PEOPLE MEDIA
- Definitions
- Characteristics
- Format and Types
- Advantages and Limitations
- Applications to Teaching-Learning process
- People as Media and People in Media
- Digital People Media
Media and Information Literacy (MIL) - 10. Media and Information Literate Ind...Arniel Ping
Content
10. Media and Information Literate Individual
a. Improved Quality of Life
b. Greater Political Participation
c.Better Economic Opportunities
d. Improved Learning Environment
e. More Cohesive Social Units
Learning Competency
1. Students will be able to synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) MIL11/12MILI-IIIj-29
Disclaimer:
Background pictures and Information doesn't belong to the account holder. The photos are search from google while the information have been cited at a k-12 program book entitled:
MEDIA AND INFORMATION LITERACY (Module 11)
Exclusively published and distributed by
DIWA LEARNING SYSTEM INC
4/F SEDCCO 1 Bldg
120 Thailand corner Legaspi Streets
Legaspi Village, 1229 Makati city, Philippines
Author: Boots C. Liquigan
I hope this will help in your learning and activities but please cite the book. Thank you!
Media and Information Literacy (MIL) 4.MIL Media Literacy (Part 2)- Key Conce...Arniel Ping
Learners will be able to…
1. identify and explain the key concepts in media analysis (SSHS);
2. discuss key questions to ask when analyzing media messages (SSHS); and
3. apply the discussed strategies in analyzing and deconstructing media messages (SSHS).
I- Media Literacy
A. Key Concepts In Media Analysis
B. Key Questions to Ask When Analyzing Media Messages
C. Class Activities
Formative Assessment: Analyzing and Deconstructing Media Messages
Media and Information Literacy (MIL) Types of Media (Part 1)- Types of Media ...Arniel Ping
Learning Competencies
Learners will be able to…
1. identify the different types of media (SSHS);
2. classify contents of different media types (MIL11/12TYM-IIId-10);
3. discuss the effects of social media in society (SSHS); and
4. define media convergence through current examples (MIL11/12TYM-IIId-11).
I- Media
A. Types
Media and Culture
II- Media Convergence
A. Definition
B. Examples
Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...Arniel Ping
Learning Competencies
Students will be able to…
1. describe massive open on-line (MIL11/12CFT-IIIi-26)
2. evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)
3. predict future media innovation (MIL11/12CFT-IIIi-27)
4. synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)
I- Current and Future Trends in Media and Cummunication
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
PEOPLE MEDIA
- Definitions
- Characteristics
- Format and Types
- Advantages and Limitations
- Applications to Teaching-Learning process
- People as Media and People in Media
- Digital People Media
Media and Information Literacy (MIL) - 10. Media and Information Literate Ind...Arniel Ping
Content
10. Media and Information Literate Individual
a. Improved Quality of Life
b. Greater Political Participation
c.Better Economic Opportunities
d. Improved Learning Environment
e. More Cohesive Social Units
Learning Competency
1. Students will be able to synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) MIL11/12MILI-IIIj-29
Disclaimer:
Background pictures and Information doesn't belong to the account holder. The photos are search from google while the information have been cited at a k-12 program book entitled:
MEDIA AND INFORMATION LITERACY (Module 11)
Exclusively published and distributed by
DIWA LEARNING SYSTEM INC
4/F SEDCCO 1 Bldg
120 Thailand corner Legaspi Streets
Legaspi Village, 1229 Makati city, Philippines
Author: Boots C. Liquigan
I hope this will help in your learning and activities but please cite the book. Thank you!
Media and Information Literacy (MIL) 4.MIL Media Literacy (Part 2)- Key Conce...Arniel Ping
Learners will be able to…
1. identify and explain the key concepts in media analysis (SSHS);
2. discuss key questions to ask when analyzing media messages (SSHS); and
3. apply the discussed strategies in analyzing and deconstructing media messages (SSHS).
I- Media Literacy
A. Key Concepts In Media Analysis
B. Key Questions to Ask When Analyzing Media Messages
C. Class Activities
Formative Assessment: Analyzing and Deconstructing Media Messages
Media and Information Literacy (MIL) Types of Media (Part 1)- Types of Media ...Arniel Ping
Learning Competencies
Learners will be able to…
1. identify the different types of media (SSHS);
2. classify contents of different media types (MIL11/12TYM-IIId-10);
3. discuss the effects of social media in society (SSHS); and
4. define media convergence through current examples (MIL11/12TYM-IIId-11).
