Media and Information Literacy SHS - LUIS PALAD INTEGRATED HIGH SCHOOL

Quarter 2 Current and Future Trends of Media and Information

Content Standard The learner demonstrates understanding of different resources of media and
information, their design principle and elements, and selection criteria.
Performance Standard The learner produces a living museum or electronic portfolio or any other creative
forms of multimedia showcasing their / his/her understanding, insights, and
perceptions of the different resources of media and information.
Most Essential Learning Cite an example of an issue showing the power of media and information
Competency
to affect change
Describe the impact of massive open on-line

Module 1 Current and Future Trends of Media and Information

Welcome to today's lesson on the Current and Future Trends of Media and Information. In this rapidly
evolving digital landscape, understanding the trends shaping media and information consumption is crucial for
anyone navigating the modern world. From the explosion of social media to the rise of artificial intelligence,
we'll explore how these trends are reshaping the way we create, consume, and interact with media and
information.
Throughout this lesson, we'll delve into key topics such as the impact of emerging technologies, the
evolution of content distribution channels, changing consumer behaviors, and the implications for industries
ranging from journalism to marketing. By the end of this session, you'll have gained insights into the current
state of media and information and be better equipped to anticipate future developments in this dynamic field.
So, let's dive in and explore the fascinating world of media and information trends together!

Learning Task 1. Watch the Video. Watch this video clip and answer the questions the follow.

Source: https://www.youtube.com/watch?v=m9Q0mcGQfE0

Source: https://www.youtube.com/watch?v=zimGKvs6t6Q

Process Questions:
After watching the videos, answer the following questions:
• Which ones did you like best?
• Which ones already exist?
• Which ones do you think might become a reality next year? Explain your answer.
• Do you think these technological advances can make life better?
• What problems or issues can they solve?

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The 10 New Paradigms of Communication in the Digital Age

•occurred with the emergence of satellite and cable technologies in the 80s, allowing broadcast media to
From audience to user cater to specific target audiences, evolving from broadcasting to narrowcasting, and later to individualized
pointcasting via the internet, where users have control over content consumption and production.

•focuses on prioritizing content authority over traditional media formats, emphasizing brands like National
From media to content Geographic and CNN as authorities in specific content areas rather than as particular types of media, with
media convergence towards digital emphasizing content over platform.

•The move from monomedia to multimedia is driven by digitalization, enabling the integration of text, audio,
From monomedia to video, graphics, and animation into a single medium, leading to the convergence of various media
multimedia industries online and the emergence of multimedia as a new language.

From periodicity to real- •The transition from periodicity to real-time reflects the shift from traditional media's reliance on regular
frequency to the imperative of real-time updates online, sacrificing reflection for dynamism and
time conversational styles, fostering the emergence of cybercommunities.

•The shift from scarcity to abundance signifies the move from limitations of space for print media and time
From scarcity to abundance for broadcast media to the abundance of online content, necessitating new skills and tools to navigate the
overflow of information, such as content syndication and news aggregators.

•highlights the decentralization of media due to the internet, with social web publishing enabling worldwide
From editor-mediated to publishing without editors, leading to a wider range of sources shaping the agenda of relevant current
non-mediated affairs.

•reflects the transition from one-way unilateral distribution to interactive access models, where users
From distribution to access actively seek, search, and navigate content, leading to personalized approaches in advertising and content
consumption.

•entails a move from legacy media's single-direction distribution to interactive models enabled by the
From one way to internet, where users can choose content options, produce content, and communicate with other users,
interactivity posing challenges for mainstream media accustomed to one-way distribution.

•denotes the move from linear narrative construction in traditional media to non-linear spatial content in
From linear to hypertext digital platforms, empowering users to control narrative paths through hypertextual environments and
explore spatial organization of content.

•emphasizes the role of media as social managers of knowledge in the Digital Age, focusing on analysis and
From data to knowledge transformation of data into knowledge, challenging traditional notions of media roles and necessitating
redefinition of profiles, professional challenges, and academic training in communication.

Reference: https://jlori.medium.com/the-10-new-paradigms-of-communication-in-the-digital-age-7b7cc9cb4bfb

Emerging Technologies and Trends

Technology Definition and Function Example
Haptics This refers to the use of tactile feedback to simulate ü vibration feedback you feel on your
Technology the sense of touch in electronic devices. It allows smartphone when typing on the keyboard or
users to interact with digital interfaces through playing games
touch sensations, enhancing the user experience ü virtual reality (VR) controllers that
provide feedback when users touch virtual
objects, creating a more immersive experience
Contextual This enables devices to understand and respond to ü smartphones with GPS capabilities can
Awareness the user's environment which includes factors provide location-based services like suggesting
such as location, time of day, user activity, and nearby restaurants or traffic updates. Smart
even emotional state home devices can adjust settings like lighting and
temperature based on the time of day and user
preferences
Voice and This allows devices to understand and interpret ü Virtual assistants like Amazon Alexa,
Tone human speech patterns and emotions Apple's Siri, and Google Assistant utilize this
technology to respond to voice commands and
Recognition inquiries. They can also recognize the tone of
voice to better understand the user's mood or
intent, enabling more natural and personalized
interactions
Intelligent These optimize the flow of data across networks ü routers equipped with intelligent routing
Routing by dynamically selecting the most efficient capabilities can automatically adjust bandwidth
pathways. These devices use algorithms and real- allocation based on network congestion levels or
Devices

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time data analysis to prioritize and route traffic, user priorities, ensuring smooth and
improving network performance and reliability. uninterrupted internet connectivity.
Eye This monitors and analyzes the movement of a ü eye tracking can be used in advertising to
Tracking user's eyes to understand their gaze patterns and assess which parts of an advertisement draw the
attention. This technology has applications in most attention from viewers.
Technology various fields, including market research, gaming, ü in gaming, it can enhance virtual reality
and healthcare. experiences by allowing users to control
gameplay with their gaze. In healthcare, it can
assist in diagnosing and monitoring conditions
like concussions or neurological disorders.
Internet This is also known as smart glasses or augmented reality ü Google Glass, Microsoft HoloLens, and
(AR) glasses which overlay digital information onto the Snapchat Spectacles. Internet glasses
Glasses user's field of view. These wearable devices typically
feature a display, camera, microphone, and sensors to
provide hands-free access to information and
applications. This can be used for a variety of purposes,
such as displaying navigation directions, providing
real-time translations, or offering contextual
information about objects in the user's surroundings.

The Next Wave of Innovation

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Trend in Education

M MOOCs attract large numbers of participants, with some courses having hundreds of thousands
of enrollees. The scalability of MOOCs allows for potentially unlimited growth in participants,
with minimal additional costs per participant.
Massive

O
MOOCs have minimal prerequisites for participation, requiring only access to a computer and
the internet. While many MOOCs are initially free, some now charge fees for assessment and
certification. However, platforms like Coursera may restrict reuse of course materials,
contrasting with more open platforms like edX.
Open

O MOOCs are primarily delivered online, although there is a trend toward integrating MOOC
materials into blended learning environments, combining online materials with on-campus
instruction.
Online

C MOOCs are organized as complete courses, offering structured content and often providing
certificates or badges upon completion. However, the recognition of these credentials by
institutions for admission or credit remains limited.
Course
Reference: https://ecampusontario.pressbooks.pub/remediateteachingindigitalage/chapter/section-7-1/

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Learning Task 2. Think of an experience where you encountered any of the 10 paradigms of communication. Write your
answer in the space provided on the next page. Be ready to share your answer with your classmates.

