Media and Information Literacy Student Handouts (PDF)

MEDIA AND INFORMATION LITERACY Lesson 1 Citing an Example of an Issue Showing the Power of Media and Information to Affect Change People Media -Refers to persons that are involved in the use analysis, evaluation, and production of media and information. (source: MIL Curriculum Guide by...

MEDIA AND INFORMATION LITERACY Lesson 1 Citing an Example of an Issue Showing the Power of Media and Information to Affect Change People Media -Refers to persons that are involved in the use analysis, evaluation, and production of media and information. (source: MIL Curriculum Guide by DepEd) Two Categories: 1. People as media People who are well-oriented to media sources and messages and able to provide information as accurate and reliable as possible. Channels of information Examples: People who are using social media (celebrity or ordinary people) a) Opinion Leaders - people or organizations that have such a strong social status that their recommendations and opinions are listened to when making important decisions. Examples are political figures, columnists, and celebrities who are known for their work. b) Citizen Journalism - it is the collection, dissemination, and analysis of news and information by the general public, especially by means of the internet. Classification: i. Working on their own - Social media - Blogs and websites ii. Working with news organizations - Commenting on articles - Crowdsourcing – collecting data from users through some services, ideas, or content and then it needs to be stored in a server such that the necessary data can be or provided to users whenever necessary. It works with or without payment. The best-known example of a project in which crowd workers are not paid is the online encyclopedia Wikipedia. - Live blogging – it gives the reader a stream of updates about a rapidly developing news story. (Example: Manny Pacquiao’s Boxing competition updates) https://www.foxsports.com/boxing/manny-pacquiao-player c) Social Journalism - a media model consisting of a hybrid of professional journalism, contributor and reader content. The format relies on community involvement, audience engagement, social newsgathering and verification, data and analytics, and relationship-building. 2.People in media Media practitioners who provide information coming from their expert knowledge or first-hand experience of the event Types of Journalist by Medium: Print Journalists, Photojournalists, Broadcast Journalists, Multimedia Journalist Other Examples: People IN Media: news reporter, radio commentator People AS Media: Facebook user, movie director, college professor Impacts: online selling phenomenon vlogging phenomenon A Local Issue Showing the Power of Media and Information to Affect Change As emphasized in the previous activity, information if given to the proper authority is indeed powerful. This information is more powerful if it is combined with the appropriate media. An example of this is Dr. Jose Rizal's novels that caused social change during the Spanish regime. The information regarding the situation of the country during the colonization period were shared through print media. Taking Rizal's "the pen is mightier than the sword" in your generation, the term ‘pen’ from his words may be replaced with media and information, which will make the quotation go, “the media and information are mightier than the sword”, meaning that media and information, like his novels, can inspire change in people’s lives. It is undeniable that media is an essential tool in disseminating information. The combination of these two – the angle of the information/issue disseminated and the media used to share this kind of information – is a very powerful influence in all aspects of a person’s life (psychological, emotional, economic, social, political, educational, medical, etc.), whether s/he is fully aware of it or not. Below is an example of how media and information caused some changes in the educational aspect. Study the issue that was experienced by students and parents during the first implementation of distance learning this school year. Look at how media and information affected the decision about the issue. Issue: Weekly submission and retrieval of modules Scenario (Information 1): Parents and students are airing their concern about the weekly submission of answer sheets and distribution of modules. Background Information (Information 2): 1. Teachers announced that the submission of answer sheets and distribution of modules will be done weekly because modules are designed to be accomplished in a week. 2. Parents and students are not in favor of the weekly submission of answer sheets and distribution of modules for a number of reasons, but mainly because of time.  a. Parents say that they cannot help their children in that short amount of time, given that they are also working during the day. b. Due to travelling restrictions, it is not so easy for parents to travel on a weekly basis. c. Students say that the time is not enough because of the number of activities for each module. d. Some students have to help their younger siblings with their modules too. 3. Some schools in other areas of the country are able to retrieve and distribute modules on a bi-weekly basis, even monthly basis. Possible roles of media in the situation: 1. Most, if not all prominent types of media (broadcast, internet, print) are covering this same issue from all over the country. 2. Some media report that there are schools or areas, with the same setup and the same situation, that are capable of retrieving and distributing materials in a bi-weekly manner. 3. The angle with which this issue is presented in most, if not all prominent types of media support the bi-weekly retrieval and distribution of modules because they sympathize with the parents and students. 4. Media facilitates the communication of parents with each other about the announced retrieval and distribution of modules. 5. This concern is brought to the attention of the proper authorities with the use of media via the internet (which includes social media and other communicating applications and sites in the internet), newspaper and radio. Result/Conclusion of the issue: School authorities decided that retrieval of answer sheets and distribution of modules will be done on a bi-weekly basis (after careful consideration of the presented facts and other factors). Lesson 2 Describing the Impact of Massive Open Online Courses Learning Competency with Code: Describe the impact of massive open online courses (MIL11/12CFT-IIIi-26) The educational sector, as well as people’s innate thirst for knowledge, does not remain unaffected by the influence of media, technology and information. In fact, the advancement in these three concepts is central to the changes that occur in the mentioned parts of people’s lives. One of the developments in media, technology and information that recently made a breakthrough in the educational sector, and is continuously growing because of this current pandemic, is called the Massive Open Online Course (MOOC). Educause, as cited by Gonzales (2016), defined MOOC as “a model for delivering learning content online to any person who wants to take a course, with no limit on attendance”. Hidalgo and Mopera (2015) also defined MOOC as “an online course that encourages people to interact with one another in order to share knowledge”. In other words, it is learning in a global scale through the use of media and technology in sharing and gaining information or knowledge. According to Gonzales (2016), there are four characteristics of MOOCs. 