education has taken whole new meaning with media and information.
Online education is now a fast becoming trend in society. Schools and
universities are adopting this practice as part of their offered services. Everyone
with access to the internet need not physically attend a class to get an education.
This setup is popular among those who wish to further their education but do
not have the time or energy to deal with regular school. With media and
information, one can earn a degree from the comfort of their homes.
Education traditionally requires a student to prove that learning took place. To
do so, one must be able to pass exam that will test their knowledge on a certain
subject and produce outputs that will confirm if they can apply that knowledge.
Media information makes this process a little less rigorous through content
contribution. By allowing people to share their knowledge online for others to
see, the network of experts can check and balance each other’s understanding of
subjects, therefore refining learning through interaction.

33
The convenience, abundance, and interconnection, aspects of media and information for
education are opportunities worth taking advantage of.

The Challenge

In education, the opportunities brought about by media and information is also to be

blamed for its many challenges. Not only does this promote laziness, constant accessalso
puts a lot of pressure on servers, requiring constant upgrades and regular maintenance
around cyberspace.

The overwhelming amount of content to but found online requires the tedious process of
sorting through unnecessary or unrelated content to one’s research. As challenging as it
may be, it is necessary. Allowing anyone with access to the internet to contribute to the
network of information raises credibility and authenticity issues.

Media and Information for social science

The society is heavily influenced by media and information. It is no surprise then that
media and information have been linked to social changes. Oxford bibliographies referred to
the social change as a significant alteration of social structure.
The Opportunity

Among the first to realize the possible positive applications of the media and
society’s co-dependent relationships were Daniel Lerner and Wilbur Schramm. In their
perspective works, The Passing of Traditional Society (1958) and Mass Media and National
Development (1964) served as the founding texts of development communication according
to University of Pennsylvania (UPenn). Development communication uses communication to
aid in the development of society. One practical application of this is community-based
media programs. Through information dissemination, promotion of development
advocacies, and providing a medium for social interaction among communities, these types
of programs pave the way for a positive social change.

The Challenge

Media and information have the power to sway society’s beliefs and perception.
People have the tendency to receive data from the media and accept it as fact right away
without conducting due diligence.

Effect of media in politics

Politics regulates the media industry. They enforce the rules and regulations
governing the media industry as prescribed in a country’s current political system. It is for
this reason that the nature of media varies from country to country.
The Opportunity

The interrelationship between media and politics provides a fair foundation in nth
function of media as a source of information. Provisions in the law like the Freedom of
Information Bill which mandates the release of public documents to those who require it
benefits the media in their access to information and the government in its war against
corruption (The Official Gazette)

34
The Challenge

As a developing country, the governments concentrate on solving problems like

poverty, unemployment, lack of proper healthcare, and access to education.

The shortage of government funding, not to mention the lack of projects and programs, that
help cultivate creativity – which is the core of media – prevent the media industry in
reaching its potential for success. Even the weak enforcement of certain laws to protecting
the media exposes them to threats that could have damaging repercussions on the industry.

Some of the common challenges faced in media and information:

Illegal Content
It’s any type of content that could be damaging to young people, including:

 real or simulated violence

 sexually explicit content
 illegal images of child sexual abuse
 content promoting hate based on race, religion or sexual preference
 content instructing or promoting crime or violence
 content promoting violent extremism
 Content that advocates unsafe behavior like extreme dieting or drug taking.
 The use of a computer as an instrument to further illegal ends

Cybercrime: criminal activity or a crime that involves the Internet, a computer system or a
computer technology
Copyright Infringement: It is the use of works protected by copyright law without
permission, infringing certain exclusive rights granted to the copyright holder, such as the
right to reproduce, distribute, display or perform the protected work, or to make derivative
works.
Identity Theft: It is the deliberate use of someone else's identity, usually as a method to
gain a financial advantage or obtain credit and other benefits in the other person's name,
and perhaps to the other person's disadvantage or loss.

WHAT SHOULD I REMEMBER?

Media and information literacy education empowers an individual to be well equipped
in evaluating and producing information in all type of media forms, however this power can
also harmed individuals if misused, fraudulent use of media in creation and dissemination of
information can either help or cause conflict in the society. It can create opportunity and
brought challenges that can improvement in the lives of many people.
REFERENCES:
Maria Jovita E. Zarate, Media and informartion literacy, REX books store 856 Nicanor Reyes,
Sr. St. 1977C. M Recto Avenue Manila, Philippines www. Rexpublishing.com.ph 2016, p
23,30 and 31.
Retrieved from: https://prezi.com/p/5h35qdwoa2iq/opportunities-challenges-and-power-
of-media-and-information/ and https://sites.google.com/view/elearningmil/lessons/the-
opportunities-challenges-and-power-of-media-and-information

35
CURRENT AND FUTURE TRENDS
7 OF MEDIA AND INFORMATION

WHAT SHOULD I EXPECT?

