Department of Education
Region VI—Western Visayas
Schools Division of Iloilo
Daily Lesson Plan (DLP) in Media and Information Literacy (MIL)
Grade 12 (Senior High School Department)
Week 1 – Nov. 4-8, 2019
TOPIC / LESSON NAME:
Introduction to Media and Information Literacy (Lec)
The learner demonstrates an understanding of media and information sources, and values
them as part of
The learners shall be able to create a log of their use and interaction with media and
information providers to
aid in their understanding of media and information literacy.
• Describes how much media and information affect communication. MIL11/12IMIL-IIIa-1
• Identifies the similarities and differences of media literacy, information literacy, and
• Editorializes the value of being literate in media and information. MIL11/12IMIL-IIIa-3
• Shares to the class media habits, lifestyles and preferences. MIL11/12IMIL-IIIa-4
SPECIFIC LEARNING OBJECTIVES:
At the end of the lesson, the learners are able to:
• Create a log that reflects their current use and interaction with media and information.
• Define the key concepts (media, information, technology literacy, and media and
• Compare and relate the media and information literacy framework to their own
TIME ALLOTMENT: 1 hour (60 minutes)
Motivation: Media Use Log
Introduction: Learning Objectives
Instruction: The Low-tech Future, Flash News, and Unlocking Definitions
bond/pad paper, pen, board and marker, computers/tablets, printed sample interaction log
Adobo Chronicles. Your Best Source of Up-to-date Unbelievable. Retrieved from
Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane; Cheung, Chi-Kim
(2011). Media and Information Literacy: Curriculum for Teachers. UNESCO Press ISBN 978-92-
3-104198-3 (EN);978-959-18-07; 978-959-18-0787-8 (ES)
MOTIVATION: (10 MINS)
Media Use Log
1. Inform the learners that today’s topic embodies essential knowledge that should allow
users to engage
with media and information channels in a meaningful manner.
2. Instruct the learners to bring out a sheet of paper.
3. Direct the learners to think of the past week, and record their use and interaction with
information providers (such as internet, social media, TV, radio, newspaper, etc.). Have
them indicate how
many hours were spent engaged with each one. Remind them that these do not have to be
exact, and they can
estimate the number of hours they spend each week. Allot 5 minutes for this activity.
Weekly Interaction Log with Information and Information Providers
Media or Information Provider Number of hours in a week
Youtube 3 hours
Facebook 12 hours
Television 20 hours
Books 10 hours
4. Instruct the learners to prepare a report by answering the following questions:
• Which media provider did they spend the most time?
• What roles does media play in their lives? (leisure, learning, communication, etc.)
5. Call earners to present to class their report.
• 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
INTRODUCTION: (5 MINS)
Communicate Learning Objectives
Introduce the following by stating that at the end of the lesson, the learners shall be able to:
1. Describe how media and information affect communication.
2. Editorialize the value of being a media and information literate individual.
3. Share to class their media lifestyle, habits, and preferences.
Introducing the objectives can be done using any of the suggested protocols:
Verbatim, Own Words, Read-aloud.
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.
3. Call on learners to answer the following questions:
• How would you be informed of anything now?
• What ways would you have to communicate with one another?
• How would you share information and communicate news and events?
• What would happen with the decisions you usually make?
• How would it affect the way you live?
• What would you personally miss most in such a situation?
• What would society lose in this situation?
Connect this activity with media, information, technology, and media and
Flash News and Visuals
Show the class samples of fake news headlines found online. Engage your learners in a
discussion about examining and believing in news. Guide questions:
• Did you believe these news items were true? How did you know they were
• Are all news and information on the Internet true? Why or why not?
• Who gets to post news items online? Expound
• In social media, look for such news items, or refer to sites such as Adobo Chronicles
(2016, April 6). Retrieved from http://adobochronicles.com/
• Use content that your learners will find entertaining and interesting (ex: “AlDub,
naghiwalay!”, “President Obama, may dugong Pilipino”, “China, sasakupin na
• Emphasize the importance of the source of the news. Connect this activity with the
media, information, technology, and media and information literacies.
Unlock the Definitions:
1. Divide the learners into groups of five (5) members in a group.
2. Assign one (1) term of the following terms to each group:
a. Technology Literacy
b. Media Literacy
c. Information Literacy
d. Media and Information Literacy
3. Have each group formulate their own definition of the term assigned to them, and
have each group
present to the class.
4. Show the correct definitions and have the learners compare it with their work.
5. Synthesize the activity by listing misconceptions on the board.
• Be prepared to address some possible setbacks in groupwork: a single member
dominating the discussion,
leaving other members passive; most members stuck on the passage given to
them; and some members not observing the one-voice rule.
• The number of group members varying, depending on the class size.
• Literacy: The ability to identify, understand, interpret, create, communicate and
printed and written materials associated with varying contexts. Literacy
continuum of learning, wherein individuals are able to achieve their goals,
knowledge and potential, and participate fully in their community and
• Media: The physical objects used to communicate with, or the mass communication
objects such as radio, television, computers, film, etc. It also refers to any
physical object used
to communicate messages.
• Media Literacy: The ability to access, analyze, evaluate, and create media in a variety
of forms. It aims
to empower citizens by providing them with the competencies
(knowledge and skills)
necessary to engage with traditional media and new technologies.
• Information: A broad term that covers processed data, knowledge derived from
instruction, signals or symbols.
• Information Literacy: The ability to recognize when information is needed, and to
and effectively communicate information in its various
• Technology Literacy: The ability of an individual, either working independently or
with others, to
responsibly, appropriately, and effectively use technological
tools. Using these
tools an individual can access, manage, integrate, evaluate,
• Media and Information Literacy: The essential skills and competencies that allow
engage with media and other information
providers effectively, as
well as develop critical thinking and life-long
learning skills to
socialize and become active citizens.
Note that these definitions are grounded in MIL framework, so they may vary in
Media - physical objects used to communicate including mass media (radio,television,
computers, film, etc.).
Traditionally, media are source of credible information in which contents are
provided through an
editorial process determined by journalistic values and where editorial
accountability can be attributed to an organization or a legal person. In more
recent years the term ‘media’ is often used to include new online media.
Information Literacy - includes the competencies to be effective in all stages of the
lifecycle of documents of
All kinds, the capacity to understand the ethical implications of these
documents, and the ability to behave in an ethical way throughout these
EVALUATION: (10 MINS)
Small Group Discussions
Engage the learners in a class discussion by asking the following questions:
• In your opinion, what makes an individual literate in media and information?
• What activities/habits do you practice which illustrate media and information
literacy? Give at least
• Depending on the class size, you can have them start discussing in pairs first, Before
sharing to the whole
• If you don’t have time, this can also be assigned as an essay assignment.