1. It is considered revolutionary because it elevates the traditional physical learning to that of virtuality. Learners are no longer expected to be physically present in a physical facility like a classroom. Instead, they only need a camera, an audio device, a gadget (laptop/desktop/mobile phone), and an account to a required platform and they can learn as much as they do in a traditional physical setup. 2. Since learning has been moved virtually, it is understood that learning will happen online. 3. In place of the traditional class record and pen and paper tests, MOOCs use information technology to gather and analyze relevant data to gauge what has been learned by the learners. 4. It emphasizes connectedness despite vast distances. Advancements in media and technology are not born out of nowhere. They always stem from perceived needs or as a solution to a perceived problem. Hidalgo and Mopera (2015) pointed out in their discussion that MOOCs’ main purpose is personal growth in terms of information, knowledge and skills. According to these authors, there are three specific purposes of the development of the MOOC: 1. Higher education – It is clear from the characteristics given by Gonzales that MOOC is very different from the traditional idea of schooling. If you decide to utilize MOOC in your learning, you are free to choose only a certain course to enroll in. For example, if your purpose is to update your techniques in cooking for your business, then you may only subscribe to channels or pages that would help you achieve your goal. Once enrolled, you are also exempted from following certain educational protocols and policies while still receiving higher quality education. 2. Workplace connection – Another purpose of MOOC is to ensure that people of the same professional field are updated with the current practices and equipped with the necessary skills to continue to survive and to grow in their career. 3. Lifelong learning – As mentioned earlier, people have this innate hunger for more knowledge and information. It is probably why advancement in technology and media is so fast. With MOOC, you have access to anything you want to learn during your own time and pace all throughout your life. Even after becoming professionals, MOOCs can help you be competitive, and in turn be indispensable, in your chosen fields. The development of MOOCs has four implications on education as a whole. 1. “Attendance is no longer a determining factor in one’s education”. In a traditional educational setup, daily attendance is a requirement. People, who previously cannot attend regular school for one valid reason or another, can now earn quality education with and from MOOCs. 2. “MOOC addresses the high cost of education”. Financially speaking, managing MOOCs are less expensive than managing a physical educational institution. Since there are lesser expenses in MOOCs, the fees passed to the students are also lesser. 3. “MOOCs provide a means to improve learning”. Because MOOCs use technology information such as analytics to collect and analyze data, it is easier and faster to gauge the learning of the learners. Being able to do so will also provide ways to improve how learners can maximize learning using MOOCs. 4. “MOOCs allow education to take place on a global scale”. Aside from fast feedback on learners’ progress, MOOCs maximize learning by giving a means for experts and instructors to connect with interested students all over the world.  Lesson 3 MIL Discussing the Implication of Media and Information to an Individual and to the Society Learning Competency with Code: Discuss the Implication of Media and Information to an Individual and to the Society (MIL11/12MILI-IIIj29) As a member of the society, honing your media and information literacy skills is essential in helping you become an active and productive citizen. The society becomes a cohesive unit if all of its citizens are media and information literate who work towards the same goals. Below is a how being literate on media and information impacts one’s life and the society as a whole. 1. Improved quality of life Because the aim of all innovations and inventions is to make life easier, being media and information literate helps an individual enjoy the benefits of such developments. For example: A media and literate individual can maximize the use of the resources (gadgets, internet, books, newspapers) that s/he has to help him/her easily answer the modules. An individual struggling with these skills, on the other hand, may only rely on the module given since s/he may not see the same resources as sources of information that would help him/her in answering the modules. 2. Greater economic opportunities The advancement in media, information and technology has opened more job opportunities for everybody, companies and individuals alike. For example: Vloggers use media and technology as main sources of income (YouTube, Facebook, Instagram, etc.). Companies that deal with media, technology and information also employ more people to be able to run efficiently and effectively. 3. Greater political participation “Media serve as the eyes and ears of the masses in the government” (Gonzales 2016). In fact, government programs and issues are the content of the media, day and night. For example: The fight of President Duterte against drugs has been in the announced by the media, which informed the Filipino citizens, which in turn encouraged them to be more involved in the said program. 4. Improved learning environment “Learning became an object of desire” (Gonzales 2016). All kinds of information that interests anyone is available in any media of one’s choice in various formats. For example: Those who wish to update their knowledge on a specific field (accounting, automobile wiring, etc.) can use MOOCs, which would allow them to achieve their goal, in their own time and pace. 5. Cohesive Social Units “All for one, one for all”. As mentioned earlier, media and information literate individual working towards one goal can form a cohesive/united whole. Media is not directly responsible for change but may be a vehicle for people’s desire for change. For example: This ‘new normal’ was brought about by information disseminated in the various media and people’s desire to stop this virus from spreading. Lesson 4: MIL Describing the Dimensions of Text Information and Media Learning Competency with Code: Describe the different dimensions of text information and media (MIL11/12TIM-IVb- 3); Analyze how text information and media is produced formally and informally (MIL11/12TIM-IVb-4) Text information and media is not as simple as you think it is. It is actually made up of various dimensions that you need to understand to be able to produce one. This discussion will lead you to these dimensions of text information. Before going through the different dimensions, however, you first need to know what exactly is text information. According to Hidalgo and Mopera (2015), text information is “about interpreting words in order to generate knowledge”. Meaning, texts contain knowledge and it is your responsibility, as readers, to use your comprehension skills to extract this knowledge from the material. First dimension: Meaning of Text Information Since interpretation of the text is the reader’s responsibility, it would help to remember that words have two meanings, denotation and connotation. Denotation refers to the dictionary meaning (literal meaning) of words or phrases. In the example given by Hidalgo and Mopera (2015), the denotative meaning of the idiomatic expression ‘the black sheep in the family’ is literally a sheep with black wool owned as a pet by a family. Another example is the word ‘snake’. Denotatively, it means “a long limbless reptile that has no eyelids, a short tail, and jaws that are capable of considerable extension and venomous bite”. Connotation, on the other hand, refers to the deeper meaning (implication) of the words and phrases. Using the same idiomatic expression above, its connotative meaning is someone who is a disgrace to an otherwise clean and prestigious record of a family. The word ‘snake’ connotatively means “a treacherous or deceitful person”. Second dimension: Formal and Informal Text Information Aside from the meanings of words and phrases, text information can also be classified into two: formal and informal text information.  