Unit 5 - Sources of Media and Information PS.pdf

Lesson 1 Unit 5 Sources of Media and Information Media and Information Sources Lesson 2 Gathering Indigenous...

Lesson 1 Unit 5 Sources of Media and Information Media and Information Sources Lesson 2 Gathering Indigenous Media Media andInformation Media and InformationLiteracy Literacy and Information 1  LEARNING TARGETS In this unit, the learners should be able to do the following: Compare and examine potential sources of media and information. Interview an elder from the community regarding indigenous media and information resources. 2 VALUES AND ATTITUDES In this unit, the learners should be able to do the following: Appreciate the value of variety in media sources. Weigh media sources critically. Value cultural and indigenous media and information sources. Respect elders in the community. Appreciate the value of elders’ lived experience. 3  LET’S PUT IT THIS WAY Where would you turn to find information about college courses and careers? Would the lived experiences of those in your community be of help? 4  UNIT STIMULUS True or False? The coconut tree is well-known for its diverse uses. The Filipino culture values the coconut tree in many ways, even featuring it prominently in its literature. Answer whether each of these uses of the coconut tree is true (something a part of the tree can be used to make) or false (not something the coconut tree can be used to make). 5 UNIT STIMULUS True or False? LUMBER 6  UNIT STIMULUS True or False? BASKETS/MATS/BROOM 7  UNIT STIMULUS True or False? FUEL/CHARCOAL 8  UNIT STIMULUS True or False? MOSQUITO REPELLENT 9  UNIT STIMULUS True or False? WINE/VINEGAR 10  OIL UNIT STIMULUS True or False? 11  UNIT STIMULUS True or False? ROOFING 12  DIVE IN Glocalization is a term that draws our attention to the crossover between globalization and local needs. How might globalization be changing how we see local sources of information? 13 CENTRAL QUESTION How does a 21st-century learner make the most of available information sources? 14 Lesson 01 Sources of Media and Information Unit 5| Media and Information Sources Media and Information Literacy 15 Information - refers to facts and figures about various topics acquired from learning, research, or communication. Information Sources - refer to people, groups, and records from which data is gathered. Informant is someone who provides details about his/her language, values, beliefs, or culture to a researcher. 16 The Library One iconic information source is the library. A library is where collections of books, periodicals, and other resources are organized through a classification system and organized and managed by a trained professional known as a librarian. 17  These classifications are based on their Four Kinds of Libraries purpose, location, and type of resources offered. Insert illustration here 4. Special 3. School 1. Academic 2. Public 18 1. Academic Library ü supports the curriculum of universities and other educational institutions. ü It is also a research arm for scholarly papers and related works. 19 2. Public Library ü is funded and supported by taxes and the government (local and/or national); as such, it is typically open to the public and offers basic library services, generally for free. 20 3. School Library ü is typically seen in primary and secondary schools and provides instructional and educational materials and equipment for teachers and learners to use in their classes and extracurricular pursuits, and may be used as a venue for some activities. 21 4. Special Library ü generally caters to a specific group of people (typically from a particular field or discipline), providing a space for collections and archives of materials in a specific field of interest. 22 23 Criteria for Evaluating Sources Authority Accuracy Objectivity Currency Coverage 24 Authority To determine how authoritative a text is, find out who the author of the text is and examine their credentials. What background or expertise do they have? What other scholarly works have they produced? What experience do they have in the industry or with the topic? 25 Accuracy Check how accurate the information of a source is. Compare it with other sources on the matter and see if the facts are consistent. Articles that have been peer-reviewed or checked by other experts are likely accurate. Grammar, format, and other mechanics are useful surface-level clues. 26 Objectivity A reliable source of information is not biased, so step back and weigh the material for yourself. Check the author’s tone to see if there appears to be undue bias or favor toward a particular side. Check the text’s organization—is one side of an issue given more discussion space than the other? 27 Currency The more up-to-date a reference is, the better. Look for sources that have been published in the last six years. In gathering news, check to see if the story is still developing and whether a reference is the newest. Avoid “zombie websites” that have not updated their contents or sources online. 28 Coverage limited scope but to greater depth One final gauge of the strength of a reference lies in its coverage. Is the source focused on a particular part of the topic, or does it try to be comprehensive? If the source at hand only covers part of the overall needed topic, you may more comprehensive look at the big need to find other references that picture in less detail. tackle the other parts to sufficient depth. 29  KEY MOMENTS Far from being outclassed by the wide availability of information on the internet, libraries have evolved, pairing their physical archives with digital subscriptions and databases curated by expert staff. 30  APPLICATION Juan is a high school student. He noticed that most of his classmates retweeted a tweet stating that classes are suspended tomorrow due to a typhoon. Still puzzled, he checked the profile of the one who posted the information. He noticed that it is a parody account of a certain politician. Should Juan share the same information? Why or why not? 31  APPLICATION Maria is an ABM student. She was assigned by her teacher to write a concept paper about the change in consumer behavior of teenagers for the past three years. In the library, she saw books and journals published ten years ago. Should Maria use them as references? Why or why not? 32 Lesson 02 Gathering Indigenous Media and Information Unit 5| Media and Information Sources Media and Information Literacy 33 Indigenous - means “local” or “native,” essentially meaning information and channels that originate in a community of people sharing culture, ideas, and beliefs. - Word of mouth is a common way of sharing information, even passing it down from generation to generation. 34 Indigenous Media - sometimes called community media, this refers to the communicative tools through which communities share information and ideas. - Whether in songs, folktales, carvings, or other records, these means can help keep a culture and its traditions and beliefs alive from one generation to the next. Folk Songs 35 Indigenous Communication refers to the information exchange via local channels. It is a way of culture preservation and adaptation. Tracing back to Philippine history, the umalohokan are known as the town criers of an ancient barangay or a well- organized independent village. They announce laws ordered by the datu or chieftain to reach the community. 36 Some Forms of Indigenous Communication Kapihan Balitaktakan Kuwentong Barbero 37 Kapihan In the Philippines, catching up or having a deep talk over coffee is something near and dear to our culture. Community members gather to share stories, thoughts, and ideas over a cup of coffee or other shared snack or meal, strengthening a bond and learning things as they engage with each other. 38 Balitaktakan refers to a discussion or debate where members are free to voice out their opinion about a certain topic. Members exchange ideas to come up with a feasible solution to a community problem. This is useful for discussions or debates where a choice that affects the whole community needs to be made, and input and responses from the townspeople are needed. 39 Kuwentong Barbero is a Filipino idiom that is often associated to hearsay. Its origin may be stemmed from local men who goes to barbershops not only to get a good haircut but to listen to the barber’s stories. Thus, a barber’s story is passed down from one customer to another until it reaches the community. 40 Kuwentong Barbero The stories may be silly but sharing time and sometimes personal truths and ideas is a key part of the culture and can lead to good reflection and personal growth. This represent the community culture (different cultures joke differently, or about different topics, or have different versions of the same joke), and in the end, the actual heart of all of these kinds of indigenous media is the community interaction where different members of a culture come together. 41 For the Community Indigenous media is valuable not only because it preserves a community’s culture but also because it expresses that culture and shares it with other communities and the world. As such, the representation of indigenous communities must always empower and represent them fairly. 42 For the Community “In recent years, efforts have been made to improve media representations of indigenous peoples. More representation deliberately needs to be undertaken and committed and to be equitable and just: indigenous communities are people with their own culture and values, and worth, and must be shown as such with sensitivity and respect, not as victims of conflict and discrimination.” 43 44