create a 15-item multiple test with key answer with questions type focusing on process and

understanding.

Humans are social beings. Every day, we use communication to express our thoughts and opinions, to
respond to other people, and to transact formal and commercial dealings. Whether it be willingly or
compulsory, communication has been carved deeply into our existence that its loss and misuse would
have undesirable effect on our everyday lives.

To understand more the concept of communication, let us start by looking at the origin of the word and
its definition. The root of the word “communication” in Latin is communicare, which means to share, or
to make common (Weekley, 1967). Furthermore, communication is defined as the process of
understanding and sharing meaning (Pearson & Nelson, 2000). With this, we can see how
communication has a lot to do with information sharing and arriving at a common understanding.

Every day, we communicate countless times. And during those moments, miscommunication also
inevitably exists. The most common causes of misunderstanding stems from problems in the elements of
communication itself. In this part of the lesson, we will look further into the essential components of
communication.

Components of Communication

Although intrinsic in nature, communication is deemed a complex process. The course through which
information is sent, passed, or spread, involves several elements – elements which, in turn, have their
own significant components.

The book “Business Communication for Success” lists eight essential components of communication:

1. Source – a person, group, or entity that forms, creates, sends, or forwards a message or information

2. Message – the stimulus or meaning produced by the source for the receiver or audience (McLean,
2005)

3. Channel – the tool or manner in which the messages will be carried through from the source to the
receiver

4. Receiver – receives the message from the source, analyzing and interpreting the message in ways
both intended and unintended by the source (McLean, 2005)
5. Feedback – the message or response of the receiver which is sent back to the source

6. Environment – the atmosphere, physical and psychological, where you send and receive messages
(McLean, 2005)

7. Context – the communication interaction involves the setting, scene, and expectations of the
individuals involved (McLean, 2005)

8. Interference – anything that blocks or changes the source’s intended meaning of the message
(McLean, 2005)

Before we look into the role of media and information, we should be able to fully grasp the concepts and
nature of communication first. To better understand this process, let us look at them through
communication models.

The Communication Process through Models

1. HAROLD LASSWELL’S COMMUNICATION MODEL

Harold Lasswell’s communication model shows a one-way transmission of information and simply
illustrates a how communication starts from a sender who transmits their message through a channel to
an intended receiver, consequently with a corresponding effect. These channels may come in a form of
spoken medium or through digital or technological instruments like phones, computers, and the like.
This model attempts to answer the question, “Who says what to whom, through what medium, and with
what effect?”

2. SHANNON AND WEAVER’S COMMUNICATION MODEL

A development of Lasswell’s model is a version by Claude Shannon and Warren Weaver which takes into
account the concept of noise. Much like in Lasswell’s, this model also indicates how communication
starts with the information source who then sends a message with the use of a transmitter (channel).
The signals that are sent and received can vary depending on the method of communication. However,
the difference of the models comes from the incorporation of the “noise.” Noise refers to anything that
may interfere – stop or alter – the message being carried.

3. DAVID BERLO’S SMCR COMMUNICATION MODEL

Years later, David Berlo developed Shannon and Weaver’s model shifting the focus to the context,
environment, and other factors surrounding the participants involved in the communication process.
These factors include the following:

• Communication skills such as reading, writing, speaking, listening, and watching.

• Knowledge about a subject or topic

• Attitude toward the topic and the audience

• Social and cultural aspects that influence the content of the message and the manner by which it is
sent

Forms of Communication

Communication may come in different forms. These forms may vary and differ in terms of participants,
channels used, and contexts. The following are the five main forms of communication:

1. Intrapersonal Communication

It is a form of communication with oneself using internal vocalization or reflective thinking

(Communication in the Real World, 2010). We exercise intrapersonal communication more often
than we consciously remember. We do it every time we quietly decide on what to, when we contemplate
on what decisions to make, or even make observations or formulate opinions about the things around us
which we keep to ourselves.

2. Interpersonal Communication

Interpersonal communication is a form of communication between two different people who may or
may not have a direct relationship with each other but are mutually and actively part of the
communication process. Interpersonal communication can be planned or unplanned, but since it is
interactive, it is usually more structured and influenced by social expectations (Communication in the
Real World, 2010).

3. Group Communication

It is a type of communication between three or more people interacting to achieve a specific objective or
certain goal. This form of communication happens often during team-based tasks mostly done in school
works or organizational endeavors.

4. Public Communication

This is a sender-focused form of communication in which one person is typically responsible for
conveying information to an audience. This form is usually seen during campaigns, speeches, or other
public speaking events. Among the other forms of communication discussed so far, this is the most
formal, intentional, and goal-oriented type.
5. Mass Communication

Public communication becomes mass communication when it is transmitted to many people through
print or electronic media. In the past, print media such as newspapers and magazines and broadcast
media like TV and radio have been the most used channels for mass communication. However, in the
advent of technology, mass communication has slowly and strategically shifted its medium to the
internet world through websites and social media.

create a 5-item multiple test with key answer with questions type focusing on process and
understanding.

The Role of Media and Information in Communication

As what we have established early on in this lesson, communication is an inescapable part of our daily
lives and part of this process is our immersion to different kinds of media. It holds a significant role that
its loss would have a noticeable effect on how we deal with our everyday living – like your answers in
Activity 1.4.

This leads us to the two distinct elements that are intrinsically interconnected with the concept of
communication – media and information. In other words, information is one of the reasons why
communication is done in the first place and this information can be shared through media.

Like communication, media have been defined in several ways by different sources.

