Media and Information
Literacy
Issues and Trends in Media and Information
Saint Louis School, Inc.
A.Y. 2021-2022
Fourth Grading; Second Semester
1
CONFIDENTIALITY NOTICE:
This module and any of its attachments are meant for the use of the learners who are enrolled
in this subject. This module is for academic/school purposes only and is not meant for sharing,
publishing, copying, and disseminating. Hence, the distribution of this module and any of its
content/s is strictly prohibited.
GENERAL OBJECTIVES:
At the end of this module, you shall be able to:
a. cite an example of an issue showing the power of media and information to affect change;
b. describe the impact of MOOC;
c. discuss the implication of media and information to an individual and the society; and
d. analyze how the different dimensions are formally and informally produced, organized,
and disseminated.
REMINDERS
• Submit your requirements on time.
• Attend your synchronous classes regularly. Additional instructions will be given then.
• Submit your answer sheets in MS Teams Assignments only. Outputs submitted through MS
Teams Chat, Messenger, and/or email will not be checked.
• You are encouraged to ask me for confirmation if you have turned in your work successfully.
• Ask questions. My MS Teams chat is open for your inquiries and clarifications.
• Keep track of your notifications for any returned outputs and/or revisions in your work.
This module has the following parts. Accomplishing these parts
according to how I present them to you ensures that you maximize the
learning experience and you achieve the intended purpose of this module.
No skipping of parts!
THE BIGGER PICTURE briefly describes the lesson to be
learned.
LEARNING TARGETS state what you should be able to do
after the completion of the lesson.
THINKING ABOUT THINKING measures your readiness to
accomplish the activities prepared.
DISCOVERING MORE talks in-depth about the lesson at
hand.
Media and Information Literacy
Module 4 (Fourth Grading Period) 2
ASSESS,
ADAPT, and
ACHIEVE ensure that you have achieved the objectives of the
varied activities and assessments.
PONDER BEYOND finds ways how you can apply the things
you have learned in the greater scheme of things.
EXTRA MILE measures how well you have learned the
concepts from the various activities and assessments.
PINK BOXES provide additional tips, instructions, and supplementary
materials to help you in your journey.
Review. Instructions: On your notebook, answer the following questions. Be
ready to share these with me in our next meeting!
1. How are Filipinos represented in international media? Do you find
Hollywood’s representation of Filipinos and their culture agreeable?
2. What is plagiarism? Is it possible for you to commit plagiarism
unknowingly?
3. How did media and information affect your life especially in the previous
year?
4. How does the future of media and information look like?
Icon pack by freepik via www.flaticon.com
Media and Information Literacy
Module 4 (Fourth Grading Period) 3
T
he previous grading period taught us that media, like literature, offers
more than what meets the eye. What we used to know as just simply
sources of entertainment and recreation bears more meaning and
relevance in our everyday lives. A television, as it turns out, is not just television.
A song you hear on the morning radio, you found out later on, is more than just
white noise. The previous grading period taught us that even the mundane
act of speaking is a form of media. The previous grading period was for
exploration.
After establishing the foundations of media: its definition, characteristics,
forms, and its codes and conventions, it is now time to once again apply these
concepts to the greater scheme of things: to engage with these different
forms of media, its problems, and issues, and finally, to empower ourselves
with knowledge applicable to issues we encounter not only in media but in
the outside world as well.
This module contains three lessons, all aiming to shed light on the issues
associated with dealing with the different forms of media.
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Module 4 (Fourth Grading Period) 4
W
ith the upheaval of the newer forms of media comes its increased
accessibility. With the different forms of media that are more
accessible to the masses also come the complications that, when
left untreated, will cause wide-scale problems.
LEARNING TARGETS:
At the end of this module, you should be able to:
a. identify an issue in media and information when presented with one;
b. assess how these issues have an effect on the individual and the society as a whole; and
c. critique an example of media that bears these issues.
T
here exist more than what follows, but here are some of the most
common issues media and its users face today.
Media and Information Literacy
Module 4 (Fourth Grading Period) 5
1. Misrepresentation in Media
For a discussion of these concepts from another perspective, refer to your textbook Media
and Information Literacy: Empowering the Discerning Audiences, pages 90-91. I also suggest
that you watch this video called ‘What is Representation?’ on https://youtu.be/7AVAXe219RQ.
M
edia, as we all know, is always associated with meaning. Everything
we use to communicate always bears with it its meaning. The
problem now arises when the meaning gets lost in translation.
