TOPICS: Introduction to Media and Information Literacy; Evolution of Traditional Media to New Media

TEST TYPE: Multiple Choice (30 points)

DIRECTIONS: Read each statement carefully and write the LETTER of the best answer.

Literacy refers to the set of skills, attitudes and knowledge necessary to know when information is need to help solve a problem or
make a decision, how to articulate that information need in searchable terms and language - the knowledge or data acquired from
someone or something
Media refers to the physical objects used to communicate and transmit information
Technology refers to the use of tools, in which an individual can access, manage, integrate, evaluate, create and communicate
information
Television referred as a telecommunication medium used for transmitting sound with moving pictures in monochrome, or in color, and
in two or three dimensions
Internet is the worldwide system of unified computer networks that use the protocol suite that links billions of devices across the planet
Information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate,
evaluate, and use effectively the needed information."
- Like verifying the source of information.
Technology Literacy - refers to the set of skills, attitudes and knowledge necessary to understand and operate basic functions of
information and communications technologies, including devices and tools
Media Literacy
- Most validly seen as a repertoire of skills and capacities.
- Range of media, like print, moving images, and other hybrid forms. - Embraces everything –to use old and new
media technology.
Media and Information Literacy - a “combination of knowledge, attitudes, skills, and practices required to access, analyse, evaluate,
use, produce, and communicate information and knowledge in creative, legal and ethical ways that respect human rights”
EX.: For instance, imagine a student researching a historical event for a school project. To ensure accuracy, they
crossreference online articles with offline sources like books and primary documents, demonstrating the importance of
doublechecking information to discern reliable sources from misinformation, thereby honing their critical thinking skills
and ensuring the credibility of their research.
ADVANTAGE:
1. A society that is media and information literate foster the development of free, independent and pluralistic media and
close information systems.
2. Imparts crucial knowledge about the functions of media and information channels in democratic societies, reasonable
understanding and basic skills.
3. You will value the word ethics and its implications to the society because, we get lost in the flurry and frenzy of the
media intrusion in our lives.
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
- Clay tablets in Mesopotamia
- Dibao in China (2nd Century)
- Printing press using wood blocks
Electronic age - people harnessed the power of transistors that led to the transistor radio, electronic circuits, and the early computers
led long distance communication became more efficient
- long distance communication become more efficient
• Computer - electronic machine is used to store and work a large amount of information
• Transistor Radio
• Television
• Large electronic computers
Industrial age - people use the power of steam, developed machine tools, established iron production and manufacturing of various
products including books through printing press Example:
• Printing press for mass production
• Typewriter
• Telephone *
• Motion picture photography/projection
• Commercial motion pictures
• Motion picture with sound
• Telegraph
Information age - people advance the use of microelectronics with the invention of personal computers, mobile devices, and wearable
technology
- paved way of the use of internet as means of faster communication and emergence of social networking sites
• Web browsers: Mosaic (1993), Internet Explorer (1995)
• Blogs: Blogspot (1999), LiveJournal (1999), Wordpress (2003)
• Social networks: Friendster (2002), Multiply (2003), Facebook (2004)
• Microblogs: Twitter (2006), Tumblr (2007)
• Video: YouTube (2005)
• Augmented Reality/Virtual Reality
• Video chat: Skype (2003), Google Hangouts (2013)
 • Search Engines: Google (1996), Yahoo (1995)
• Portable computers - laptops (1980), netbooks (2008), tablets (1993)
• Smart phones
• Wearable technology
• Cloud and Big Data
PRINT MEDIA - media consisting of paper and ink, reproduced in a printing process that is traditionally mechanical
- Print media refers to the more traditional platforms of communication that are tangible and have undergone printing.
- Examples: Pamphlet, Banner, Maganizes, Newsletter, Newspaper, Books, and Journals
BROADCASTING MEDIA - media such as radio and television that reach target audiences using airwaves as the transmission
medium;
Television - Immediate transmission to a wide audience
Radio – a device that allows transfer and detection of signals through air. is its main intention.
- Examples: Broadcasting shows from all TV networks, Radio broadcasting, newspaper
NEW MEDIA - content organized and distributed on digital platforms
- One of the media platform widely used in today’s era with the presence of internet - Digital media is also known as the
new media.
- One of the trends of today’s world is the use of memeography on our different social media - account.
- Examples: Websites, Social Media, Netflix, Spotify, Google
MEDIA CONVERGENCE - The co-existence of traditional and new media.
- The 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.
- Examples: watching news broadcast through your social media accounts
Inform - the primary function of mass media
Technological skill - refers to one’s ability to use different functions of computer parts

PRESENTING AN ISSUE USING THE DIFFERENT TYPES OF MEDIA

ISSUE: cyberbullying

Type of Platform Presentation of the Issue

Media
Print Local Newspapers Create articles and awareness posters detailing the signs of cyberbullying, its effects
& Posters on mental health, and resources for victims. Posters can be displayed in schools,
community centers, and libraries, encouraging open conversations about the issue.
Broadcast Television & Produce PSAs featuring testimonials from victims and mental health professionals
Radio discussing the impact of cyberbullying and promoting available support services. Air
these segments during school programming and community news segments to reach
parents and students alike.
New Social Media Launch a campaign using hashtags (e.g., #StopCyberbullying) to encourage users to
(Digital) (Instagram, share their stories and resources. Create engaging content, such as short videos or
TikTok, Twitter) infographics, that highlight the effects of cyberbullying and promote safe online
behavior. Use interactive polls and Q&A sessions to engage the audience directly.