Learning Task 3. Refer to the future innovation that you conceptualized. Identify the technology you incorporated in
your work and explain how it functions. You may come up with multiple answers.
Technology Explanation

Learning Task 4. Based on your understanding of MOOC, give at least 2 advantages and 2 disadvantages of it. Use the
space below for your answer.

Advantages Disadvantages

Learning Task 5. Identify the paradigm of communication based on the given scenario. Choose from the given choices by
encircling your answer.
Scenario Paradigm
1. Shaira stays informed about breaking news events through
From Periodicity to Real-Time
real-time updates on social media, reacting promptly to From One Way to Interactivity
unfolding stories.
2. Jared curates his digital news feed, accessing information from From Data to Knowledge
multiple sources and platforms on his own terms. From Distribution to Access
3. Emman creates a multimedia presentation for his school
From Monomedia to Multimedia:
project, using text, images, videos, and audio to enhance
From Scarcity to Abundance
understanding.
4. Carlos filters through abundant online information using
From Audience to User
syndication tools and news aggregators to focus on high- From Scarcity to Abundance
quality sources.
5. Lea follows specific journalists and news outlets on social From Monomedia to Multimedia
media, valuing the credibility of content over the medium. From Media to Content
6. Angela follows diverse voices on social media, recognizing the
From Editor-Mediated to Non-Mediated
diminished role of traditional editors in shaping public
From Audience to User
discourse.

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7. Instead of passively consuming news on television, Randell

From Audience to User
customizes his news feed on his favorite app, actively engaging
From Editor-Mediated to Non-Mediated
with content, sharing articles, and participating in discussions.
8. Tony analyzes large datasets, transforming raw data into From Media to Content
actionable insights for strategic decision-making. From Data to Knowledge
9. Mira engages in live online tutorials, actively participating and From One Way to Interactivity
collaborating with instructors and peers. From Editor-Mediated to Non-Mediated
10. Lovely explores a multimedia website, navigating through From Scarcity to Abundance
interconnected content at his own pace. From Linear to Hypertext

Learning Task 6. Which technology is present in the following examples? Write your answer on the space provided for.
Choose from the options inside the box.
Internet Glasses Voice and Tone Recognition Contextual Awareness
Eye Tracking Technology Haptics Technology Intelligent Routing Devices

_________________________ _________________________

_________________________ _________________________
Learning Task 7. Identify which among the statements if TRUE and which is FALSE. Write your answer on then blank.
__________1. MOOCs can accommodate hundreds of thousands of enrollees.
__________2. MOOC participants may enroll in multiple courses at the same time.
__________3. All MOOCs are free and don’t collect fees.
__________4. Both Coursera and edX restrict reuse of course materials.
__________5. MOOCs have minimal prerequisites for participation, requiring only access to a computer and the
internet.
__________6. MOOCs are primarily delivered online although there is a trend toward integrating MOOC
materials into blended learning environments.
__________7. The recognition of credentials by institutions for admission or credit is unlimited.
__________8. MOOCs do not offer certificates or badges upon completion.
__________9. MOOCs have strict prerequisites for participation, often requiring specific qualifications or
educational backgrounds.
__________10. MOOCs are organized as complete courses, offering structured content and often providing
certificates or badges upon completion.
***End of Module 1***

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Quarter 2 Media and Information Literate Individual
Content Standard The learner demonstrates understanding of different resources of media and
information, their design principle and elements, and selection criteria.
Performance Standard The learner produces a living museum or electronic portfolio or any other creative
forms of multimedia showcasing their / his/her understanding, insights, and
perceptions of the different resources of media and information.
Most Essential Learning Discuss the implication of media and information to an individual and the
Competency
society
Module 2 Media and Information Literate Individual
In this lesson, we will explore the profound influence of media and information on both individuals and
society as a whole. From personal to professional, educational to societal contexts, we will delve into how media
and information shape our lives in various dimensions.
Throughout our journey, we will analyze how media and information impact individuals personally,
professionally, and educationally. We'll also examine their broader ramifications on society, including economic,
social, political, and educational spheres. By synthesizing these insights, we aim to gain a comprehensive
understanding of the multifaceted role that media and information play in shaping our world.
So, let's dive in and uncover the intricate dynamics between media, information, individuals, and society,
and discover how they collectively influence our lives.

Impacts of Literacy on Various Aspects of Life

Understanding how to effectively utilize media and information is crucial for individuals to access
reliable information, make informed decisions, and communicate effectively.
PERSONAL POLITICAL ECONOMIC EDUCATIONAL SOCIAL PROFESSIONAL

•Enhances quality of •Encourages greater •Creates economic •Enhances learning •Fosters cohesive •Simplifies job search
life. political opportunities. environments social groups among through online
•Simplifies engagement. •Allows individuals to through interactive media-literate platforms.
communication. •Maintains monetize their media platforms. individuals. •Facilitates sharing of
•Provides easy access transparency content through •Makes knowledge •Connects people in personal profiles and
to information. between media, platforms like accessible to more ways previously credentials with
•Facilitates government, and the YouTube. people. impossible. prospective
convenient research. public. •Generates new job •Facilitates •Protects against employers.
•Enables long- •Informs the public opportunities in convenient studying misinformation and •Enables remote
distance and government fields such as social through easy access strengthens social work opportunities
communication about national media management to information. relationships. through various
through video calls issues. and programming. •Allows •Facilitates media platforms.
and messaging. •Empowers citizens customization of camaraderie and
•Offers to participate in learning resources to interaction.
entertainment political decision- suit different •Enables the creation
through cable making. learning styles. of support groups
channels and and advocacy
internet access. communities on
social networks.

Learning Task 1. Media and information literacy have brought a lot of changes to us. In the following situations, how do
information and media improve life, particularly yours?
Situation Improvement
Doing assignment

Communicating with far

away loved ones
Applying to entrance exams
in colleges and universities
Doing research projects
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Learning Task 2. Identify some disadvantages of media and information in terms of:
Economic __________________________________________________________________________________
__________________________________________________________________________________

Personal __________________________________________________________________________________
__________________________________________________________________________________

Professional __________________________________________________________________________________
__________________________________________________________________________________

Political __________________________________________________________________________________
__________________________________________________________________________________

Social __________________________________________________________________________________
__________________________________________________________________________________

Learning Task 3. Multiple Choice. Analyze the following situations. Identify the implication of media and information
literacy to the individual and to society. Choose from the choices below and write your answer on the space provided for.