Another thing, with media getting increasingly accessible to more facets of
the population, so must its inclusion.
Representation in media is how media and its different forms replicate
people, ideas, and events to the audience. Everything we see, hear, and
understand in media is a representation of something in the real world. The
problem now comes when a group of people, especially the minority, events,
or ideas are misrepresented, underrepresented, or worse, not represented at
all.
We, as a patriotic nation, tend to feel elated at the
sight of anything Pinoy in media, especially in Hollywood.
The phrase ‘proud Pinoy’ has been expected to be heard
whenever a fellow Filipino has made it to the world stage.
Another situation we can talk about is when our race is
mentioned in anything Hollywood. How does Hollywood
usually present us Filipinos? A quick Google search
would lead you to pages and videos showing Filipinos
in various forms of media produced in Hollywood.
The Da Vinci Code and Angels and Demons
author Dan Brown got the receiving end of the hurt
Filipino pride when he, in his 2013 novel referred to
Manila as ‘The Gates of Hell.’ In the same chapter,
the novel’s female lead was harassed by men who
even spoke in Filipino.
Incidentally, representation also goes both
Media and Information Literacy
Module 4 (Fourth Grading Period) 6
ways. In December 2020, Disney produced a
commercial highlighting the immigrant Filipino
(https://youtu.be/tl57Gy5X_Kg). Though not
completely accurate, the said ad received rave
reviews for showcasing the immigrant Filipino
to the worldwide stage – something that
is not done often. Some have theorized
that Disney did this to prime Filipinos in
preparation for their release of the next film:
Raya and the Last Dragon. Following said events,
Disney also announced that Filipino singer KZ Tandingan will sing
the first-ever Disney song sung in Filipino. But then again this begs
the question: Why does Disney do these promotions for their film in a
country that is still under lockdown then, where cinemas are still closed?
Additionally, Disney says that the film will be released via
Disney+, a platform yet unavailable in the Philippines.
Aside from Filipinos, one point of representation
in media that gets the most criticism is the
representation of the minorities. How does the
media represent them? What about the LGBT?
We often see them in media as the side characters, the
protagonists’ confidants, or comic reliefs. What about people with
disabilities? Why does the media usually portray them as people who always
need help? Have we seen LGBT or PWD characters who are powerful? Do
you think that the way the media represents them is fair? What is the
basis of these things producers and writers in representing the
minorities media. If we don’t get the proper representation,
why do we feel offendend?
Check the links below for more examples and readings about representation:
• The Fight For Luisa’s Muscles via Slashfilm.com: https://bit.ly/3MaKltU
• This Girl Looks Just Like A Young Mirabel In “Encanto,” And Her Reaction To It Is So Pure via
Buzzfeed: https://www.buzzfeed.com/pablovaldivia/mirabel-encanto-represenation
• Meeting The Lola | Craig of the Creek via Cartoon Network YouTube: https://youtu.be/Av3Jfb_
vmGw
• Sigaw Darna: https://lifestyle.inquirer.net/330758/sigawdarna-the-filipino-icon-as-morena/
• NCIP finds Nas Daily Deal with Whang-Od ‘Onerous’ via Inquirer.net: https://newsinfo.inquirer.
net/1481019/ncip-finds-nas-daily-deal-with-whang-ud-onerous
Media and Information Literacy
Module 4 (Fourth Grading Period) 7
2. Plagiarism
Living in the Age of
Information has its own set of boons
and banes. Inhabitants of the previous
generations will surely feel jealous of our almost
instantaneous access to a vast library of information
that we carry wherever we go. We can easily scratch a brain
itch just simply by googling something. The word ‘googling’ itself
did not even exist a century ago. The scope of knowledge of an ICM-
Louisian 60 years ago would differ greatly when compared to that of an
ICM-Louisian in 2022.
Like representation, there is nothing inherently problematic about these,
for these make media studies that much more interesting. The problem now
arises from how a user deals with these. Here are some of the most common
ways one, if not being careful enough, can plagiarize, and according to turnitin.
com, these can be categorized into two categories: sources not cited, and
sources cited.
Sources not cited:
1. “The Ghost Writer” - The writer turns in another’s work, word-for-word, as his
or her own.
2. “The Photocopy” - The writer copies significant portions of text straight from
a single source without alteration.
3. “The Potluck Paper”- The writer copies from several different sources,
tweaking the sentences to make them fit together while retaining most of the
original phrasing.
