Here are the key points about indigenous media and other common sources of information: - Indigenous media refers to original information created by a local group of people, often communicated through oral tradition and local channels. It preserves unique cultural knowledge and practices. - Other common sources like libraries and the internet have reliable, accurate information that follows standards but may lack local or cultural context. - Libraries contain organized collections of published materials on various topics that can be accessed for research or borrowing. They have sections for different materials and purposes. - Indigenous knowledge is passed down within communities through face-to-face exchange while other sources make information more widely accessible outside local borders. - Both indigenous

1. Media and
Information
Literacy
Quarter 1 – Module 6:
Media and Information Sources
11/12

2. Media and Information Literacy – Grade 11/12
Self-Learning Module (SLM)
Quarter 1 – Module 6: Media and Information Sources
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Printed in the Philippines by Department of Education – SOCCSKSARGEN Region
Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph
Development Team of the Module
Writer: Jenelyn A. Abico
Editors: Dawn Hope S. Almuena, Mary Joy M. Velasco
Reviewers: Evelyn C. Frusa PhD, Rolex H. Lotilla, Arvin M. Tejada
Illustrator:
Layout Artist: John Lester Escalera, Karl Edward B. Panceles
Cover Art Designer: Reggie D. Galindez
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Crispin A. Soliven Jr., CESE - Schools Division Superintendent
Roberto J. Montero EdD, CESE - ASDS
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gilda A. Orendain - REPS – Subject Area Supervisor
Belen Fajemolin PhD - CID Chief
Evelyn C. Frusa PhD - Division EPS In Charge of LRMS/
Subject Area Supervisor- ICT
Bernardita M. Villano - Division ADM Coordinator
Carlo S. Melendres, PhD - EPS – Senior High School Coordinator
Subject Area Supervisor- ICT

3. i
11/12
Media and
Information
Literacy
Quarter 1 – Module 6:
Media and Information Sources

4. ii
Introductory Message
For the facilitator:
Welcome to the Media and Information Literacy with Grade 11/12 Self-Learning
Module (SLM) on Media and Information Sources!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.

5. iii
For the learner:
Welcome to the Media and Information Literacy - Grade 11/12 Self-Learning Module
(SLM) on Media and Information Sources!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.

6. iv
What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
References This is a list of all sources used in developing
this module.

7. 1
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the Media and Information Sources . The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
The module is divided into two learning outcomes, namely:
LO 1 – Compare potential sources of media and information (MIL11/12MIS-IIIe-13)
LO 2 - Contrast indigenous media to the more common sources of information
such as library, internet, etc. (MIL11/12TYM-IIIe-1e)
After going through this module, you are expected to:
a) Differentiate indigenous media from other sources of information;
b) Recognize distinct use of the different information sources; and
c) Give the importance of indigenous media and information through spider
design.

8. 2
Definition of Terms
Accuracy of information
Refers to the closeness of the report to the actual data.
Archives
Are places where records of all types and formats are kept and made accessible for
research and other purposes.
Authority of the source
Sources with an established expertise on the subject matter are considered as having
sound authority on the subject.
Database
These are systematically organized collections of information covering different
subject matters or specializing in one given subject or topic.
Indigenous
Native; local; originating or produced naturally in a particular region.
Indigenous knowledge
Knowledge that is unique to a specific culture or society; most often it is not written
down.
Indigenous communication
It is a means by which culture is preserved, handed down, and adapted.
Indigenous media and information
This also refers to content about indigenous peoples that may be distributed through
dominant forms of media or through forms of communication unique to their people
group.
Internet
A global system of network computers that allow user-to-user communication and
transfer of data files from one computer to another on the network .
Library
Is a place set apart to contain books, periodicals, and other material for reading,
viewing, listening, study of reference, set of rooms, or building where books may be
read or borrowed.

9. 3
Periodicals
Are publications such as journals, newspapers, or magazines published on a regular
basis - daily, weekly, bi-weekly, monthly, bimonthly, quarterly, yearly, etc.
Reliability of information
Information is said to be reliable if it can be verified and evaluated.
Timeliness
Reliability, accuracy, and value of information may vary based on the time it was
produced or acquired.
Value of information
Information is said to be of value if it aids the user in making or improving decisions.