POLITICAL PERSONAL EDUCATIONAL ECONOMIC SOCIAL PROFESSIONAL

_______________ 1. John Paul and Camille advertised their street food stall in different media platforms. After a
year, it became a profitable business.
_______________ 2. Jedrick made new friends and reconnected with old pals using social media.
_______________ 3. A Grab driver uses the Waze app to reach destination.
_______________ 4. Clark and Kent find it convenient to order their food using an online app.
_______________ 5. A mayor uses social media to update the public of the city’s activities, projects, and programs
to encourage people to take active role in beautifying the city.
_______________ 6. The university uses a website portal as a learning management system (LMS), which both
the teacher and the student can access and can serve as an essential tool for e-Learning.
_______________ 7. Cyron, an environment advocate, uploaded her global warming vlog on YouTube. After a
month, it got thousands of shares.
_______________ 8. A senate hearing was aired live in broadcast media.
_______________ 9. An accountant gets hired through LinkedIn.
_______________ 10. Trisha and Wilson use trusted websites to gather related literature for their research.
_______________ 11. Francis, a candidate for local election, created social media accounts to post his campaign
online and be more interactive with the people.
_______________ 12. An advocate to clean the Alitao river uploaded his blog on social media and was “trending”
soon after. He has encouraged people with the same interest and advocacy to support his
endeavor.
_______________ 13. Jovie, an Overseas Filipino Worker, uses Skype to have a video call with her son, Kyel.
_______________ 14. Nash watches cable channels to entertain himself during his days-off.
_______________ 15. Ma’am Steff used audio-visual materials to discuss the lesson.

***End of Module 2***

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Quarter 2 People Media
Content Standard The learner demonstrates understanding of different resources of media and information,
their design principle and elements, and selection criteria.
Performance Standard The learner produces a living museum or electronic portfolio or any other creative forms of
multimedia showcasing their / his/her understanding, insights, and perceptions of the
different resources of media and information.
Learning Competency MIL11/12PM-IVa-I Cite studies to support theories on the positive and negative effects of
media and information on the individual and society.
MIL11/12PM-IVa-I Describe the different dimensions of people media.
MIL11/12PM-IVa-2 Categorize different examples of people and state reasons for such
categorizations.
Module 3 People Media
Welcome to today's lesson on Media and Information Literacy (MIL). In this session, we will delve into
the fascinating realm of how media and information influence individuals and society.
To begin with, let's explore the various dimensions of people media. People media encompasses a broad
spectrum of platforms and mediums through which individuals consume and interact with information and
media content. Understanding these dimensions is crucial for comprehending the diverse ways in which media
impacts our lives.
Next, we'll examine the positive and negative effects of media and information on both individuals and
society. Through citing studies and research findings, we'll uncover how media can shape perceptions,
behaviors, and attitudes. Moreover, we'll discuss how media can either empower or disempower individuals,
and the societal implications of media consumption patterns.
Finally, we'll categorize different examples of people media and discuss the reasons behind such
categorizations. By identifying various forms of people media, we'll gain insight into their unique characteristics
and functions within the media landscape.
By the end of this lesson, you'll have a deeper understanding of the multifaceted nature of media and
information, and how they intersect with our lives on both personal and societal levels. Let's dive in!

PEOPLE MEDIA
•It is an assembly of people with a common interest where they become the main means of mass
communication. In other words, people are media themselves since they have the ability for mass
communication.

Eras of People and Media

• Pre-Spanish Era – knowledge was passed on through folk media and indigenous forms of media.
Careers: Town crier, messenger, community scribe.
• Spanish Era – while education was limited to the elite, publication of books (i.e., Noli Me Tangere and
El Filibusterismo) and newspapers (La Solidaridad) advanced the Propaganda movement which led to
the people’s revolution against Spanish rule. Filipinos at that time did not have a common language.
Only the elite spoke and understood Spanish. Thus, communication was limited. Pen names were used
to avoid political oppression. Careers: book writers, newspaper writer, editor, publisher, copyreader, artist.
• American and Japanese Era – During this era, major newspaper (i.e. Manila Times and Manila Bulletin),
radio broadcasting and movies became available. Media was used for propaganda by government and
other groups. Careers: book writers, newspaper writer, editor, publisher, copyreader, artist, cartoonist, reporter,
producer, broadcaster.
• Post-war Era – the golden age of Philippine Journalism. Advertising, Communication Education, and
press freedom flourished in this era. Careers: book writers, newspaper writer, editor, publisher, copyreader,
artist, cartoonist, reporter, producer, media technicians, advertisers.
• Martial Law Era – Highlights of this era include the government takeover of media and the press and
the image engineering of the Marcoses in the name of nationalism.
• Post-EDSA Era – People Power brought greater freedom for Philippine media. During this era, the new
Constitution recognized the vital role of communication and information in nation-building. Press
freedom influenced the growth in media careers.
• Modern Era – Careers: web designer, online instructors, digital producers, bloggers, animators, programmer,
archivist, metadata analyst, data miner, user experience designer, call center agents, virtual assistants.

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People in Media vs People as Media

People in Media – they are the people behind another form of media. They use other forms of media such as
text media, visual media, multimedia, etc. in disseminating information and imparting
knowledge.
People as Media – they are the MEDIA itself. The person serves as the medium for another person to learn or
acquire new knowledge.

PEOPLE IN MEDIA
• Media practitioners
• Provide information coming from their expert knowledge or first- hand experience of events

Types of Journalists by Medium

Print Journalists Photojournalists Broadcast Journalists Multimedia Journalist

Reporters who write news Professionals who use Individuals who research, Reporters who produce
stories for newspapers, photography to capture and write, and present news content across various media
magazines, and other printed convey news stories, often for stories for radio, television, or platforms, including print,
publications. newspapers, magazines, or online broadcasting broadcast, online, and social
online platforms. platforms. media, using a combination of
text, images, videos, and
audio.

PEOPLE AS MEDIA
• Opinion Leaders
Ø Highly exposed to and actively using media
Ø Source of viable interpretation of messages for lower-end media users
Ø Opinions are accepted by a group
• Citizen Journalism
Ø People without professional journalism training can use the tools of modern technology
and internet to create, augment or fact-check media on their own or in collaboration
with others.
• Social Journalism
Ø Journalists are using social media to make their content available to more people.
• Crowdsourcing
Ø The practice of obtaining needed services, ideas, or content by soliciting contributions
from a large group of people and especially from the online community.

SOCIAL MEDIA
Social media is a catch-all term for a variety of internet applications that allow users to create content and
interact with each other. This interaction can take many forms, but some common types include:
• Sharing links to interesting content produced by third parties
• Public updates to a profile, including information on current activities and even location data
• Sharing photos, videos and posts
• Commenting on the photos, posts, updates, videos and links shared by others
Reference: https://www.techopedia.com/definition/4837/social-media

A term used to describe a variety of Web-based platforms, applications, and technologies that enable
people to socially interact with one another online. Some examples of social media sites and applications
include Facebook, YouTube, Del.icio.us, Twitter, Digg, blogs and other sites that have content based on user
participation and user-generated content (UGC).
Reference: https://www.webopedia.com/TERM/S/social_media.html

Social media has enabled people to be channels of information, thereby becoming a medium of
communication. There is no fixed classification of formats of social media. There is a wide variety of classification
made by different experts. New formats are continually emerging.

