mediaandinformationliteracymil-textinformationandmediapart2-170907091228.pdf
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This document outlines a performance task where students will work in groups to design a statement t-shirt promoting media and information literacy skills. It provides instructions for the project, including guidelines for acceptable content and the use of at least 3 design principles/elements. Evaluation criteria are presented in a rubric that assesses the message, design principles/elements, overall effect, and work ethics. Examples of inspirational t-shirt designs and references are also included.
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The document outlines a performance task where students will be divided into groups to design a statement t-shirt promoting media and information literacy. The t-shirt designs must apply at least 3 design principles/elements and will be evaluated based on criteria such as message clarity, design quality, and work distribution among group members. Examples of anti-drug, anti-bullying, and pro-MIL themed t-shirt designs are provided for inspiration.
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This document outlines a performance task project for students to design statement t-shirts promoting media and information literacy. It will be done in groups of 3 students, who will choose a message, design, and printing method within the guidelines provided. Design principles and school values must be demonstrated. Students will present their designs for feedback and have their finished shirts graded based on a rubric evaluating the message, design elements, aesthetics, collaboration, and work ethics. Resources on heat press, screen, and hand painting methods are referenced.
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The document discusses current and future trends in media and information. It will likely cover how media and information consumption has evolved with new technologies and where it may be headed. The summary aims to distill the key points and changes in media and information landscapes over time based on the document's title focusing on present and future patterns.
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This document outlines the curriculum for a Media and Information Literacy course for senior high school students in the Philippines. The course introduces students to concepts of media literacy, information literacy, and technology literacy. It aims to help students become critical thinkers and responsible users and producers of media and information. The curriculum covers topics such as the evolution of media, information sources, legal and ethical issues, and future trends. It includes learning competencies and performance standards to teach students how to analyze different types of media and information and produce their own media materials.
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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.
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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) TEXT INFORMATION AND MEDIA (Part 2) Performance Task Project: Statement T- Shirt Mr. Arniel V. Ping St. Stephen’s High School Manila, Philippines PPT No. 24 Date: September 8, 2017
- 2. Learners will be able to… •design a statement t-shirt applying design principles and elements in text (SSHS); and •produce and evaluate a creative text-based presentation (statement t- shirt) using design principle and elements (MIL11/12TIM-IVb-6). LEARNING COMPETENCIES
- 3. TOPIC OUTLINE I- Text Information and Media A. Performance Task: Project 1. Statement T- Shirt Design Source: https://www.pinterest.com/explore/quote-shirts/?lp=true
- 4. PERFORMANCE TASK Project: Statement T- Shirt Design •Divide the class into groups with 3 students. •Each group will design a statement t- shirt that promotes Media and Information Literacy skills. •Students will decide the color of their t- shirt.
- 5. •Bad words and malicious statements or ideas are not allowed. •Designs, concepts, and ideas in the t- shirt must be aligned with the school’s vision and mission. •At least 3 design principles and elements must be evident in the statement t-shirt. PERFORMANCE TASK Project: Statement T- Shirt Design
- 6. •Students must consider the method of printing that they will use: 1.Heat Press Printing: transfer paper or vinyl. 2.Silk Screen 3.Painting (Manual) PERFORMANCE TASK Project: Statement T- Shirt Design
- 7. Source: http://www.jollyprints .com/how-to-take- care-of-a-heat-press- shirt/ HEAT PRESS PRINTING
- 8. Heat Press: Paper Transfer Source: https://www.youtube.com/watch?v=IYwxpD9j6AQ
- 9. Heat Press: Vinyl Source: https://www.youtube.com/watch?v=YfdYnhM9K7A
- 10. SILK SCREEN PRINTING Source: https://www.pinterest.com/explore/silk-screen-printing/
- 12. •Each group will present their design to the class and gather feedbacks from their classmates. These feedbacks will be used to further improve their design. •Designs will be printed on the t-shirt and will be graded by the teacher. PERFORMANCE TASK Project: Statement T- Shirt Design
- 13. Criteria Very Good Good Poor Needs Improvement MESSAGE Message is related to the topic, strong, direct, and clear. (10 points) Message is related to the topic and clear. (8 points) Message is clear but not related to the topic. (4 points) Message is vague and not related to the topic. (2 points) RUBRIC
- 14. RUBRIC (cont.) Criteria Very Good Good Poor Needs Improvement TEXT Design Principles and Elements 3 or more design principles and elements are evident. (10 points) 2 design principles and elements are evident. ( 8 points) 1 design principle and element is evident (4 points) None of the design principles and elements are evident (2 points)
- 15. Criteria Very Good Good Poor Needs Improvement OVERALL EFFECT It is exceptionally attractive in the terms of color scheme, design, and layout (10 points) It is attractive in terms of color scheme, design and layout. ( 8 points) More attention to the selection of color scheme, design and layout is needed. (4 points) It is unattractive due to poor color scheme, design and layout. (2 points) RUBRIC (cont.)
- 16. Criteria Very Good Good Poor Needs Improvement WORK ETHICS 3 members or more are doing the tasks for the project. (10 points) Only 2 members are doing all the tasks for the project. ( 8 points) Only 1 person is doing all the tasks for the project. (4 points) Members are not working on the project. No evidence of cooperation in the group. (2 points) RUBRIC (cont.)
- 17. Source: https://www.pinteres t.com/pin/Ae7WFJTP 820Yhxvh6s5oQyRjsd LqiHLO4Uu1A7TCSE- bb4JE7IJyeFo/
- 22. REFERENCES Media and Information Literacy Curriculum Guide by DepEd Media and Information Literacy Teaching Guide by CHED Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc.