Information Literacy - Lab

Code: MIL11/12IMIL-IIIa-8-9 Duration: Date:
I. Objectives:
At the end of the lesson, the learners are able to:
a. Describe how media and information affect communication.
b. Editorialize the value of being a media and information literate individual.
c. Share to class their media lifestyle, habits, and preferences.
II. Subject Matter

a. Topic: Information Literacy (Laboratory)
b. Materials: computers with Internet connection, books and other references, online resources
III. Procedure
a. Motivation: Knowledge is Power
1. Write “KNOWLEDGE IS POWER” on the board
2. Direct learners to define the meaning of the statement
3. Ask learners to connect Information Literacy to the statement on the board.
Sample Answer: “Knowledge is an important aspect of human life that leads to activities that contribute
to one gaining wealth, influence, and power.”
4. Ask the learners: “How does information become knowledge?” Sample Answer: “Knowledge is the
appropriate collection of information through experience or education, which could be useful in
various situations.”
b. Presentation: Communicate Learning Objectives
c. Discussion: Ethical Use of Information

1. Say: “There are times when you need to share information that you have acquired from various sources
written by different authors. It is inevitable to directly quote their words in order to preserve their
meaning. However, quoting someone else's words without giving credit to the author essentially gives
an impression that you are claiming ownership of the words they have said. This is called plagiarism.”
2. Discuss the following:
 Plagiarism: Using other people’s words and ideas without clearly acknowledging the source of the
information
 Common Knowledge: Facts that can be found in numerous places and are likely to be widely
known.
Example: John F. Kennedy was elected President of the United States in 1960. This is generally
known information. You do not need to document this fact
 Interpretation: You must document facts that are not generally known, or ideas that interpret facts.
Example: Michael Jordan is the greatest basketball player ever to have played the game. This idea is
not a fact but an interpretation or an opinion. You need to cite the source.
 Quotation: Using someone’s words directly. When you use a direct quote, place the passage
between quotation marks, and document the source according to a standard documenting style.
Example: According to John Smith in The New York Times, “37% of all children under the age of 10
live below the poverty line”. You need to cite the source.
 Paraphrase: Using someone’s ideas, but rephrasing them in your own words. Although you will use
your own words to paraphrase, you must still acknowledge and cite the source of the information.
3. Discuss the following:
 Plagiarism has legal implications. While ideas themselves are not copyrightable, the artistic
expression of an idea automatically falls under copyright when it is created. Under fair use, small
parts may be copied without permission from the copyright holder. However, even under fair use -
in which you can use some parts of the material for academic or non-profit purposes - you must
attribute the original source. What is considered fair use is rather subjective and can vary from
country to country.
 Strategies in Avoiding Plagiarism
1. Submit your own work for publication. You need to cite even your own work.
2. Put quotation marks around everything that comes directly from the text and cite the
source.
3. Paraphrase, but be sure that you are not simply rearranging or replacing a few words and
cite the source.
4. Keep a source journal, a notepad, or note cards- annotated bibliographies can be especially
beneficial Use the style manual in properly citing sources
5. Get help from the writing center or library
4. Synthesis
Say “State the importance of giving credit to the source of one’s work. Elaborate your answer.”
d. Application: Academic Field Trip

1. Instruct learners to form groups of seven to ten members. Assign a leader and an assistant
leader to facilitate the group.
2. Say “Your group is tasked to plan an academic trip. List pertinent information on two possible
destinations (somewhere in the country or abroad)”.
3. To present valid and reliable information, discuss with the learners the following:
 Identify the information needed – what, where, who, when, why, how.
 Determine all the possible sources, select the best sources – the world wide web, travel
guide books, brochures, maps and atlases, tour bureaus, family members, and friends.
 Locate and find information within the sources – blogs, travel reviews, posts from social
networking sites, travel features, pictures, stories, and testimonials.
 Extract the best relevant information and cite pertinent sources
4. Let the learners accomplish the matrix below and present their output to class in creative way.
Sample Data Plan A Plan B
Place / Location / Destination
Activity / Schedule
Best time to visit / Length of
vacation
Transportation (type, budget,
schedule, others)
Accommodation (type, budget,
schedule, others)
Food (type, budget, schedule,
others)
Things to bring / Reminders
Other information you may need
Total Budget
IV. Evaluation: Checking and Rating of Activity
V. Assignment
1. Instruct the learners to write an essay (of at most 100 hundred words) about an information literate
individual.
2. Tell the learners to submit their outputs (field trip plan and essay) at the MIL Portal.
Prepared by: Checked by:
Ricia Gael C. Sevilleja Merlyn M. Golino, MaEd

Subject Teacher Principal

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Code: MIL11/12IMIL-IIIa-8-9 Duration: Date:

II. Subject Matter

b. Presentation: Communicate Learning Objectives

c. Discussion: Ethical Use of Information

d. Application: Academic Field Trip

IV. Evaluation: Checking and Rating of Activity

Prepared by: Checked by:

Ricia Gael C. Sevilleja Merlyn M. Golino, MaEd

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