I. Media and Information Sources

 Definition of Media Source:
o Any source that communicates information to the general public.
o Examples include human sources, indigenous media, libraries, and the internet.
 Human Source:
o Definition:
 A person who provides information based on knowledge, education, experience, or skills.
o Examples:
 Credible news reporters, experts in medical treatments, teachers, scientists.
 Indigenous Media and Information:
o Definition:
 Indigenous knowledge is specific to a particular culture or society, often passed down orally and not written.
o Examples:
 Rice-fish co-culture in China, rainwater harvesting in India.
 Library:
o Definition:
 A place storing literary, artistic, and educational materials for public use but not for sale.
o Types of Libraries:
1. Academic Library: Serves colleges and universities.
2. Public Library: Serves cities and towns.
3. School Library: Serves students from K-12.
4. Special Library: Found in specialized environments like hospitals, corporations, and government institutions.
  Internet:
o Definition:
 A vast database providing instant access to various forms of information.
o Considerations:
 The internet combines factual and fictitious data, so users must validate their sources carefully.

II. Evaluating Sources of Information

 Why Evaluate Sources?
o Evaluating sources ensures that the information used is accurate, reliable, and relevant for decision-making.
 Criteria for Evaluating Sources:
1. Reliability of Information:
 Information is reliable if it can be verified and cross-checked.
2. Accuracy of Information:
 Information is accurate when it closely reflects the actual data or event.
 Example: A weather forecast is accurate if the prediction aligns with the actual conditions.
3. Value of Information:
 Information has value if it aids decision-making or problem-solving.
4. Authority of Source:
 The credibility of a source is judged by the expertise of the person or organization providing the information.
5. Timeliness:
 The relevance of information depends on when it was produced; outdated information may lose its accuracy
or value over time.

III. Forms and Examples of Indigenous Media

 Folk/Traditional Media:
o Indigenous communication methods such as oral storytelling, songs, or dance that preserve culture and traditions.
 Gathering and Social Organizations:
o Local groups or community meetings serve as platforms for sharing information.
 Direct Observation:
o Learning through watching and experiencing events firsthand.
 Oral Instruction:
o The passing of knowledge from one generation to the next through spoken word rather than written documentation.

MEDIA AND INFORMATION LANGUAGES

 Audience - group of consumers for whom a media message was constructed as well as anyone else who is exposed to the
message
 Convention - organization or norms or standard in media, what is expected of media content ▪ impose stereotypes to the
common genre produced by different stories like K-dramas, Philippine-Drama and Thai Series.
 Media Languages - element of media commonly made up of codes, conventions, narrative, symbols, etc. Message – content
or information being conveyed in media like body positivity, environmental awareness, woman empowerment
 Producers - Content creators, directors, photographers etc.
 Symbolic Code - objects,setting, body language, clothing, color or any iconic landmarks to help the audience understand the
meaning
 Target Audience - media information is creatively delivered using technical codes, symbolic codes and written codes
 Technical Code - Angles, shots , sounds, cinematography
 Written Code - Headlines, captions, subtitles, texts, pop-ups

APPLYING MEDIA AND INFORMATION LANGUAGES IN CAMPAIGN AD

Scenario 1:
Students are increasingly misinformed about current events due to the widespread sharing of fake news on social media
platforms. A campaign is needed to raise awareness about the importance of fact-checking news sources before sharing.

CAMPAIGN AD:
Title:
"Think Before You Share: Stop Fake News" Platform:
Social media (Facebook, Instagram, TikTok, Twitter),
Issue: school websites, local news outlets.
Widespread sharing of fake news on social media
platforms. Main Message:
"Your share matters. Fact-check before you spread
Source: false information."
Fact-checking organizations, social media platforms, "Don't let fake news mislead others—verify, share
educational institutions. truthfully."
Target Audience:
Teenagers and young adults, particularly social media Proposed Solution:
users aged 15-25. Launch a social media campaign that partners with fact-
checking organizations and social media platforms to school workshops that teach media literacy and critical
educate users on how to spot fake news. Incorporate in- thinking skills.

Scenario 2:
A local community has been affected by the rapid spread of misinformation regarding vaccines, leading to a decline in
vaccination rates and a resurgence of preventable diseases. A campaign is needed to encourage people to trust scientific
information and get vaccinated.

CAMPAIGN AD: individuals. Distribute educational materials through

Title: social media and community health clinics, and set up
"Vaccinate for a Healthier Tomorrow" mobile vaccination centers for easy access.

Issue:
Misinformation about vaccines leading to low vaccination
rates and the return of preventable diseases.

Source:
Medical professionals, World Health Organization (WHO),
Department of Health.

Target Audience:
Parents, young adults, and the elderly in communities
with low vaccination rates.

Platform:
Television, radio, social media (Facebook, Instagram),
community centers, local health clinics.

Main Message:
"Vaccines save lives. Protect yourself and your loved
ones."
"Trust science, not rumors—get vaccinated and stop
the spread."

Proposed Solution:
Develop a fact-based public awareness campaign,
featuring testimonies from health experts and vaccinated