Formal > socially shared > objective Informal > real-life events > highly subjective > driven by facts > highly opinionated > examples: birth certificate, business and government > lacks sufficient evidence documents > example: your thoughts about the wearing of face masks and face shields while running, hiking or exercising Third Dimension: Organization, Production and Dissemination of Text Information The next dimension of text information that must be looked into is how it is organized, produced and later on disseminated. Organization Production Dissemination Paragraphs – Print media ✓ Needs to comply with the needs of the target audience information is (newspapers, – audience analysis presented in fluid, magazines, ✓ Audience analysis methods continuous form books) 1. Demographic analysis – analysis of sex, age, Lists – enumeration of New media race, socio-economic status, political and religious key ideas (blogs, social affiliations, ethnic and cultural backgrounds, Tables – information is media, e- occupation presented in columns mails) 2. Disposition analysis – analysis of the audience’s and rows mood or attitude, motivation, interests and goals, needs and preconceived ideas 3. Knowledge analysis – analysis of the audience’s awareness of the information Fourth Dimension: Evaluation of Text Information’s Reliability and Validity Before you can evaluate a material’s reliability and validity, you have to know whether your source is primary or secondary. Primary sources refer to first-hand and raw information. Examples of such are interview transcripts, actual recordings, letters and opinions. Secondary sources are edited and interpreted materials such as textbooks, essays and reviews. After determining the type of source, as a media, technology and information literate individual, you should be able to evaluate the text information to suit your purpose. Below are the different criteria that you can use. CRITERIA Relevance 1. Is the material about the topic you are researching for? 2. Does the text have most, if not all, of the information you need to answer your questions? Authority 1. Is/are the author/s or writer/s the ‘right’ people to talk about the topic? 2. Who is the creator of the information source, and what kind of expertise and experience do they have? Timeliness/Currency When did the information come out? Is there a later version? Validity/Accuracy Are the information facts or opinions? Argument Are the arguments supported by details and examples? Coverage Does it have most, if not all, the information you are looking for? If the answer to these questions is a NO, will you still continue to select the text information? Study the text information below and its evaluation. Purpose: You want to travel to La Union for Christmas vacation Text: Amended Advisory on Localized Entry Protocols in Baguio City while on Restricted Status by the (Public Information Office - City of Baguio 2020) Effective 29 October 2020 All inbound travelers shall register online at https://hdf.baguio.gov.ph/ and upload documentary requirements as listed. (See attached advisory) OFWs and those from abroad shall follow procedure on Baguio Residents Returning from Travels Outside of the City (see Letter F Number 3 in the attached advisory). Who are APOR: https://m.facebook.com/story.php?story_fbid=589457951677183&id=310218036267844  FOR OUTBOUND TRAVELERS: A. Baguio Residents who will be going out of the city and coming back: 1. Register online at https://hdf.baguio.gov.ph/ prior to your travel to avoid hassle at the checkpoint 2. Upload valid government issued ID and negative result/s of test conducted within last 30 days prior to entry Make sure you have QR code (printed or cellphone screenshot) generated from online registration before you leave. The QR code will be checked at the border and will serve as your Travel Authority. B. Locally Stranded Individuals going to their home cities/provinces; Baguio residents who will be staying out of the city for more than a month shall get Travel Authority at the Baguio Athletic Bowl (present barangay endorsement from Barangay and medical certificate - desk at Baguio Athletic Bowl) Restricted/Unrestricted Category: https://www.facebook.com/306028116715984/posts/671573266828132/ FOR TOURISTS - register online at http://visita.baguio.gov.ph/ EVALUATION Relevance Yes, point A talks about what Baguio residents, who will be going out and Is the material about the topic you are coming back must do. researching for? Does the text have most, if not all, of the information you need to answer your questions? Authority Yes, the article was written by what is considered as the official information Is/are the author/s or writer/s the source directly from the Office of the City Mayor, Public Information Office. ‘right’ people to talk about the topic? Who is the creator of the information source, and what kind of expertise and experience do they have? Timeliness/Currency The article was published last October, about two months ago and no other When did the information come out? new announcements was published since then. Is there a later version? Validity/Accuracy All information seems to be facts and no opinions are included in the text Are the information facts or opinions? information. Argument Not applicable because you are simply looking for information. Are the arguments supported by details and examples? Coverage Text information include all the information you need to be able to travel to La Does it have most, if not all, the Union for your Christmas vacation. information you are looking for? CONCLUSION: Text information meets all the criteria. It can be used as a reliable text information. Fifth dimension: Production of Creative Text-Based Presentation Using Design Principles and Elements The heaviness of words and symbols in a text information may cause miscomprehension. Fortunately, there are design principles and elements that one can follow in creating text information. 1. Contrast–there are three elements that need to be considered: size (font size vs. slide/page size); color (font and slide/page) and type. According to Hidalgo and Mopera (2015), there must be balance between these elements in order to emphasize important details and ideas. 2. Alignment – “no information should be randomly positioned”. 3. Repetition – this design principle serves as a reminder of important terms, ideas and concepts. 