CHARACTERISTICS OF SOCIAL MEDIA

• Individualized, builds profiles (includes personal details, pictures, likes)
• Connects with friends and people (includes referrals by other friends or by the site itself)
• Uploads content in real time
• Enables conversations (both private and public)
• Provides tracking (history and threads)

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FORMATS & EXAMPLES OF SOCIAL MEDIA

• Relationship or Social networks – Facebook
• Micro-blogging – Twitter, Instagram
• Special interest networks – Linkedin, Pinterest
• Media Sharing – YouTube, Flickr
• Collaborative news -Reddit, Waze,
• Discussion Forums – Google Groups
• Group buying/merchant sites – OLX, Groupon, Dealgrocer
• Virtual worlds – Farmville, World of Warcraft, Secondlife, Minecraft
Reference: https://bamil786447613.wordpress.com/2018/11/05/people-media/

Dimensions of Media
The term "people media" refers to the diverse ways in which individuals engage with media content
and platforms. Understanding the dimensions of people media involves recognizing various factors that
influence how individuals interact with media. Here are some key dimensions
Demographic • Age: Different age groups engage with media in distinct ways. Children, teenagers,
Dimensions adults, and seniors may have different preferences for media content and
platforms.
• Gender: Media consumption patterns often vary between genders, influenced by
social norms and cultural expectations. For example, research shows differences in
the types of content consumed by men and women.
• Socio-Economic Status: Economic factors such as income, education, and
occupation can impact individuals' access to media resources and platforms. Socio-
economic disparities may influence media consumption habits and preferences.
Psychographic • Lifestyle: Individuals with different lifestyles may gravitate towards specific types
Dimensions of media content and platforms. For example, fitness enthusiasts may consume
health and wellness content, while travelers may engage with travel blogs and
vlogs.
• Personality Traits: Personality traits such as introversion/extroversion, openness
to new experiences, and sensation-seeking behavior can influence media
preferences and consumption habits.
• Values and Beliefs: Individuals' values, beliefs, and ideologies shape their attitudes
towards media content. For example, individuals with conservative or liberal
viewpoints may seek out media outlets that align with their political beliefs.
Cultural Dimensions • Ethnicity and Race: Cultural background plays a significant role in shaping media
preferences and consumption habits. Ethnic and racial minorities may seek out
media content that reflects their cultural identity and experiences.
• Language: Language preferences influence individuals' choice of media content
and platforms. Individuals may consume media content in their native language
or in languages they are proficient in.
Technological • Digital Literacy: Proficiency with digital technologies and online platforms affects
Dimensions individuals' ability to access and engage with media content. Digital literacy skills
such as internet navigation, information evaluation, and media creation impact
media consumption habits.
• Access to Technology: Disparities in access to technology, such as smartphones,
computers, and internet connectivity, influence individuals' ability to engage with
media content. Socio-economic factors often determine access to technology.
Geographic • Urban vs. Rural: Geographic location, whether urban or rural, can influence
Dimensions individuals' access to media resources and platforms. Urban areas may have
greater access to high-speed internet and diverse media outlets compared to rural
areas.
• Global vs. Local: Individuals may engage with media content from global sources
or local sources, depending on their geographic location and cultural context.
Understanding these dimensions of people media is essential for media researchers, content
creators, and marketers to develop targeted strategies that resonate with diverse audiences. It also
allows for a nuanced understanding of how media influences individuals' attitudes, behaviors, and
perceptions.

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Learning Task 1. Look for studies to support theories on the positive and negative effects of media and information on the
individual and society.
Theory Study Synthesis
Social Learning Theory Title:
Author:
Date Published
Source:
Uses and Gratifications Theory Title:
Author:
Date Published
Source:
Media Dependency Theory Title:
Author:
Date Published
Source:
Social Cognitive Theory Title:
Author:
Date Published
Source:

Learning Task 2. People in Media vs People as Media

Provide 1 example of People in Media and 1 People as Media. Paste a picture of him/her and explain how he/she why he /
she is considered as people in media or people as media.
People as Media People in Media

Paste a photo of a person in media Photo Paste a photo of a people as media

________________________________________ Explanation ________________________________________

________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________

Learning Task 3. Multiple Choice. Answer the following questions by encircling the letter of your answer.
1. What is the concept of "people media"?
a) A form of traditional media controlled by a select group of individuals
b) A type of media that involves the direct participation of individuals in mass communication

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c) A specialized form of social media designed for specific demographics

d) A term referring to media outlets run by professional journalists only
2. During the Pre-Spanish Era in the Philippines, how was knowledge primarily disseminated?
a) Through social media platforms
b) Via newspapers and magazines
c) Using folk media and indigenous forms of media
d) Through radio broadcasts and television programs
3. What was a significant development in media during the American and Japanese Era in the Philippines?
a) The emergence of social media influencers
b) The availability of major newspapers, radio broadcasting, and movies
c) The establishment of online news websites
d) The introduction of virtual reality technology
4. How do "people in media" differ from "people as media"?
a) "People in media" refer to individuals working behind the scenes in media production, while "people
as media" are individuals who consume media content.
b) "People in media" are those who create content for traditional media outlets, while "people as media"
are those who create content for social media platforms.
c) "People in media" are individuals who have expertise in media production, while "people as media"
are individuals who act as conduits for information dissemination.
d) "People in media" are professional journalists, while "people as media" are citizen journalists.
5. What are examples of social media platforms?
a) Facebook and Twitter c) Radio and television stations
b) Newspapers and magazines d) Books and journals
6. What is one characteristic of social media?
a) It does not allow users to upload content in real-time
b) It does not enable conversations between users
c) It does not provide tracking of user activity
d) It builds individualized profiles and connects users with others
7. Which demographic dimension influences media consumption habits based on income, education, and
occupation?
a) Age b) Gender c) Socio-economic status d) Personality traits
8. What is the primary difference between print journalists and photojournalists?
a) Print journalists focus on written content, while photojournalists focus on visual content.
b) Print journalists work for newspapers, while photojournalists work for magazines.
c) Print journalists cover local news, while photojournalists cover international events.
d) Print journalists report on breaking news, while photojournalists focus on feature stories.
9. What is the concept of crowdsourcing in media?
a) The practice of obtaining content from a large group of people, often online
b) The process of editing media content for publication
c) The creation of media content by professional journalists only
d) The dissemination of media content through traditional channels
10. How do demographic dimensions influence media consumption habits?
a) They have no impact on media consumption habits
b) They determine which social media platforms individuals use
c) They influence individuals' access to media resources and platforms
d) They dictate the types of content individuals produce for social media
***End of Module 3***

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 Media and Information Literacy SHS - LUIS PALAD INTEGRATED HIGH SCHOOL
Quarter 2 Text Information and Media
Content Standard The learner demonstrates understanding of different resources of media and
information, their design principle and elements, and selection criteria.
Performance Standard The learner produces a living museum or electronic portfolio or any other creative
forms of multimedia showcasing their / his/her understanding, insights, and
perceptions of the different resources of media and information.
Most Essential Learning MIL11/12TIM-IVb-3 Describe the different dimensions of text information and
Competency
media.

Module 4 Text Information and Media

Welcome to our lesson on understanding text information and media! Today, we'll explore various
dimensions of text information and media, how they are produced, organized, and disseminated, and
importantly, how to evaluate their reliability and validity.
In this session, we'll describe the different dimensions of text information and media. We'll analyze to
comprehend the formal and informal processes involved in their production, organization, and dissemination.
Furthermore, we'll focus on evaluating the reliability and validity of text information and media along
with their sources, using specific selection criteria. This skill is crucial in today's digital age where
misinformation is rampant.
Lastly, we'll put our knowledge into practice by producing and evaluating a creative text-based
presentation. We'll learn about design principles and elements that enhance the effectiveness of our
presentations.
By the end of this lesson, you'll have a deeper understanding of text information and media, how they
function in various contexts, and the skills needed to critically evaluate and produce them effectively. Let's get
started!