10. 4
What I Know
Let us determine how much you already learned.
Instruction. Analyze the image below then answer the questions that follow. Write
your answer in your activity notebook.
Guide Questions:
1. What symbolisms are used in this picture?
__________________________________________________________________________________
__________________________________________________________________________________
2. What is the message of this picture?
__________________________________________________________________________________
__________________________________________________________________________________
3. Do you agree with the message? Why or why not?
__________________________________________________________________________________
__________________________________________________________________________________

11. 5
Lesson
6
Media and Information
Sources
Media and other information providers play a central role in information and
communication processes. Nowadays, media become the common outlet of self-
expression and creativity. Its huge influence spreads speedily across the globe. The
connection between technological advances and people’s connectivity created a huge
impact on the lives of today’s generation. This module covers all the above-mentioned
concepts.
What’s In
Becoming an Information Literate individual includes understanding the different
media types. There are three types of media, Print, Broadcast and New or Digital
media.
Examples of Types of Media:
To contrast indigenous media to other common sources of information, let’s take a
look to the next activity.
PRINT BROADCAST NEW MEDIA
Books Television Social Media
Magazines Radio YouTube
Newspapers Film Cellphone
Brochures TV Series Iwant app
Notes to the Teacher
Indigenous media varies from one place to another. Look for
local examples of how communication is passed on within local
communities. Key to this is identifying the source of information
and the key authorities in a community.

12. 6
What’s New
Activity 1. Think of a news about trending topics coming from different sources
(newspaper, magazines, TV, social media, internet) then describe the type of
information their source delivers. Write your answer in your activity notebook.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Activity 2
Think about cultural beliefs or practices in the community valued by the elders.
Identify and gather at least five (5) of them.
Cultural Beliefs or Practices
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
INFORMATION SOURCES
Traditional knowledge are reflection of one’s culture. These information serve as a
foundation of communication and survival among our ancestors way back then.
Hence, the term Indigenous was associated. Indigenous refers to native; local;
originating or produced naturally in a particular region. Knowledge that is unique to
a given culture or society refers to Indigenous knowledge (IK). IK contrasts with
the international knowledge system generated by universities, research institutions
What is It

13. 7
and private firms. (Warren 1991). Indigenous communication refers to
transmission of information through local channels or forms. It is a means by which
culture is preserved, handed down, and adapted. Indigenous media and information
refer to the original information created by a local group of people. This also refers to
content about indigenous peoples that may be distributed through dominant forms
of media or through forms of communication unique to their people group. The
following are the importance of indigenous media and information.
• Indigenous media and information are highly credible because they are near the
source and are seldom circulated for profit.
• Indigenous media are channels for change, education, and development because of
its direct access to local channels.
IK has its own characteristics making it easy to distinguish among other sources
such as: oral tradition of communication, store information in memories, information
exchange is face-to-face, and information are contain within the border of the
community
In addition, other sources of information such as library and internet are also widely
known. Library is a place set apart to contain books, periodicals, and other material
for reading, viewing, listening, study of reference, set of rooms, or building where
books may be read or borrowed. As to its characteristics, libraries are known their
reliability, accuracy and value - Libraries of published books are often considered
highly reliable, accurate, and valuable. Books and documents from dominant
sources are often peer reviewed. ISSN or ISBN registration ensures that standards
were followed in producing these materials.
Library is divided into different sections with their own functions. Periodical, Archive,
Reference, Circulation, Filipiniana, Internet section, etc. are some of the sections in
the library.
Kalinga State University published an article titled “Library Sections” that discusses
the following.
Library Sections
A. Circulation Section
This section houses and circulates the major library collection covering the different
areas of discipline. This section adopts the “open shelf” system, where users can go
directly to the shelf and choose the books they would like to browse or use. All books
in this section may be borrowed for overnight use.
B. Filipiniana Section
The Filipiniana Collection consists of publications about the Philippines, in all its
aspects—cultural, political, social, religious, economic, and others regardless of
author and imprints. The collection covers a range of reading materials designed to
meet the instructional and research needs of library users.