Strictly speaking, media is the plural form of medium, however over the years, the term media has taken
various definitions although similar in nature. Take a look at Table 1.1 below for some of these
definitions of media.

The definitions above all suggest that media is an instrument for transmitting information – it’s the
vehicle for a message. Books, films, paintings, songs, TV shows, poems, video games, magazines, radio
podcasts, music videos, vlogs, newspapers, emails, tweets, posts, letters, traffic signs, graphics,
Instagram stories – these are all media. It may range from print media, broadcast media, film or cinema,
and new media or the internet.

How then will all these affect the process of communication?

You have learned that the media is only a tool to sending out information and all the instruments,
channels, and methods that encompass the media actually shapes the message that we intend to
communicate. This further tells us that the kind, quality, and quantity of information that you can
communicate is determined by the media that you use.

For instance communication through the television, TV is much better for disseminating news,
information, and urgent announcements to a wide reach of audience in a fast manner. In contrast, when
you want to communicate more personal information, you will want to choose a kind of media that
protects the privacy of such information, channels like face-to-face conversations, text and private
messaging, and the like. On the other hand, if you need to present stories that have a lot of elements,
explain series of related events, or require scientific or technical explanations, then papers and print
media will be your kind of media. In other words, your choice of media should suit the kind of message
or content you wish to send or obtain.

Changes in media and technology will also change the nature of your content. For example, if you
publish a personal conversation or photo in social media, a public platform, the content you posted,
despite being private in nature, will most likely be open for public viewing and/or use. Basically, the
nature of the media that you use dictates the kind of information that you can communicate as well as
the form that you communicate it in.

As mentioned earlier, any alteration or problem among the elements of communication, especially
in how it is packaged and sent, will also result to a misunderstanding or miscommunication. This is
the role of media and information in effective communication.

Today, most households own televisions, cars have radios, some take their morning coffee with a
newspaper, almost everybody has a smartphone, computers are everywhere, and the internet is taking
over the world. Indeed, the media has become a constant in the lives of everyone as a source of news,
information, and entertainment. It is not surprising that because of this, media and information plays a
vital role not only in communication, but in our lives.

1. It makes the world a smaller place

Today, the world seemed like a smaller place than before, as through digital media, a person can be
connected to anyone else in the world at any given time. Social media platforms brings people from
different locations, background, culture, and race together. Today’s media also creates bridges between
countries and cultures without having the need to travel physically, all we need is to look something up
on the web.
2. It makes communication convenient

In the past, communicating to someone from far away meant sending telegrams and snail mails. These
modes of transfer compel people to wait for days, weeks, months, and even years before their intended
receivers obtain their message. Now, people may communicate without having to wait long through the
existence of email and various messaging sites and apps.

3. It shapes public opinion

In his book “Setting the Agenda,” Maxwell McCombs explained that mass media shapes public opinion
through its wide reach, not to mention the perceived credibility of the media, they can sway the opinion
of their audience according to the message they convey.

This is perfectly illustrated in surveys conducted before elections. When a TV network broadcasts the
results of a recent survey, they do more than just inform the public where their candidates currently
stand. They also affect the decision-making process of their listeners or viewers in the upcoming
elections. For example, a person who is already thinking about voting for “Candidate A” might suddenly
switch to “Candidate B”, if they hear that the latter is leading in the polls. This classic case of jumping on
the bandwagon proves the extent of mass media’s influence on public opinion (Gonzales, 2016).

create a 5-item multiple test with key answer with questions type focusing on process and
understanding.

Let’s kick off this discussion with the definition of the word literacy. UNESCO defines literacy as the
“ability to identify, understand, interpret, create, communicate, and compute, using printed and written
materials associated with varying contexts.” Literacy involves a wide range of learning, wherein
individuals able to develop their knowledge and skills, achieve their goals, and participate fully in their
community and wider society.

All the definitions and descriptions of media suggest that it is a channel for transmitting information.
With the abundance of media technology nowadays, you are overwhelmed with countless information
from a vast collection of sources. And at times, you may even struggle to distinguish which among all
these information and sources are useful and credible.

But before you begin to identify the information you need and the places to look for it, you have to be
familiar with the nature of information. The UNESCO Media and Information Literacy Curriculum for
Teachers regard information as a “broad term that can cover data, knowledge derived from study,
experience, or instruction, signals, or symbols.” When you use media, information is referred to as the
“knowledge of specific events or situation that has been gathered or received by communication,
intelligence, or newspapers.” Take a look at the table below for the specific definitions of Media,
Information, and Technology Literacy.
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 Literacy - The ability to recognize when information is needed, and to locate, evaluate, and
effectively communicate information in its various formats.

Technology (Digital) 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 literacy, information literacy, and technology literacy are combined together as Media and
Information Literacy (MIL). Since media and information is taking up more and more of our time, it’s
important that we understand its influence on everything we do and how we can knowledgeably and
skillfully navigate our way through them.

Media and Information Literacy

UNESCO defines Media and Information Literacy as “a set of competencies that empowers citizens to
access, retrieve, understand, evaluate and use, to create as well as share information and media content
in all formats, using various tools, in a critical, ethical and effective way, in order to participate and
engage in personal, professional and societal activities.” In simpler terms, it is the ability to
effectively and efficiently create, use, comprehend, and share information through any mediated
communication. The ability to navigate the media is a powerful and crucial skill.

