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11/12

Media and
Information
Literacy
Quarter 2 – Module 4:
Text Media and Information
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Media and Information Literacy – Grade 11/12
Self-Learning Module (SLM)
Quarter 2 – Module 4: Text Media and Information
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over
them.

Development Team of the Module

Writer: Jenelyn A. Abico

Editors: Mary Franciss T. Ontal, Kenneth Cagape
Reviewers: Evelyn C. Frusa, Ph.d, Rolex I. Lotilla, Arvin Tejada
Illustrator:
Layout Artist: Arnold Pagdato
Cover Art Designer: Reggie D. Galindez
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Crispin A. Soliven, Jr., CESE - Schools Division Superintendent
Roberto J. Montero, Ed.D, CESE - ASDS
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gilda A. Orendain - REPS – Subject Area Supervisor
Belen Fajemolin, PhD - CID Chief
Evelyn C. Frusa, PhD - Division EPS In Charge of LRMS/
Subject Area Supervisor- ICT
Bernardita M. Villano - Division ADM Coordinator
Carlo S. Melendres, PhD - EPS – Senior High School Coordinator
Subject Area Supervisor- ICT

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: [email protected]\
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11/12
Media and
Information
Literacy
Quarter 2 – Module 4:
Text Media and Information
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Introductory Message
For the facilitator:

Welcome to the Media and Information Literacy with Grade 11/12 Self-Learning
Module (SLM) on Text Media and Information!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Media and Information Literacy - Grade 11/12 Self-Learning

Module (SLM) on Text Media and Information !

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take. If you get all the
answers correct (100%), you may decide to skip this module.

What’s In This is a brief drill or review to help you link the current
lesson with the previous one.

What’s New In this portion, the new lesson will be introduced to you
in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the lesson.

This aims to help you discover and understand new concepts and
skills.

What’s More This comprises activities for independent practice to

solidify your understanding and skills of the topic. You may check the
answers to the exercises using the Answer Key at the end of the module.

What I Have Learned This includes questions or

blank sentence/paragraph to be filled in to process what you
learned from the lesson.

What I Can Do This section provides an activity which will help you
transfer your new knowledge or skill
into real life situations or concerns.
Assessment This is a task which aims to evaluate your level of
mastery in achieving the learning competency.

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Additional Activities In this portion, another activity will be given to
you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the Text Media and Information. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is divided into two learning outcomes, namely:

LO 1 – Describe the different dimension of text information and media

(MIL11/12TIM-IVb-4)

LO 2- Evaluate the reliability and validity of text information and media and its/
their sources using selection criteria (MIL11/12TIM-IVb-5)

After going through this module, you are expected to:

a) Identify the different dimension of text information and media;

b) Create a text design using text principle and elements; and
c) Evaluate the effect of text messages through various text elements.

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Definition of Terms

Formal text-based materials

Are created and distributed by established institutions (such as publishing

companies, news agencies, etc.) and go through a rigorous process of editing or
evaluation and are usually governed by censorship of the state.

Informal text-based materials

Information that comes from personal opinions

Text

A simple and flexible format of presenting information or conveying ideas whether

hand-written, printed, or displayed on-screen.

Text media

Are publications that disseminate information through media products.

Typography

The style, arrangement, or appearance of printed letters on a page

What I Know

Activity: Let us determine how much you already learned.

Identify the concept described in each number. Choose your answer from the pool
of words in the box. Write your answer in your activity notebook.

Informal Emphasis Repetition Serif

Formal Proximity Organization Slab Serif
Text Typeface Emphasis Decorative

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Text-media Alignment Appropriateness

______________1. Refers to the representation or style of a text in a digital format.

______________2. Publications that disseminate information through media

products.

______________3. Text type used for large advertising sign on billboards.

______________4. How near or how far are the text elements from each other means?

______________5. Making the text bold or enlarging it portrays what text element?

______________6. A simple and flexible format of presenting information or

conveying ideas either hand written or printed.

______________7. Connotes formality and readability in large amount of texts.

______________8. Refers to how the text is positioned in the page.

______________9. Form of Text-based that comes from personal opinions or views on

different issues.

______________10. The conscious effort to organize the different text elements in a

page.

Lesson
Text Media and Information
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Media and other information providers play a central role in information and
communication processes. Nowadays, media become the common outlet of
selfexpression and creativity. Its huge influence spreads speedily across the globe.
The connection between technological advances and people’s connectivity created a
huge impact on the lives of today’s generation. This module covers all the above-
mentioned concepts.

What’s In

A media literate individual means being able to decode, analyze, and evaluate
information. In addition, a media literate is able to analyze the benefits and
challenges of media to himself/herself and to the different local sectors.

Part of the understanding of information from media is understanding its content

and format. Text media and information offers comprehensive knowledge on how to
effectively evaluate information.

