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Media and
Information Literacy
(Quarter 1- Module 2 /Week 2)

MEDIA LITERACY,
INFORMATION LITERACY, AND
TECHNOLOGY LITERACY
Department of Education
SDO- City of San Fernando (LU)
Region 1

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Media and
Information Literacy
(Quarter 1- Module 2 /Week 2)

Identifies the similarities and differences of media literacy, information literacy, and
technology literacy. MIL11/12IMIL-IIIa-2

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 Our Guide

For the Parents:

1. Please guide your child while he is studying and answering the tasks provided
in this module.
2. Remind your child about his study time and schedule so he can finish the
module.
3. Let your child answer the module activities independently, however, a s s i s t
him only when necessary.
4. I will call on a certain time based on the schedule to explain the lessons in the
module.
5. Kindly return the whole module and answer sheets on
____________________during Fridays at ____________________.

For the learners:

1. Read carefully the directions so that you will know what to do.
2. If there are directions or topics in the module that are difficult for you to
understand, feel free to ask from your parents or companions at home.
However, if you still could not understand, you can call me at this number
_________________ so I could explain it to you clearly.
3. Answer the activities in the module on the specific day for the subject. Use a
separate sheet of paper for your answers. Avoid writing or tearing the pages
of this module because this will be used by other pupils/students like you.
4. Write important concepts in your notebook regarding your lesson. This will
help you in your review later.
5. You need to finish the activities in this module so that you can give this to
your parents on __________________.

Always remember these health tips:

1. Remember to wear your face mask properly and regularly.

2. Always wash your hands with clean water and soap.
3. Cover your mouth and nose with handkerchief whenever you cough or sneeze.
4. Follow the one-meter distance so that you will prevent the spread of the virus.

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 MEDIA LITERACY, INFORMATION
MODULE LITERACY, AND TECHNOLOGY
2 LITERACY

INTRODUCTION

Hello my dear learner!

Find now a place where you are
comfortable for learning.
We are now already in Quarter
1-Module 2 -Week 2. This module is all
about media literacy, information
literacy and technology literacy.
I hope that you can be able to
comprehend with the different concepts
incorporated in this module.
You must also answer all the
given activities /enrichment activities
with honesty.
Good luck!

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 PRE-TEST

Let us determine the depth of

knowledge you have about this lesson by
answering this pre-test. After answering
and checking, go over the items that you
were not able to answer correctly and
look for the right answer as you go
through this lesson. Good luck!

Direction: Read each statement carefully. Choose the letter of your choice inside the box.
Some answers may repeated. Use a separate sheet of paper/ long bond paper for
your answers.

A. Information E. Media
B. Information Literacy F. Media Literacy
C. Interpret G. Prospect
D. Literacy H. Technology Literacy

1.A broad term that covers processed data knowledge derived from study, experience,
instruction, signals or symbols.
2. The ability to identify, understand, interpret, create, communicate and compute, using
printed and written materials associated with varying contexts.
3 .The ability of an individual, either working independently or with others, to responsibly,
appropriately, and effectively use technological tools.
4. The ability to access, analyze, evaluate, and create media in a variety of forms.
5. The ability of locating the relevant information, detailed and critical examination, and
selection.
6. The development of strategies in discussing and analyzing media messages.
7. The ability of transforming information and data into knowledge, insight
and understanding.
8.It aims to empower citizens by providing them with the competencies (knowledge and
skills) necessary to engage with traditional.
9.It also refers to any physical object used to communicate messages.
10.It involves a continuum of learning.
11. Source of credible information in which contents are provided through an editorial
process
12.The ability to recognize when information is needed, and to locate, evaluate, and
effectively communicate information in its various formats.
13. The development of a greater enjoyment, understanding, and appreciation of media
content.
14. Creating skills and working abilities with information sources.
15. Understanding the process of mass communication.

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 DISCUSSION

In this module, you are going to learn about

the concepts related to Media and Information
literacy. Specifically, we will identify the
similarities and differences of media literacy,
information literacy, and technology literacy.
Don’t worry because this topic is so easy.

LITERACY

Literacy
 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 can achieve their goals,
develop their knowledge and potential, and participate fully in their community and
wider society.

MEDIA LITERACY

https://www.slideserve.com/merton/what-is-media-literacy

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 Media refers to the physical objects used to communicate with, or the mass
communication through physical objects such as radio, television, computers, film, etc.
Source of credible information in which contents are provided through an editorial process
determined by journalistic values and where editorial accountability can be attributed to an
organization or a legal person.

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.