Taking into consideration the definitions in Table 2.1 in the previous page, try to think back to the kinds
of media you spent your time today. Reflect on the following actions and questions:

 Access – What kind of media were you absorbing? How did you get to it?
 Analyze – Where you making sense of its messages? Do you need these information?
 Evaluate – Were you aware that each message was created by someone with their own goals
and opinions?
 Create – When you create media, like a Facebook post or an Instagram story, what is your
responsibility to those who view it?
 Act – What do you do with all that information you just received? Can you access or locate other
credible information sources?
Being media and information literate means being able to know where and how to access sources of
information; to analyze the meaning and importance of information we come across; to evaluate the
value, truthfulness, and credibility of such information; to create, produce, and share media products
knowing fully well your responsibility to your audience. With media and information literacy skills, you
will have the power to think through each of these important questions every time you pick up your
phone, publish a Facebook post, or turn on the TV.

create a 10-item multiple choice (with 4 options) test with key answer with questions type focusing on
knowledge, process and understanding.

Key Concepts of MIL

Some people might be thinking “I’m a tech-savvy millennial who knows everything there is to know
about the Internet and the media.” However, media and information literacy is more than just using your
phone or browsing the web. You may be tech-savvy but not necessarily media literate. To better
understand this, here are the key concepts of MIL that you need to remember:

1. All media messages are constructed

Messages, as products of media, are created by sources who deliberately or unconsciously choose
the quality and quantity of content they wish to send or disseminate – what to include, what to leave
out, and how to portray such information. These decisions follow the creator’s opinions and perspective,
either intentional or instinctive, as influenced by their prior knowledge, assumptions, and biases. Thus,
media products are never entirely accurate reflections of the real world. We should ask:

 Who created this media product? What is its purpose?

 What assumptions or beliefs do its creators have that are reflected in the content?

2. Audiences negotiate meaning

Meanings are truly in people. The meaning of any media product is not solely formed by the source or its
creators but a collaboration between them and the audience – which means that the different audiences
may have varied takeaways from the same content. Much like how creators have their influences in the
messages they create, we, as consumers also have our own baggage too which determines how we react
to and interpret messages. MIL encourages us to understand how individual factors, such as age, gender,
race and social status affect our interpretations of media. We should ask:

 How might different people see this media product differently?

 How does this make you feel, based on how similar or different you are from the people
portrayed in the media product?

3. Media messages have commercial implications

A lot of the media messages that we consume every day are funded by advertisements or financed by
businesses. Thus, some of these contents are bound to sell a product or service or make a profit. For
instance, some advertisements come in the guise as informative articles but are luring audiences to buy
their product.

Some media organization publish such content under the marketing arm of their websites so as to make
the audiences aware. However, some media outlets do not. Thus it is imperative that we as consumers
know when we are being fed with content that is deeply influenced by marketing or advertising.

On the other hand, some media industries belong to big and powerful network of corporations
that exert influence on content and distribution. Even in cases where media content is not
deliberately made to make money – such as YouTube videos and Facebook posts – the ways in which
content is distributed may still run with profit in mind.

Thus, we should ask:

 What is the commercial purpose of this media product (in other words, how will it help someone
make money)?
 How does this influence the content and how it’s communicated?

4. Media messages have social and political implications

The media, as vehicles of information, may convey ideological messages about values, power, and
authority. The media as the press, being the fourth estate, also has an explicit capacity of advocacy and
implicit ability to frame social and political issues. These messages may be packaged out of conscious
decisions, but more often than not, they are the results of unconscious biases and unquestioned
assumptions – and they can have a significant influence on what we think and believe.

In consequence, media have great influence on politics and on forming social change. TV news coverage
and advertising can have a huge influence on the people’s political decisions, social views, and cultural
perspectives. Representations of world issues, both in journalism and fiction, can affect how much
attention they receive; and society’s views towards different groups can be directly influenced by how –
and how often – they appear in media. And so we ask:

 Who and what is shown in a positive light? In a negative light?

 Why might these people and things be shown this way?
 Who and what is not shown at all?
 What conclusions might audiences draw based on these facts?

5. Each medium has a unique aesthetic form

You must remember that the kind, quality, and quantity of information that you can communicate is
determined by the media that you use. This includes the technical, commercial, and creative
demands of each medium. So, ask yourself:

 What techniques does the media product use to get your attention and to communicate its
message?
 In what ways are the images in the media product manipulated through various techniques (for
example: lighting, makeup, camera angle, photo manipulation)?
 What are the expectations of the genre (for example: print advertising, TV drama, music video)
towards its subject?

In general, always remember that critical thinking is immensely necessary for discerning the media
source and the kind of information that you consume. Critical thinking trains us to take a step back, to
evaluate facts and form evidence-based conclusions. Being media and information literate doesn’t mean
we always criticize everything; rather, it means that we try to distinguish between claims and
information with evidence and those without. In the next part, we will be discussing the benefits of
being a media and information literate individual.

Benefits of Media and Information Literacy

1. It teaches you how to verify information and acknowledge others’ perspectives.

Is this photo real or edited? Did this person really say this statement? Is the source of this article
credible? Is this post backed with evidence? These are the things the MIL teaches you to ask. Ultimately,
it compels you to discern the credibility of information you come across especially on the Internet.

2. It encourages audiences to think critically.

With critical thinking, you are able to wisely use the information you have with you to objectively form
an informed opinion or perspective about a certain matter or issue. You are also able to discern whether
these information makes sense, what it contains, and what it lacks. You not only get to formulate your
own ideas using the information you’ve acquired, but also cite these ideas as examples to support your
opinions.

3. It promotes responsible information sharing and dissemination.

With the spread of false information nowadays, MIL encourages you to step back and evaluate the
truthfulness of the things you share in social media and even those that you speak of to your friends,
relatives, or colleagues.