4. Proximity – this design principle deals with how the string of words and phrases are related to one another. Lesson 5 MIL Describing the Dimensions of Visual and Audio Information and Media Learning Competency with Code: Describe the different dimensions of visual and audio information and media (MIL11/12TIM-IVb-3) Analyze how visual and audio information and media is produced formally and informally (MIL11/12TIM-IVb-4) Like text information, visual information and media have different dimensions. Visual information “uses pictures and graphics to convey messages” (Mopera and Hidalgo 2015). LESSON 1: DIMENSIONS OF VISUAL INFORMATION AND MEDIA First Dimension: Sources of Visual Information Visual information may come in several forms, and each of these play important roles in relaying messages. 1. Original art– paintings, drawings, watercolors, graphic art, prints, sculpture, and architectural drawings and plans that are not only for display in galleries and museums. 2. Photographs–actual representations of events and they have high evidential values. 3. Prints – “artworks that are intentionally created for the purpose of sending information” (Hidalgo and Mopera 2015). These include graphic arts, etchings, engravings, lithographs, woodcuts, mezzotints, posters, trade cards, artists’ prints, computer-generated graphics, and book illustrations. 4. Moving images–“aims to bring back memories from the past through the use of moving images”; examples of these are documentaries and newsreels (Hidalgo and Mopera 2015). Second Dimension: Advantages and Disadvantages (Use and Effect) ADVANTAGES DISADVANTAGES a. Effective for illiterate receiver- Visual a. Costly- Visual information can be information provides knowledge to those expensive especially if there is a need to who cannot read and understand texts or produce sophisticated presentations. words. b. Complex presentation- Some visual b. Helps in oral communication- Ideas can presentations might be limited and might be explained well with the presence of not be good enough. visual information. c. Incomplete method- Some visual c. Easy explanation- Visual information information are not enough to convey provides illustrations that can be easily messages. understood compared to plain text information. d. Wastage of time- The making of visual information can take a lot of time, d. Simple presentation- Visual information espcially if the presentation is too grand can be aided and be presented easier and sophisticated. though the use of graphics, photos, and others e. Difficult to Understand- If there are too many elements embedded in a e. Prevents wastage of time- As compared presentation, it may be difficult to to writing text information where the comprehend the visual information. number of words are necessary, visual information saves more time. f. Problem for general ideas- Not everyone is a visual learner. f. Helps in quick decision- Visual information can help you generate quick decisions because of its simple yet extensive content that can easily understood. g. Popular - many people prefer it over text because of it can be enticing as compared to text information Third Dimension: Visual Message Design Visual message design pertains to how the messages or ideas should be transformed into visual information that would surely suit the needs of your target audience. The following are what you need to consider: 1. Culture – beliefs and traditions of the target audience should be taken into consideration in creating visual information so that your material will be free from offensive details. 2. Educational ability – visual information materials aim to impart knowledge, so knowing the intellectual capability of the target audience will help in how these materials are presented and how complex and how much information the materials must contain. 3. Language and audience – the complexity of the vocabulary of the visual information as well as the language used in these materials can become barriers in getting the message across to the target audience. Fourth Dimension: Selection Criteria for Visual Information LearnAlberta.com suggested four criteria for the selection of visual information and media. Catchy Is the material colorful enough to catch your attention but still able to give you the information you need? Concise Does the material present enough information in a simple yet extensive way? Comprehensive Does the material include comprehensive and complete information? Convincing Does the material able to sway your thinking? Study the sample situation where visual information is evaluated using the criteria given a specific purpose. Purpose: To confirm the information on Baguio City being a high-risk area Photo source: Public Information Office - City of Baguio (2020)  EVALUATION Catchy Does the material catch Yes, the design does not distract attention from the information the material presents. your attention, and is still (Note: Color of the visual information is part of the evaluation. The colors used should able to give you the not be distracting). information you need? Concise Yes. Important information such as the number of current positive cases, number of Does the material present recovered patients and the number of deaths are all presented in a simple yet very clear enough information in a way. The testing capacity of the city was also included. simple yet extensive way? Comprehensive Does the material include Yes, all the information you may need to confirm if the city is under what is considered comprehensive and high-risk area is presented in the visual information. complete information? Convincing Does the material able to Yes, since it gives complete and concise information. sway your thinking? CONCLUSION: The visual material meets all criteria. It means that this visual information is one of the reliable and valid sources of information. Fifth dimension: Design Principles and Elements A. Visual design elements “are the building blocks of visual design and are responsible for image creation which functions as indicators of the message” (Hidalgo and Mopera 2015). 1. Point – simplest element in visual information; responsible for emphasizing key ideas. 2. Lines – suggests motion; imply moods and tones (vertical means power and authority; horizontal means rest and relaxation; diagonal means action). 3. Shapes – represent ideas because of the boundaries they provide; can replace an object too complex to representative (example: circle may represent a globe; a triangle may represent a triangular relationship and a square may mean equal ideas). 4. Value – used in order to apply appropriate lighting to the subject; used to put depth and sense to the idea; two kinds – a) light areas (happiness, fun, gaiety, warmth, closeness) and b) dark areas (gloom, mystery, drama, menace). 5. Texture – exhibits illusion of touch by showing softness or roughness of surface; also shows depth and perspective of objects. 6. Colors – seen because of light; indicators of mood (warm colors – red, orange and yellow; cool colors – blue, violet, green) B. Design principles serve as ‘standards’ in using the elements properly. 1. Balance – the location and arrangement of elements must be in order; communicates equality among all visual elements. 2. Perspective – gives the illusion of ‘realness’. 3. Harmony – focuses on how all visual elements are held together; all elements should have a common reason why they exist in the material. 4. Unity – ‘oneness’ of all visual elements; to achieve this: a) use of same colors, shapes and sizes to communicate similar levels of ideas; b) use of organized shifting of elements to imply hierarchy or differences of ideas. 5. Movements – diagonal lines suggest movements and must be shown clearly. 