Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
PROVINCE OF BATANGAS
St. Blaise Community Academy, Inc.
San Luis, Batangas/ chs_sbca53@yahoo.com
 043 – 740-960609997646638 / 09178076741

Name of Student: ________________________________________________

Present Address: _________________________________________________ Contact no.____________________
Subject Matter: Media and Information Literacy GRADE 12
Topic: Responsible use of media and information (Module 3 – Quarter 1)/ First Semester

In this lesson, you will learn your responsibility as a media and information consumer and producer and how this
affects society as a whole. Specifically, you will be able to:

1. Discuss responsible use of media and information (MIL11/12IMIL-IIIa-3).

Pretest

Before we continue, answer the short test below to see how much you know about the next lesson. Analyze each
statement. Write Y for YES if you think the statement shows responsible use of media and information. Write N for No if you
think otherwise.
1. Kim checks the truthfulness of the news she sees online by looking into other news outlets for the same content.
2. Kristoffer’s Facebook friend sent him through FB messenger a forwarded message about an upcoming 7.8
earthquake in their locality. Rattled, he also forwarded the unverified message to his family’s group chats,
warning them of such quake.
3. Rezza and her research group mates utilizes Google Drive to work on their study.
4. Isa helps her local barangay in their campaign against COVID-19 by designing posters of local emergency
hotlines and fast facts about the novel coronavirus.
5. A friend sent me a video of a scandal from Facebook. Curious as to who the people in the video were, I also sent it
to several of my friends
6. Rebecca validates the source of a Facebook post before she shares it.
7. Deanne uses YouTube crash courses to complement her learnings in school.
8. Erika believes that print media like newspapers and books are useless today because everything may already
found on the Internet
9. Mark cites Wikipedia in his research study because he considers anything on the Internet true and credible.
10. Andrew Photoshopped a false quotation beside a celebrity, published it on social media, and claimed it to be true

WHAT’s NEW?
Activity

The first step to changing and improving how we deal with media and information is acknowledging our degree of
consumption. As such, before you continue, reflect first on your media consumption by answering the exercise below.

Activity 3.1: Media Interaction Log

Try to think of your media consumption during the past week. In the table below, record your use and interaction
with media and information providers (such as internet, social media, TV, radio, newspaper, etc.) and indicate how many
hours were spent engaged with each one.

Note: The number of hours need not be exact. A rough estimate would suffice.
Weekly Interaction Log with Information and Information Providers

Media or Information Provider Number of hours in a week

Example: Radio 3 hours
1.
2.
3.
4.

1|Media and Information Literacy Grade 12

 5.

How many hours did you spend consuming media today? Which media provider did you spend the most time? What roles does media
play in your life? (leisure, learning, communication, etc.)

WHAT IS IT?
Discussion

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 Example of Misleading

Content:

Punongbayan, JC. (2017, August 5). Has change really come? Misleading graphs and how to spot them. Retrieved from
https://www.rappler.com/thought-leaders/177731-duterte-change-fake-news-graphs-spot

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

Example of False Context:

A set of photos circulated on Facebook along with the claim that it was
taken during a ritual done by Catholic priests to make President Rodrigo
Duterte die.

The truth? It was from a symbolic street theater activity called "Lamay
para sa Demokrasya" at Padre Faura Street in Manila in May 2018.
2|Media and Information Literacy Grade 12
 Source: Macaraeg, P. and Castro, G.M. (2019, December 31). Year in review: The
types of lies we debunked in 2019. Retrieved 7 January 2020 from
https://www.rappler.com/ newsbreak/iq/248246-false-claims-trends-2019

FALSE: Catholic priests ‘perform witchcraft’ to make Duterte die. (2019, August
1).

Retrieved 7 January 2020 from https://www.rappler.com/newsbreak/fact-

check/236285- catholic-prients-perform-witchcraft-to-make-duterte-die

Example of Manipulated Content:

Source: Macaraeg, P. and Castro, G.M.

(2019, December 31). Year in review: The
types of lies we debunked in 2019.
Retrieved 7 January

2020 from https://www.rappler.com

/newsbreak/iq/248246- false-claims-
trends- 2019

Facebook page Tambayan Ni BERTO Page posted the photo on October 16, 2019, showing Philippine opposition Senator Leila De
Lima in a wheelchair and wearing a neck brace as shown in what appears to be a screenshot of a live television news report. However,
the photo was manipulated by superimposing Senator De Lima’s face over former president Gloria Macapagal Arroyo’s body.