At the end of the lesson the learner are expected to:

a. Predicts future media innovation
b. Describes massive open on-line
c. Emphasize the importance of evaluating the impact of current and future trends in
media and information in individuals and in the society as a whole.
d. Produce a Prototype of what the learners think is a future media innovation.

WHAT DO I KNOW?

1. It is obviously better suited for distance learning.

A. MOOC
B. Haptics
C. Internet
D. Router
2. Our future devices will constantly learn about who you are and how you live,
work and play
A. Voice Recognition
B. Haptics
C. Contextual awareness
D. Eye tracking technology
3. MOOC stands for?
A. Massive Open Online College
B. Massive Open Online Concept
C. Mutual Order Online Courses
D. Massive Open Online Courses
4. While on the move, staff will be able to provide the precise description and
location of a street-based issue using Smartphones and mobile devices that
can take photos and have GPS support.
A. Voice Recognition
B. Haptics technology
C. Intelligent routing devices
D. Internet glasses

36
5. Eye tracking technology is functional exempt from?
A. Law enforcement – lie detection
B. Seeing building schematics and locations of others
C. Using screen icons and a blink here or a gaze there. Say goodbye to the
mouse and keyboard.
D. Airport security – identifying suspicious behaviour, e.g. to catch terrorists
before they strike

WHAT DO I REMEMBER?

Media literacy is the cultivation of power inside you, It empowers an individual to be

an active receiver and producer of media messages. It enable you to gain the
capacity to scrutinize each media content and understand why certain factors such
as political forces affect the delivery of information through media. Media and
information create a strong link with societal facets such as education, economics
and politics; it brought a lot of opportunities such as easy access to informations and
challenges such as abusive consumption of media for fraudulent agenda.

WHAT DO I NEED TO KNOW?

#throwback
A quick view of these terms:
Information Literacy: The ability to recognize when information is needed, and to
locate, evaluate, and effectively communicate information in its various formats

Technology Literacy: The ability of an individual, either working independently or

with others, to responsibly, appropriately, and effectively use technological tools.
Using these tools an individual can access, manage, integrate, evaluate, create and
communicate information.
“They cooperate together to contribute to the promotion of the new literacy in knowledge
societies. “
Many of the technological advances we are seeing today will shape our daily life in the
future – the way we relax, interact, communicate and conduct business. From virtual
worlds, avatar emotions, artificial intelligence, computer generated storytelling and
narrative, interactive 360 holographic images, mixed reality, stress disorder virtual therapies
and so much more. ICT will continue to advance, empower and transform every aspect of
our life.
Check out these emerging technologies and trends:
Haptics technology -- Is a feedback technology (using
computer applications) that takes advantage of the
user’s sense of touch by applying force, vibrations
and/or motions to the User. Simple haptics is used in
game controllers, joysticks and steering wheels and is
becoming more common in Smartphones. Haptics is
gaining widespread acceptance as a key part of virtual reality systems (i.e. computer
simulated environments) - adding the sense of touch to previously visual only solutions. It is
also used in virtual arts, such as sound synthesis, graphic design and animation. There are
37
many possibilities for Haptics to be applied to gaming, movies, manufacturing, medical, and
other industries. Imagine your doctor operating on your local hospital from his computer in
Australia.
Contextual awareness -- By combining ‘hard sensor’ information such as where you are and
the conditions around you, combined with ‘soft
sensors’ such as your calendar, your social network
and past preferences - future devices will constantly
learn about who you are and how you live, work and
play. As your devices learn about your life, they can
begin to anticipate your needs. Imagine your PC
advising you to leave home 15 minutes early or take
a different route to avoid a traffic jam on your way to work. Consider a “context aware”
remote control that instantly determines who is
Context aware: mobile device Computing the
holding it and automatically selects the Smart TV distance and the time of the arrival in a certain
preferences for that person .

Voice and tone recognition -- Not only can voice and

tone recognition be used to confirm a person’s identity
but tone recognition can be used to detect a person’s
health or emotional state. This technology will open
new opportunities in security and healthcare- with
mobile applications

• Intelligent routing to devices -- This future

technology will be useful to, for example, local
councils. While on the move, staff will be able to
provide the precise description and location of a
street-based issue using Smartphones and mobile
devices that can take photos and have GPS (global
positioning system) support. Intelligent routing will then alert the responsible team to
action.