6. Variety – suggests possible variations in elements in terms of placement and representations; makes the visual information exciting; depends on the nature of information. LESSON 2: DIMENSIONS OF AUDIO INFORMATION AND MEDIA If text information requires the audience to read and apply their comprehension skills, and visual information demands the audience to open their eyes to be able to read the material, then audio information necessitates its audience to not just hear, but listen and utilize their listening comprehension skills. Like the previous two types of information and media, however, this type also has several dimensions. First Dimension: Sources of Audio Information Radio, invented between 1904 and 1922, is believed to be the first source of audio information. It was and is used for entertainment, propaganda and news. Photo source: (Vivi 2021) MP3 Player can store a sizeable amount of compressed audio files and it is more compact and more portable than the portable cassette and compact discs (CD) players. Photo source: (davidswidjaja 2020) Podcast “is a form of internet audio broadcasting” (Hidalgo and Mopera 2015). Audio files are downloadable and it can be accessed by subscriptions. Photo source: (Hruts 2019) Second Dimension: Formats of Audio Files Digital CDs - information is read and interpreted by laser that is converted into sounc once played by compatible device Third Dimension: Hearing vs. Listening Hearing is the process of receiving audio information using the ears. For example, when a car passes, you can hear the rumble of the engine. When your neighbor’s dog barks, you can also hear the sound produced. This is more of a passive skill because you do not do anything with the information that was received by your hearing organ. Listening, on the other hand, is being able to receive and appropriately interpret and eventually respond to the information that was received. This requires an active participation on the receiver. For example, when your mother tells you to wash dishes and you respond accordingly by actually washing the dishes, then you listened. But if you did not respond, say you continued scrolling through your Facebook account, then that is hearing. According to Hidalgo and Mopera (2015), there are ten (10) principles of listening. 1. Stop talking. You have to learn when to stop talking and when to start actually listening to what the speaker is really saying. 2. Prepare yourself to listen. You have to learn how to clear your mind of other things so that you will be able to concentrate to what is being said. 3. Put the speaker at ease. In order to be able to get the speaker to express his/her idea easily and continuously, you have to make sure that you make the speaker as comfortable as possible. 4. Remove distractions. It is advised that when someone is talking, you focus your attention to the speaker by avoiding doing other things like texting and or browsing your social media accounts. 5. Empathize. Try your best to understand what the speaker is saying and where the speaker is coming from, especially if the topic is a bit sensitive. 6. Be patient. Not all speakers take the same amount of time to say what they need to say. So, as a listener, you have to patiently wait for him/her to finish expressing his/her ideas. 7. Avoid personal prejudice. It is strongly advised that you try ignoring some of the annoying gestures and or mannerisms the speaker may have. 8. Listen to the tone. The speaker’s tone of voice can help you fully understand what s/he is saying or not saying. 9. Listen for ideas – not just words. A good listener does not just listen to individual words, but rather to the whole idea that the speaker is trying to communicate. 10. Wait and watch for nonverbal communication. To be able to fully understand the message that is being communicated, the nonverbal cues such as facial expressions, gestures and postures among others can help you listen and not just hear. Fourth Dimension: Selection Criteria for Audio Information Like any other information material, audio information and media must undergo a set of criteria for selecting the correct audio information. Below are the suggested criteria, as presented by Hidalgo and Mopera (2015). CRITERIA Relevance 1. Is the material about the topic you are researching for? 2. Does the text have most, if not all, of the information you need to answer your questions? Authority 1. Is/are the author/s or writer/s the ‘right’ people to talk about the topic? 2. Who is the creator of the information source, and what kind of expertise and experience do they have? Timeliness/Currency: When did the information come out? Is there a later version? Validity/Accuracy: Are the information facts or opinions? Argument: Are the arguments supported by details and examples? Coverage: Does it have most, if not all, the information you are looking for? Fifth Dimension: Design Principle and Elements Audio information can be labeled as follows: 1. Audio clips–short segment of audio information that is focused in one idea. 2. Record – audio files are stored in various devices to be listened to at a later time or date. 3. Earcon – “short sound phrases that are used mainly in computers to support computer commands like starting up, shutting down, opening windows, etc.” There are only two principles to be followed in producing audio information: 1. use the highest quality audio possible; and 2. audio must complement, not compete, with the information on the screen. Lesson 6 MIL Describing the Dimensions of Motion and Manipulative Information and Media Learning Competency with Code: Describe the different dimensions of motion and manipulative information and media (MIL11/12TIM-IVb-3) Analyze how motion and manipulative information and media is produced formally and informally (MIL11/12TIM-IVb-4) LESSON 1: DIMENSIONS OF MOTION INFORMATION AND MEDIA Motion information is defined by Roblyer (2004), as cited by Mirabueno and Rodriguez-Macaraig (n.d.), as “a form of media that has the appearance of moving text and graphics on a display (with the) purpose (of communicating) information in multiple ways”. Shelton (2004) also defined motion information as “an integrated sight-and-sound kinetic media”. First Dimension: Sources of Motion Information Motion information can easily be found and accessed with the use of modern gadgets such as smart phones, tablets, computers and laptops combined with the use of the new media. The following are some of the possible sources of motion information. 1. Motion graphics blogs and resources–You can download motion information over the internet through these recommended sites: Video Copilot, GreyScaleGorilla, AE Tuts, Video Hive, AE Portal News and YouTube (STEM 12 2018). 2. Movie clips– These are parts taken or ‘clipped’ from bigger movies or motioninformation materials to support a claim or to show an idea. Hidalgo and Mopera (2015), however, warned movie clip users to be careful in choosing these clips because they may be misleading to the viewers. 3. Short films – These are films that have one complete theme and idea, and usually run for one to 15 minutes only. 4. Original videos – These are captured and or recorded actual events by anyone who has the proper gadgets (mobile phone, camcorder and cameras among others). SECOND DIMENSION: FORMATS OF MOTION INFORMATION Film/Motion Motion Pictures in Interactive Videos Live Streaming Pictures Televisions These are still pictures put These are the motion These are videos that These are videos togetherin a rapid information communicated allow users tointeract uploaded or shownin succession, creatingthe or shown in televisions. with it through clickable various sites thatshow the illusion of continuous Televisions receive and links. real-time occurrence of movement. This project moving images, in events. occurrence is called by black andwhite or with full Max Wertheirmeras Phi colors and with or without Phenomenon sounds. (STEM 12 2018) THIRD: ADVANTAGES, LIMITS AND IMPORTANCE OF MOTION INFORMATION ADVANTAGES: 1. Motion - Movements make it easier for viewers to understand the information, as comparedto still pictures. 