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MEDIA AND INFORMATION LITERACY
ACTIVITY SHEET
LEARNING MODULE 06:
MEDIA AND INFORMATION SOURCES
Name:____________________________________________________________________
Grade & Section:__________________________________Score:________________
Teacher:___________________________________________Date:_________________
Learning Competency
Contrast indigenous media to the more common sources of information
such as library, internet, etc., online) (MIL11/12IMIL-IIIa-6).
Objective
At the end of the lesson, the students shall have been able to:
Demonstrates understanding of media and information literacy
(MIL) related concepts
Let’s Recall
Media utilizes mass communication to reach a large number of
audiences. It transcends boundaries and cultures .Media and culture are very well
tied together in that media becomes a storyteller of culture. They portray images and
interests of a society that they cater to. The information offered through media
technologies come from diverse sources, thus, requiring that you as consumers of
information should be very critical of the content you consume.
Again, let us try to identify the following if it is a print media, a broadcast media,
film media, or a new media.
1. ABS- CBN TV Patrol aired on channel 2
2. Harry Potter Complete Series Boxed Set Collection
3. Promotional poster uploaded in Facebook
4. Media and Information Literacy textbook
5. Don’t Let Me Down by The Chainsmokers in Spotify
6. 24- Oras news program uploaded on YouTube
7. One Punch-man manga uploaded in MyManga website
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8. Jason Bourne movie shown in theaters
9. Philippine Daily Inquirer news paper
10. 7 Years by Lukas Graham played on 90.7 Love Radio
Let’s Understand
Not everything can be found online, and not everything that you find
online is true. Always be mindful of the credibility of online sources
of information.
Determining the value and credibility of information is not as easy as it looks like. It
becomes more difficult especially when you have a limited idea about what you are
looking for. There are times when you feel dumfounded when there is too much
information available. This puts you to a dilemma of whether to adapt the whole
information or just ignore them and look for some other sources that can provide
you with simpler and more straightforward information.
Your information needs to dictate your choice of media and information sources.
Sources are not all the same and are not created equal. In an article written by Meyer
(2005) on the nature and the effective use of information in rural development, it
was suggested that resources may be evaluated by looking at the information that
they contain. In other words, the content says a lot about the source.
Indigenous Knowledge and Indigenous Media
A rather unconventional source for information is the so-called indigenous
knowledge (IK). Indigenous knowledge is defined by Warren (1991) as the “knowledge
that is unique to a given culture or society.”
IK contrasts with the international knowledge system generated by
universities, research institutions and private firms. It is the basis for local-
level decision making in agriculture, health care, food preparation, education,
natural-resource management, and a host of other activities in rural
communities.
— Warren (1991)
Indigenous knowledge is relayed either through people media (which are the persons
involved in the use, analysis, evaluation, and production of media and information)
or through indigenous media. The Asia Indigenous Peoples Pact or AIPP defined
indigenous media as media:
… 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. It is highly participatory,
involving the community members in planning, management and production.
—AIPP (2014)
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Also known as community media, indigenous media is “any form of media that is
created and controlled in the community, for the community, about the community
and by the community (either a geographic community or a community of identity
or interest) [and] is separate from commercial media, state-run media, or public
broadcasting.”
Indigenous communities are typically known to adhere to oral tradition of
communication. This means that they are not reliant on mainstream media. They
store information in their memories so the danger of losing the information is
greater. Information exchange is characterized by face-to-face interaction, limiting
the transfer and access of information over long distances and containing it within
the borders of the community. And because of this, the creation and maintenance
of indigenous media helps in storing indigenous knowledge for posterity.
Indigenous Media as Tool for Expression and Participation
Information offered by indigenous media is
primarily to “open up other spaces for the
discussion of indigenous peoples’ issues (AIPP,
2005).” New media and ICT infrastructures have
dramatically helped boost community media in
certain parts of the ASEAN region “providing the
opportunity for extending communication
outreach in remote rural areas.” The AIPP added
that the indigenous youth of some ASEAN
countries are exploring online platforms such as
social media for their news and information
consumption.