TEXT
• A simple and flexible format of presenting information or conveying ideas whether hand-written,
printed or displayed on-screen
• very powerful as well in disseminating information, providing direction and giving suggestions.
• available in different sources whether it is
§ formal (news article, published books, newspapers, magazines, magazines,
advertisements, research works etc.) • 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 (blogs, personal e-mails, SMS or text messages online messengers, social media
platforms, etc.). Informal text-bases materials, on the other hand, come from personal
opinions or views on different issues, processes, etc.
• can be as short such as a single sentence or phrase, or they can be as lengthy as news articles or
investigative reporting. No matter how brief or lengthy, however, a text is always carefully written with
the intent of sending a very specific message to the target audience.

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:
As a consumer, ask these questions: As a producer, remember this:
§ Who or what institution is sending this message? § we need to review the media and
§ What techniques are used to attract and hold attention? information design framework: target
§ What is the language used by the writer? audience, author or sender, key content,
§ What views are represented? are they balanced? purpose, form/style and format.
§ How might the message be interpreted in different ways?
§ What is omitted? slurred or added in the message?

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Text as visual
a. Typeface (also called font, font type, or type) refers to the presentation 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 compute, they usually come in file formats such as True
Type Font (.ttf), Open Type Font (.otf), etc.
c. In the absence of images or drawings, text is the easiest way of communicating to your audience. the
use of various font types can express different emotions or meaning.

Furthermore, design elements and principles in text media are effective means of conveying a message.
These design principles and elements are as follows:

Emphasis refers to the importance or value given

to a part of the text-based content.

Organization refers to a conscious effort to

organize the different text elements on a page.

Appropriateness refers to how fitting or suitable Contrast creates visual interest to text elements.
the text is used for a specific audience, purpose, Contrast is achieved when two elements are
or event. different from each other.

Proximity refers to how near or how far are the

text elements from each other.

Repetition concerns consistency of elements and

the unity of the entire
design.
Alignment refers to how the text is positioned on
the page. This can be left, right, center or
justified.

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Type of Typefaces:
Serif
Connotes formality and readability in large amount of texts. this font is usually used for the body text of
books, newspapers, magazines and research publication. Also, serif fonts give a classic or elegant look when
used for title or heading.
Examples: Times New Roman, Garamond, Baskerville

Sans Serif
Brings a clean or minimalist look to the text. the font is used for clear and direct meaning of text such as
road signage, building directory or nutrition facts in food packages, also, sans serif fonts give a modern look and
is used primarily webpage design.
Examples: Arial, Helvetica, Tahoma, Verdana, Calibri

Slab Serif
Carries a solid or heavy look to text. this font can be used for large advertising sign on billboards.
Examples: Rockwell, Playbill, Blackoak

Script
Draws much attention to it self because of its brush-like strokes. this must be used sparingly and not to
be used in large body text. this font is usually used in wedding invitation cards or other formal events.
Examples: Edwardian, Vladimir, Kunstler

Decorative
Display or Decorative - caters to a wide variety of emotions (such as celebration, fear, horror, etc.) or
themes (such as cowboys, circus, holidays, summer, kiddies, etc.)
Examples: Chiller, Jokerman, Curlz MT
From: https://prezi.com/p/fipcz8bswr3b/text-media-and-information/

Learning Task 1. What’s wrong? Analyze the following Text media and tell what’s wrong about it.

Source: https://bonfx.com/bad-typography/

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Learning Task 2 Read each statement carefully then write TRUE if the concepts presented are correct and FALSE if not.
Write your answer in the space provided for.
___________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.

***End of Module 4***

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 Media and Information Literacy SHS - LUIS PALAD INTEGRATED HIGH SCHOOL
Quarter 2 Visual Information and Media
Content Standard The learner demonstrates understanding of different resources of media and
information, their design principle and elements, and selection criteria.
Performance Standard The learner produces a living museum or electronic portfolio or any other creative
forms of multimedia showcasing their / his/her understanding, insights, and
perceptions of the different resources of media and information.
Most Essential Learning Describe the different dimensions of visual information and media
Competency
Module 5 Visual Information and Media
Welcome to today's lesson on visual information and media! In this session, we will explore the various
dimensions of visual information and media, how they are produced, organized, and disseminated, as well as
how to evaluate their reliability and validity. Additionally, we'll delve into the creative aspect of visual-based
presentations, focusing on design principles and elements.
We will describe the different dimensions of visual information and media, understanding their depth
and breadth. Then, we'll move on to comprehend how visual information and media are formally and informally
produced, organized, and disseminated, shedding light on the processes involved.
Next, we'll focus on evaluating the reliability and validity of visual information and media, utilizing
specific selection criteria to discern trustworthy sources.
Finally, we'll produce and evaluate creative visual-based presentations. We'll delve into design
principles and elements to understand how to craft compelling and effective visual communication.
By the end of this lesson, you will not only have a deeper understanding of visual information and media
but also possess the skills to critically evaluate and creatively utilize them in your own presentations. Let's dive
in!

Visual Information Media refers to the use of one or more of the various visual media. This includes
photography, graphic arts, visual aids, models, display and visual presentation.

Purpose gain attention

of visual information

create meaning

Examples of Visual media

Photography Video Comics / Cartoons

The art or practice of capturing The art or practice of capturing Visual narratives typically
and producing images using and producing images using presented in a sequence of
light-sensitive materials or light-sensitive materials or panels, combining images and
digital sensors, typically through digital sensors, typically through text to tell stories, convey ideas,
a camera. a camera. or provide entertainment.

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Data Visualization Memes

Screenshots (charts and graphs) Cultural symbols, ideas, or
Images captured or recorded The graphical representation of concepts conveyed through
from a computer, smartphone, data through charts, graphs, humorous or viral images,
or other digital device, maps, or other visual elements videos, or text, often shared and
displaying the content visible on to help viewers understand and spread rapidly across social
the screen at a specific moment. interpret complex information media and online platforms.
more easily.

Source: https://springboardcommunications.ie/the-power-of-visual-content-marketing/

Types of file formats

Raster equals pixels, vector equals lines. But if there are just these two kinds of image types, why do we
have so many different graphics file formats? File extensions are confusing. Today we shall break down when,
where and why each of these extensions are used.
Raster Based
When to use When not to use
JPEG or JPG • Post photos and images • When separate layers are
Joint Photographic Experts Group (JPEG) is a standard online. needed for edits. Jpegs
format meant for both web and print use. It does not • Web-viewing or e- are flat images flattened
support a transparent background. Jpegs are commonly mailing to clients. to a single layer.
used for lossy or irreversible compressions. The • For printing at high- • When a graphic is
resolution and quality can be varied depending whether resolution. needed with
it is used for desktop printing, web viewing or emailing. transparency
CMYK, RGB, and Grayscale are the colour profiles jpegs
support. Each pixel in a coloured Jpegs can store up to
24 bits per pixel, which makes jpegs capable of
supporting over 16 million colours. Alpha channels are
not supported by them.