Eye tracking technology -- Eye tracking technology measures eye positions and movements
which are analysed through computer applications. Future laptops, smartphones and tablets
could contain thousands of tiny imaging sensors built into the display screen. Eye tracking
technology could have many possible applications, including:
• Law enforcement – lie detection
• Airport security – identifying suspicious behaviour, e.g. to
catch terrorists before they strike
• Retail – recording, monitoring and analysing consumer
behaviour to ‘tailor’ marketing to individuals
• Safety - alerting and awakening a drowsy or distracted
driver would save many lives
• Health care – assisting people with disabilities or paralysis
to communicate (laptop) and improve mobility (electric wheelchair)

38
• Human-computer interaction – using screen icons and a blink here or a gaze there. Say
goodbye to the mouse and keyboard.

• Internet glasses! -- Technology that can display images directly onto our retinas while not
blocking our sight is being developed. This technology can be used in eyeglasses and have
uses ranging from e-Gaming to military defense. In the next 10-20 years experts predict that
Internet glasses will replace Smartphones. Imagine these viewing experiences:
• Seeing building schematics and locations of others
(especially useful for security or fire fighters)
• Giving a speech while information is streamed to your
eyeglasses in real time
 Receiving turn by turn directions as you walk toward
your destination
• Viewing virtual recipes while cooking without losing
your rhythm
• Walking down the street, seeing one of your friends show up "on screen" 2 blocks and 1
cafe away

These emerging trends and technologies comprise the promise of a much better digital
world where every individual could easily access, manipulate, checked and scrutinize
informations in an accurate and rapid way likewise in education. Learning became more
widely accessible to massive audience for different ages, race and continent that deduce
information literacy as a full right. This is termed as MOOC

MOOC- Massive Open Online Courses. These are pick up from earlier models of distance
learning, when students sought their education, without ever stepping into a classroom
through postal correspondence. In this model, class requirements were fulfilled by sending
learning materials, assignments, and test back and forth by mail.

The internet is obviously better suited for distance learning, for it allows the teacher,
student, and classmates to interact, real time or other wise through chats, video
conferencing, message boards, and wikis ( a web app that allows collaborative modification
form the browser EX. Wikipedia) and “distance” here can mean staying at home while
attending class in a universities abroad like MIT, Harvard, Australian national University,
Kyoto University and Hongkong University. Course materials can be automated, uploaded,
Expanded, and revised easily. Originally produced or sourced multimedia learning materials
can be used and linked. MOOC allow a certain degree of flexibility for self directed and self
paced learning. Even those who may be busy with “day jobs” But are intensely interested in
39
certain subject matters are not barred from enrolling, since distance learning provides
leeway for efficient time management. Most significantly MOOC’s provides opportunities
for people to upgrade their skills, expand their qualifications, and grow. Some MOOC
providers like courser, edX, and stanfford online offer courses for free. There are no more
excuses.
WHAT SHOULD I REMEMBER?
The Current and Future trends in media and information tend to acknowledge the
demand for a far more better and accessible living, this may be vital in the field of education
where MOOC’s are introduced to encourage many individual to obtain learning on their own
pace.
REFERENCES:
Commission on Higher Education Chairperson: Patricia B. Licuanan,2016 Ph.D. Teaching
Guide for Senior High School MEDIA AND INFORMATION LITERACY, office address: 4th Floor,
Commission on Higher Education,C.P. Garcia Ave., Diliman, Quezon City Telefax: (02) 441-
0927 / E-mail Address: [email protected] p. 85-87

Patrick F. Campos, From Cave to Cloud media and information literacy for today, The
Phoenix House Inc. 927Quezon Ave.,Quezon City Tel. Nos.:375-1640/410-7635 Fax No.: 376-
4145 Email Address: [email protected] ,2016 p. 159

40
TEXT, VISUAL AND AUDIO
8 INFORMATION AND MEDIA


WHATSHOULD I EXPECT?
At the end of the lesson the learner are expected to:
e. Describe the different Dimensions of each type of information and media
f. Analyze how the different dimensions are formally and informally produced,
organized and disseminated.
g. Produce a Creative based, visual based , audio based, motion based and
manipulative presentation using design principle and elements.

WHAT DO I KNOW?

6. is very powerful as well in disseminating information, providing direction and

giving suggestions.
A. Type face B. Text C.Serif D. Proximity
7. Brings a clean or minimalist look to the text Voice Recognition.
A. San Serif B.Serif C. Slab serif D. Decorative
8. Are sound, especially when recorded, transmitted, or reproduced
A. Text B.Visual Aids C. Audio D. Broadcast
9. The act of perceiving sound by the ear
A. Singing B. Hearing C. Listening D. Resonating
10. requires concentration so that your brain processes meaning from words
and sentences.
A. Listening B. Resonating C. Hearing D. Singing

WHAT DO I REMEMBER?