Media Literacy also emphasizes the following elements (Silverblatt, 2001):

1. Critical thinking skills that allows audiences to develop independent judgments
about media content;
2. Understanding of the process of mass communication;
3.An awareness of the impact of media on the individual and society;
4.The development of strategies with which to discuss and analyze media messages;
5.An awareness of media content as a “text” that provides insight into our
contemporary culture and ourselves; and
6.The development of a greater enjoyment, understanding, and appreciation of media
content.

Media literacy is important because:

o We live in a mediated society.

o We are exposed to more mass media messages in one day than our grandparents
were in a month.
o Media has become the storyteller of our generation. These stories tell us about
who we are, what we believe, and what we want to be.
o Being media literate is part of being an educated citizen.

INFORMATION LITERACY

Information is a broad term that covers processed data, knowledge derived from
study, experience, instruction, signals or symbols.

Information Literacy is the ability to recognize when information is needed, and

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

It includes the competencies to be effective in all stages of the lifecycle

of documents of all kinds, the capacity to understand the ethical implications of these
documents, and the ability to behave in an ethical way throughout these stages.

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Objectives of Information Literacy

Education in information literacy is one of the priority objectives of the learning

process.

1. Creating a thinking style that is appropriate to the demands of the contemporary

information society expressed by information access capacity, analysis of the information
environment and development of alternative information systems.
2. Creating skills and working abilities with information sources.
3. Independent solution for each problem by accessing, processing, storing and sending
information.

Competencies in Information Literacy

A responsible citizen—a student or a professional—should be able to know the need

of information, to locate information, identify, access, recover, evaluate, organize and use it.
A person with information literacy is able to:

A. Prospect
 The ability of locating the relevant information, of detailed and critical
examination and selection;

B. Interpret
 The ability of transforming information and data into knowledge, insight and
understanding; and

C. Create (new) ideas

 The ability of developing new cognitive perspectives.

Basic Components of Information Literacy

Here are the three basic components of information literacy.

1. Information accessing
 The user should access information in a sensible and efficient way.

2. Information evaluation
 The user should evaluate information in a critical and competent way.

3. Use of information
 The user should use information in a correct and creative way.

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The user of information literacy follows these steps:

1. Defines the nature and context of the information he/she looked for.
2. Accesses the information he/she needs, in an efficient and effective way.
3. Evaluates in a critical way the retrieved information and data sources including the
data
selected in his/her cognitive memory.  
4. Uses the information in an efficient way, in order to accomplish a specific objective in
time.
5. Understands many of the economic, legal and social issues, in context of use, informs
and has access to information, being aware of social, economic, legal and moral
elements.

TECHNOLOGY LITERACY

Technology refers to the methods, systems, and devices which are the result of
scientific knowledge being used for practical purposes.

Technology Literacy is the ability of an individual, working independently and with

others, to responsibly, appropriately and effectively use technology tools to access, manage,
integrate, evaluate, create and communicate information.

Characteristics of a Technologically Literate Person

A. Knowledge
o Understand that technology involves systems, which are groups of interrelated
components designed to collectively achieve a desired goal or goals.
o Understand that technology involves more than facts and information, but also the
ability to synthesize information into new insights.
o Recognize the pervasiveness of technology in everyday life, and its risks and
benefits.
o Familiar with the nature and limitations of the design process, and the core concepts
and scope of technology.
o Understand that technology reflects the values and culture of society ,the result of
human activity or innovation , and the results in both planned or unplanned
consequences, acknowledge that solutions often involve tradeoffs, and may accept
less of one quality in order to gain more or another .

B. Ways of Thinking and Acting

o Problem solvers who consider technological issues from different points of view and
relate them to a variety of contexts, and ask pertinent questions, of themselves and
others regarding the benefits and risks of technology.
o Appreciate the interrelationships between technology and individuals, society, and the
environment.
o Incorporate various characteristics from engineers, artists, designers, craft persons,
technicians, sociologists, etc. that are interwoven and act synergistically.
o Appreciate the importance of fundamental technological developments.

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 o Participate knowledgably in decisions about the development and use of technology.

C. Capabilities
o Use concepts from science, mathematics, social studies, language arts, and other
content areas as tools for understanding and managing technological systems.
o Can identify appropriate solutions and assess and forecast the results of implementing
the chosen solution; and make informed judgments about technological risks and
benefits.
o Have the ability to use and manage technological processes and systems to improve
their efficiency and appropriateness.
o Use a strong, systems oriented, creative, and productive approach to thinking about
and solving technological problems.

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 GENERALIZATION

Okay dear, let’s generalize our lesson.

As a student you must understand the meaning of

literacy. Literacy is the ability to identify, understand, interpret,
create, communicate and compute, using printed and written
materials associated with varying contexts.