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GIF • To generate web • When high-quality

Graphics Interchange Format (GIF) is used for web and mailing animations. images with more colour
uses. It has an alpha channel that supports transparent • Graphics with flat variations is needed.
backgrounds and is a lossless type graphic. It is majorly used
colours without
for web animated graphics like banners, buttons, memes and
email animations. Gifs can store up to a maximum of 256
gradients.
distinct colours and therefore shall not be used for high- • Small files
resolution photographs.
PNG • Transparent graphics • When dealing with
Portable Network Graphics (PNG) is a high-quality bitmap type which are lossless. artwork or photographs
image file with lossless data compression. It supports an alpha • Website and digital that need to be printed.
channel which when applied to the three standard colour
uploads where SVG is
formats (RGB) gives 256 different levels of transparency.
PNGs can store up to 24 bit per pixels like JPEGs and hence
not supported.
can produce over 16 million colours.
TIFF • For work where high- • When you want to
Tagged Image File Format (TIFF) is a large high-quality format quality scans are needed publish images on the
commonly used for desktop publishing and photography in to showcase all details web, TIFF comes as a
professional environments. They support CMYK, RGB, Lab, clearly. heavy file and hence
Indexed Colour, Grayscale, and Bitmap colour modes.
• For printing high-quality uploads become too
Professional cameras generally store images in a TIFF format.
work. slow. At times, many
browsers do not support
TIFF images.
PSD • For editable content like • PSDs are not universal
Photoshop Document (PSD) is an image format in which an website design, photo and require Adobe
image has multiple separate layers which are fully editable. retouch, editable Photoshop to be opened.
The most interesting part about a PSD is that it can be saved artwork and graphics. Hence, these are not
into all major file formats.
• Create small animations appropriate methods for
and video clips with exchange.
effects and filters. • Many printers don’t
print from PSDs.
Vector Based
AI • When editable vector • When imported raster
Adobe Illustrator has AI as its proprietary vector image format. graphics are needed. graphics need to be
Apart from vector graphics, raster or embedded graphics may • For logos, branding or edited.
also be linked into the AI file. This file format is typically the
icons.
master file where all the edits can be made without losing on
quality. Since Adobe Illustrator is a prerequisite to view this
type of files, the AI file is typically exported as EPS or SVG.
SVG • Logos, icons and • SVG are line and point
Scalable Vector Graphics (SVG) uses an XML format for graphics for web based files and cannot
describing two-dimensional graphics. SVG supports 24-bit publishing. display details like a
colours hence high-resolution dynamic images can be similar pixel-based file.
generated. It can be modified using XML tools. It is a lossless
and editable file which also supports transparency.
EPS • For showing logos, • Web-publishing as many
Encapsulated Postscript (EPS) is mostly used for vector templates and browsers don’t support
graphics, but can also be used for raster graphics. It is largely pamphlets to clients. EPS uploads.
supported by major graphic and page layout programs. Being You need not worry if
a vector-based format, it is scalable to any size and is therefore
they will be seeing it in a
used for both small and large formats of the same design.
print version, or a
monitor or a projector. It
won’t pixelate.
PDF • To print, PDF is the • When you want
Portable Document Format (PDF) is an image format that draws savviest option. multimedia like
its name from its function, that is, being portable. It is used to • When exchanging files animations or videos.
display documents and graphics as finalised, as is hence on a web medium, PDFs
nearly universal. It can contain both vector and raster
graphics, and can be editable or non-editable depending on
are an easy option where
how it is generated. the data is not lost and
delivered in the same
size as created.
Reference: https://www.punchat.in/funpun-1/quick-guide-to-graphic-file-formats

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 Media and Information Literacy SHS - LUIS PALAD INTEGRATED HIGH SCHOOL

Visual media and information – materials, programs, applications and the like that teachers and students use
to formulate new information to aid learning through the use, analysis, evaluation and production of visual
images.

Types of visual media

data Comic strips visual note-

photography screenshots video infographics memes
visualization / cartoons taking

Formal and Informally produced media

•visual media produced by formal organizations such as schools, government, and established
media/publishing outfits are considered formally produced. Other visual media are
considered informally produced.

Visual design elements - the building blocks or basic units in the construction of a visual image. (Show visual
media and information that incorporates most of the design elements. Point out why these elements are
important). The Design Elements are:
Line - describes a shape or outline. It Shape – usually a geometric area that Value – the degree of light and dark in
can create texture and can be thick or stands out from the space next to or a design. It is the contrast between
thin. Lines may be actual, implied, around it, or because of differences in black and white and all the tones in
vertical, horizontal, diagonal, or value, color, or texture. Shape may between. Value can be used with color
contour lines. also be organic. as well as black and white. Contrast is
the extreme changes between values.
Texture – the way a surface feels or is Color – determined by its hue (name Form – a figure having volume and
perceived to feel. Texture can be added of color), intensity (purity of the hue), thickness. An illusion of a 3-
to attract or repel interest to a visual and value (lightness or darkness of dimensional object can be implied with
element. Visual texture is the illusion hue). Color and color combination can the use of light and shading. Form can
of the surfaces peaks and valleys, play a large role in the design. Color be viewed from many angles.
resulting in a feeling of smoothness or may be used for emphasis, or may elicit
roughness in objects. emotions from viewers. Color maybe

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 Media and Information Literacy SHS - LUIS PALAD INTEGRATED HIGH SCHOOL

warm, cool, or neutral. It plays a major

role in our visual perception, as it
influences our reactions about the
world around us. It is therefore
important to create color palettes that
evoke the appropriate audience
reactions. Color has three properties.

Center of interest – an area that

Balance – a feeling of visual equality
first attracts attention in a
in shape, form, value, color, etc.
Consistency of margins, typeface, composition. This area is more
Balance can be symmetrical and
typestyle, and colors is necessary, important when compared to the
evenly balanced, or asymmetrical and
especially in slide presentations or other objects or elements in a
unevenly balanced. Objects, values,
documents that are more than one composition. This can be by contrast
colors, textures, shapes, forms, etc.
page. of values, more colors, and placement
can be used in creating balance in a
in the format.
composition.
Harmony – brings together a Contrast – offers some change in
composition with similar units. If for value creating a visual discord in a
example your composition was using composition. Contrast shows the
wavy lines and organic shapes, you
would stay with those types of lines
Visual Design difference between shapes and can be
used as a background to bring objects
and not put in just one geometric
shape. (Notice how similar Harmony
Principles out and forward in a design. It can
also be used to create an area of
is to Unity - some sources list both emphasis.
terms).
Directional Movement – a visual
flow through the composition. It can Perspective – created through the
be the suggestion of motion in a Rhythm – a movement in which arrangement of objects in two-
design as you move from object to some elements recur regularly. Like a dimensional space to look like they
object by way of placement and dance, it will have a flow of objects appear in real life. Perspective is a
position. Directional movement can that will seem to be like the beat of learned meaning of the relationship
be created with a value pattern. It is music. between different objects seen in
with the placement of dark and light space.
areas that you can move your
attention through the format.