2. Processes - Information that needs sequential movement can be shown. 3. Safe Observation - Information that may be harmful to a viewer's health may be viewed from a safer distance. 4. Skill Learning - Motion information can be watched repeatedly, allowing better skill-learning opportunities. 5. Affective Learning - Motion information like documentaries and propagandas canbe used to affect a viewer's personal and social attitudes. 6. Cultural Understanding - Motion information may instill appreciation for othercultures because people are able to 'see' other's culture. 7. Establishing Commonalities - When people are able to watch the same material,they have something in common to discuss. DISADVANTAGES: 1. Misinterpretation–Some motion information may have deep and complex meanings that are notso easily interpreted. 2. Cost – Motion information equipment and materials are expensive. 3. Unpredicted (technical) problems – It is inevitable to have some technical problems. 4. Time consuming – The creation of motion information may be very time-consuming. 5. Not interactive –There is no chance for the audience to directly interact (askquestions, express opinions) with the material IMPORTANCE: 1. Showcasing of complex ideas – videos, films and other motion visualizations are able to present complex ideas; combination of and clear and proper of elements can help the viewers grasp the idea  presented in the material. 2. Assessment of one’s values–motion materials are known “to be strong media sources that affect emotions”. For example, being able to watch poverty-stricken areas in a documentary may trigger various emotions such as pity, gratefulness or may also 3. inspire viewers to re-assess what they may have or have not done to help. 4. Learners and culturally relevant events – motion materials can be powerful instructional tools to update learners on the current community (local, national and or global) events. 5. Theoretical connections–motion materials are also powerful tools in helping learners visualize theories being learned or introduced. For example, “Albert Einstein’s Theory of Relativity is very comprehensive because of its relevance in studying the universe but by enhancing [the lesson] with visual motion representations; […] learning can occur”. Fourth Dimension: Organization, Production and Dissemination of MotionInformation and Media Dimension Organization Production Dissemination o May be taken viadigital Elements shown in Assisted by ✓ Undergoes recording (conversion each frame must various software censorship (system of signals to high contribute to a such as Avid,Final of examining quality videos) orfilm meaningful scene or Cut material to avoid recording (utilization of frame;elements Pro, Adobe causingoffense, filmnegatives) shown must be Premiere Pro harmor violence, o May also be photos, symbolic, relevant i.e. drugs, sexual illustrations, footages and or can be acts,gore) and or explained original materials Fifth Dimension: Selection Criteria for Motion Information and Media Catchy Can the motion information capture the attention of intended audience? Concise Is the information shown in an orderly manner? Does the sequencing of events show the important ideas the material wants viewers to understand? Comprehensive Does the material show all possible aspects of the issue being discussed? For example, if the topic is about teenage pregnancy, does the material show thesocio-economic, educational, psychological, physiological and moral aspects of the said topic? Convincing Does the material able to sway your thinking? SIXTH DIMENSION: DESIGN PRINCIPLES AND ELEMENTS A. Elements of Film 1. Mise-en-scene – “put into scene”; all necessary elements that complete a scene must be present and must have to be properly arranged: characters with costumes and make-up, props, lighting, setting all must make sense. 2. Cinematography – manipulation of movie shots; necessary to put a dramatic vibe in the video; three kinds – a) camera angles which refers to the perspectives used in shooting a material; b) camera distances which refers to the distance of the camera to the object or element being recorded; c) camera movement which refers to the manner of how camera shots create motions by its movement. 3. Editing – act of combining separate film pieces together; follows a script which includes effects that make scenes more meaningful. 4. Sound – important to add more emotions to scenes or to further explain a scenario; two kinds – a) diegetic refers to the sound heard within the film world which includes conversation of characters, horns of cars passing by, knocking on doors; b) non-diegetic refers to the sound heard outside the film world which includes background or mood music and narrator’s commentary. B. Motion Media Principles A. Gather information–The video makers have to have clear objectives before gathering information. “Intensive research should be employed so that the right elements would be chosen”. Information that needs to be research may include, but not limited to, the causes and effects, preventive measures and preparednessfor the effects. B. Choose a format–This refers to the way the video is executed. The following aresome of the common preferred formats: i. Interview – an effective format because information provided are first hand; interviewer is the one who asks the questions and interviewee is the one who provides the information ii. Documentary– can be done through: a) narration of events with footages and pictures;  or b) series of interviews, no narration, but with a storyline iii. Video magazine–“less formal”; hosts narrate important points; with higher entertainment value iv. Story-based–“uses a scrip in narrating a story; involves actors” v. Talking head – “less complicated than an interview; involves multiple cameras; interviewee answers the questions first, and questions bythe interviewer are created at the end”. C. Select a style–This refers to the mood created in the parts of or the whole of the motion material. This greatly depends on the topic, on the information and on the scene being shown. D. Add appropriate elements–These refer to additional elements that would make the information more credible. For example, if the motion material is a success story intended to inspire young entrepreneurs, then a successful entrepreneur’s struggles into becoming a success must be included in the material. Seventh Dimension: The Storyboard Storyboards are “graphic organizers represented by the use of frames, which show the sequence of the video before its creation” (Hidalgo and Mopera 2015). This serves as the video makers ‘map’ so that they know the correct order of scenes. Below is an exampleof a storyboard. Photo source: (Hidalgo and Mopera 2015) LESSON 2: DIMENSIONS OF MANIPULATIVE INFORMATION AND MEDIA Manipulative information is purposefully made to persuade its audience (viewers, listeners and/or readers) to think or act in a certain way. During national election, for example, all types of media will contain politicians’ information that would sway people to vote for them, such as their planned programs and their previous accomplishments. Manipulative information and media have several dimensions, like the