Current and future trends of technology refers to the advances that are envision to shape
the daily life of human being, emerging advances such as internet glass, haptic technology
are just an examples of how a simple mobile phone can be as upgraded as it expected it to
be. Easy access and retrieval of salient information are absolute and accurate.

41
WHAT DO I NEED TO KNOW?

CHARACTERISTICS, FORMAT AND TYPES, AND SELECTION CRITERIATEXT INFORMATION

AND MEDIA:
Text – a simple and flexible format of presenting information or conveying ideas whether
hand-written printed or displayed on-screen.
-is very powerful as well in disseminating information, providing direction and giving
Suggestions.
- 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.
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. 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:
• Who or what institution is sending this message?
• What techniques are used to attract and hold attention?
• What is the language used by the writer?
• What views are represented? Are they balanced?
• How might the message be interpreted in different ways?
• What is omitted, slurred or added in the message?
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.

Text as visual
a. Typeface (also called font, font type, or type) refers to the representation or style of a
Text in the digital format. 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.
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:
- connotes formality and readability in large amount of texts. This font
is usually used for the body text of books, newspapers, magazines
and research publication. Also, serif fonts give a classic or elegant look when
used for title or heading. Examples: Times New Roman, Garamond, Baskerville
42
- brings a clean or minimalist look to the text. This font is
used for clear and direct meaning of text such as road signage, building directory or
nutrition facts in food packages. Also, sans serif fonts give a
modern look and is used primarily in webpage design. Examples: Arial, Helvetica,
Tahoma, Verdana, Calibri

- carries a solid or heavy look to text. This font can be used

for large advertising sign on billboards. Examples: Rockwell,
Playbill, Blackoak

- draws much attention to itself because of its brush-like

strokes. This must be used sparingly and not to be used in
large body text. This font is usually used in wedding
invitation cards or other formal events. Examples: Edwardian, Vladimir.

- caters to a wide variety of emotions (such as celebration,

fear, horror, etc.) or themes (such as cowboys, circus, holidays,
summer, kiddie, etc.) Examples: Chiller, Jokerman, Curlz MT.

DESIGN PRINCIPLES AND ELEMENTS IN DESIGNING TEXT ELEMENTS

1. Emphasis - refers to the importance or value given to a part of the text-based
content.
Keypoint : 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.
2. Appropriateness - refers to how fitting or suitable the text is used for a specific
audience, purpose or event.
Keypoint: 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 far are the text elements from each other.
When two things are closely related, we bring them close ogether. Otherwise, we
put text elements far from each other. For example, the main title and subtitle are
usually placed close to each other.
4. Alignment - refers to how the text is positioned in the page. This can be left, right,
center or justified.
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.
Keypoint : When there are many elements needed to fit in a page, start by creating a
framework or a compartment for the elements. Divide 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.
43
Repetition encourages the use of repeating some typefaces within the page.
Keypoints 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 typeface for a visual design product.
7. Contrast- creates visual interest to text elements. Contrast is achieved when two
elements are different from each other.
Keypoint- When you place a white text on a very light yellow background, contrast
is not achieved and the textwill 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 thin elements, cool color and
warm color.

VISUAL MEDIA AND INFORMATION – 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

 photography,
 video,
 screenshots,
 infographics,
 data visualization
(charts and graphs)
 comic
strips/cartoons,
memes, visual note-
taking

Formally and informally produced visual media – 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.

Purpose of visual information – the primary purpose of visual information is to gain

attention, create meaning, and facilitate retention. (Show at least one example for
each purpose and ask learners their reactions or responses to each one).

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

44
values.
d. Texture – the way a surface feels or is perceived to feel. Texture can be added to
attract or repel interest to a visual element. Visual texture is the illusion of the
surfaces peaks and valleys, resulting in a feeling of smoothness or roughness in
objects.
e. 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 that evoke the
appropriate audience reactions. Color has three properties.
f. Form – a figure having volume and thickness. An illusion of a 3-dimensional object
can be implied with the use of light and shading. Form can be viewed from many
angles.

Visual Design Principles are:

 Consistency of margins, typeface, typestyle, and colors is necessary, especially in

slide presentations or documents that are more than one page.
 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.
 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 in creating balance in a
composition.
 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

45
 Contrast – offers some change in value creating a visual discord in a composition.
Contrast shows the difference between shapes and can be use as a background to
bring objects out and forward in a design. It can also be used to create an area of
emphasis.
 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 attention
through the format.
 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.
 Perspective – created through the arrangement of objects in twodimensional space
to look like they appear in real life. Perspective is alearned meaning of the
relationship between different objects seen in space.