I- Media
A. Types
Media and Culture
II- Media Convergence
A. Definition
B. Examples
Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...Arniel Ping
Learning Competencies
Students will be able to…
1. describe massive open on-line (MIL11/12CFT-IIIi-26)
2. evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)
3. predict future media innovation (MIL11/12CFT-IIIi-27)
4. synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)
I- Current and Future Trends in Media and Cummunication
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
Media and Information Literacy (MIL) - 3. Information Literacy - Information ...Arniel Ping
Learning Competencies
Learners will be able to...
1. define information needs (MIL11/12IL-IIIc-8);
2. locate, access, assess, organize, and communicate information (MIL11/12IL-IIIc-8);
3. demonstrate ethical use of information (MIL11/12IL-IIIc-9);
4. create an audio- visual presentation about what information literacy is and why information literacy skills are important (SSHS); and
5. produce and evaluate a creative text, visual, and audio presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10/ MIL11/12AIM-Ivd)
Topic Outline
I-Information Literacy
A.Definition and Importance
B.Components of Information Literacy
C.Ethical Use of Information
II- Performance Task- Project
A. Cooperative Work: Audio- Visual Presentation
Media and Information Literacy (MIL) 4.MIL Media Literacy (Part 1)- Definitio...Arniel Ping
Learning Competencies
Learners will be able to…
1. define media literacy (SSHS);
2. discuss and value the importance of media literacy (SSHS);
3. explain the fundamental elements of media literacy (SSHS);
4. value the importance of critical thinking in media literacy (SSHS); and
5. apply critical thinking by identifying fallacies in arguments (SSHS).
Topic Outline
I- Media Literacy
A. Definition and Importance
B. Fundamental Elements of Media Literacy
C. Critical Thinking
1. Definition
2. Importance in Media Literacy
3. Fallacies of Thinking
Media and information literacy lesson 3 responsible use media and information for grade 12 students.. the learning objectives are to learn your responsibility as a media and information consumer and producer
MEDIA AND INFORMATION LITERACY (MIL)
LESSON 4: INFORMATION ACCESS
• defines information needs, locates, accesses, assesses, organizes, and communicates information
• Identify the skills needed to be an information literate
• demonstrates ethical use of information
Media and Information Literacy (MIL) Types of Media (Part 2)- Mass Media and ...Arniel Ping
Learning Competencies
Learners will be able to…
1. discuss in class how a particular individual or society is portrayed in public using
2. different types of media (MIL11/12TYM-IIId-12n);
3. define mass media and media effects (SSHS);and
4. discuss and evaluate the different theories on media effects (SSHS).
I- How Media Depicts People in Public
II- Mass Media
Definition
Media Effects
Importance of Understanding the Effects of Media
I- Media and Information Literacy
A. Key Concepts In Media Analysis
B. Key Questions to Ask When Analyzing Media Messages
C. Formative Assessment: Analyzing and Deconstructing Media Messages
D. Performance Task: Analyzing Media Messages
Media and information literacy 2 | Evolution of MediaMarvin Bronoso
Learning Competencies:
•identifies traditional media and new media and their relationships
•editorializes the roles and functions of media in democratic society
•searches latest theory on information and media
Media and Information Literacy (MIL) 4. Types of Media (Part 3)- Understandin...Arniel Ping
Learners will be able to…
define propaganda;
1. discuss how to identify propaganda materials;
2. analyze the spread of propaganda in social media;
3. evaluate the dangers of propaganda; and
4. value the importance of understanding propaganda.
I- Propaganda
A.Definitions
B.Importance of Understanding Propaganda
C.How to Spot Propaganda
D.Propaganda in the Digital World
II- Performance Task: Written Work
III- Assignment
IV- Agreement
Media and Information Literacy (MIL) - 3. Information Literacy - Information ...Arniel Ping
Learning Competencies
Learners will be able to...