To learn more about the lesson, let us take a look at the next activity.

Notes to the Teacher

Prepare a slide show for this discussion. Use examples such as existing
posters/visuals that students see everyday

What’s New

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Activity: Study the sample text message below and answer the following questions
briefly. Write your answer in your activity notebook.

I am Attorney Robert Limco of Happy Cola Company. Congratulations! Your

SIM card number has been chosen in our raffle draw. You have won 500,000
pesos. Please give me your bank account number so we can deposit your
reward. For more details, please contact me.

1. What is the tone of this fraudulent message?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2. Why do you think Filipinos fall for this kind of fraudulent or scam text message?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

3. Do you think that text-based messages are powerful?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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What is It

TEXT MEDIA

Text refers to a simple and flexible format of presenting information or conveying

ideas whether hand-written, printed, or displayed on-screen. It is available in
different sources whether formal or informal. Formal text-based are created and
distributed by established institutions and go through a rigorous process of editing
or evaluation. Informal text-based on the other hand, come from personal opinions
or views on different issues.

Text media are publications that disseminate information through media products
such as newspapers, flyers, books, magazines, tarpaulins, advertisements,
television, banners, websites, and posters. Furthermore, design elements and
principles in text media are effective means of conveying a message. These design
principles and elements are as follows:
refers to the importance or value given to a part of the
Emphasis textbased content.

Appropriateness refers to how fitting or suitable the text is used for a specific
audience, purpose, or event.
refers to how near or how far are the text elements from each
Proximity other.

Alignment refers to how the text is positioned on the page. This can be
left, right, center or justified.
Organization refers to a conscious effort to organize the different text
elements on a page.
Repetition concerns consistency of elements and the unity of the entire
design.
Contrast creates visual interest to text elements. Contrast is achieved
when two elements are different from each other.

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In our exposure to text media and information, we can either be a consumer or a

producer of content. As a consumer, these are the questions that you need to ask
with regards to the content of text media and information:
• Who or what institution is sending this message?
• What techniques are used to attract and hold attention?
• What is the language used by the writer?
• What views are represented? Are they balanced?
• How might the message be interpreted in different ways?
• What is omitted, slurred, or added in the message?
As a producer of text media and information, we need to review the media and
information design framework: target audience, author, or sender, key content,

purpose, form/style, and format.

Text as visual

a. Typeface (also called font, font type, or type) refers to the representation or
style of a text in the digital format.
b. A typeface is usually comprised of alphabets, numbers, punctuation marks,
symbols and other special characters. When fonts are installed in the computer,
they usually come in file formats such as True Type Font
c. In the absence of images or drawings, the text is the easiest way of
communicating to your audience. The use of various font types can express
different emotions or meanings.

Types of Typefaces:

Serif

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Sans Serif

Slab Serif

Script

Decorative

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Furthermore, study the image below on how text information and media create
better messages through the use of text elements and designs.

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Enlarging and
emboldening
the text shows
emphasis.

Presentation
of
information
uses
appropriate
alignment. Text in white
over dark
background
Texts and creates visual
illustration interest to it.
were
presented
through
compartmen
talization. Repetition of
text type and
shape suggests
consistency
and unity of
design.

Image Source:http://www.inquirer.net/pag
e-one-single

Combination of text elements and design as shown in the newspaper above helps
improve understanding of the intended message towards the audience.
Understanding how these elements and designs function will lead to effective
learning.

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What’s More

Activity 1. Based on your readings, answer the following questions. Write your
answer in your activity notebook.

a. If you will be writing an application for a job opening, what font will you be
using and why?

__________________________________________________________________________________

__________________________________________________________________________________

b. You plan to create a birthday party greeting for your five-year old niece, what
typeface will be appropriate and why?

__________________________________________________________________________________

__________________________________________________________________________________

c. You will create a cleanliness drive campaign poster for your school. Which of
the design principle and elements will ensure that the text in your poster is
readable?

__________________________________________________________________________________

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__________________________________________________________________________________
Activity 2. Complete the table below using the given scenario. Do it in your activity
notebook.
Scenario: Imagine you work in an advertising firm. You were tasked to create a
brochure for clients on Tourism Campaign. This brochure will invite the readers to
spend their summer vacation in your city. Come up with your plan for crafting your
brochure.
Component Guide Questions Learners’ Answers

Target Audience Who are the possible

readers of this brochure?

Sender/Author Who is the author of this

brochure?

Key content What are the

sample phrases or
taglines that you
will use?
What are the
facts/figures that you will
include in the brochure?

Purpose What is the intention of the

brochure?

Form/ Style What are the font types,

colors, highlights that you
will use in the brochure?
What are the words or
phrases that you need to
emphasize in the brochure?