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 Media and Information Literacy SHS - LUIS PALAD INTEGRATED HIGH SCHOOL

Activity 1. Still Life Photography. Produce a still life photography using your personal things (watch,
phone, notebook, books, etc.) applying at least 3 of the discussed visual design principles. Be guided
by the rubric below.

Excellent Good Fair Poor Not Applicable

5 4 3 2 1
Exposure / The photographic
exposure is excellent, with
Accurate exposure that
requires a minimal
The
somewhat
photograph
under/over
is The photograph is
significantly under/over
The student has not met
the criteria for this portion
Lighting a full range of tones and amount of digital exposed. Digital exposed. on the assignment, but did
well exposed highlights manipulation to improve alterations may bring back submit something.
and shadows. under/over exposed lost information. The subject is not well-lit.
areas.
The subject is well-lit in all The subject is not well-lit
photos. The subject in well-lit in in most photos.
most photos.
Creativity / Image demonstrates a
creative approach to the
Good representation of
assigned objectives. The
Fair representation of
assigned objectives; lacks
Photo does not show a
creative approach to the
The student has not met
the criteria for this portion
Invention assignment; student has student has explored originality and shoes little assignment. on the assignment, but did
expanded on the basic creative solutions to the or no evidence of trying submit something.
requirements. It is clear assignment. anything unusual.
that the student explored
several choices/solutions
to the assignment.
Balance / The student has not met
the criteria for this portion
The photograph shows
little attention to
Inadequate use
composition and framing.
of Attention has clearly been
paid to the composition
Subject fills up the
photograph (is framed) in
Composition on the assignment, but did composition, framing and Some attention has been and framing as they relate a pleasing/dramatic way.
submit something. subject matter. paid to balancing to the subject. Some Overall composition is
elements, but final attention has been paid to balanced with principles
product could be more balancing elements within of design in mind.
visually appealing. the composition.

***End of Module 5***

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 Media and Information Literacy SHS - LUIS PALAD INTEGRATED HIGH SCHOOL
Quarter 2 Audio Information and Media
Content Standard The learner demonstrates understanding of different resources of media and
information, their design principle and elements, and selection criteria.
Performance Standard The learner produces a living museum or electronic portfolio or any other creative
forms of multimedia showcasing their / his/her understanding, insights, and
perceptions of the different resources of media and information.
Most Essential Learning Describe the different dimensions of audio information and media.
Competency

Module 6 Audio Information and Media

Welcome to today's lesson on audio information and media! In this session, we will delve into
understanding the various dimensions of audio information and media. We'll explore how audio is produced,
organized, and disseminated, both formally and informally. Additionally, we'll discuss the importance of
evaluating the reliability and validity of audio sources using specific criteria.
Furthermore, we'll explore the creative aspects of audio-based presentations, focusing on design
principles and elements that enhance the effectiveness of our creations. By the end of this lesson, you'll have a
deeper understanding of audio information and media, from its dimensions to its production, organization,
dissemination, and evaluation. Let's dive in!

Types and Categories of Audio Information

Radio broadcast Music Sound recording Sound clips / effects Audio Podcast
live or recorded vocal and/or recording of an any sound other a digital audio or
audio sent through instrumental interview, meeting, than music or video file or
radio waves to sounds combined or any sound from speech, artificially recording, usually
reach a wide in such a way as to the environment. reproduced to part of a themed
audience. produce beauty of create an effect in a series, that can be
form, harmony, dramatic downloaded from a
and expression of presentation, as the website to a media
emotion. sound of a storm or player or computer.
a creaking door.

Media Storage
Tape- Compact Disc Universal Serial Memory Card - (aka Computer Internet/Cloud -
magnetic (CD) - a plastic- Bus (USB) drive flash memory card or hard drive - websites or file
tape on fabricated, - an external flash storage card) is a small secondary repositories for
which circular medium drive, small storage medium used storage retrieving audio files,
sound can for recording, enough to carry on to store data such as devices for and more precisely the
be storing, and a key ring, that text, pictures, audio, storing audio files are stored in some
recorded. playing back can be used with and video, for use on files. datacenter full of
audio, video, and any computer that small, portable, or servers that is
computer data. has a USB port. remote computing connected to the
devices. Internet.

File Formats
MP3 (MPEG Audio M4A/AAC (MPEG-4 WAV (Waveform WMA (Windows Media
Layer 3) - a common format Audio/Advanced Audio Audio File) - is a Audio) - is an audio data
for consumer audio, as well Coding) - an audio coding Microsoft audio file compression technology
as a standard of digital standard for lossy digital audio format standard for developed by Microsoft and
audio compression for the compression. Designed to be the storing an audio used with Windows Media
transfer and playback of successor of the MP3 format, bitstream on PCs. It has Player.
music on most digital audio AAC generally achieves better become a standard file
players. sound quality than MP3 at format for game sounds,
similar bit rates. among others.

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 Media and Information Literacy SHS - LUIS PALAD INTEGRATED HIGH SCHOOL

•Dialogue
•Sound Effects
Elements
•Music
•Silence

•Mixing
•Pace
•Stereo Imaging
•Transitions
Principles
•Cross-fade
•V-Fade
•Fade to Black
•Waterfall

Elements Principles
• Dialogue — speech, • Mixing — the combination, balance and control of multiple sound elements
conversation, voice over • Pace — time control, editing, order of events: linear, non-linear, or multi-linear
• Sound Effects — any sound • Stereo Imaging — using left and right channel for depth
other than music or dialogue • Transitions — how you get from one segment or element to another
• Music — vocal or
instrumental sounds (or
Types of Transition:
both) combined in such a way
Cross-fade — one element fades out, the next fades in, and they overlap on the
as to produce beauty of form, way
harmony, and expression of V-Fade — first element fades to inaudible before the second element begins
emotion Fade to Black — V-Fade with some silence between
• Silence — absence of audio Waterfall — As first element fades out, the second element begins at full volume.
or sound Better for voice transitions, than for effects.

***End of Module 6***

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 Media and Information Literacy SHS - LUIS PALAD INTEGRATED HIGH SCHOOL
Quarter 2 Motion Information and Media
Content Standard The learner demonstrates understanding of different resources of media and
information, their design principle and elements, and selection criteria.
Performance Standard The learner produces a living museum or electronic portfolio or any other creative
forms of multimedia showcasing their / his/her understanding, insights, and
perceptions of the different resources of media and information.
Most Essential Learning Describe the different dimensions of motion information and media.
Competency

Module 7 Motion Information and Media

Welcome to today's lesson on understanding motion information and media! In this session, we'll explore
various dimensions of motion information and media, including how they're produced, organized, and
disseminated. We'll delve into the importance of assessing the reliability, effectiveness, validity, and
appropriateness of motion media and information. Lastly, we'll learn how to evaluate creative motion-based
presentations using design principles and elements. By the end of this lesson, you'll have a deeper understanding
of how motion information and media impact our daily lives and how to critically analyze and create engaging
content in this dynamic field. Let's dive in!

What is motion media?

a form of media that has the appearance of moving text and graphics on a
display. Its purpose is to communicate information in multiple ways
(Roblyer, 2006) an integrated sight-and-sound kinetic media (Shelton,
2004)

In motion media:
• each picture is a frame and that motion is created by
rendering or showing consecutively
several frames per second.
• 24 frames (pictures) or more per second makes for a smooth animation.; videos, film, slides also make
use of frames.
• the series of graphics or images follow a sequence to create a story. This sequence is often called a
storyboard which shows a set of components (audio, visual, videos, etc) changing in time to create a story
or a message.

