This document provides guidance for teaching media and information literacy skills. It includes activities like having students log their weekly media use, discuss scenarios without technology, define key terms, analyze photos, and accomplish a media design framework for a hypothetical article. The document also discusses having students register for a media literacy portal, create ePortfolios, and learn about licensing content under Creative Commons. The overall goal is to empower students to be critical thinkers who can engage effectively with media and information.
2. MOTIVATION (10 MINS. )
Media or Information Provider Number of hours in a week
YOUTUBE
FACEBOOK
MESSENGER
BOOKS
NEWSPAPER
TELEVISION
RADIO
Weekly Interaction Log with Information and Information Providers
Think of the past week, and record your use and interaction with
media and information providers (such as internet, social media,
TV, radio, newspaper, etc.). Indicate how many hours you spent
engaged with each one. The hours do not have to be exact, you
can estimate the number of hours you spend each week.
3. 1. Which media provider did you spend the
most time?
2. What roles does media play in your lives?
(leisure, learning, communication, etc.)
GUIDE QUESTION
4. INTRODUCTION TO MIL
(PART1)
• Communication, Media, and
Information
• Media Literacy, Information Literacy,and Digital
Literacy
• Media and Information Literacy(MIL)
5. Learnersshould be ableto…
1. Describe how media and information
affect communication.
2. Editorialize the value of being a
media and information literate
individual.
3. Share to class their media lifestyle,
habits, and preferences.
6. ARE YOU DEPENDENT ON TECHNOLOGY?
Imagine waking up one day to find no
Internet, libraries, and cell phones.
Newspapers, magazines, radio stations and
TV channels have also disappeared.
CAN YOU LIVE WITHOUT YOUR PHONE/ COMPUTER?
7. 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?
4. What would happen with the decisions
you usually make?
5. How would it affect the way you live?
6. What would you personally miss most in
such a situation?
7. What would society lose in this situation?
8. 1.Did you believe these news
items were true?
2.How did you know they
were true/false?
3.Are all news and
information on the Internet
true? Why or why not?
4. Who gets to post news
items online? Expound.
9. DEFINE EACH OF THE FOLLOWING
TERMS
GROUP 1: Technology Literacy
GROUP 2: Media Literacy
GROUP 3: Information Literacy
GROUP 4. Media and Information
Literacy
10. TERMS TO
UNDERSTAND
• 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, where in individuals are able to
achieve their goals, develop their knowledge and potential,
and participate fully in their community and wider society.
Literacy
Media
The physical objects used to
communicate with, or the mass
communication through physical objects
such as radio, television, computers,
film, etc. It also refers to any physical
object used to communicate messages.
Media
Literacy
The ability to access, analyze, evaluate,
and create media in a variety of forms. It
aims to empower citizens by providing
them with the competencies (knowledge
and skills) necessary to engage with
traditional media and new technologies
11. TERMS TO
UNDERSTAND
• A broad term that covers processed data,
knowledge derived from study, experience,
instruction, signals or symbols.
Information
Information
Literacy
The ability to recognize when
information is needed, and to
locate, evaluate, and effectively
communicate information in its
various formats.
12. TERMS TO
UNDERSTAND
• 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.
Technology
Literacy
Media and
Information
Literacy
The essential skills and
competencies that allow individuals
to engage with media and other
information providers effectively, as
well as develop critical thinking and
life-long learning skills to socialize
and become active citizens.
15. 1. In your opinion, what makes an individual
literate in media and information?
2. What activities/habits do you practice
which illustrate media and information
literacy? Give at least three examples.
17. Literacy Definitions
1. State the meaning of the following in their
own words:
a. Media Literacy
b. Information Literacy
c. Technology Literacy
d. Media and Information Literacy
20. a. How do Media Literacy, Information Literacy,
and Technology Literacy and Media and
Information Literacy differ in terms of use?
a. Are they similar in form? Elaborate.
a. Are they similar in use? Elaborate.
21. “Imagine yourself as a journalist. You were tasked to write an
article. Accomplish the media and information design
framework for this article by answering the matrix below:”
COMPONENT GUIDE QUESTIONS YOUR ANSWER
TARGET AUDIENCE Who is the intended
audience?
SENDER/ AUTHOR Who is the producer?
PURPOSE What is the purpose?
KEY CONTENT What is the topic?
What are the facts?
FORM / STYLE How can I present the
information?
How would this affect
my audience?
MEDIUM/ FORMAT What platform will I
use? Why?
22. Policies, Security, Netiquette – Discuss the following:
◦ School policies regarding the use of ICT facilities
◦ Computer laboratory policies
◦ Acceptable use of MIL Portal and online personal page
◦ Appropriate online behavior
MIL Portal Registration
◦ Write on the board the detailed procedure for registration to the MIL Portal
◦ Make sure that all learners have registered.
◦ Give the learners time to explore the MIL Portal.
◦ Cold call learners and ask them about features and their corresponding functions.
◦ Ask the learners to reply to a post on your welcome greeting by introducing themselves.
Start an ePortfolio
◦ Have the learners create their personal online page (blog, webpage, others).
◦ Have the learners make an introduction of their personal online page in the homepage.
◦ Make a directory of the personal online page of the learners.
◦ Describe how the learner pages may be expanded later to become an ePortfolio.
Licensing output in the ePortfolio
◦ From this point onwards, learners will start producing their own media products, pass it at
the MIL Portal and upload them onto their ePortfolios.
◦ It will be important to teach them how they can freely share their output while protecting
their intellectual property with a flexible way of applying copyright: Creative Commons.
◦ To know more about creative commons, ask them to watch this video: (https://vimeo.com/
13590841). You may download this video under the attribution license of Creative
Commons 2.5 (http://creativecommons.org/licenses/by/2.5/).