What I Have Learned

Activity: Answer the following concisely. Write your answer in your activity
notebook.

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1. Define text and text-media.

__________________________________________________________________________________

__________________________________________________________________________________

2. Enumerate the elements of text media and discuss each.

__________________________________________________________________________________

__________________________________________________________________________________

3. Understanding the function of different typefaces will help us…..

__________________________________________________________________________________

__________________________________________________________________________________

4. Differentiate text producers from text consumers.

__________________________________________________________________________________

__________________________________________________________________________________

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What I Can Do

Activity 1: Think of a word that you can associate with media, then create a word
cloud out of it applying text designs and elements. Be creative.

Example:

Image source: https://www.shutterstock.com/image-vector/social-media-word-cloud-

collagebusiness-703167310

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Rubric

5 4 3 2 1
Content is Content is Content is Content is Content
accurate accurate but accurate but either and
and all some some questionable Informatio
required required required or n are
Content informa tion information is information incomplete. inaccurate
is presented missing is missing Information or not
and/or not and/or not is not presented

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in a logical presented in presented in presented in in a logical
order. a logical a logical a logical order,
order, but is order, order, making it
still generally making it making it difficult to
easy to follow. difficult to difficult to follow.
follow. follow.
Presentatio Presentation Presentation Presentation Presentati
n is neat, is mostly neat flows well. is on has no
clean, well- and clean. Some tools unorganized flow.
organized Information are used to . Tools are Insufficien
and is organized show not used in t
presented in a logical acceptable a relevant informatio
Presentation manner. n and
in a creative manner and understandi
way. shows some ng. Each Lacking lacking
Presentatio degree of member’s some of the some of the
n is colorful creativity. information members’ member’s
and The overall is information informatio
/ and or n.
creative. presentation represented
information
Information is interesting. and
is not
is identified
identified
interesting with their
and name.
accurate.

No spelling, A few (2-3) No more than No more More than

grammar, errors in 5 spelling, than 7 7 spelling,
or spelling, grammar or spelling, grammar
punctuatio grammar or punctuation grammar or or
Mechanics
n errors in punctuation. errors. punctuation punctuati
the text. Most text is in Several errors.. Most on errors.
Text is in student’s own instances of text is not Text is
the words. where the in authors’ copied or
student’s text is not in own words not
own words. student’s and/or no included.
own words. text
included.

Cinco de Mayo Poster Project Grading Rubric

Activity 2: Think of an advocacy or issue that you want to campaign about,

present it through a poster. Poster design must have 10-20 words. Apply the text
principle and design. Do it in your activity notebook.
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Scoring Rubric
Criteria 5 4 3 2
Text Text Choice of Poster design
elements, elements words and shows vague
Content designs and and designs some text message, text
wordings are are present elements lacks designs need
carefully to compatibility improvement.
convey an
presented in in delivering
effective
an effective an effective
message.
manner. message.
All elements Text Some Elements are
are well elements and elements need not properly
Organization organized in design attention. organized.
the display
presentation. appropriate
presentation.
Choice of Choice of Some words Errors are
words, words, need found in the
spelling, spelling, attention, few construction of
Mechanics grammar and grammar and errors are the message.
punctuation punctuation found in Words are
are smartly are properly spelling and mostly spelled
used. used. use of and shows
punctuation. incorrect use of
punctuation.

Assessment

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Instruction. Read each statement carefully then write True if the concepts
presented are correct and False if not. Write your answer in your activity notebook.
___________1. Text is very powerful in disseminating information.

___________2. Text is effective if they are lengthy.

___________3. Typeface only refers to the use of letters.

___________4. Use of variety of typeface conveys same emotions.

___________5. Typeface that is usually used in books and magazines is serif.

___________6. Serif draws attention because of its brush-like stroke.

___________7. Enlarging the text means it is being emphasize.

___________8. Text is available in all sources whether formal or informal.

___________9. Non-media practitioners can only be a consumer of text media

content.
___________10. Compartmentalizing text design is another way of organizing ideas.

Additional Activities

Study the image below and answer the questions that follow. Write your answer in
your activity notebook.

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Image source: https://www.ilo.org/asia/media-centre/news/WCMS_738276/lang--en/index.htm

Guide Questions:

1. What elements and design were used in the illustration?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. How the text elements and design help strengthen the message presented?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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Answer
Key

References

Commission on higher Education, 2016. Teaching Guide for Senior High

School MEDIA AND INFORMATION LITERACY CORE SUBJECT.
Media and Information Literacy Curriculum Guide by DepEd

Ping, A. (2017). Text Media and Information [PowerPoint slides]. Retrieved

from https://www.slideshare.net/mobile/arnielping/media-andinformation
literacy-mil-text-information-and-media-part-1

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