4. It helps you identify and understand the media’s role in our culture.

From the billboards to the texts and the videos that we see around us, media tend to promote our
culture in various ways. MIL makes you conscious of these influences on your preferences, tastes,
choices, and even lifestyles. This is important for you to be aware of the extent of media’s influence on
your life so as for you to evaluate whether it has been doing you good or bad.

5. It teaches you to think and decide objectively, factually, and reasonably.

Each story and information that you see everywhere you go has a side. MIL reminds us that the
messages we encounter often have more than one side and that it is our responsibility to explore these
other angles. Knowing all sides of the story will not only keep you neutral in issues but will also help you
stay aware of texts or images that are meant to deceive its readers into picking sides, such as fake news
or propaganda messages.

6. It encourages you to actively participate in public affairs as a citizen.

Media keeps you updated with what’s happening in current affairs. Have the opportunity to voice
out your opinions, whether literally or in social media, gives you the ability to actively engage in public
discourse, healthy conversations, where the views of people may affect the collective opinion of others
regarding a certain issue. If done correctly, sending out a voice or starting a movement through social
media can also make an impact in government affairs or make a similar change in the world.

7. It teaches you to create your own content responsibly

Media creators aren’t only those who work under the media industry. In reality, even our Facebook posts
or tweet are already a form of media. You, in turn, are creating a piece of information that you’re willing
to share, and each post that you share on social media contains information that you are responsible for.

8. It makes you better appreciate media products

MIL makes you more familiar of how media messages and productions are created, developed,
improved, packaged, advertised, and disseminated. Your knowledge on these make you value more the
work and effort poured into making such products. Moreover, as you view or listen products of art
through media, you are able to appreciate not only its entertainment value but also its technical aspects.

create a 5-item multiple choice (with 4 options) test with key answer with questions type focusing on
knowledge, process and understanding.

From the moment you wake up to the time you fall asleep, you are, in one way or another, exposed to all
media you listed above, and actually even more. Wherever you go, you see and hear all forms of it and
you may even be consuming media unconsciously. Unfortunately, there is a sad reality about media and
information consumption in today’s society: Information Disorder. Information Disorder refers to the
many ways our information environment is polluted – content are fake, used out of context, or
weaponized to attack certain individuals or groups of people. Understanding this landscape is the first
step towards better and responsible use of media and information.

The Information Disorder

There are three categories of Information Disorder: Misinformation, Disinformation, and Mal-
information.
1. Misinformation – refers to information that is false, but the person sharing or disseminating it
unknowingly perceives it as something true.

A. False connection – when headlines or visuals do not support the content

B. Misleading content - by cropping photos or choosing quotes or statistics selectively

At first glance, you might think that the murder and homicide cases have indeed tapered off in recent
times. But the line graph dipped at the end mainly because the data for 2016 was split into two periods:
January to June, and July 1 to August 3. Connecting yearly and monthly data in a single line graph is a big
no-no, the visual equivalent of comparing apples and oranges.

2. Disinformation – refers to content that contains false information with the deliberate intention to
mislead or deceive the audience.

A. False context – when genuine content is re-circulated out of its original context

B. Imposter content – persons’ bylines used alongside articles they did not write, or organizations’ logos
used in videos or images they did not create

C. Manipulated content – when genuine content is manipulated to deceive

D. Fabricated content – fabricated “news sites” or fabricated visual

3. Mal-information – refers to information that is based on reality but is used to inflict harm

Examples:

A. Leaks to the press of private information for personal or corporate interest (e.g. revenge porn)

B. Using a picture (e.g. of a dead child, with no context or false context) in an effort to ignite hatred of a
particular ethnic group

Media and Information Literacy Skills

Because Information Disorder is prevalent in this times, the need to inculcate and practice the
responsible use of media and information is of utmost importance. As media is very much embedded in
our lives, it is important that we must learn the skills on how to responsibly and wisely use these
information and media tools at our disposal. Moreover, we must understand that how we use media and
information can also affect the people we know, our community, and the society in general.

The Center for Media Literacy (2005) lists five core concepts of Media Literacy:

1. All media messages are ‘constructed.’

2. Media messages are constructed using a creative language with its own rules.

3. Different people experience the same media message differently.

4. Media have embedded values and points of view.

5. Most media messages are organized to gain profit and/or power.

In the past, education focused more on languages, math, and sciences. The educational system put
more emphasis on memorization of names, notable dates, famous people, and formulas – information
deemed as necessary to successfully engage with the world. Technical and Vocational programs focused
more on livelihood expertise. However, today in the Information Age, the need to emphasize on other
essential skills also arises. As we are bombarded with media and information that we are compelled to
deconstruct and evaluate, competence and proficiency in media literacy are already considered life-long
learning skills today. The following are seven (7) MIL skills that you, as a media user and producer, should
develop:

1. The ability and willingness to make an effort to understand content, to pay attention, and to filter out
noise

The quality of our meaning-making is related to the effort we give it. If you want to see and hear quality
content, you should have exert effort to look for such and to understand it.

2. An understanding of and respect for the power of media messages

We need to be self-aware of the influence of media in our lives. For instance, how media affects our
choices in the clothes we wear, the shows we watch, the songs we listen to, the words we use.

3. The ability to distinguish emotional from reasoned reactions when responding to content and to act
accordingly

Some media products are intentionally shot and broadcasted for their emotional impact. However,
media consumers must still be able to channel this emotional influence to a reasonable reaction.