Let’s differentiate media literacy, information

literacy and technology literacy. Media literacy is an informed,
critical understanding of the mass media. Information literacy is
the ability to know when there is a need for information, to be
able to identify, locate, evaluate, and effectively use that
information for the issue or problem at hand while technology
literacy is the ability to use new media such as the Internet to
access and communicate information effectively.

For more information, please visit the following useful links about similarities and
differences of media literacy, information literacy, and technology literacy as well
as the definition and importance of media and information literacy.
 https://www.youtube.com/watch?v=AD7N-1Mj-DU
 https://www.youtube.com/watch?v=b-Y6LRIppU4
 https://www.youtube.com/watch?v=lxSYtwaXo2M
 https://www.youtube.com/watch?v=dA3oMjxBM

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 EXERCISE 1

Direction: Identify the characteristics of technologically literate person. Write letter C for
capabilities, K for knowledge and W for ways of thinking and acting. Use a
separate sheet of paper /long bond paper for your answers.

1. Use a strong, systems oriented, creative, and productive approach to thinking about and
solving technological problems.
2. Participate knowledgably in decisions about the development and use of technology.
3. Have the ability to use and manage technological processes and systems to improve their
efficiency and appropriateness.
4. Familiar with the core concepts and scopes of technology.
5. Understand that technology reflects the values and culture of society.
6 .Recognize the pervasiveness of technology in everyday life, and its risks and benefits.
7 Incorporate various characteristics from engineers, artists, designers, craftsperson’s,
technicians, sociologists, etc. that are interwoven and act synergistically.
8. Can identify appropriate solutions and assess and forecast the results of implementing the
chosen solution; and make informed judgments about technological risks and benefits.
9. Use concepts from science, mathematics, social studies, language arts, and other content
areas as tools for understanding and managing technological systems.
10. Problem solvers

EXERCISE 2

I. TRUE OR FALSE. Read the following statements carefully. Write letter T if the
statement is correct and F if it is incorrect.. Use a separate sheet of
paper /long bond paper for your answers.

1.Information is a broad term that covers processed data, knowledge derived from study,
experience, instruction, signals or symbols.
2. Media and Information Literacy cannot recognize the primary role of information and
media in our everyday lives.
3. While the media should be enjoyed, it is also important to understand the ways in which it
influences us and our children
4.Through using technological tools, an individual can access, manage, integrate, evaluate,
create and communicate information.
5. Literacy does not involve a continuum of learning.

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II. FILL IN THE BLANKS. Read each statement below and fill in the blank with the
correct answer .Choose your answer from the box. Use a
separate sheet of paper /long bond paper for your answers.

Information Literacy Mass communication

Media Technological tools

1.Critical thinking skills allows audiences to develop independent judgments about

_________________ content.
2. _________________is the ability to identify, understand, interpret, create,
communicate and compute, using printed and written materials associated with varying
contexts.
3. Media literacy also emphasizes understanding on the process of _______________.
4. Media and information literacy will teach you on how to verify ________________ and
recognize other viewpoints.
5.Technology literacy is the ability of an individual, either working independently or with
others, to responsibly, appropriately, and effectively use the different
_________________.

EXERCISE 3

Direction: Give five (5 ) similarities and five (5) differences of media literacy,
information literacy and technology literacy. Use a separate sheet of
paper/long bond paper for your answers.

ENRICHMENT EXERCISE 1

Direction: Record your used and interaction with media and information providers (such as
internet, social media, TV) last week and indicate/estimate how many hours
were spent with each one. After recording and indicating, answer the follow up
questions. Use a separate sheet of paper/long bond paper for your answers.

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 Example

Weekly Interaction Log with Information and Information Providers

Media or Information Provider Number of hours in a week

YouTube 3 hours
Facebook 12 hours
Television 20 hours
Books 10 hours

Answer the following questions:

1. Which media provider did you spend most of your time? Why? Justify your answer.
2. What roles do media play in your life?

ENRICHMENT EXERCISE 2

Direction: Read the situation below and answer the provided questions briefly but
substantially. Use a separate sheet of paper/long bond paper for your
answers.

 Situation

Low-Tech Future
Imagine waking up one day to find no Internet, libraries, and cell
phones. Newspapers, magazines, radio stations and TV channels have also
disappeared.

Answer the following questions:

1. How would you be informed of anything now?

2. What ways would you have to communicate with one another?
3. How would you share information and communicate news and events?

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 POST- TEST

Let us determine how much you

have learned from this lesson by
answering this post-test. I hope that you
will get a higher score than your pre-test.
Good luck!