previously discussed types of information and media. Unlike the motion information and media discussed in Lesson 1, this type has only five dimensions. First Dimension: Types of Manipulative Information According to the video created by Angelinebdbaa138daa64c03 (2017), there are four types of manipulative information: 1. Activism – These are practices that express strong support or opposition to controversial issues. They also emphasize on direct vigorous action about the issue at hand and these may “be done through public rallies, strikes, street marches, and even rants on social media”. For example, it is a common knowledge how the Lesbian-Gay-Bisexual-Transgender (LGBT) community used this type of manipulative information to fight for their rights. Another example is how college students use this type to express their thoughts and feelings about tuition fee hike. 2. Advertising – “It is the action of attracting public attention to something, especially through paid announcements for products and services”. Hidalgo and Mopera (2015), gave another definition of advertising or advertisement: it “is a notice, such as a poster or paid announcement in print, broadcast or electronic media designed to attract public attention (information) or patronage (selling)”. There are many advertising techniques, which you probably learned whenyou were in the lower years, but Hidalgo and Mopera (2015) only mentioned three of the most common advertising techniques: a. Endorsement or testimonials–advertising companies ask famouspersonalities to attract the  viewers’ and/or readers’ attention. For example, Manny Pacquiao, a senator and a famous boxer, ‘endorses’ an energy drink. b. Scientific or statistical claim–numbers are used to sell the product or the service. For example, when you hear the phrases “9 out of 10 women/men use product X” or “doctors recommend”. c. Card stacking – it is the comparison of two products. Examples of this technique are seen in advertisements of detergents. 3. Hoaxing – Materials under this type are meant to deceive or defraud, but these have successfully convinced people that these actually work. Scams are one of the most common examples of such type. 4. Propagandizing – This is a “form of communication that is aimed at influencing the attitude of a community toward some cause or position by presenting only one side of an argument”; usually disseminated by large organizations and institutions. Second Dimension: Formats of Manipulative Information Third Dimension: Characteristics of Manipulative Information Since the aim of manipulative information is to persuade its audience, materials under this type of information and media may be characterized (adapted from Lungay 2017) as follows: 1. Media-flexible: It has to fit in more than one type of media so that it would reachmore people. 2. Quasi-credible: The materials have to have some truthfulness to them or at leastthey need have the capability to be believed by the audience. 3. Charismatic: The materials have to appeal to more than one type of person. 4. Articulate: Manipulative information’s message has to be expressed using clearand effective language. Fourth Dimension: Organization, Production and Dissemination ofManipulative Information 1. Print media (newspapers and magazines)–Depending on the print media institution, some of the manipulative information may be found at the bottom of the front page or there is a page allotted for such information. 2. Broadcast media (television and radio) – Manipulative information, in the form ofvarious advertisements, come out every segment of a program or film. 3. New media (internet)–Manipulative information materials are found at the edges of or at the bottom of a webpage. Sometimes, they pop out as you open a certain webpage. 4. Outdoor media – Manipulative information found in this kind of media may be foundalong national highways (Philippine setting) and along streets. Fifth Dimension: Selection Criteria for Manipulative Information Like the previous types of information and media, manipulative information may beevaluated using the following criteria (adapted from Media and Information Literacy 2019). Accessibility Effectivity of Is the material technique used accessible to people What technique was with varied used and how effective capabilities and was it? means? Reflective of Appropriateness of pluralistic nature of the global society media used Does the material Is the media where the information surpass any and all appeared the most demographic appropriate to use forst its background of its Manipulative purpose? audience? Information Sixth Dimension: Design Principles and Elements Aside from the selection criteria given above, these principles may be used asevaluative criteria. Principle of Completeness Does the material answer the following? What is the material about? Who are involved? Why did the event happen? Where did it happen? When did it happen? How did it happen? Does the material provide all the information youneed? Principle of Understanding Is the level of the topic within your area of experience? Principle of Objectivity and Balance Are all facts presented? Is the material free from biases? Principle of Accuracy At the time of dissemination, are all the informationtrue and accurate? Study the example below. Photo source: Ram (2018) Principle of Completeness Does the material answer the following? The first question, does the material answer the following, is What is the material about? not applicable in the material shown. However, if the purpose Who are involved? of the material is to persuade its audience to buy the product, Why did the event happen? then the answer to the second question is yes. If you are a Where did it happen? person who loves crispy and juicy chicken, then this material When did it happen? provides what you need to know about the company’s chicken. How did it happen? Does the materialprovide all the information you need?  Principle of Understanding Most likely, the answer to this is yes. There is a great Is the level of the topic within your area ofexperience? possibility that you have experienced dining in the said company. Principle of Objectivity andBalance This principle may not be applicable to advertisements Are all facts presented? because the goal of such materials is to convince its target Is the material free from biases? audience. There may be facts that are not presented, thereby showing certain biasness in the materials. Principle of Accuracy Advertisements have a degree of truthfulness and At the time of dissemination, are all theinformation accurateness in them. true and accurate? The material may not speak of global society but it does speak of national society. It is a common knowledge that one favorite meal of Filipinos is fried chicken. The material, however, does Reflective of pluralistic nature ofthe global surpass some of basic demographic background (age and society sex) of its audience because more likely than not, everyone Does the material surpass any and all demographic knows the endorser and everyone likes to eat delicious fried background of its audience? chicken. In a way, yes, because the material can be ‘read’ by Accessibility people who prefer visuals and it has accompanying words, Is the material accessible to people withvaried which also make it accessible to people who prefer to read capabilities and means? words. The technique used is endorsement and yes, it was Effectivity of technique used What technique effective because the endorser is a well-known and was used and howeffective was it? generally-loved