4. Development of heightened expectations of media content

When we expect little from the content before us, we tend to give meaning-making little effort and
attention. Moreover, expectations leads to pressure to media outlets to produce factual and quality
media contents.

5. A knowledge of genre conventions and the ability to recognize when they are being mixed

Genre are categories of expressions within the different media i.e. “evening news,” “documentary,”
“horror movie,” or “entertainment.” Meanwhile, genre conventions are distinctive, standardized style
elements that characterize a particular genre (Example: music, style, “tatak”) Knowledge of these
conventions is important because they cue us or direct our meaning-making. (Example: We would
believe more on documentary films than Hollywood ones much like we believe more stories on the
evening news than in the gossip channels)
In an effort to maximize audiences (and therefore profits) or for creative reasons, media content makers
mix genre conventions. (Example: ABS-CBN having informal captions or host being both in the news and
entertainment department)

6. The ability to think critically about media messages, no matter how credible their sources

The news media is sometimes referred to as the fourth branch of the government but this does not
mean, however, that we should believe everything they report. It is important to “triangulate” or look for
other credible sources which may contain the same information.

7. A knowledge and appreciation of the internal language of various media and the ability to understand
its effects, no matter how complex

Each medium has its own specific internal language and this language is expressed in production values –
choice of lighting, editing, special effects, music, camera angles, location on the page, and size and
placement of headline. Understanding how media creates and shapes various production also
encourages the audience to have a deeper appreciation of art through media.

To put it briefly, the skills MIL teaches you boils down to these four components:

1. ACCESS
- To inform
- To communication tools
2. ANALYSIS
- Of how media is constructed
3. EVALUATION
- Of a content’s meaning, value, purpose, and point of view
4. CREATION
- Of a media content or message

create a 10-item multiple choice (with 4 options) test with key answer with questions type focusing on
knowledge, process and understanding.

My Responsibility as a Media Consumer

As a media consumer, you’re not just a helpless sponge, absorbing all kinds of messages without a
second thought. Ultimately, media literacy teaches us that the content we see or hear are constructed
with various aims and that an equally important task falls to the audience, the receivers of such content,
to evaluate and give meaning to these media messages. Some media messages are meant to be
disseminated to the public, as in mass communication, but at the end of the line, it will still be received
by you, an individual with his own set of understanding and thinking.
Indeed, “meanings are people.” Although a sender intends to relay information with a eaning and
purpose in mind, there will be always variances to how the receiver interprets it, an interpretation that is
influenced by his life experience, education, cultural background, social standing, biases, and other
factors. Thus, there is no absolute exact way to interpret a media message. Media literacy skills help us
think our way through this complex process of communication. Furthermore, they help us function
better in our media-rich environment, enabling us to be better democratic citizens, smarter shoppers,
and more skeptical media consumers.

According to the Center of Media Literacy, when analyzing media messages, you should ask these five
key questions related to the five core concepts of Media Literacy:

1. Who created this message? (Author)

Exploring the creator of a message is more than just knowing their name. This question introduces two
fundamental insights about all media – “constructedness” and choice. No matter how real or natural
messages or media products can be, they are always constructed and packaged by an individual or a
group of people. If something sounds off or if it seems too good or too suspicious to be true, then it
most probably is. Follow your gut and verify the source.

Guide questions:

 Is it from a news organization, a corporation, or an individual?

 What links do they have to the information they are providing?
 If the author claims something to be true, does he or she have the expertise and background to
claim such? Consider who is presenting the information and evaluate its credibility.

2. What creative techniques are used to attract my attention? (Format)

Looking at the format of a media message means analyzing the way it is constructed, the creative
components that are used in putting it together – words, music, color, movement, camera angle and
many more. Most media tools and outlets use creative techniques – images, videos – to grab people’s
attention. However, you should note how these factors influence you in receiving the message. Because
so much of today’s content, even news, is presented to us visually, it is essential that audiences learn the
basics of multimedia communication and how the use of these techniques influences the various
meanings we can take away from a message.

Guide questions:

 Does the message include persuasive elements to convince you its story is true?
 Is the footage overly graphic or designed to provoke a specific reaction?
 Which celebrities or professionals are endorsing this message?

3. How might other people understand this message differently than me? (Audience)

As cited from the Center for Media Literacy, “our differences influence our various interpretations of
media messages and second, that our similarities create common understandings.” Each individual
media consumer brings to each media encounter a unique set of ideals, experiences, and backgrounds.
These factors influence how you understand and interpret the media you consume. As you recognize this
fact, you are able to build respect and understanding to differing opinions as well as evaluate the
validity of these differing perspectives.

Guide questions:

 Imagine yourself in another’s shoes. Would someone of the opposite gender feel the same way
as you do about this message?
 How might someone of a different race or nationality feel about it?
 How might an older or younger person interpret this information differently?
 Was this message made to appeal to a specific audience?

4. What values, lifestyles and points of view are represented in, or omitted from, this message?
(Content)

As mentioned previously, the way information is sent, packaged, and received is influenced by academic,
social, cultural, and political principles – all media content carry subtle messages that may sway our
opinions, even content providers that try to present information objectively can have an unconscious
slant.

If the audiences are literate enough to question and reasonably identify both obvious and hidden
embedded values in media content, whether in news or entertainment, they are more likely to be much
more skilled in decoding a media message.

Guide questions:

 What ideas or values are being “sold” to us in this message?

 What political ideas are communicated in the message? Economic ideas?
 What ideas or perspectives are left out? How would you find what’s missing?
 What judgments or statements are made?

5. Why is this message being sent? (Purpose)

Examining the purpose of a message uncovers how it may have been influenced by money, ego or
ideology and gives you knowledge on how to interpret and respond to a message appropriately.