In the ASEAN region, there are indigenous
organizations that have initiated the promotion
of freedom of expression and have increased access to information among
indigenous peoples (IPs). An example in the Philippines is the Northern Dispatch
Weekly, or NORDIS, which is a weekly newspaper covering the Ilocos region, the
Cordilleras, and the Cagayan Valley region—places where indigenous communities
in Northern Luzon live. NORDIS extends its effort for media to reach the IPs and the
rural communities. The newspaper is nonprofit and promotes a more democratic
ownership of media facilities, and more reader-oriented industry practitioners.
Concepts of indigenous media and information
• Indigenous - native; local; originating or produced naturally in a particular
region.
• Indigenous knowledge - knowledge that is unique to a specific culture or
society; most often it is not written down.
• Indigenous communication - transmission of information through local
channels or forms. It is a means by which culture is preserved, handed down,
and adapted.
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• Indigenous media and information - original information created by a local
group of people. This also refers to content about indigenous peoples that
may be distributed through dominant forms of media or through forms of
communication unique to their people group.
Characteristics of Indigenous Media
• oral tradition of communication
• store information in memories
• information exchange is face-to-face
• information are contain within the border of the community
Importance of indigenous media and information.
Popular media cannot reach some rural areas. While print, broadcast, and
new media have a wide reach, there are still areas that these forms of media
have not reached.
Indigenous media and information are highly credible because they are near
the source and are seldom circulated for profit.
Indigenous media are channels for change, education, and development
because of its direct access to local channels.
Ignoring indigenous media and information can result in development and
education programs that are irrelevant and ineffective.
Forms of indigenous media and their local examples:
• Folk or traditional media
• Gatherings and social organizations
• Direct observation
• Records - may be written, carved, or oral
• Oral instruction
The Library as Repository of Information
You know libraries to be places “in which literary, musical, artistic, or reference
materials (as books, manuscripts, recordings, or films) are kept for use but not for
sale (Merriam-Webster Online Dictionary).” Libraries came into existence because of
the birth of the printing press.
Libraries are important establishments in our communities. They are no longer
limited to being repositories of informational materials. Modern libraries are
connected to the Internet to provide library users of a myriad of sources and
databases from various places in the world. According to the Council on Library and
Information Resources, “Library facilities also serve a social function, providing a
common ground for users to interact or a neutral site for individuals from different
disciplines to come together.”
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Media as Information Tools
Apart from indigenous knowledge and library sources, media also provides
information as previously stated in the earlier modules. To further understand
media as a source of information, the advantages and disadvantages of each media
type shown in table below as stated by the World Heritage Communication and
Media Training Workshop in 2013.
Media Advantages Disadvantages
Type/Form
Books Portable/transferable “Print is dead” or is it?
information Costly typesetting and
Affordable by volume, design
depending on size of print Costly publication in
run multilingual editions
Enduring medium that can Expensive storage and
last for many years shipping
Ideal for content that may Prohibitively expensive
not change drastically over reprinting/revising of
time (historical, academic outdated information
works, catalogues of cultural Environmental issue
artifacts/ works of art)
Magazines Loyal (but shrinking) Newspaper valid only for a
and readership day
Newspapers Target a geographical area Message can be lost (most
Can be shared with others papers have more than 60%
Inserts and leaflets attract advertising)
attention Magazines have niche
audiences
Film/ Reaches many Expensive production
Cinema demographics, literate or May or may not hold
illiterate interest/ attention
Can be entered in
local/international film
festivals and competitions for
further exposure
Radio Trusted medium with loyal Niche market: stations cater
followers to specific types of listeners
Community radio has loyal Audience will tune out
audiences interested in local Background medium (hard
activities to hold attention)
National broadcasters can Difficult to incite action
carry messages for (hard to remember
nationwide even broadcasted contact details
or Web site URL
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Television Quickly spreads the message Expensive
on different channels and Short message that must
times of day be repeated to sink in
Improves credibility Advertisements can be
Best suited for large-scale skipped through PVRs
communications activities (Personal Video Recorders)
Traditional TV is less
watched by younger people
World Wide Main point of contact Perceived difficulty to set up
Web between user and audience High cost maintenance
Acts as a hub for all other (constant updating)
activities/content Information control
(audio/video/text/events/so
cial media aggregator)
Easy to access from multiple
platforms
• 24/7 interaction with
target audiences
Evaluating Your Information Sources
When the information suits your needs, it is considered of good quality. To measure
information quality, you may consider the following aspects.