AUDIO INFORMATION AND MEDIA

What is an Audio?
Sound, especially when recorded, transmitted, or reproduced
AUDIO MEDIA
media communication that uses audio or recordings to deliver and transfer
information through the means of sound

Types of Audio Information

1. Radio Broadcast - live or recorded audio sent through radio waves to reach a
wide audience

2. Music - vocal or instrumental sounds combined in such a way as to produce

beauty of form, harmony, and expression of emotion
3. Sound Recording - recording of an interview, meeting, or any sound from the
environment
4. Sound Clips / Effects - any sound artificially reproduced to create an effect in a
dramatic presentation (ex. sound of a storm, or a door)
5. Audio Podcast - a digital audio or video file or recording, usually part of a themed
series, that can be downloaded from a website to a media player or a computer.

46
Ways to Store Audio Information:

1.Tape - magnetic tape on which sound can be

recorded
2. CD (Compact Disc) - a plastic-fabricated, circular
medium for recording, storing, and playing back
audio, video, and computer data
3. USB Drive - an external flash drive, small
enough to carry on a key ring, that can be used
with any computer that has a USB Port
4. Memory Card (aka Flash Memory Card or Storage Card) - is a small storage
medium used to store data such as text, pictures, audio, and video, for use on small,
portable, or remote computing devices.
5. Computer Hard Drive - secondary storage devices for storing audio file
6. Internet / Cloud - websites or file repositories for retrieving audio files, and more
precisely the files are stored in some datacenter full of servers that is connected to
the Internet

Audio File Formats

1. MP3 (MPEG Audio Layer 3) - a common format for consumer audio, as well as a
standard of digital audio compression for the transfer and playback of music on most
digital audio players.
2. M4A / AAC (MPEG4 Audio / Advanced Audio Coding) - an audio coding standard
for lossy digital audio compression. Designed to be the successor of the MP3 format,
AAC generally achieves better sound quality than MP3 at similar bit rate
3. WAV - is a Microsoft audio file format standard for storing an audio bitstream on
PCs. It has become a standard file format for game sounds, among others
4. WMA (Windows Media Audio) - is an audio data compression technology
developed by Microsoft and used with Windows Media Player

Units of Sound
Decibel or simply dB - noise of sound measurement
Hertz or simply Hz -unit of sound frequency
Phon • unit of subjective loudness

Characteristics and Purposes of Sound

1. Volume – intensity of a sound
2.Tone – the audible characteristic of a sound
3. Pitch - is how high or low a sound is
4. Loudness - refers to the magnitude of the sound heard

Purposes of a Sound:
• Give instruction or information.
• Provide feedback.
• To personalize or customize
.

47
Elements of Sound Design
1. Dialogue - speech, conversation, voice-over
2. Sound Effects – any sound other than music or dialogue
3. Music – vocal or instrumental sounds (or both) combined in such a way as to
produce beauty of form, harmony, and expression of emotion

Principles of Sound Design

1. Mixing – the combination, balance and control of multiple sound elements
2. Pace – time control, editing, order of events (linear, non-linear or multi-linear)
3. Stereo Imaging – Using left and right channel for depth. This refers to the aspect
of sound recording and reproduction.
4. Transition – how you get from one segment or element to another

Types of Transitions

1. Segue – one element stops, the next begins (“cut” in film)

2. Cross-fade – one element fades out, the next fades in, and they overlap on the
way
3. V-Fade – first element fades to inaudible before the second elements begins
4. Waterfall – As first element fades out, the second element begins at full volume.
Better for voice transitions, than for effects

Hearing vs. Listening

Hearing - the act of perceiving sound by the ear
Listening - requires concentration so that your brain processes meaning from words
and sentences. Listening leads to learning.

WHAT SHOULD I REMEMBER :

Text information and media refers to the use of text via hand written, printed or
onscreen display to present or convey ideas.
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.
Audio information and is the use of audio or recordings to deliver and transfer
information through the means of sound

REFERENCES:
Commission on Higher Education Chairperson: Patricia B. Licuanan,2016 Ph.D.
Teaching Guide for Senior High School MEDIA AND INFORMATION LITERACY, office
address: 4th Floor, Commission on Higher Education,C.P. Garcia Ave., Diliman,
Quezon City Telefax: (02) 441-0927 / E-mail Address: [email protected] p.112-116
Retrieved from: https://www.slideshare.net/markjhonoxillo/audio-information-and-
media

48
MOTION, MANIPULATIVE AND
MULTIMEDIA INFORMATION AND
9 MEDIA


WHAT SHOULD I EXPECT?