Guide questions:

 Who’s in control of the creation and transmission of this message?

 Why are they sending it? How do you know?
 Who profits from this message? Who pays for it?
 Who is served by or benefits from the message:
o the public?
o private interests?
 o individuals?
o institutions?

One of the greatest challenges today in an information-filled era is the proliferation of “fake news” or
articles that contain false information with the deliberate intention to mislead or deceive the audience.
What is more dangerous is how disinformation easily spreads through social media with just a few clicks.
Although tricky, these articles are not impossible to spot. Social news network Rappler has created a
quick guide on how to check if an article is fake.

My Responsibility as a Media Producer

In the communication process, an individual may also be a producer of message or content. So what is
your role as a media producer? Let’s start with how it is defined. In its most technical meaning, media
producers are described as people who oversee media projects (like films, TV shows, etc.) from
conception to completion and may also be involved in the marketing and distribution process (Gonzales,
2016). However, throughout the years, the term has evolved to take in those who contribute intellectual
or creative content through and in media, even including your Facebook posts, tweets, Instagram
photos, or vlogs. Simply put, in today’s context, media producers are people who are capable of creating
and sharing information through a media channel – that includes you.

Technological advances in the Digital Age gave tons of people access to tools for communication and
media creation. However, this opportunity also opened a chance for illegal and irresponsible making and
sharing of media messages. Here, you will learn your responsibilities as a media and information literate
content producer.

1. Give credit where credit is due.

Today, information is right on the tip of our fingers. With the use of technological innovations like
cellphones, laptops, the Internet, we can easily access and share information and media content – share
a post, pass an image, forward a text message However, always remember that although some of these
information is available to us, their rights still rest on their original creators. Thus, it is important that we
give proper credit to the owners or sources of the content we use (articles, texts) or things we share
(images, posts).

What happens when what you’re sharing is someone else’s property or could harm somebody? You may
be answerable to the offended party or you may be held liable under the law or regulations of certain
organizations.

2. Avoid sharing raw and unverified information

Raw and unverified information are those that has yet to be examined or confirmed. For instance, an
announcement of a new COVID-positive case from a random person on Facebook without a formal
statement from the Department of Health or proper authorities. While these information may be true,
still, they are not yet proven so and so it may also be false or incomplete. We can say that a piece of
information is verified if credible people, news outlets, or organizations present evidences of cases of
facts to support the truthfulness and reliability of such information.

3. Think about who can see what you have shared

Always assume that anything that you online can be seen by other people – people who may be
influenced by your words or opinions or people who may disagree. Moreover, always be aware of how
your messages may be interpreted. So before sending that message or posting that status, evaluate how
you constructed and packaged your message, and ask yourself, will your intended receiver or audience
understand this message the way I want them to?

4. Be open to learning and constructive criticisms

As previously discussed, each individual media consumer brings to each media encounter a unique set
of ideals, experiences, and backgrounds and these factors influence how they understand and interpret
the media they consume. Meaning, some people may share our view while some will disagree. Thus, it is
important to keep an open mind to contrasting opinions and constructive suggestions and understand
that these may actually be learning opportunities for you which will help you establish well-informed
opinions.

5. Share expert knowledge

The Internet is a great platform for sharing good information. However, it can also be used to spread
misinformation and distortions. If you hold a lot of knowledge about a certain topic or subject, don't be
afraid to share it online in a manner that is helpful and accurate.

6. Respect other people’s privacy

Do not share information that friends or family entrusted you to keep confidential or information that is
private in nature especially without their consent. Moreover, remember not to share information about
others that could get them -- or yourself -- into trouble, both personally and professionally.

7. Always be respectful

Being respectful should be your default manner, whether talking to a friend or dealing with someone
professionally. Being respectful includes accepting constructive criticisms, politely disagreeing, and never
resorting to bullying or personal attacks. No matter how differing opinions may be, you should always try
to cultivate an environment for a healthy and respectful discussion.

All these skills – from understanding the landscape of information disorder, knowing the concepts of
media and information literacy, to being a responsible user and producer – all develop you to become a
media literate individual.
create a 5-item multiple choice (with 4 options) test with key answer with questions type focusing on
knowledge, process and understanding.

EVOLUTION OF MEDIA

More than 1,500 people died in the sinking of the Titanic, but more than 700 survived. Those who did
owed their escape to the newest communications technology of the time: wireless telegraphy.

Media fulfills several basic roles in our society. One obvious role is entertainment. Media can act as a
springboard for our imaginations, a source of fantasy, and an outlet for escapism. It can also provide
information and education. Information can come in many forms, and it may sometimes be difficult to
separate from entertainment. Today, newspapers and news-oriented television and radio programs make
available stories from across the globe, allowing readers or viewers in London to access voices and
videos from our country or neighboring nations. Books and magazines provide a more in-depth look at a
wide range of subjects. Similarly, it can be used to monitor government, business, and other institutions.

These are how media and information has evolved throughout history. It is described into four ages.

Pre-Industrial Age (Before 1700s) - People discovered fire, developed paper from plants, and forged
weapons and tools with stone, bronze, copper and iron.

Examples:

• Cave paintings (35,000 BC) • Clay tablets in Mesopotamia (2400 BC)

• Papyrus in Egypt (2500 BC) • Acta Diurna in Rome (130 BC)

• Dibao in China (2nd Century) • Codex in the Mayan region (5th Century)

• Printing press using wood blocks (220 AD)

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).
Examples:

• Printing press for mass production (19th century) • Newspaper- The London Gazette (1640)

• Typewriter (1800)Telephone (1876)

• Commercial motion pictures (1913)

• Motion picture photography/projection (1890) • Telegraph

• Punch cards • Motion picture with sound (1926)

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.