artist. Appropriateness of media used This material was found in the internet. With the surge of Is the media where the information appeared the most internet users, it is probably the most appropriate media appropriate to use forits purpose? to use as an advertising venue. Conclusion: This manipulative media has very great potential in attracting customers and in swaying people’s minds and decisions. Lesson 7 MIL Evaluating a Multimedia Creative Form Learning Competency with Code: Evaluate a creative multimedia form (MIL11/12MM-IVij-26) Background Information: Multimedia is defined by Marshall (2001)as “the field concerned with the computer-controlled integration of text, graphics, drawings, still and moving images (video), animation, audio, and any other media where every type of information can be represented, stored, transmitted and processed digitally”. From this definition, it can probably be deduced that multimedia information refers to the information that is produced and disseminated through and using multimedia. It is very apparent that, today, this type of information and media are the most common and the most utilized in most aspects of a person’s life. It is undeniable that multimedia information is as much a part of life as the basic needs are. Because of this, you are aware that it has its advantages and disadvantages. Advantages of using multimedia (Oxillo 2017) and (Rebolledo 2018) 1. “It targets multiple senses (sight, hearing, etc.)”. 2. “It can be interactive”. 3. “It can cater to a wide audience”. 4. “It enhances the effect of text presentations”. 5. “It can retain the attention of its audience”. 6. It can be used in various settings (education and or entertainment, among others). 7. “It can be modified easily”. Disadvantages of using multimedia (Oxillo 2017) and (Rebolledo 2018) 1. “Can take up a lot of digital storage”. 2. Some of the products may only cater to the larger, majority group of people, neglecting the minorities. 3. It takes time to create because it can be complex. 4. It can cause distraction from the main message of the material.  Uses of multimedia (Oxillo 2017) Engineering, Mathematics, Entertainment Education Scientific Research Medicine Concretizing Online games Robotics COVID-19, vaccines theories Five Elements of Multimedia (Rebolledo 2018) 1. Text – “used as headlines, subtitles, and/or slogans; used to express the specific information or reinforce information in other media”. 2. Graphics – still pictures that usually accompany text information; used to illustrate or to clarify the message of the text; it may be produced in galleries or slide shows. 3. Animation–“it can illustrate how things work or present information in entertaining ways; it can contain interactive effects [through the use of their] mouse and keyboard; it is a dynamic and media-rich content that stays within one container on a page – a very powerful form of communication”. 4. Audio–“multimedia application that uses dialogue, recorded narration, music and sound effects”. 5. Video Criteria for evaluating multimedia information and media Since the definition of multimedia information can be presumed that it is the combination of all the types of information and media discussed earlier. It can also then be supposed that the criteria for evaluating a material under multimedia information and media are the combination of two or five types of information and media’s set of criteria, whichever is applicable to the material at hand. For example, if the multimedia information material is the combination of visual, textual and manipulative information, then the criteria to be used will also be the combination of the three sets of criteria, except when a criterion is repeated. Lesson 8 MIL Producing Presentations Using Design Principles and Elements Learning Competency: Produce a creative text-based, visual-based, audio-based and manipulative-based presentation using design principles and elements (MIL11/12TIM-IVb-6;MIL11/12VIM-IVc-10;MIL11/12AIM-IVd-14; MIL11/12MPIMIVgh-22) Photo source: (Design Your Way n.d.) The material you see is a combination of text-based, visual-based and manipulative-based presentation. Text Contrast; Alignment; Repetition; Proximity Point; Lines; Shapes; Value; Texture; Colors Visual Balance; Perspective; Harmony; Unity; Movements; Variety Principle of Completeness; Principle of Understanding; Principle of Objectivity and Balance; Manipulative Principle of Accuracy On the next page is an analysis of the material given so that you will be able to see how the elements successfully came together to form the material. 1. Text Contrast Color: dirty white background, black letters Size: title bigger than the rest of the text Alignment For runners who know the road by heart is obviously the title so it is placed in the center of the text information part; indentions (even if the groups of words are not exactly paragraphs) are intentional to direct the attention of the readers to the idea they want to emphasize. Repetition Since the shoes are designed for women, you will notice that the word 'woman' has been repeated a few times. Aside from this word, the company name has also been repeated to probably commit to the reader's memory the name. Proximity Notice how the second 'paragraph' was constructed. The beginning of the paragraph is not a sentence but the following sentence does pertain to the beginning of the paragraph. 2. Visual For the visual element of the material, notice the presence of the elements (point; lines; shapes; value; texture, except color), even if the visual is a photograph. How were the design principles shown in the picture?  Balance is manifested by the location of these two elements. One element is located at the upper left corner while the other one found at the bottom right corner, creating a balance between the identified elements. You will also notice that there is a shot of the sky, which balances out the image of the road. The trees on the other hand, is between the lake and the road, ensuring that there is still balance. The perspective, aside from the definition given in the earlier part of the module, also pertains to the angle or point of view with which the material is presented. In the case of this photo, the perspective will come from the left front side. Why was it taken from that angle? To show the distance that the runner was able to cover while wearing the shoes it is advertising. Photo source: (Althepal 2008) Unity is shown because the concept of the shows being a woman’s shoes for running and being able to reach far was shown by all the elements in the photo. Variety is quite obvious in the picture as you can see that there are various elements at play: trees, road, woman, lake and, of course, the shoes. NOTE: All elements and design must NOT be randomly placed in the material if it has no significance. All elements and design must make sure that the message is clear and loud just by merely looking at the picture. 3. Manipulative Principle of Completeness All the information that consumers need about the product is presented in both the text and the visual. Principle of Understanding Though the product is for women, it is not only them that can understand how important shoes are when one is running. It is also possible for men to understand the concept. Principle of Objectivity and Balance For the company of the product, they do present the facts about their product, which in turn makes the material as objective as it can be. Principle of Accuracy At the time of creation of the material, the information given may be correct and accurate.