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This document outlines a lesson plan on media and information literacy. The learning objectives are for students to understand the impact of media and information on individuals and society, and to create a brainstorming web on these topics. The lesson plan involves dividing students into groups, with each group assigned to brainstorm either the personal, professional, economic or other impacts of media/information. They will create a graphic organizer and present their findings to the class in a creative, non-technological way. Assessment criteria for the group presentations are also provided.
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Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...
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)
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A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
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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)
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I- Current and Future Trends in Media and Cummunication
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This document outlines different types of information sources, including published works such as government publications, journals, newspapers, monographs, reference works, audiovisual media, and electronic media. It also discusses unpublished works like human sources, dissertations, theses, reports, grey literature, information on the internet, and email. For each type of information source, one or two examples are typically provided. The document concludes by mentioning secondary information sources like bibliographies and indexes that can be used to retrieve information, and encourages library training.
july2-5-190623173325.pdf
The document provides an overview of communication technologies across different eras:
1) Pre-industrial age: People used tools like papyrus, cave paintings, clay tablets, and codices to communicate and store information.
2) Industrial age: Technologies like the telephone, typewriter, newspaper, printing press, and telegraph emerged.
3) Electronic age: Inventions like the transistor, television, transistor radio, computers, and fax advanced communication.
4) Digital age: The internet, websites, blogs, social media, smartphones, and wearables transformed information sharing globally.
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This document discusses legal, ethical, and societal issues related to media and information literacy. It aims to help learners distinguish best practices for promoting netiquette, formulate policies for ethical internet use, and present these policies to others. The document defines concepts like copyright, plagiarism, cyberbullying, computer addiction, and the digital divide, which are all important issues learners should be aware of regarding responsible use of the internet and technology.
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This document discusses visual design principles that can be used when creating visual media and presentations. It defines 9 key principles: consistency, center of interest, balance, harmony, contrast, directional movement, rhythm, perspective, and dominance. For each principle, it provides a definition and examples from various visual media like photographs, illustrations, infographics, and more. It includes an activity for learners to apply these principles by taking a still life photograph.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
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This document discusses media codes and conventions. It defines media language as how media texts are conveyed to audiences. There are various technical codes that frame visual media, such as camera angles and movement. Symbolic codes require audience inference. Semiotic theory examines literal and implied meanings in signs and symbols. Media codes and conventions establish themes, characters, settings, narratives and other standard elements that audiences expect. Theories also discuss how media can influence or manipulate audiences, and how audiences selectively consume media. Producers and stakeholders have commercial and financial interests to consider in their relationships with media and audiences.
Media and Information Literacy.pdf
This teaching guide was collaboratively developed by educators to provide guidance for teaching Media and Information Literacy as a core subject in senior high school. It outlines 17 lessons covering topics like the evolution of media, information literacy, analyzing different types and sources of media/information, legal and ethical issues, and trends in technology. The guide is intended to help students become empowered, productive members of society who can think critically about media and use information effectively. It provides learning objectives, classroom activities, and assessments for each lesson to help teachers facilitate learning.
lesson2theevolutionoftraditionalmediatonewmedia-180718084134.pdf
The document traces the evolution of traditional media from prehistoric cave paintings through industrial era newspapers to modern digital media. It discusses how each age shaped communication technologies and tools from stone etchings to printing presses to internet platforms. Key traditional media like newspapers remained important in democratic societies by reporting on social issues and influencing political movements.
lifestyle.docx
The document discusses media and information literacy (MIL) and outlines learning competencies related to sharing media habits and creating a digital poster. It defines key terms like preference, habit, and lifestyle. Students will participate in an activity to share their media habits with classmates and analyze the gathered information. The objective is to create a digital poster encouraging responsible media use and competent information production. Guidelines are provided for the poster, which will be shared on Facebook and evaluated based on content, design, and group work. Sample posters are displayed and topics are listed for students to choose from.
MEDIA AND INFORMATION SOURCES.pptx
This document discusses different sources of information and how to evaluate their reliability and accuracy. It identifies libraries, the internet, and mass media as key sources. Libraries are often considered highly reliable due to processes like peer review and ISBN registration. Information online can vary greatly in quality and requires validation of sources. Mass media provides speed but information may be biased. Some tips for evaluating sources include checking the author, date, citations, domain or owner, and writing style to assess reliability, and looking for facts, consistency with other sources, and objectivity to determine accuracy. Developing these evaluation skills benefits information literacy.
Media and Information Literacy new tg.pdf
This document provides a teaching guide for the senior high school core subject of Media and Information Literacy. It was developed collaboratively by educators from various educational institutions. The guide is intended to help teachers implement the K to 12 program's vision of empowering students by developing their competencies, abilities, capabilities, and capacities. It outlines 17 lesson plans covering topics like the evolution of media, information literacy, types of media, analyzing media sources, legal and ethical issues, and multimedia presentations. Feedback from teachers is encouraged to further improve the guide.
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- 1. Media and Information Literacy (MIL) MEDIA AND INFORMATION LITERATE INDIVIDUAL Mr. Arniel Ping St. Stephen’s High School Manila, Philippines MIL PPT 21 Updated: June 11, 2017
- 2. Learning Competency Learners will be able to… • Identify and discuss the overall impact of media and information to an individual and society as a whole (SSHS); • 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);
- 3. Learning Competency Learners will be able to… • create a brainstorming web about the overall impact of media and information to an individual and society as a whole (SSHS); and • present in class valuable output or information generated by their brainstorming session (SSHS).
- 4. Topic Outline I- MEDIA AND INFORMATION LITERATE INDIVIDUAL A. Overall Impact of Media and Information 1. Individual 1.1. Personal 1.1. Professional 1.1. Educational 2. Society 2.1.Economic 2.2. Social 2.3. Political 2.4. Educational B. Performance Task- Group Presentation
- 5. Video Presentation Socialnomics 2017 by Erik Qualman YouTube Channel: equalman Published on Oct 25, 2016 Retrieved February 13, 2017 from https://www.youtube.com/watch?v=PWa8-43kE-Q
- 6. Class Activity Part 1: Brainstorming Session • Divide the class into smaller groups. (4- 5 members) • Each group will be assigned to a topic and conduct a brainstorming session about it. Photo Credit: https://www.goconqr.com/en/examtime/blog/brainstorming-with-mind-maps/
- 7. Topic and Group Assignment Overall Implication of Media and Information Individual Personal Professional Educational Society Economic Social Political Educational Grp. 1 Grp. 2 Grp. 3 Grp. 4 Grp. 5 Grp. 6 Grp. 7
- 8. Class Activity Part 1: Brainstorming Session • Each group will create a graphic organizer (brainstorming web or cerebral chart) on a long bond paper to record their output. To be submitted at the end of the activity. (approx. 30 mins.) Photo Credit: http://www.wikihow.com/Make-a-Graphic-Organizer
- 9. Brainstorming Web Source: http://www.graphic.org/squirrel.html Photo Credit: http://www.pinoychannel.co/
- 11. Part 2- Preparation and Presentation of Output • Students will think and prepare a creative way how they can communicate their output to the class. Use of technology and other medium like the blackboard is not allowed. They will be the medium of their message. (approx. 40 mins.) • Group Presentation. 5- 8 minutes will be given per group for class presentation. (approx. 40 mins.) Class Activity
- 14. References • Media and Information Literacy Curriculum Guide by DepEd • Media and Information Literacy by Boots Liquigan, Diwa • http://pbl101.weebly.com/uploads/3/1/3/1/31318861 /group_presentation_rubric.pdf