What are the purposes of motion media?

1. It communicates message to large, heterogenous, and anonymous audiences.

2. It communicates the same message to mass audiences simultaneously, sometimes in public, other times
in private.

3. It embodies messages that are usually impersonal and transitory.

4. It is multisensory such that the audience's sight and hearing are stimulated in concert. Such a combination of sensory stimuli forms a
complex synergism that can significantly enhance communication. This powerful double-barreled combination of dual-sense stimulation
contributes in large measure to the compelling influence of motion media.

5. It is a format, authoritative channel of communication. Accordingly, its power in informing and entertaining lies
in the communicator's ability to control visual and aural stimuli.

6. It is instrumental in behavior and attitude modification- that is, attitude to change, conservation, and
directing a performed attitude to a new direction.

7. It confers status upon issues, persons, or organizations, or social movements.

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What are the different formats of motion media?

1. Film - also called a movie or motion picture, is a series of still or moving images

2. Motion Pictures in Television (TV) is a telecommunication medium for transmitting and receiving moving
images that can be monochrome (black-and-white) or colored, with or without accompanying sound.

3. Interactive Video - usually refers to a technique used to blend interaction and linear film or video.

4. Others (i.e. phone gaming, computer games, cinema)

Advantages of Motion Media

1. Great way of demonstrating and guiding step by step processes
2. Flexible: pace (rewind, fast forward and pause)
3. Accessible (DVDs, online and live streams)
4. Attractive
5. Connection (students can be linked with others from different communities, backgrounds and cultures)

Disadvantages of Motion Media

1. No student-teacher relationship (questions can't be asked)
2. Unpredicted problems (audio and visual difficulties)
3. Not flexible: style (teaching style and strategies)
4. Time consuming (preparation of the video takes time: production material)
5. Not interactive (students may be left uninvolved in the course)

• Flipbooks are created by drawing a picture on

each page of a pad paper. Each page is slightly
different indicating a change in the image.
Learners may also use their notebook for the
activity.

***End of Module 7***

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Quarter 2 Manipulatives / Interactive Media
Content Standard The learner demonstrates understanding of different resources of media and
information, their design principle and elements, and selection criteria.
Performance Standard The learner produces a living museum or electronic portfolio or any other creative
forms of multimedia showcasing their / his/her understanding, insights, and
perceptions of the different resources of media and information.
Most Essential Learning Describe the different dimensions of manipulatives / interactive media.
Competency

Module 8 Manipulatives / Interactive Media

In this lesson, we'll cover the dimensions, production, evaluation, and creative presentation of
manipulatives and interactive media. We'll focus on visual, auditory, tactile, and interactive elements
in educational tools. Then, we'll move to understanding the production, organization, and
dissemination of these resources. Next, we will learn how to evaluate the reliability and validity of
manipulatives and interactive media, including their sources, using specific criteria. This skill is vital
for identifying credible educational materials. Finally, we'll learn to produce and assess creative
presentations on these tools, employing design principles and elements for effective communication.
By the end of the lesson, you'll have a comprehensive grasp of manipulatives and interactive media,
from their construction to their assessment and presentation. Let's explore the diverse and dynamic
world of educational resources!

Interactive Media
A method of communication in which the program’s outputs depends on the user’s inputs, and
the user’s inputs in turn affect the program’s outputs. Interactive media engage the user and interact
with him or her in a way that non-interactive media engage do not. Websites and video games are two
common types of interactive media.

Interactivity
The communication process that takes piece between humans and computer software. The most
constant form of interactivity is typically found in games, which need a continuous form of interactivity
with the gamer. Database application and other financial, engineering and trading applications are also
typically very interactive.

Different platforms of interactive media:

Mobile apps - a software application developed specifically for use on small, wireless computing
devices such as smartphones and tablets, rather than desktop or laptop computers.
3D TV - a television display technology that enables a three-dimensional effect, so that viewers
perceive that an image has depth as well as height and width, similar to objects in the real
world.
Video Games - a game played by electronically manipulating images produced by a computer
program on a television screen. Multiplayer games allow two or more players to play with
another or play together.
Role-playing games (RPG) - a game in which players assume the roles of characters in a fictional
setting. Players takes responsibility for acting out these roles within a narrative, either through
literal acting or through a process of structured decision-making or character development.

Interactive websites (pools, surveys, exams, exercises)

Social Media - websites or online services where users (actual people) are the creators and
consumers of the content, and where social interactions (commenting, liking, posting,
talking) are the main features of content. Examples are Facebook, Twitter, Instagram,
Snapchat, Vine, etc. Relate this topic to their output in the previous activity.
Virtual reality and immersive environments - the computer-generated simulation of a three-
dimensional image or environment that can be interacted with in a seemingly real or

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physical way by a person using special electronic equipment, such as a helmet with a
screen inside or gloves fitted with sensors.
Massively Multiplayer Online Role Playing Game (MMORPG) - any story-driven online
video game in which a player, taking on the persona of a character in a virtual or fantasy
world, interacts with a large number of other players.

Different ways of interacting with the Internet

Social Media (Facebook) Sent friend request; Responded to friend request; Liked a post;
Followed a site; Commented on a friend’s post; Uploaded a file; Chat
with a friend; Sent private message.
Online Booking Search for flights; Book a flight and paid through credit card; Web-
Check-In
Online Shopping compare prices; compare features of similar items; add to cart; choose
payment type; track delivery; get advice from experts; search products;
check local availability; get product recommendations.
Online Gaming choose a game; play with others; choose a level; in-game customization,
etc.
Online Classes interact with content; interact with instructors; interact with
classmates.
Videos choose your own adventure; get multimedia content; experience game
elements.
Chat group chat; search groups; search friends; translate language.
News & Information exchange information; give reaction; news on demand; monitor views.

Some Types of Interactivity and their Purposes

An image that is used as a link

Click on Images
a special region to act as a trigger to another web page.
The hotspot could be a circle, triangle, rectangle or
polygon.

Hotspot
an image or portion of an image that changes in
appearance when the mouse cursor mover over it.

Rollover

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clicking on them displays a relevant content with an

appropriate graphic.

Tabs
a menu slide that branches to different events.

Timeline
Numbers/Processes the number of clicks and the time spent in an interactive
function provide data points.
non-linear interactive slidehow where the pathway
through the show is determined by the user’s interaction
with it.

Slideshow
a list of questions and answers relating to a particular
subject, especially one giving basic information for users
of a website.

Frequently asked questions (FAQs)

a card that when clicked flips to display a description
and other information.

Flip Cards
also known as iTV. A form of media convergence, adding
data services to traditional television technology.
Throughout its history, these have included on-demand
delivery of content, as well as new uses such as online
shopping, banking and so fourth. iTV enables the viewer
to issue commands and give feedback information
through an electronic device called a setup box. The
Interactive Television
viewer can select which program or movie to watch, at
what time, and can place orders in response to
commercials. New setup boxes also allow access to email
and e-commerce applications via internet.

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EMERGING INTERACTIVE MEDIA

***End of Module 8***

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