1. define information needs (MIL11/12IL-IIIc-8);
2. locate, access, assess, organize, and communicate information (MIL11/12IL-IIIc-8);
3. demonstrate ethical use of information (MIL11/12IL-IIIc-9);
4. create an audio- visual presentation about what information literacy is and why information literacy skills are important (SSHS); and
5. produce and evaluate a creative text, visual, and audio presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10/ MIL11/12AIM-Ivd)
Topic Outline
I-Information Literacy
A.Definition and Importance
B.Components of Information Literacy
C.Ethical Use of Information
II- Performance Task- Project
A. Cooperative Work: Audio- Visual Presentation
Media and Information Literacy (MIL) 4.MIL Media Literacy (Part 1)- Definitio...Arniel Ping
Learning Competencies
Learners will be able to…
1. define media literacy (SSHS);
2. discuss and value the importance of media literacy (SSHS);
3. explain the fundamental elements of media literacy (SSHS);
4. value the importance of critical thinking in media literacy (SSHS); and
5. apply critical thinking by identifying fallacies in arguments (SSHS).
Topic Outline
I- Media Literacy
A. Definition and Importance
B. Fundamental Elements of Media Literacy
C. Critical Thinking
1. Definition
2. Importance in Media Literacy
3. Fallacies of Thinking
Media and information literacy lesson 3 responsible use media and information for grade 12 students.. the learning objectives are to learn your responsibility as a media and information consumer and producer
MEDIA AND INFORMATION LITERACY (MIL)
LESSON 4: INFORMATION ACCESS
• defines information needs, locates, accesses, assesses, organizes, and communicates information
• Identify the skills needed to be an information literate
• demonstrates ethical use of information
Media and Information Literacy (MIL) Types of Media (Part 2)- Mass Media and ...Arniel Ping
Learning Competencies
Learners will be able to…
1. discuss in class how a particular individual or society is portrayed in public using
2. different types of media (MIL11/12TYM-IIId-12n);
3. define mass media and media effects (SSHS);and
4. discuss and evaluate the different theories on media effects (SSHS).
I- How Media Depicts People in Public
II- Mass Media
Definition
Media Effects
Importance of Understanding the Effects of Media
I- Media and Information Literacy
A. Key Concepts In Media Analysis
B. Key Questions to Ask When Analyzing Media Messages
C. Formative Assessment: Analyzing and Deconstructing Media Messages
D. Performance Task: Analyzing Media Messages
Media and information literacy 2 | Evolution of MediaMarvin Bronoso
Learning Competencies:
•identifies traditional media and new media and their relationships
•editorializes the roles and functions of media in democratic society
•searches latest theory on information and media
Media and Information Literacy (MIL) 4. Types of Media (Part 3)- Understandin...Arniel Ping
Learners will be able to…
define propaganda;
1. discuss how to identify propaganda materials;
2. analyze the spread of propaganda in social media;
3. evaluate the dangers of propaganda; and
4. value the importance of understanding propaganda.
I- Propaganda
A.Definitions
B.Importance of Understanding Propaganda
C.How to Spot Propaganda
D.Propaganda in the Digital World
II- Performance Task: Written Work
III- Assignment
IV- Agreement
- introduce some of the principles of information literacy
- talk about constructing a search strategy and implementing some search techniques
- show students how to use the library's resources (catalogs, databases, and LibGuides)
- discuss evaluating information sources
- using information ethically and legally (citation styles)
The answers you get depend on the questions you ask.—Thoma.docxmehek4
The answers you get depend on the questions you ask.
—Thomas Kuhn
Learning Objectives
After reading this chapter, you
should be able to:
1. Distinguish between scholarly and
popular sources and decide when and
how to use each type.
2. Analyze your research needs using a
simple mnemonic: BEAM.
3. Write and analyze a research question
that will make it much easier for you
to formulate search terms and find
the best sources for your project.
4. Find, locate, and choose the right
research databases to help you
answer your research questions.
5. Search databases efficiently to pro-
duce useful results.
3Finding Good Sources
Jupiterimages/BananaStock/Thinkstock
dro85866_03_c03.indd 35 10/2/13 2:31 PM
CHAPTER 3Section 3.1 Distinguishing Between Scholarly, News, Trade, and Popular Sources
During the second phase of your research, you will locate researchers working on the
essential and supporting research questions you wrote in Phase I so that you can use their
findings and ideas as evidence in an argument, as well as contribute to the conversation
they are having.