Examples:

• Transistor Radio

• Television (1941)

• Large electronic computers- i.e. • Mainframe computers - i.e. IBM 704(1960)

EDSAC (1949) and UNIVAC 1 (1951)

• Personal computers - i.e. Hewlett- • OHP, LCD projectors

Packard 9100A (1968), Apple 1 (1976)

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.

Examples:

• Web browsers: Mosaic (1993), • Blogs: Blogspot (1999), LiveJournal

(1999), Wordpress (2003)

Internet Explorer (1995)

• Smart phones

• Cloud and Big Data

• Wearable technology

Video: YouTube (2005)

• Social networks: Friendster (2002), • Microblogs: Twitter (2006), Tumblr (2007)

Multiply (2003), Facebook (2004)

• Video chat: Skype (2003), Google • Augmented Reality / Virtual Reality

Hangouts (2013)

• Search Engines: Google (1996), • Portable computers- laptops (1980),

Yahoo (1995)

netbooks (2008), tablets (1993)

As Briggs and Burke note, these advances meant that “hundreds of thousands of components
could be carried on a microprocessor.” The reduction of many different kinds of content to digitally
stored information meant that “print, film, recording, radio and television and all forms of
telecommunications [were] now being thought of increasingly as part of one complex.” This process, also
known as convergence, is a force that’s affecting media today.

create a 10-item multiple choice (with 4 options) test with key answer with questions type focusing on
understanding and critical thinking with higher-order thinking skill type of questions.

TYPES OF MEDIA
Media simply refers to a vehicle or means of message delivery system to carry an ad message to a
targeted audience. Media like TV, Radio, Print, Outdoor and Internet are instruments to convey an
advertising message to the public.

The main task of media planners is to select the most appropriate media channels that can effectively
communicate the advertising message to a targeted audience. Hence, it is essential for media planners
to:

  Keep up with latest media trends

  Keep up with New technological developments
  Determine long and short term effects of different media
  Analyse Strengths and Weaknesses of different media

Each type of media involves both content, and also a device or object through which that content is
delivered. By which these are different types of media

1. Print Media - media consisting of paper and ink, reproduced in a printing process that is traditionally
mechanical. It is used to describe the traditional or "old- fashioned" print-based media that today's
parents grew up with, including newspapers, magazines, books, and comics or graphic novels

2. Broadcast Media - media such as radio and television that reach target audiences using airwaves as
the transmission medium.

3. Film/Movies. These are the oldest form of motion picture technology capable of capturing lifelike
video-style images. Originally, movies could only be consumed at a neighborhood movie theater, but
these days movies are widely available for people to consume in their homes, on their computers, and
even in through their telephones. Commercial movies are broadcast on television, and via cable and
satellite services which may feature High Definition (HD) video resolution and sound, essentially allowing
the movie theater experience to be replicated in a home theater environment.

4. New Media - content organized and distributed on digital platforms such as the Internet. It refers to
“those digital media that are interactive, incorporate two-way communication and involve some form of
computing,” Robert Logan writes in his book Understanding New Media. New media is “very easily
processed, stored, transformed, retrieved, hyperlinked and, perhaps most radical of all, easily
searched for and accessed.”
MEDIA CONVERGENCES

Media convergence is the merging of mass communication outlets – print, television, radio, the Internet
along with portable and interactive technologies through various digital media platforms.

Media convergence is the blending of multiple media forms into one platform for purposes of delivering
a dynamic experience.

Technologically rich societies have entered the digital age, and media industries are grappling with new
opportunities – and threats – afforded by what is called “convergence”. Media people tend to get very
excited about convergence, because it holds so much promise. The melding together of different media,
incorporating new personalized services is both impressive and overwhelming.

Media Convergence

- Co-existence of traditional and new media

- Co-existence of print media, broadcast media (radio and television), the Internet, mobile
phones, as well as others, allowing media content to flow across various platforms.
- 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.

For much of modern history, the different types of media — books, newspapers, radio, television,
cinema — were distinct technologies. They also existed in separate industries. Digitization, computer
networking and the rise of the Internet, however, have resulted in the breaking down of these silos. This
has led to the integration of all media. It enables the immediate and global exchange of every kind of
content.

Our experience with convergence to date has also revealed some drawbacks. Not everyone has ready
and affordable access to digital media, or the skills to employ them. A connection to computer networks
(and the literacy required to navigate them) is increasingly vital. It creates a digital divide between haves
and have-nots. Also, the tracking capacity of computer programs has resulted in increased surveillance.
This has prompted concerns about personal privacy and security.

But media convergence isn't only an end result like a smartphone, but also a process in how we create,
consume, and distribute media. Think for a minute about how you found out about the latest big event
in the news. Were you watching television? Reading a newspaper? Probably not. Most likely you were
informed thanks to convergence, perhaps reading it on a social media feed on your smartphone as you
commuted to work.

Media convergence has even changed the way we receive data. Instead of getting a news report from TV,
we're getting that same report from a television station by way of the internet and social media, in
particular. For people who work in media, convergence has changed the way they do their jobs. Instead
of reporters simply writing a story to appear in tomorrow's newspaper, they're filming short video clips
and tweeting about it, too—a smash- up of different digital technologies.