14. 8
C. Reserve Section
This section houses books, which are in demand and limited in copies. Also, in
process books and newly acquired books. It adopts the “close shelf system”. Users
are not allowed to enter this section; they seek the assistance of the library staff or
library assistants. Books in this section are for room use only and may be borrowed
for one hour; a borrower may extend its use provided there is no prior request for the
book. If not returned on time, the borrower will be fined one (1) peso per hour.
D. Reference Section
This section houses a collection of extensive general reference materials, which are
intended to be consulted for a particular question or query, rather than read
thoroughly.
Collections:
Dictionaries
gives information about words, spelling, pronunciation,
derivation, usage, meaning, syllabication, current status,
synonyms and antonyms, historical information etc.
Encyclopedias provide background information in all fields of knowledge.
Geographical
Sources
are described as tools to provide information about geography,
like the atlases, maps, gazetteers, and guidebooks.
Yearbooks and
Almanacs
are annual compendium of dates and statistics of a given year,
while almanacs are annual publication of statistics and other
information of the previous years.
Handbooks are handy reference sources that provide miscellaneous
information such as addresses, telephone numbers, etc.
Other Reference
Sources
contain books covering all major field divisions that are
reference in nature for consultation and information
purposes, rather than for circulation. the “open shelf system”
is practiced in this section. Books are for room use only.
E. Periodical Section
This section houses journals, magazines, newspapers, and other serial literature.
Bound periodicals are cataloged according to DDC scheme; professional journals are
grouped together according to subject. Lists of topics of each journal are made
available in lieu of indexing and abstracting.
Collections in this section are for room use only; bound periodicals maybe borrowed
for overnight. Current issues are displayed on the display shelves.
F. Archive Section
This section houses materials which depict the history of the university and
researches made by faculty and staff. Also, accreditation documents of the University
Library.
G. Internet Section

15. 9
This section enables students to have access information through the internet.
H. AVR Section
This section provides an audio-visual support service to facilitate the teaching and
learning activities of the university through non-print collections.
I. E-Library Section
This section enables students to have access to e-resources from authorized
databases which the university has subscribed. STARBOOKS and TEC4 ED
resources are also available here. It is located at the Ground Floor, shared to other
Campus Libraries through the KSU website and Library Webpage.
J. Law & Graduate Studies Library
This section houses the Law and Graduate Studies collection which specifically cater
to the Law and GS students. It is located at the ground floor of the Main Library
Building.
K. Special Collections:
a. Kalinga Indigenous Culture and Knowledge Resource Center & Cordillera
Collection
This collection comprised of materials pertaining to customs and traditions of the
Kalinga people, Cordillera literature and about indigenous peoples.
b. Gender and Development Collection Corner
This collection comprised of materials on women and children. It is located at the
Graduate Studies & Law Library.
c. Knowledge Resource Network-BSP Corner
This collection comprised of materials pertaining to fundamental economic concepts
and issues affecting the economic development of the Philippines. It is located at the
Graduate Studies & Law Library.
L. Technical Section
This section is where the processing and maintenance activities of a library's
collection are being done; it involves the following processes:
1. Identification: locating potentially worthwhile items to add to the collection
2. Selection: deciding which of the identified items to add to the collection
3. Acquisitions: securing the items for the collection
4. Organization: indexing and cataloging the items acquired in a manner that will aid
the end-user in locating materials in the collection
5. Preparation: labeling, binding, repairing, conservation, and otherwise making
items ready for (and maintained during) storage in a manner that allows for easy
retrieval and maintenance of what is in a collection
Technical Services may also include: maintenance of online catalogs, creation and
maintenance of MARC records in the catalog, labeling, covering, security processing,

16. 10
and/or distribution of materials, maintaining a library's technology resources, such
as servers, OPACs, circulation, scanners, security gates and other devices. This
section is located at the Office of the Director for Library Services.
On the other hand, Internet is a vast computer network linking smaller computer
networks worldwide. It includes commercial,educational, governmental, and other
networks, all of which use the same set of communications protocols.
As to its characteristics, Internet information pays attention to reliability, accuracy,
value, timeliness, and authority of the source - Information found on the Internet
may be quite varied in form and content. Thus, it is more difficult to determine its
reliability and accuracy. Accessing information on the Internet is easy, but requires
more discipline to check and validate. Factual and fictitious data are often merged
together. Sources always have to be validated.
To verify information taken from the different sources, take into consideration the
following:
Skills in determining the reliability of information.
Skills in determining accurate information.
What’s More
Read and answer each questions concisely. Write your answer in your activity
notebook.
1. What are the different types of media that can be used as a source of information?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Check the author
Check the date of publication or of update
Check for citations
Check the domain or owner of the site or page
Check the site design and the writing style
Look for facts
Cross-reference with other sources to check for consistency
Determine the reason for writing and publishing the information
Check for advertising

17. 11
2. What are the advantages and disadvantages of the different types of media as
sources of information?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. How can you evaluate or measure information quality?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What I Have Learned
Activity 1: In your activity notebook,write an essay on the topic “How do people find
information that matches my needs?” and “How do I choose from the wide variety of
Information made available by different sources?”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