4. “The Poor Disguise”- The writer has altered the paper’s appearance slightly
by changing keywords and phrases.
5. “The Labor of Laziness”- The writer takes the time to paraphrase most of the
paper from other sources and make it all fit together.
6. “The Self-Stealer”- The writer “borrows” g e n e ro u s l y
from his or her previous work.
Sources cited:
1. “The Forgotten
Footnote”- The writer
Media and Information Literacy
Module 4 (Fourth Grading Period) 8
mentions an author’s name for a source but neglects to include specific
information on the location of the material referenced.
2. “The Misinformer” -The writer provides inaccurate information regarding
the sources, making it impossible to find them.
3. “The Too-Perfect Paraphrase”- The writer properly cites a source but neglects
to put in quotation marks on the text that has been copied word-for-word, or
close to it.
4. “The Resourceful Citer” -The writer properly cites all sources, paraphrasing
and using quotations appropriately. The catch? The paper contains almost no
original work!
5. “The Perfect Crime”- The writer properly quotes and cites sources in some
places, but goes on to paraphrase other arguments from those
sources without citation.
3. Fake News
Another issue brought forth by media
being more accessible to more people is the
sudden proliferation of fake news. Gone are
the days when media has to undergo strict
scrutiny before being made available to the
masses. With the advent of sites that allow
anyone, including people who are not credible
producers of media, disinformation is more rampant
than ever.
Here are some questions you may ask to spot fake news
on social media:
1. Look at the website. Is it the real, actual, and correct website?
2. Is the author credible? Is the author’s institution credible? Is the
institution known to lean towards a certain agenda?
3. Assess the news itself. Is it plausible? Is it too good to be true or the
other way around?
Additionally, you can also refer to the comic below for additional information about fact-checking:
• https://fma.ph/kevin-eric-raymundo/
• https://twitter.com/rapplerdotcom/status/1451783277384290307?t=UAd5NqfnCQ-
AVnoSIS43hw&s=19
Media and Information Literacy
Module 4 (Fourth Grading Period) 9
On Representation. Instructions: Analyze the advertisement above, then on
your answer sheet, answer the questions in 3-5 sentences. (20 points)
1. What is the advertisement about? Who is the target audience? (4 points)
2. What social group is represented in the ad? Do you think this is agreeable?
Why? (4 points)
3. If you were to redesign this advertisement removing the stereotype
presented in the ad, how would you have done it? Describe your redesigned
ad. (12 points)
On Plagiarism. Instructions: On your answer sheet, answer the following
questions in 3-5 sentences. (10 points)
1. Why is it important to know the different kinds of plagiarism? (4 points)
2. Why should you avoid plagiarism? (6 points)
Media and Information Literacy
Module 4 (Fourth Grading Period) 10
On Fake News - Picture Analysis. Instructions: On your answer sheet, extract
the message of the image below, in 3-5 sentences. (10 points)
comic by Rob Cham via Twitter @robcham https://twitter.com/robcham/status/1467680075482951680?t=PcDaEkEgYzm5JUFB8-FKHw&s=19
Media and Information Literacy
Module 4 (Fourth Grading Period) 11
T
he brief walkthrough of media’s evolution we had in the previous
grading taught us that time can affect everything, media and
information included. In pre-colonial times, our ancestors used various
systems of writing, and that there exists an entire map of pre-colonial writing
systems, not just the Tagalog-centric baybayin. They used bamboo to make
their writings permanent. We as a civilization have indeed come a long way
from etching manuscripts on bamboo to instantaneously communicating to
people on the other side of the world through unseen radiowaves.
LEARNING TARGETS:
At the end of this lesson, you shall be able to:
a. assess the current trends in media and information;
b. realize how these affect their daily living; and
c. create a prototype predicting the future of media and information
Media and Information Literacy
Module 4 (Fourth Grading Period) 12
I
n the field of education, the colonizers came with books and other
traditional forms of media to aid in education. The age of technology
came and computers were added to the list of various media to assist the
teaching-learning process. Currently, we are forced to experience a new form
of education in yet newer form of media. The ongoing pandemic plucked
us unaware out of our usual routines and left us to fend for ourselves in this
new setup where attending classes in the usual, face-to-face manner can
potentially cause someone their life. Interestingly, pre-pandemic life bore
instances of learning through the internet. Here are some of these methods:
1. Ubiquitous learning – learning that happens any time, at any place. An
educational paradigm made possible in part by the omnipresence of digital
media, supporting new modes of knowledge creation, communication, and
access. (University of Illinois Press)
The main characteristics of ubiquitous learning are: (Chen et al., 2002;
Curtis et al., 2002)
a. Permanency: Learning materials are always available unless
purposely deleted.
b. Accessibility: Access from everywhere as personally
required
c. Immediacy: Wherever a student is, he/she can
immediately access learning materials.
d. Interactivity: Online collaboration with
teachers and/or peers (chat/ blogs/forums)
e. Situated Instructional Activities:
Media and Information Literacy
Module 4 (Fourth Grading Period) 13
Learning in context (on-site).
f. Adaptability: Getting the right information at the right place for the
right student.