At the end of the lesson the learner are expected to:

h. Describe the different Dimensions of each type of information and media
i. Analyze how the different dimensions are formally and informally produced,
organized and disseminated.
j. Produce a Creative based, visual based , audio based, motion based and
manipulative presentation i=using design principle and elements.

WHAT DO I KNOW?

1.Which is not an example of advantages of motion media?

A. It enables learning with emotions
B. It can Discriminate different cultures and groups
C. Simulations allow for safe observation
D. It captures motion in a manner that can be viewed repeatedly

2. Interactive TV is also known as?

A. Iwant TV B. Neflix C. ITV D. Cable
3. The communication process that takes place between humans and computer
A. Motion movement C.. User interface
B. Interactivity D. Typeface
4. These are example of interactive media exempt
A. Voice Recognition B. JPEG C. Mobile apps D. RPG
B.
5. Which of them is an example of video format
A. Quick time B. JPEG C. MP3 D. Typeface

49
WHAT DO I REMEMBER ?

Information can be conveyed and presented through text that can be whether hand
written or display on a screen, or in audio when the main element is sound that can
be recorded or on air and by visual which is commonly presented by materials easily
comprehended through images, memes and alike.

WHAT DO I NEED TO KNOW?

MOTION INFORMATION AND MEDIA

-A form of media that has the

appearance of moving text and graphics on
a display.i ts purpose is to communicate
information in multiple way (roblyer
2006).
-An integrated sight and sound kinetic
media (Shelton,2014)

General Characteristics of Motion Media:

 It communicates message to large, heterogeneous, and anonymous audiences;

 It communicates the same message to mass audiences simultaneously, sometimes in

public, other times in private;

 It embodies messages that are usually impersonal and transitory;

 It is multi-sensory such that the audience’s sight and hearing are stimulated in
concert. Such a combination of sensory stimuli forms a complex synergism that can
significantly enhance communication. This powerful double-barreled combination of
dual-sense stimulation contributes in large measure to the compelling influence of
motion media;

 It is a formal, authoritative channel of communication. Accordingly, its power in

informing and entertaining lies in the communicator’s ability to control visual and
aural stimuli;

 It is instrumental in behavior and attitude modification – that is, attitude formation,

change, conservation, and canalization (directing a performed attitude to a new
direction);

 It confers status upon issues, persons, organizations, or social movements.

Motion media can be produced formally and informally. Informally produced motion media
are created by individuals often for personal use. Formally produced motion media are
created by professionals who follow industry standards in creating, editing and producing
motion media. Formal production of animations involves the following steps:
50
• writing the story - writers and directors create the story board
Script is written and dialogue is recorded
• Animators sketch major scenes; in between fill in the gaps
• Background music and background details are added
• Drawings are rendered

Videos are produced in the same manner except that instead of drawing the scenes they are
acted out and shot. Once the scenes have been shot, all clips are edited and put together in
a final product.

MOTION MEDIA FORMATS, TYPES AND SOURCES

According to format:
• Animations - animated gifs(Graphic Interchange Format), Flash, Shockwave, Dynamic
HTML
• Video formats/Video Codecs - motion media use large resources. Codecs compresses and
decompresses video files. Examples are H.26N series, Quicktime, DivX, MPG, MP4

According to purpose: education, entertainment, advertising

According to source: personal, social media, media companies
According to audience: private or public; directed or general
In some of these, media convergence can be observed with one artefact falling into several
categories.

BASIC METHODS ON DETERMINING THE CREDIBILITY OF MOTION MEDIA:

• Validity of information – Is it peer reviewed and verifiable
• Source - Primary or secondary source? Does the video capture the actual event or does it
simply present information learned about an event
• Relationship of the author to the event – Does he have firsthand knowledge

TECHNICAL METHODS OF DETECTING TAMPERING/FAKE VIDEO:

• Smoothness of video – This is often detected when movements are not smooth; when
action seems to jump from one position to another, as if some action was missing
• Lighting coverage matches - One way to detect lighting matches is to look at the
shadows; the source of light determines the size and direction of the shadow
• Scale and size consistent- scale refers to how the sizes of the objects in reference to one
another are near the real thing. If the picture is reduced or enlarged by a certain percent
then all of the objects should be resized by that percent. Objects that are far away are
usually smaller than objects that are nearer.