If you have been working on Phase I, you already have some of the skills necessary to
locate research conversations using Google Scholar and its “Cited by” and “Related arti-
cles” links. In Phase II, you will continue working with Google Scholar and also with more
subject-specific databases available to you through your university or community library.
We will work on database selection, search strategies, and search results analysis early in
this chapter. Later in the chapter, we will discuss evaluating and working with the sources
you find.
With a well-designed research project in hand, it is time to get down to the nuts and bolts
of one of the most important elements of the research process: finding useful sources and
working to understand them—and what you can do with them—once you have them.
In this chapter, you will learn everything you need to know about library databases and
search construction in order to find, understand, analyze, and use a coherent set of cred-
ible, relevant, reliable sources with which to work.
3.1 Distinguishing Between Scholarly, News,
Trade, and Popular Sources
As you start the work of the second phase of your research, it is important to under-stand the difference between two major types of sources: scholarly sources and news, trade, and popular sources. While each kind of source can contain useful
information and interesting perspectives, they have different kinds of authority, which
determine how you can use them in academic research.
Scholarly Sources
Scholarly sources are produced by professional researchers seeking to advance or evalu-
ate knowledge, who submit their work for peer review. As you learned in Chapter 1, peer
review certifies the rigor of the research process and the reasonableness of the researcher’s
argument and interpretations. In order to be scholarly, both journal articles and ...
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. INFORMATION
Derived from the Latin word
“Informare” which means to give
form, shape or character to
something
Accdg. to
Borgmann(1999),Information
provides richness to reality
3. 2 FOLD PURPOSE OF INFORMATION
To name someone or something
To represent reality
Semiotic theory
• Theory by Roland Bathles which
centers on signs and how people
decode and interpret Information
4. INFORMATION FLUENCY
The ability to analyze information
needs and to move confidently
among media, information, and
computer literacy skills resulting in the
effective application of a strategy or
strategies that will best meet those
needs
5. TYPOLOGY OF INFORMATION
1. Factual vs. Analytical
2. Subjective vs. Objective
3. Current vs. Historical
4. Scholarly
(Academic/Professional/Technical) vs.
Popular
5. Primary vs. Secondary vs. Tertiary
6. Stable vs. Unstable
6. 1.FACTUAL VS. ANALYTICAL
Factual Information – based on
evidences and findings provided
by reliable sources (books,
encyclopedias, periodicals, or
technical reports by agencies
and institutions)
7. 1.FACTUAL VS. ANALYTICAL
Analytical Information – analysis
or interpretation of facts by an
individual, usually expert on the
subject (feature articles,
commentaries or reviews)
8. 2. SUBJECTIVE VS. OBJECTIVE
Subjective Information – when
you consult an expert opinion,
such as those found in the
editorial section of a newspaper
or in web log entries of prolific
writers.
9. 2. SUBJECTIVE VS. OBJECTIVE
Objective Information –
unbiased and does not lead
you to judge the information
in a certain way(scientific
papers and news reports)
10. 3. CURRENT VS. HISTORICAL
Current Information – refers
to how up-to-date or how
recent the information is. The
more current the info, the
more reliable and useful it is.
11. 3. CURRENT VS. HISTORICAL
Historical Information – old
but are very helpful in
providing insights and
comparison of events.
12. 3. CURRENT VS. HISTORICAL
Current and Historical
Information provides a more
holistic picture and are used
to establish trends or patterns.
13. 4. SCHOLARLY VS. POPULAR
Scholarly Information –
comes from academic
sources. It is a product of an
author’s expertise and study
on the subject matter, usually
peer-review.
14. 4. SCHOLARLY VS. POPULAR
Popular Information – appeals
to general interest and is
usually found in general
circulation materials such as
magazines, coffee table books
or online feature articles.
