Media and information literacy

• Parts of the Teaching Guide

  • Introduction
  • Motivation
  • Instruction/Delivery
  • Practice
  • Enrichment
  • Evaluation
• As Higher Education Institutions (HEIs) welcome the graduates of the Senior High School program, it is of paramount importance to align Functional Skills set by DepEd with the College Readiness Standards stated by CHED
• The DepEd articulated a set of 21st century skills that should be embedded in the SHS curriculum across various subjects and tracks
• The Commission declared the College Readiness Standards that consist of the combination of knowledge, skills, and reflective thinking necessary to participate and succeed - without remediation - in entry-level undergraduate courses in college
• College Readiness Standards Foundational Skills

  • Produce all forms of texts (written, oral, visual, digital) based on: Solid grounding on Philippine experience and culture; An understanding of the self, community, and nation; Application of critical and creative thinking and doing processes; Competency in formulating ideas/arguments logically, scientifically, and creatively; and Clear appreciation of one's responsibility as a citizen of a multicultural Philippines and a diverse world
• DepEd Functional Skills

  • Visual and information literacies, media literacy, critical thinking and problem solving skills, creativity, initiative and self-direction
  • Global awareness, scientific and economic literacy, curiosity, critical thinking and problem solving skills, risk taking, flexibility and adaptability, initiative and self-direction
  • Global awareness, media literacy, technological literacy, creativity, flexibility and adaptability, productivity and accountability
  • Global awareness, multicultural literacy, collaboration and interpersonal skills, social and cross-cultural skills, leadership and responsibility
  • Media literacy, multicultural literacy, global awareness, collaboration and interpersonal skills, social and cross-cultural skills, leadership and responsibility, ethical, moral, and spiritual values
• UNESCO defines Media and Information Literacy as a set of competencies that empowers citizens to access, retrieve, understand, evaluate and use, to create as well as share information and media content in all formats, using various tools, in a critical, ethical and effective way, in order to participate and engage in personal, professional and societal activities
• The Philippines is among the first country to adapt Media and Information Literacy as part of basic education curriculum
• The Department of Education in the new K-12 Basic Education Curriculum included Media and Information Literacy as part of the Core Subjects under the Communication Learning Area for Senior High School (SHS) at Grade 11 or 12 with one semester allocation
• The Media and Information Literacy course introduces the learners to basic understanding of media and information as channels of communication and tools for the development of individuals and societies
• The Media and Information Literacy course also aims to develop students to be creative and critical thinkers as well as responsible users and competent producers of media and information
• Target Teachers

  • Current and future Grade 11 or 12 teachers of Media and Information Literacy
  • Teachers from all educational levels across all content and subject areas
• Qualifications of MIL teacher

  Masters in Education Major in Education Technology or IT/ICT Education or any related field<|>Three-year experience in teaching education technology or T/ICT Education or any related field<|>Three-year experience in the analysis, design, development, implementation and assessment of different types of media and information<|>High competencies in online / offline software technologies<|>Highly motivated, outcome-based oriented and life-long learner
• The Teaching Guide is based on the MIL Curriculum Guide of DepEd
• Each Lesson is divided into two parts: Lecture and Laboratory
• The Lecture class has an allocation of 60 minutes and could be delivered inside a traditional classroom although some topics would require a computer with presentation software
• The Laboratory class has an allocation of 120 minutes and highly recommended to be conducted inside a computer laboratory with Internet connection
• In most Lessons, there is a continuous flow of discussions and activities from the Lecture to Laboratory
• The time allocation is limited to 3 hours (180 minutes) per week compared to the four 4 hours per week in DepEd Curriculum Guide to accommodate schedule changes, unannounced/abrupt class suspensions, and other distractions
• There are Lessons with two Lecture and Laboratory parts (Motion Media and Information, Manipulatives / Interactive Media and Information, and Multimedia Information and Media)
• Media and Information Design Framework


  It aims as a guide in the analysis, design, development, implementation and evaluation of pertinent media and information outputs
• Components of Media and Information Design Framework

  • Target Audience
  • Sender/Author
  • Key content
  • Purpose
  • Form/Style
  • Medium / Format
• Recommendations for MIL Portal

  • Learning Management Systems (Edmodo, Moodle, Google Classroom, Blackboard, Canvas, Others)
  • Cloud Storage Folders (Dropbox, Google Drive, Others)
  • Email and egroups (Yahoo, Gmail, Others)
  • Blogs and Personal Websites (Wordpress, Blogspot, Tumblr, Wix, Others)
  • Offline Submission
• The learners would create their own individual personal online page which will be called ePortofolio
• An electronic portfolio or ePortfolio is a collection of outputs developed by the learners uploading at an online platform
• The Media and Information Literacy is an output-based subject
• In all pertinent output a sample rubric is provided
• The teacher will assign weights on each component in the rubric
• Teacher tip
• • A sample interaction log matrix may be printed on paper or illustrated on the board.
• • The learner can opt to use an online personal diary like Penzu, a free application for creating a journal and downloadable to mobile phones and tablets (2016, April 6). Retrieved from http://classic.penzu.com/
• Weekly Interaction Log with Information and Information Providers

  • Youtube
  • Facebook
  • Television
  • Books
  • Others
• INTRODUCTION (5 MINS)
• Communicate Learning Objectives
• Introduce the following by stating that at the end of the lesson, the learners shall be able to:
• Learning Objectives

  • Describe how media and information affect communication.
  • Editorialize the value of being a media and information literate individual.
  • Share to class their media lifestyle, habits, and preferences.
• INSTRUCTION (35 MINS)
• The Low-tech Future
• 1. Remind the learners that they are living in the 21at Century, where people are dependent on technology.
• 2. As the learners to imagine waking up one day to find no Internet, libraries, and cell phones. Newspapers, magazines, radio stations and TV channels have also disappeared.