Direction: Read each statement carefully. Choose the letter of your choice inside the box.
Some answers may repeated. Use a separate sheet of paper/ long bond paper for
your answers.
A. Information E. Media
B. Information Literacy F. Media Literacy
C. Interpret G. Prospect
D. Literacy H. Technology Literacy

1.A broad term that covers processed data knowledge derived from study, experience,
instruction, signals or symbols.
2. The ability to identify, understand, interpret, create, communicate and compute, using
printed and written materials associated with varying contexts.
3 .The ability of an individual, either working independently or with others, to responsibly,
appropriately, and effectively use technological tools.
4. The ability to access, analyze, evaluate, and create media in a variety of forms.
5. The ability of locating the relevant information, detailed and critical examination, and
selection.
6. The development of strategies in discussing and analyzing media messages.
7. The ability of transforming information and data into knowledge, insight
and understanding.
8. It aims to empower citizens by providing them with the competencies (knowledge and
skills) necessary to engage with traditional.
9. It also refers to any physical object used to communicate messages.
10. It involves a continuum of learning.
11. Source of credible information in which contents are provided through an editorial
process
12. The ability to recognize when information is needed, and to locate, evaluate, and
effectively communicate information in its various formats.
13. The development of a greater enjoyment, understanding, and appreciation of media
content.
14. Creating skills and working abilities with information sources.
15. Understanding the process of mass communication.

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KEY ANSWERS

PRE-TEST POST-TEST
1. A 1. A
2. D 2. D
3. H 3. H
4. F 4. F
5. G 5. G
6. F 6. F
7. C 7. C
8. F 8 .F
9. E 9. E
10. D 10. D
11. E 11. E
12 .B 12. B
13 .F 13. F
14. B 14. B
15. F 15. F

EXERCISE 1 ENRICHMENT EXERCISE 1

1. C Student answers may vary
2. W
3. C ENRICHMENT EXERCISE 2
4. K Student answers may vary
5. K
6. K
7. W
8. C
9. C
10. B

EXERCISE 2
I.
1. T
2. F
3. T
4. T
5. F
II.
1. MEDIA
2. LITERACY
3. MASS COMMUNICATION
4. INFORMATION
5. TECHNOLOGICAL TOOLS

EXERCISE 3
Students answers may vary

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 REFERENCES

Books

Boots C. Liquigan. Media and Information Literacy .Learning Systems Inc.

Media and Information Literacy Curriculum Guide by DepEd
Media and Information Literacy Teaching Guide by the Commission on Higher
Education

Websites

http://communicationtheory.org/category/communication-models/page/2/
http://www.unesco.org/new/en/communication-and-information/media-evelopment/
media-literacy/mil-as-composite-concept/
http://unesdoc.unesco.org/images/0022/002246/224655e.pdf
http://www.unescobkk.org/fileadmin/user_upload/ict/Workshops/RDTC_15ch/S6D3
Ramon.pdf
https://www.slideserve.com/merton/what-is-media-literacy
http://parentbet.net/what-is-media-literacy/
https://link.springer.com/chapter/10.1007/978-3-030-34258- 6_3#:~:text=The
%20American%20Library%20Association%20defines,information%E2%80%9D%20(ALA
%202018).
https://www.bsu.edu/-
/media/www/departmentalcontent/senate/agendasminutes/200708/techlit2.pdf?
la=en&hash=97B00A1EFE3C0417AF62D4CE43E28E41B6D15892
Last Modified August 22,2020

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Annex

W R I T E R’ S PROFILE
LOVELYN H. BAGO

She is Grade 12 teacher at La Union National High School

who’s eager to teach and touch the lives of her students. She
graduated with the course Bachelor of Science in Industrial Education
Major in Technology and Livelihood
Education at Don Mariano Marcos Memorial State University Mid- La Union
Campus (2017). She believes that “A person who never made a mistake never tried
anything new-Albert Einstein’’

NESTCEL RIA E. LIWANAG

She is a Grade 11 Biological Science Teacher inspired to

enhance academic learning and classroom experiences. She is a
graduate of bachelor’s degree of Secondary Education from Saint Louis
College (2017).  She is committed to educating students, colleagues, families, and the
community through establishing strong connections.

MICHAELA KRISTELLE B. SANCHEZ

She is a Grade 11 teacher motivated to nurture and encourage

lifelong learning among students. She holds a master’s degree of Arts in
Education from Saint Louis
College (2020) and a bachelor’s degree of Elementary
Education (Cum Laude) from Saint Louis College (2016). She believes that a
Good teacher cannot begin or continue to inspire learning without being a learner.

Writer/Illustrator: LOVELYN H. BAGO

NESTCEL RIA E. LIWANAG
MICHAELA KRISTELLE B. SANCHEZ

Evaluators/ Editors: Name of Principal: BRENDA A. SABADO

Principal IV

Name of Asst. Principal: THEA ZONETTE S. MEDRIANO

OIC, Assistant Principal

Name of EPS in charge: PERLITA F. ABAT

SHS Coordinator

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