ADVANTAGES OF MOTION MEDIA AND INFORMATION:

• It captures motion in a manner that can be viewed repeatedly

• It can show processes in detail and in sequence
• Simulations allow for safe observation
• It can cut across different cultures and groups
• It allows scenes, history, events and phenomenon to be recreated
• It enables learning with emotions

LIMITATIONS OF MOTION MEDIA AND INFORMATION:

• Compared to other forms of visual media the viewer cannot always interrupt the
presentation.

51
• It is often times more costly than other forms of visual media.
• Other data may be presented best using still images. Examples are graphs, diagrams,
maps.
• It is subject to misinterpretation

DESIGN PRINCIPLES OF MOTION MEDIA AND INFORMATION REVOLVE AROUND THE

FOLLOWING ESSENTIAL ELEMENTS:
• Speed can be constant or variable. The tone of the movement can be highlighted by the
speed coupled with music. A fast movement gives vigor and vitality, intensifying emotions. A
slow movement connotes lethargy, solemnity or sadness.
• Direction can indicate a movement from one direction to another. It can also refer to the
growing or shrinking of an object. As objects move, the background must remain in scale
with the object.
• Motion Path refers to the route that the object will take. It shows the change in direction
of a . It is important to note the triggers to the change in direction of an object. These
triggers are often key objects or events in a story.
• Timing can be objective or subjective. Objective timing can be measured in minutes,
seconds, days, etc. Subjective timing is psychological or felt. Objective timing is used to
produce subjective timing. Timing can be used to clarify or intensify the message or the
event. Using a pause can help time the events.
These elements when used with other forms of media and information such as audio,
visual and people media create movement that convey different emotions, impact and
results.

DESIGN PRINCIPLES IN CREATING MOVEMENT.

• Speed, direction and timing should depict natural laws of physics. This included
trajectories,
impact on objects and reactions of the environment.
• Timing affects recall. Fast movement sends much information Slow movement provides
emphasis and lasting recall.
• Transitions are used to switch between scenes. Having a clear start and finish in your
motion
path or scenes Using neutral colors at the start or end of a scene is a good method for
creating
the right mindset. It is important to know which type of transition to use as this sets the
tone for the next event and should provide a smooth connection from one event to
another.
• Sound and color adds depth and meaning to movement.
• Cartooning your graphic and text provides dynamic movement. This can be done by using
the following movements: stretching, rotating, squashing
• Blurring can be used in different ways. In animation, blurring can provide the illusion of
fast movement. In videos, it is often used to censor information for security or decency
*Always review the purpose of the movement. Movement is not added for the sake of it.

MANIPULATIVE OR INTERACTIVE MEDIA:

INTERACTIVE MEDIA AND INTERACTIVITY:

Interactive Media – a method of communication in which the program's outputs depend on

the user's inputs, and the user's inputs in turn affect the program's outputs. Interactive
media engage the user and interact with him or her in a way that non-interactive media do

52
not. Websites and video games are two common types of interactive media. (Definition
taken from Investopedia via http://www.investopedia.com/terms/i/interactive-media.asp)

Interactivity – the communication process that takes place between humans and computer
software. The most constant form of interactivity is typically found in games, which need a
continuous form of interactivity with the gamer. Database applications and other financial,
engineering and trading applications are also typically very interactive. (Definition taken
from Technopedia via https://www.techopedia.com/definition/14429/interactivity)

One area where interactivity is most useful is in online training. Interactivities in this area
allow learners to interact with the course in terms of action and/or think

software or media used and how they interacted.

a. Example 1: Social media (Facebook) - sent friend request; responded to friend
request; liked a post; followed a site; commented on a friend’s post; uploaded a file;
chat with a friend; sent private message.

b. Example 2: Online booking - search for flights; booked a flight and paid through
credit card;

Different platforms of interactive media:

a. Mobile apps - a software application developed specifically for use on small, wireless
computing devices such as smartphones and tablets, rather than desktop or laptop
computers.
b. 3D TV - a television display technology that enables a three-dimensional effect, so that
viewers perceive that an image has depth as well as height and width, similar to objects in
the real world.
c. Video games (multi-player) - a game played by electronically manipulating images
produced by a computer program on a television screen or other display screen. Multiplayer
games allow two or more players to play with one another or play together.
d. Role-playing games (RPG) - a game in which players assume the roles of characters in a
fictional setting. Players take responsibility for acting out these roles within a narrative,
either through literal acting or through a process of structured decision-making or character
development.

e. Massively Multiplayer Online Role Playing Game (MMORPG) - any story-driven online
video game in which a player, taking on the persona of a character in a virtual or fantasy
world, interacts with a large number of other players.