2. MOOC (Massive Open Online Course) - An educational paradigm made
possible in part by the omnipresence of digital media, supporting new modes
of knowledge creation, communication, and access. (University of Illinois Press)
Why do people take MOOC classes?
a. They are free of charge by nature.
b. It’s just like traditional learning in terms of educational content
quality.
c. MOOC brings together millions of people from different cultures.
d. People are curious if they can learn stuff when
there are no strings attached.
e. It’s flexible, everyone is free to choose
a comfortable time and pace (50 percent of
MOOC learners are full-time employees and
they can still handle it!).
Aside from education, the constant evolution
of technology has also inevitably infiltrated the
lives of the common person. One manifestation
of this is the sudden rise to fame of wearable
technology and the 3D environment.
Media and Information Literacy
Module 4 (Fourth Grading Period) 14
Wearable Technology is a category of electronic devices that can be
worn as accessories, embedded in clothing, implanted in the user’s body, or
even tattooed on the skin. The devices are hands-free gadgets with practical
uses (e.g. body signals such as vital signs, and/or ambient data), powered by
microprocessors and enhanced with the ability to send and receive data via
the Internet.
3D Interactive environments are often referred to as virtual reality or
interactive 3D and have a figurative appearance. Much like our own world,
this type of world allows interaction with other (networked) beings as well as
manipulation of objects (Loeffler & Andersoen 1994).
a. 3D Printing - Also known
as additive manufacturing
(AM). Refers to processes
used to synthesize a three-
dimensional object in which
successive layers of material
are formed under computer
control to create an object.
Objects can be of almost any
shape or geometry and are
produced from digital mobile data 3D model or another electronic data
source such as an additive manufacturing file (AMF) file.
b. Augmented Reality (AR) - a live
direct or indirect view of a physical, real-
world environment whose elements
are augmented (or supplemented) by
computer-generated sensory input such
as sound, video, graphics, or GPS data. It is
related to a more general concept called
mediated reality, in which a view of reality
is modified (possibly even diminished
rather than augmented) by a computer.
(ex. Pokemon Go)
Media and Information Literacy
Module 4 (Fourth Grading Period) 15
c. 3D Film - a three-dimensional
stereoscopic film (also known as three-
dimensional film. 3D film or S3D film) is a
motion picture that enhances the illusion of
depth perception,hence adding a third dimension.
The most common approach to the production of
3D films is derived from stereoscopic photography.
d. 3D Hologram - a physical structure that diffracts light into an image.
The term ‘hologram’ can refer to
both the encoded material and the
resulting image. A Holographic image
can be seen by shining a laser through
a hologram and projecting the image
onto a screen.
Prototyping for Empathy. Instructions:
Identify problem/s or issue/s that is/are related to media and information
in the Philippines. Among the identified problems, which do you think needs
immediate attention? What causes the problem and what are the possible
ways to address it?
On your answer sheet, draw or digitally create a prototype that will provide the
needed solution to the problem you identified. Be sure to identify the issue/
problem you are trying to solve. Label the essential parts. Your prototype shall
be graded according to its relevance (10 points) and creativity (10 points).
What is a prototype?
Cambridge - the original model of something from which later forms are developed
Merriam Webster - an original model on which something is patterned
Media and Information Literacy
Module 4 (Fourth Grading Period) 16
T
he ideal values that are meant to be gleaned cannot be easily
enumerated and labeled, for MIL, once again, is a composite matter.
However, if we go back to UNESCO and Dep Ed’s definition of MIL, and
according to Walkosz and Jolls, we can deduce the values one must attain
after learning the subject.
LEARINING TARGETS:
At the end of this module, you shall be able to:
a. specify the values of a media and information-literate individual;
b. exhibit these values in your everyday dealings with media; and
c. synthesize your learnings throughout the entire subject.