15. 4. SCHOLARLY VS. POPULAR
Scholarly Resources Popular Resources
Authors Written or reviewed by experts in the
discipline
Written by the publication’s staff
writers
Audience Written for researches or practitioners
in a particular discipline
Written for the general public or lay
person
Publisher Professional society or organization or
university
Commercial publisher
Content In-depth analysis of topic or report of
original research
Review of an event or research
project, highlighting key points
Language Use technical language which may
not be understood by a lay person
Understandable by a lay person
Appearance Illustrations include graph and tables
Articles are usually long
Often use slick paper and more color
Many advertisements and graphics
Articles are usually very short
References Almost always include a list of sources
consulted
Rarely include a list of sources
consulted
16. 5. PRIMARY VS. SECONDARY VS. TERTIARY
Information
Source
Characteristics Examples
Primary • Original, first-hand
information
• Hasn’t been
interpreted, analyzed,
condensed, or
changed
• May need to be
constructed with raw
data
• Creative work
• Diary
• Speech
• Letter
• Interview
• News film footage
• Autobiography
• Photograph
• Official record
• Historical document
• E-mail written by a researcher
to a colleague which includes
data from an experiment
17. 5. PRIMARY VS. SECONDARY VS. TERTIARY
News Characteristics Examples
Secondary • One or more steps
removed from a
primary source and
may interpret or
analyze a primary
source
• Usually written by
someone other than
the original researcher
or author
• News commentaries
• Articles in magazines and
newspapers
• Critical review of a literary
scholar
• Textbooks
• Encyclopedias
• Research papers
18. 5. PRIMARY VS. SECONDARY VS. TERTIARY
Information
Source
Characteristics Examples
Tertiary • Topic review; and
usually include
bibliographies of
primary and
secondary
sources
• Provide access to
materials on
specific topics
• Bibliography
(citation list) of
primary and
secondary sources
about a person or
topic
• Encyclopedias
• Databases and
indexes
19. 6. STABLE VS. UNSTABLE
Evaluating of information published over the
internet can be based on the ff. questions.
•Has it been around for a long time?
•Is it routinely updated?
•Are print versions of an online document
available?
•Is the site associated with a reputable
institution?
20. INFORMATION ETHICS
Branch of ethics that focuses on the
relationship between the creation,
organization, dissemination, and use of
information, and the ethical standards and
moral codes governing human conduct in
society.
Responsible handling of information from
access down to sharing is necessary to
promote a fair and just utilization of
information.
21. INFORMATION LITERACY
Refers to the abilities to
recognize when information is
needed and to locate, evaluate,
effectively use, and
communicate information in its
various formats
22. INDICATORS OF INFORMATION LITERACY
1. Determine the extent of information needed
2. Access the needed information effectively and
efficiently
3. Evaluate information and its sources critically
4. Incorporate selected information into one’s
knowledge base
5. Use information effectively to accomplish a
specific purpose
6. Understand the economic, legal and social issues
surrounding the use of information, and access
and use of information ethically and legally.
23. USES AND GRATIFICATION THEORY
Proposed by Elihu Katz
States that people who consume media have
the right to choose whatever is convenient to
them.
Based on one’s interest and purposes
Whatever is needed for a particular situation is
under the discretion of the user himself or herself.
24. ASSESSING INFORMATION
Is it good or bad information?
Commonly used credible website domains
.org – advocacy website, such as not-for-profit
organization.
.com – business or commercial sites
.net – site from a network organization or an
internet service provider
.edu – site affiliated with a higher education
institution.
.gov – federal government site
25. OTHER BASES OF ASSESSING INFORMATION
1. Finding the page
2. Authority of the page
3. Accuracy and objectivity of the information
4. Updates of the page
5. functionality
27. ETHICAL USE OF INFORMATION
On intellectual Property
Plagiarism – to steal and pass of (the
ideas and words of another) as one’s
own
To use (another’s product) without
crediting the source
To commit literary theft
To present as new & original an idea or
product derived from an existing source.
28. ETHICAL USE OF INFORMATION
•In U.S., legal guidelines are fairly strict and
unambiguous
•In the far East, Intellectual rights begin
from the social level, implying that
information must be shared with everyone
•In the Philippines, R.A. 8293 or intellectual
property code of the Philippines clearly
states the right of the authors to be
recognized
29. ETHICAL USE OF INFORMATION
•On security and Privacy
•Computer Hackers – perpetrators
who live and breath computers, who
know about computers, who can get
computer to do anything and are
responsible for doing such a crime
30. ETHICAL USE OF INFORMATION
•On Accuracy
•Exaggeration – has been equated
with advertisement and through
time, it has been already tolerated
by the public. However, this has
been regularly questioned due to
its lack of accuracy