f. Interactive websites (pools, surveys, exams, exercises)

g. Virtual reality and immersive environments - the computer-generated simulation of a

three dimensional image or environment that can be interacted with in a seemingly real or
physical way by a person using special electronic equipment, such as a helmet with a screen
inside or gloves fitted with sensors.
h. Social media - websites or online services where users (actual people) are the creators
and consumers of the content, and where social interactions (commenting, liking, posting,
talking) are the main features of content. Examples are Facebook, Twitter, Instagram,
Snapchat, Vine, etc. Relate this topic to their output in the previous activity

53
Interacting with Social Media

a. Online shopping - compare prices; compare

features of similar items; add to cart; choose
payment type; track delivery; get advice from
experts; search products; check local availability;
get product recommendations.
b. Online gaming - choose a game; play with
computer; play with others; choose a level, in-game
customization, etc.

c.Online classes - interact with content; interact with instructors; interact with classmates.
d. Chat - group chat; search groups; search friends; translate language.
e. News and information - exchange information; give reaction; news on demand; monitor
views.
f. Videos - choose your own adventure; get multimedia content; experience game elements.

TYPES OF INTERACTIVITY AND THEIR PURPOSES:

a. Click on images
b. Hotspot - a special region to act as a trigger to another web page. The hotspot could be a
circle, triangle, rectangle or polygon.
c. Rollover - an image or portion of an image that changes in appearance when the mouse
cursor moves over it.
d. Tabs - clicking on them displays a relevant content with an appropriate graphic.
e. Timeline - a menu slide that branches to different events.
f. Numbers/processes - the number of clicks and the time spent in an interactive function
provide data points.
g. Slideshow - non-linear interactive slideshow where the pathway through the show is
determined by the user's interaction with it.
h. Frequently asked questions (FAQs)
i. Flip cards - a card that when clicked flips to display a description and other information.

EMERGING INTERACTIVE MEDIA:

a. Interactive television - also known as ITV or iTV. A form of media convergence, adding
data services to traditional television technology. Throughout its history, these have
included on-demand delivery of content, as well as new uses such as online shopping,
banking, and so forth. ITV enables the viewer to issue commands and give feedback
information through an electronic device called a setup box. The viewer can select which
program or movie to watch, at what time, and can place orders in response to commercials.
New setup boxes also allow access to email and e-commerce applications via internet.
b. Allow viewers to participate in games shows - viewers compete with on-screen
contestants
c. Select alternate endings to their favorite program
d. Encourage children to interact with educational programs

54
MULTIMEDIA INFORMATION AND MEDIA

Multi Media
 Media and content that uses a
combination of different formats
 A wise mix of various mass media
such as print, audio and video
 The development of computer-
based hardware and software packages
produced on a mass scale and yet allow
individualized use and learning
 Simply means "more than one
medium"
 Is the exciting combination of computer hardware and software that allows you to
integrate video, animation, audio, graphics and texts resources to develop effective
presentations on an affordable desk top computer (fenric, 1997)
 Is characterized by the presence of texts, pictures, sounds, animation and video;
some or all of which are organized into coherent program (phillips, 1997)

Uses of Multimedia
• Entertainment and Fine Arts (movies and animation, interactive multimedia, others)
• Education (computer-based training courses, edutainment (blend of education and
entertainment, others)
• Engineering, Mathematical and Scientific Research (modelling, simulation, others)
• Industry (presentation for shareholders, superiors and coworkers, employee training,
advertising and marketing, others)
• Medicine (virtual surgery, simulation, others)
• Multimedia in Public Places (stand-alone terminals and kiosks in hotels, railway stations,
shopping malls, museums, and grocery stores; digital bulletin boards; others)

WHAT SHOULD I REMEMBER :

Motion Media is a form of media that has the appearance of moving text and
graphics on a display. its purpose is to communicate information in multiple way, viewers
should be skeptical in viewing motion media and scrutinize the content of each motion
products. Manipulative or interactive media engage the user and interact with him or her
in a way that non-interactive media do not. It adapt software application that allows an
individual to interact in the absence of other person and only the services. Multimedia is
the combination of all types of media and information that if utilized together can produce a
virtual or graphical presentation that can be streamed through different forms accordingly
based to the massive range of preferences.
REFERENCES:
Commission on Higher Education Chairperson: Patricia B. Licuanan,2016 Ph.D. Teaching
Guide for Senior High School MEDIA AND INFORMATION LITERACY, office address: 4th Floor,
Commission on Higher Education,C.P. Garcia Ave., Diliman, Quezon City Telefax: (02) 441-
0927 / E-mail Address: [email protected] p. 144-179
Retrieved from: http://miltrainingdollydhang.weebly.com/multi-media-and-
information.html and https://sites.google.com/site/motioninformationandmedia/

55