Example of fabricated content:

Source: Meme Buster (2017, June 24). Busted: Aika Robredo arrested on drug charge in the US? Fake news alert! Retrieved May 28, 2020 from
https://memebuster.net/aika-robredo-arrested-on-drug-charge-in-the-us/

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.
3|Media and Information Literacy Grade 12
 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:

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 meaning 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.

4|Media and Information Literacy Grade 12

 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?

5|Media and Information Literacy Grade 12

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. Check the infographic in the next page.

Photo source: Rappler (Retrieved from https://www.rappler.com/technology/163613-fake-news-quiz, May 26, 2020)

What you will do

Activity 3.2: Question and Answer

Instructions: To better reflect on how you are as a media consumer, answer the questions below. Write them on
a separate sheet of paper.
How can you tell if the source of an information is credible?
What do we mean by the “creative techniques” in media? And how does it affect the message being sent?
Why do other people interpret the same message differently?
In what way does ideals and values being “sold” through media?
How can the purpose of a message affect your response as a media consumer?

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).

6|Media and Information Literacy Grade 12

 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.

Now, let’s get these principles applied through these enrichment activities!

GENERAL DIRECTIONS: USE THE ANSWER SHEET AT THE BACK FOR

ALL OF YOUR ANSWERS
Activity 3.3: Fact or Fake?

Analyze and evaluate a shared Facebook post of an article from the Internet below. Determine if such post is reliable
or if it may contain false information and defend your answer using the principles and guidelines previously discussed. Write
your answer on the space provided beside the photo.

7|Media and Information Literacy Grade 12

 Application
Using your knowledge on the responsible use of media and information. As a responsible media creator and
consumer, how would you respond or act in the following situations below? Write your answers on a separate sheet
of paper.

1. You received a forwarded message with an unknown original source about how eating raw eggs and
gargling water with salt kills the COVID-19 virus. The message claims it is confirmed by the World Health
Organization but you have never heard news of it from huge media networks. What would you do?

2. The shutdown of media company ABS-CBN has been the hottest issue today. As such, you post your
opinion about the issue on Facebook. However, a Facebook friend, whom you know by name but is not
friends with, comments on your status strongly disagreeing with your opinion. What would you do?

3. A video scandal of two teenage students have been circulating in social media. Unknowingly, one of your
schoolmates forwarded such video in one of your GCs. Being the talk of the town, another schoolmate
messaged you asking if you have a copy of the said video scandal. What would you do?

4. In your research group, you were tasked to write the Review of Related Literature. As you browse the web,
you have stumbled upon many books and articles that you may use for your RRL. How would you manage
all the information you have?

5. As you are scrolling through your newsfeed, you come across a news article from a certain unfamiliar
website. You wanted to share the news article but hesitated as to its truthfulness. How would you verify its
validity?

I. MULTIPLE CHOICE: Write the letter of your choice on the space provided.
1. When media content is fake, used out of context, or weaponized to attack certain individuals or groups of people,
its information environment is deemed .
a. clear c. polluted
b. reliable d. funny
2. This refers to content that contains false information with the deliberate intention to mislead or deceive the
audience.
a. Misinformation c. Mal-information
b. Disinformation d. Raw information
3. It refers to information that is false, but the person sharing or disseminating it unknowingly perceives it as
something true.
a. Misinformation c. Mal-information
b. Disinformation d. Raw information
4. This refers to information that is based on reality but is used to inflict harm
a. Misinformation c. Mal-information
b. Disinformation d. Raw information
5. One of the core concepts of Media and Literacy considers the of all media
messages.
a. truthfulness c. beauty
b. marketability d. contractedness
6. How should we set our expectations for media if we want better quality of information?
a. Very low c. Average
b. Low d. High
7. Which among the choices are the four components of MIL skills?
a. Access, Analysis, Evaluation, Creation
c. Access, Appreciation, Evaluation, Creation
b. Access, Appreciation, Extraction, Creation
d. Access, Analysis, Examination, Creation
8. The creative components of a media message – words, music, color, movement
– All constitute what element of a media message?
a. Author c. Format
b. Content d. Purpose

8|Media and Information Literacy Grade 12

 9. Avoiding throwing personal attacks is one of our responsibility as a media
.
a. consumers c. users
b. producer d. people
10. These are information that has yet to be examined or confirmed
a. Misinformation c. Mal-information
b. Disinformation d. Raw information

Which category in 21st Century skills do you think the core of our topic falls in? (Communication, collaboration, creativity, critical
thinking, productivity, leadership and technology literacy). Explain why.

Prepared by:

RICA ANETE M. MAŇOZO, LPT.

SHS/JHS TEACHER

9|Media and Information Literacy Grade 12