18. 12
Rubric For Essay
Category Excellent
(5)
Very Good
(4)
Good
(3)
Needs
Improvement
(2)
Focus &
Details
There is one
clear, well
focused topic.
Main ideas are
clear and are
well supported
by detailed
and accurate
information.
There is one
clear, well
focused topic.
Main ideas are
clear but are
not well
supported by
detailed
information.
There is one
topic. Main
ideas are
somewhat
clear.
The topic and
main ideas are
not clear.
Organization
The
introduction is
inviting, states
the main topic,
and provides
an overview of
the paper.
Information is
relevant and
presented in a
logical order.
The conclusion
is strong.
The
introduction
states the main
topic and
provides an
overview of the
paper. A
conclusion is
included.
The
introduction
states the
main topic. A
conclusion is
included.
There is no
clear
introduction,
structure, or
conclusion.
Sentence
Structure,
Grammar,
Mechanics,
& Spelling
All sentences
are well
constructed
and have
varied
structure and
length. The
author makes
no errors in
grammar,
mechanics,
and/or
spelling.
Most sentences
are well
constructed
and have varied
structure and
length. The
author makes
few errors in
grammar,
mechanics,
and/or spelling,
but they do not
interfere with
understanding.
Most
sentences are
well
constructed
but they have
similar
structure and
length. The
author makes
several errors
in grammar,
mechanics,
and/or
spelling,that
interfere with
understanding.
Sentences
sound
awkward, are
distractingly
repetitive, or
are difficult to
understand.
The author
makes
numerous
errors in
grammar,
mechanics,
and/or spelling
that interfere
with
understanding

19. 13
Activity 2: Now that you’ve learned from the very start of the module, let’s
summarize the lesson by answering the following questions. Write your answer in
your activity notebook.
Instruction: Which information sources (indigenous, library, internet) do you prefer
to use for the following topics? Give a brief explanation.
1. COVID updates
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Updates on the K to 12 Senior High School
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. History of the Philippines (Cultures and Traditions)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Typhoon Yolanda hits Philippines
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. Review on iPhone 12 Plus
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

20. 14
What I Can Do
Create a spider diagram showing the importance of indigenous media and
information to the community.
Example:
Indigenous media and
Information

21. 15
Assessment
Activity : Types of Sources
Instruction. Study the picture below then answer the following questions
concisely. Write your answer in your activity notebook.
Image Source:http://iupui.campusguides.com/c.php?g=583319&p=4027829
1. When will you refer to the newspaper as the source of information? Give an
example
__________________________________________________________________________________
__________________________________________________________________________________
2. When will you consider the use of internet over books? Give an example
__________________________________________________________________________________
__________________________________________________________________________________
3. When will you consider using indigenous sources?
__________________________________________________________________________________
__________________________________________________________________________________
4. In using any sources of information, how will you measure or validate
information quality?
__________________________________________________________________________________
__________________________________________________________________________________
In-depth, detailed
coverage of a topic
and background
information
Wide variety of
information.
Evaluate websites
carefully.
Up-to-date, national
and regional
information for a
general audience
Brood summaries
of issues for a
general audience
Targeted towards
professionals in a
discipline or
industry
Up-to-date and
highly specific for
scholars and
researchers

22. 16
Additional Activities
Analyze the quote below then answer then answer the given question in your
activity notebook.
Source: https://www.pinterest.ph/amp/pin/163607398944231862
Guide question:
Do you agree with the message? Why or why not?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
“The library is an arena of
possibility, opening both a
window into the soul and a
door onto the world.”
-Rita Dove

23. 17
Answer Key

24. 18
References
Commission on higher Education, 2016. Teaching Guide for Senior High
School MEDIA AND INFORMATION LITERACY CORE SUBJECT.
Kalinga State University. (nd) Library Sections. Retrieved from
https://ksu.edu.ph/content/library-sections
Media and Information Literacy Curriculum Guide by DepEd
UNESCO Media and Information Literacy Curriculum for Teachers

25. 19
For inquiries or feedback, please write or call:
Department of Education – SOCCSKSARGEN
Learning Resource Management System (LRMS)
Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax No.: (083) 2288825/ (083) 2281893
Email Address: region12@deped.gov.ph
DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd
SOCCSKSARGEN with the primary objective of preparing for and
addressing the new normal. Contents of this module were based on
DepEd’s Most Essential Learning Competencies (MELC). This is a
supplementary material to be used by all learners of Region XII in all
public schools beginning SY 2020-2021. The process of LR development
was observed in the production of this module. This is version 1.0. We
highly encourage feedback, comments, and recommendations.

26. 20