1. The information provided by a source is credible and reliable. One aspect of
judging credibility of information is the reputation of the source. The
authoritativeness of the information and the source must be readily
verifiable; otherwise, the information may not be useful.
2. Breadth and depth of the discussion on a topic is also a consideration. The
extent of the research done by the source to organize the information is an
indication of rigor and judiciousness. A lazy source is one who is content on
providing secondary and tertiary sources as well as popular and less
academic information.
3. The information can be cross-referenced. This means that the information
can also be checked in other sources and can be supported by them.
4. The manner on how the information has been dealt with by the source is
ethical and legal.
Let’s Apply
DIRECTIONS: Create a mind map. Start by defining keywords and
connect it to other terms. If new related ideas come to mind, write
it on your paper and draw a line to the other ideas related to it.
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Let’s Analyze
DIRECTIONS: Listed below are five topics. Research on each topic
using the media form stated for it. Then on a separate sheet of
paper, write the information that you have gathered regarding the
topic. Do not forget to site the specific sources that you used.
1. Topic: Cultivation theory Media form: Books from the library
2. Topic: Weather report for the day in various parts of the Philippines Media form:
Radio
3. Topic: Personalities featured in the current issue of Time magazine Media form:
Magazines in the library
4. Topic: Popular vacation places in the Philippines Media form: Social media
5. Topic: Hygiene and beauty products for men and women available in the market
Media form: TV
Let’s Evaluate
DIRECTIONS: Compare how you use media in various activities to
how the youth in an indigenous community perform their activities
listed in the table. You might want to read the online articles found
at the links to help you fill in the table. You can also do your own research.
1. Filipino culture, customs, and traditions:
http://www.livinginthephilippines.com/culture-and-people/philippine-
culture/culture-and-traditions/415-filipino-culture-customs-and-traditions
2. The Philippines: Culture and Traditions:
http://resources.globalizationpartners.com/blog/the-philippines-culture-and-
tradition
Activity Today’s Youth Indigenous
Youth
Communicating to classmates from other
areas/households
Capturing a beautiful view
Playing games
Expressing religion and celebrating
occasions
Exploring masterpieces, both written and
visual arts
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Let’s Create
DIRECTIONS: Consider the two online articles from the links
specified. They are about mobile phones in indigenous
communities. Then think of the questions that the researchers most
probably asked their respondents in relation to mobile phones and
their effect on the communities. On a separate sheet of paper, list
the interview questions that you have formulated. Using the interview questions,
look for the elders in your family who are living for a long time and who have
witnessed these changes and conduct the interview questions.
1. “Influence of Mobile Phones on an Indigenous Community in Bamban, Tarlac,
Philippines”: http://lpulaguna.edu.ph/wp-
content/uploads/2016/08/10.INFLUENCE-OF-MOBILE-PHONES-ON-AN-
INDIGENOUS-COMMUNITY-IN-BAMBAN-TARLAC-PHILIPPINES.pdf
2. “Connecting Indigenous Peoples: Mobile Phone Culture in Selected Indigenous
Communities in the Philippines”: https://aboutphilippines.ph/documents-
etc/Lourdes%20M.%20Portus.pdf
Rubrics
Needs
Very Good Good Poor
Improvement
Questions Questions are Questions are Questions are Questions was
well well poorly not constructed.
constructed constructed constructed (0 points)
and relevant to with some with some
the topic. relevance to relevance to
(10 points) the topic’ the topic
(7 points) (4 points)
Interview Conducted an Conducted an Conducted an Unable to
Process interview and interview but interview but conduct an
all questions some questions few questions interview.
were answered were were (0 points)
(10 points) answered. answered’
(7 points) ( 4 points)
References:
Media and Information Literacy Curriculum Guide by DepEd
Cheeno Marlo M. Sayuno, DIWA, Senior High School Series:Median and
Information Literacy (Second Edition) e-Module, 2019
Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems
Inc.
Mundy, Paul and Compton , J. Lin (1991). Indigenous Communication and
Indigenous Knowledge. Development Communication Report 74,
1991/3. Clearinghouse on Development Communication, Arlington, VA.