Communication and technology are just two of the areas where convergence has been impactful.
ROLES OF MEDIA IN A DEMOCRATIC SOCIETY

Transitions from one technology to another have greatly affected the media, although it is difficult to say
whether technology caused a cultural shift or resulted from it. The role of the media is vital in generating
a democratic culture that extends beyond the political system and becomes engrained in the public
consciousness over time.

Media fulfills several roles in our democratic society, including the following:

1. Channel . It provides opportunities for people to communicate, share ideas, speculate, tell stories and
give information.

2. Watchdog. It exposes corrupt practices of the government and the private sector. Creating a space
wherein governance is challenged or scrutinized by the governed. It also guarantees free and fair
elections.

3. Resource center. It acts as a gateway of information for the society’s consumption. Also, it becomes a
keeper of memories of the community, preserver of heritage and source of academic knowledge.

4. Advocate. Through its diverse sources or formats, it bridges the gap of digital divide.

Media act as a catalyst for democracy and development, helping to make public participation
meaningful. If media is honest and committed in its job, democracy is bound to function more efficiently
and the loopholes present in any democratic system can certainly be plugged to the fullest satisfaction of
the people.

On the contrary, if media is biased, corrupt and favors only a particular party or few individuals, it can
prove to be very dangerous for the smooth functioning of democracy. No one can become perfect and
one can only strive to become so. The same holds true for our media also. Certainly, there is still a lot of
scope for improvement by which the media can rise upon the aspirations of the people for which it is
primarily meant.

create a 10-item multiple choice (with 4 options) test with key answer with questions type focusing on
knowledge, process, understanding and critical thinking with higher-order thinking skill type of
questions.

MEDIA AND INFORMATION SOURCES

SOURCES OF MEDIA AND INFORMATION

Information can come from virtually anywhere — media, blogs, personal experiences, books, journal
and magazine articles, expert opinions, encyclopedias, and web pages — and the type of information
you need will change depending on the question you are trying to answer.

But, what was the basis for your choice of information source?

A. Indigenous Knowledge* (IK) is an unconventional source of information. It is also known as local

knowledge. According to Warren (1991), it is the knowledge that is unique to a given culture or society. It
may contrast with the international knowledge system generated by universities, research institutions
and private firms.

Examples for IK: Muyongs : Ifugao’s traditional land-use zoning system.

This knowledge is then be transfer through Indigenous Media(IM).

IM is owned, controlled and managed by indigenous peoples in order for them to develop and produce
culturally appropriate information in the languages understood by the community by utilizing
indigenous materials and resources, reflecting community needs and interests, visions and aspirations,
and independent from vested interest groups (Indigenous Media, Freedom of Expression and Right to
Information: ASEAN Scenario, 2014).

Indigenous Media’s characteristics are as follows:

- oral tradition of communication

- store information in memories
- information exchange is face to- face
- information are contain within the border of the community

B. Library*. It is a place in which literary, musical, artistic, or reference materials (such as books,
manuscripts, recordings, or films) are kept for use but not for sale. It was existed because of the birth of
the printing press. And expected to select and provide content that area easy to access. Its main role is
to organize and provide you access information. And labelled as “steward of good information”. No
longer static of limited to purely collecting physical materials for archiving, but has extended to acquiring
new modes of providing information such as the use of digital sources and facilities that utilize media.

Types of Library

1. ACADEMIC LIBRARY . It serves colleges and universities.

2. PUBLIC LIBRARY. It serves cities and towns of all types.

3. SCHOOL LIBRARY. It serves students from Kindergarten to Grade 12.

4. SPECIAL LIBRARY- These are in specialized environments, such as hospitals, corporations, museums,
the military, private business, and the government.

C. Internet*. It is a global computer network providing a variety of information and communication

facilities, consisting of interconnected networks using standardized communication protocols.

Unlike similar information found in newspapers or television broadcasts, information available on the
Internet is not regulated for quality or accuracy; therefore, it is particularly important for the individual
Internet user to evaluate the resource or information. Keep in mind that almost anyone can publish
anything they wish on the Web. It is often difficult to determine authorship of Web sources, and even if
the author is listed, he or she may not always represent him or herself honestly, or he or she may
represent opinions as fact.

How will you evaluate the information found in the internet?

1. Authorship . It is critical to relate the ideas you find at a site to a particular author, organization, or
business. In this way, there is a degree of accountability for any of the ideas expressed. Be
especially wary of sites in which the author or sponsoring organization is not clearly stated.

2. Publishing body. Anyone with an Internet Service Provider (AT&T, UP.net, NMU, etc.) can put up a
Web page. As a result, you need to have some idea whether the group claiming responsibility for the
information on the Web site is legitimate.

3. Accuracy and Verifiability. A source of information is known to be scholarly when it provides

references to the information presented. In this way, the reader can confirm whether the information
is accurate or the author's conclusions reasonable. A page without references still may be useful as an
example of the ideas of an individual, organization, or business, but not as source of factual information.

4. Currency . Some information is very time sensitive. For example, a page talking about the top rate
Web search engines in 1997 is going to be horribly out of date in 2000. There have been incredible
changes in search engine technology and new developments appear almost monthly. However, a page
discussing the Civil War is likely still relevant today even if the page was created in 1996 and has not
been updated. Regardless, a site should always provide some indication of when the information was
created or the site was last updated.

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.

ACCURACY, RELIABILITY AND VALUE OF INFORMATION

Although, the value of information would also depend on the need of the user but these are the key
skills to better get the rightful information that you need to:

1. 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.

2. 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

3. Value of information - Information is said to be of value if it aids the user in making or improving
decisions.

4. 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.
5. 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.