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Introduction (5 Mins) : Unlock The Definitions

The document provides a lesson plan on introducing media and information literacy. It begins with learning objectives, then describes several activities to be completed in class: 1. Imagining a "low-tech future" without internet or communication technologies to discuss societal impacts. 2. Analyzing fake news headlines to discuss examining and believing information online. 3. Having groups define terms like media literacy, information literacy, and discussing definitions. It concludes with an evaluation through small group discussions on characteristics of a media and information literate individual.

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Evelyn Magbaril
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Download as DOCX, PDF, TXT or read online on Scribd
70 views

Introduction (5 Mins) : Unlock The Definitions

The document provides a lesson plan on introducing media and information literacy. It begins with learning objectives, then describes several activities to be completed in class: 1. Imagining a "low-tech future" without internet or communication technologies to discuss societal impacts. 2. Analyzing fake news headlines to discuss examining and believing information online. 3. Having groups define terms like media literacy, information literacy, and discussing definitions. It concludes with an evaluation through small group discussions on characteristics of a media and information literate individual.

Uploaded by

Evelyn Magbaril
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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INTRODUCTION (5 MINS)

Communicate Learning Objectives


Introduce the following by stating that at the end of the lesson, the learners shall be
able to:
1. Describe how media and information affect communication.
2. Editorialize the value of being a media and information literate individual.
3. Share to class their media lifestyle, habits, and preferences.

INSTRUCTION (35 MINS)


The Low-tech Future
1. Remind the learners that they are living in the 21 at Century, where people are
dependent on
technology.
2. As the learners to imagine waking up one day to find no Internet, libraries, and
cell phones.
Newspapers, magazines, radio stations and TV channels have also disappeared.
3. Call on learners to answer the following questions:
• How would you be informed of anything now?
• What ways would you have to communicate with one another?
• How would you share information and communicate news and events?
• What would happen with the decisions you usually make?
• How would it affect the way you live?
• What would you personally miss most in such a situation?
• What would society lose in this situation?
Flash News and Visuals
Show the class samples of fake news headlines found online. Engage your learners
in a quick discussion
about examining and believing in news. Guide questions:
• Did you believe these news items were true? How did you know they were
true/false?
• Are all news and information on the Internet true? Why or why not?
• Who gets to post news items online? Expound.

Unlock the Definitions


1. Divide the learners into groups of five (5) members in a group.
2. Assign one (1) term of the following terms to each group:
a. Technology Literacy
b. Media Literacy
c. Information Literacy
d. Media and Information Literacy
3. Have each group formulate their own definition of the term assigned to them, and
have each group
present to the class.
4. Show the correct definitions and have the learners compare it with their work.
5. Synthesize the activity by listing misconceptions on the board.
• Literacy: The ability to identify, understand, interpret, create, communicate and
compute, using
printed and written materials associated with varying contexts. Literacy 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.
• Media: 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.
• Information: A broad term that covers processed data, knowledge derived from
study, experience,
instruction, signals or symbols.
• 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.
• Media and Information Literacy: The 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.

EVALUATION (10 MINS)


Small Group Discussions
Engage the learners in a class discussion by asking the following questions:
• In your opinion, what makes an individual literate in media and information?
• What activities/habits do you practice which illustrate media and information
literacy? Give at least
three examples
Media and Information Literacy
Introduction to Media and
Information
Literacy (Lab)
Content Standards
The learner demonstrates an understanding of media and information sources,
and values them as part of communication tools.
Performance Standards
The learners shall be able to enroll in the earning management system and
explore portal features and functions.
Learning Competencies
• Identifies the similarities and differences of media literacy, information
literacy, and technology literacy. MIL11/12IMIL-IIIa-2
• Editorializes the value of being literate in media and information.
MIL11/12IMIL-IIIa-3
• Shares to the class media habits, lifestyles and preferences.
MIL11/12IMIL-IIIa-4
Specific Learning Objectives
At the end of the lesson, the learners are able to:
• Sign-up/enroll online in the MIL Portal as the class learning management
system.
• Create an e-Portfolio (personal online page).
!14
120 MINS
LESSON OUTLINE
Review Literacy Definitions 20
Instruction Media and Information Design
Framework
20
Practice Computer Laboratory Use, MIL Portal,
ePortfolio, Creative Commons
80
Materials
computers with Internet connection, bond/pad paper/cards,
pen, board and marker, masking tape, printed MIL design
framework matrix
Resources
Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane;
Cheung, Chi-Kim (2011). Media and Information Literacy: Curriculum
for Teachers. UNESCO Press ISBN 978-92-3-104198-3 (EN);
978-959-18-07; 978-959-18-0787-8 (ES)
REVIEW (20 MINS)
Literacy Definitions
1. Ask learners to state the meaning of the following in their own words:
a. Media Literacy
b. Information Literacy
c. Technology Literacy
d. Media and Information Literacy
2. Ask for volunteers to share their definitions to the larger class, and instruct
learners to use the
Thumb-O-Meter (thumbs-up to agree, thumbs-down to agree/disagree) method to
provide quick
feedback
3. Interactive Word Wall - show to the learners the common online activities and
solicit from them the
competencies that would fall under the three literacies.

Sample Responses

Information Technology
Online Activities Media Literacy
Literacy Literacy
Sending an as platform (text; content tools (mobile,
electronic message email; (appropriateness, computers,
messenger; video tone, recipient, others)
message; others)
voice message;
others)
Getting the latest traditional content knowing how to use
news (newspaper, tv, (appropriateness, mass
radio, others) reliability, accuracy, media platforms (tv,
digital (websites, tone, radio,
social audience, others) others)
media, others giving feedback where to access
(reactions, digital
comments, rate, content
others) navigational skills
Entertainment

Others

4. Based from the activity above, ask the learners:


a. How do Media Literacy, Information Literacy, and Technology Literacy and Media
and Information Literacy differ in terms of use?
b. Are they similar in form? Elaborate.
c. Are they similar in use? Elaborate.

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