Pro tip:
What follows have been briefly discussed on page 13 of your MIL textbook.
Media and Information Literacy
Module 4 (Fourth Grading Period) 17
1. Efficient information manager – Our skills
with media and technology have been in
constant test ever since its conception. Most
of us, especially our elders, had no choice but
to learn how to work with media, and together
with that, technology. On the other hand, the previous
academic years have taught us to relearn and reorganize
the ways how we store and access information: you know
what site to go to if you need more information to answer your
modules. Later on, you stored these files in the cloud service of your choice.
2. Wise consumer – A media and information literate individual knows what
to believe in and what to ignore. They know what information to disregard,
and what to let influence their lives. They know what the current issues in
media and information are and how to deal with them. They have an innate
sense of skepticism and critical thinking enough to not be easily swayed by,
for example, a politician’s speech on TV.
3. Responsible producer – When the opportunity has come for the media
and information-literate individual to create their media, they would know how
to be mindful of their audience. They know how to effectively and responsibly
use the codes and conventions. They know their audience enough to place
the appropriate trigger or content warning. They know that representation is
important so as not to perpetuate stereotypes. They also do not copy answers
from the internet because they know that plagiarism is something that should
not be done by a well-functioning member of society.
4. Active participant – The media and
information-literate individual is a well-
functioning member of society. They actively
participate and contribute to the
community through the
responsible use of media.
Armed with the correct
information from
Media and Information Literacy
Module 4 (Fourth Grading Period) 18
credible sources and basing their opinions on hard, tangible facts and not
on other people’s baseless opinions, they can make empowered choices
that will benefit the people. They know how to effectively use the arsenal of
information sources at their disposal to orient themselves, for example, about
a politician’s history and platform. They stand up for the truth, and when
presented with enough credible information, they are humble enough to
change their opinion.
Instructions: With our entire subject in
mind, how can you interpret the illustration?
Place your answer in your worksheet, in 3-5
sentences. (10 points)
Y
ou are the Worship Animator of the Diocese of Baguio (R), and you
envision to compose a prayer that is close to the indigenous spirit of
the People of Baguio both high land and low land cultures (S). The
Indigenous prayers would speak about Environmental Post-Pandemic healing
and an Indigenous Prayer for Peaceful Elections. The indigenous prayers will
be utilized by the Diocese of Baguio Schools (DOBS), the Youth Ministry of
Media and Information Literacy
Module 4 (Fourth Grading Period) 19
the parishes and gimongs of Baguio-Benguet and across the Basic Ecclesial
Communities of the Diocese (A). This Indigenous prayers for healing and
peaceful elections aims to encourage the faithful of the Diocese of Baguio to
show their utmost love to their own cultures and to perceive the contribution
of their own cultures towards healing and a peaceful election which the
people of Baguio hope for. More than that, these indigenous prayers would
seek to inculturate our ways of worship as People of Baguio and Benguet. (G).
You are to place your Indigenous Prayers with its creative and appropriate
background in Microsoft PowerPoint. Your work will be graded based on the
following: content, creativity, and effectiveness (S).
ADDITIONAL INSTRUCTIONS:
This Performance Task is in collaboration with your Christian Living Education subject. You will only
be making one output for both subjects. Remember to turn in your PT separately.
Product: Indigenized Prayer
Objective: Through a prayer presented through a PowerPoint presentation, you shall be able to be
a responsible media producer by observing the proper use of codes and conventions (MIL).
Media and Information Literacy
Module 4 (Fourth Grading Period) 20
C
ongratulations! You are near the finish line for this grading period.
Just finish the upcoming QA, and you are done with MIL! Remember,
though, that it is just the subject that you finished. True enough,
you have indeed finished dealing with the jargons and technicalities of the
subject. You are done with analyzing examples I picked out for you, answering
questions I crafted for you to hopefully realize something, and thinking of
ways to solve issues about media and information. But then again, it is just the
subject that we have finish.
I hope once this semester is over, you continue to practice and hone
what values you may have learned from our subjects this year (including 21st
Century Literature from the Philippines and the World). MIL is a lifetime learning
process, and it does not end by simply submitting all requirements. After this
subject, it is inevitable that you still have to encounter media in its different
forms. It is now up to you to fend for yourself and learn how to be a critical
member of the society. Now more than ever, our country needs someone
who is aware of and knows how to responsibly harness the power media has.
Media and Information Literacy
Module 4 (Fourth Grading Period) 21
