Media and Information Literacy: Key Terms (Lessons 1-2)

Introduction to Media and Information Literacy (MIL)

• Course and department: NU Dasmariñas Senior High School, Department of Media and Information Literacy.
• Core idea: Communication is a dynamic process that occurs at all times and is pivotal to human development. Humans have communicated since long before traditional media existed.
• Key model: SMCR-E Model (Sender-Message-Channel-Receiver-Effect) by Rogers and Shoemaker (1971).
  • Source / Sender → Encoded message → Channel → Receiver → Decoded → Effect
  • Feedback loop: When the sender receives feedback from the receiver, roles switch and the process restarts.

Objectives

• $1$. Outline how media and information influence communication.
• $2$. Identify similarities and differences of media literacy, information literacy, and technology literacy.
• $3$. Editorialize the value of being a media and information literate individual.
• $4$. Identify characteristics of a responsible creator of media and information.
• $5$. Share social media practices and the ethical use of information.

Topics

• Media Literacy
• Information Literacy
• Technology Literacy
• Typology of Information
• Focus on the continuum of literacy in a digital age

Focus Questions

• $1$. How does media and information influence communication?
• $2$. What are the similarities and differences of media, information, and technology literacy?
• $3$. What is the importance of being a media and information literate individual?
• $4$. What are the characteristics of a responsible producer of media and information?
• $5$. What social media practices do you use to produce and consume information?

Feedback and the Communication Process

• The process begins with the source/sender deciding what information to encode and transmit (the message).
• The message is delivered through a channel to the receiver, who decodes it to produce an effect or response.
• Feedback from the receiver allows the sender to restart the cycle, adjusting the message or approach as needed.

Media, Information, and Technology in the Information Age

• Media and information are intrinsically connected; information is a primary driver of contact, and information can be communicated through media.
• Media and technology have become indispensable in today’s information age. Navigating complex media and technology platforms is essential.
• The Internet, smartphones, TV, and radio shape daily life; these tools impact how Gen Z learners access information.

Literacy: A Foundational Concept

• Literacy definition: The ability to read and write, identify, understand, interpret, create, and communicate.
• It involves a continuum of learning: individuals should achieve goals, develop knowledge/potential, and participate in their community and wider society.
• In MIL, three main competencies are emphasized: $3$ main competencies in MIL: media literacy, information literacy, and technology literacy.

The Three Main Competencies in MIL

• Media Literacy
  • $1$. Ability to access, analyze, evaluate, and create media in a variety of forms.
  • $2$. Aims to empower citizens by providing the competencies (knowledge and skills) to engage with traditional media and new technologies.
• Information Literacy
  • $1$. Ability to recognize when information is needed, and to locate, evaluate, and effectively communicate information in its various formats.
• Technology Literacy
  • $1$. Ability of an individual to responsibly, appropriately, and effectively use technological tools.
  • Using these tools, an individual can access, manage, integrate, evaluate, create and communicate information.

Information Literacy (IL): Fluency and Stages

• Beyond being information literate, information fluency combines media, information, and computer literacy skills to meet information needs (Callison & Tilley, 2006).
• Stages of Information Literacy
  • $1$ Identifying/recognizing information needs
  • $2$ Determining sources of information
  • $3$ Citing or searching for information
  • $4$ Analyzing and evaluating the quality of information
  • $5$ Organizing, storing or archiving information
  • $6$ Using information in an ethical, efficient, and effective way
  • $7$ Creating and communicating new knowledge

Typology of Information (IL focus)

1. Factual vs Analytical

• Factual information is based on evidence and findings from reliable sources; analytical information involves interpretation.

1. Subjective vs Objective

• Subjective information reflects expert opinion (e.g., editorials).
• Objective information is unbiased and aims not to bias interpretation.

1. Current vs Historical

• Current: up-to-date information.
• Historical: old information providing insights and comparisons.

1. Scholarly vs Popular

• Scholarly: from academic sources; reflects expertise and study.
• Popular: appeals to general interest; found in general circulation materials.

1. Primary vs Secondary vs Tertiary

• Primary: original documents, experiments, first-hand accounts, or original works.
• Secondary: analyses or restatements of primary sources.
• Tertiary: collections that index/aggregate primary and secondary sources.

1. Stable vs Unstable

• Stable: long-standing, regularly updated, associated with reputable institutions.
• Unstable: transient, time-based, may disappear or not be updated.

References (selected)

• Basilan, M., Dorado, J., & Garcia, M. (2021). Media and information literacy in the 21st century. Unlimited Books Library Services & Publishing, Inc.
• Braesel, S., & Karg, T. (2021). Media and information literacy (3rd ed.). Deutsche Welle Akademie.
• Yuvienco, J. C. (2017). Media and information literacy. C & E Publishing, Inc.

The Evolution of Traditional to New Media (Lesson 2)

Core Concept

• The phrase “the medium is the message” (McLuhan, 1964) states that every medium delivers information differently and content is shaped by the medium of transmission.
• Technological determinism: society is driven by changes in media and communication technology. Society adapts to advances in technology, which in turn changes cultural, political, and historical aspects.
• The invention of new media technologies can transform how we live and interact.

Objectives

• $1$ Identify the connection between traditional media and new media.
• $2$ Analyze the roles and functions of media in society.
• $3$ Present a role play to illustrate the evident media in each period of media.

Topics by Period

• Pre-Historic Age
• Industrial Age
• Electronic Age
• New (Information) Age

Focus Questions (MIL lens on media evolution)

• $1$ What are the various media at different periods?
• $2$ What are the roles and functions of media in society?

Roles of Media in Society

• Media fulfills roles including:
  • Information and education
  • Public discussion and monitoring government, business, and institutions
  • Entertainment
  • Channel for advocacy of political viewpoints
• In the Philippines, media is pervasive: networks like ABS-CBN and GMA, local-language broadcasting, cable TV with wide reach, films, shows, soap operas, radio in transit (inside cabs and vehicles), and a robust press with many newspapers including tabloids.

Pre-Industrial Age (Oral Cultures and Early Communication)

• Timeframe: dawn of humanity until ~1700s
• Key developments: discovery of fire, early paper, basic tools; sense of hearing/touch/taste/smell emphasized over visual cues; high involvement and spontaneous, personal interactions.
• Information transmission: largely oral; technologies to call groups included smoke signals; laws and announcements were handwritten and posted publicly or carried by messengers (umalohokan) reading aloud—inefficient, not real-time, and unreliable.
• Early milestones and examples cited:
  • Cave paintings (approx. $35000$ BC)
  • Clay tablets in Mesopotamia (approx. $2400$ BC)
  • Papyrus in Egypt (approx. $2500$ BC)
  • Acta Diurna in Rome (approx. $130$ BC)
  • Dibao in China (approx. $2nd$ century)
  • Printing with wood blocks (approx. $220$ AD)
  • Codez in Mayan region (approx. $5th$ Century)

Industrial Age

• Timeline: 1436 onward; Gutenberg’s printing press as a catalyst.
• Key developments: mass production of text, printing, and later mechanization; shift from manual to machine-assisted production.
• Notable milestones and examples:
  • Printing press for mass production (19th century)
  • Newspaper – The London Gazette (1640)
  • Typewriter (1800)
• Digital precursors and milestones mentioned:
  • Web browsers: Mosaic (1993), Internet Explorer (1995)
  • Blogs: BlogSpot (1999), LiveJournal (1999), WordPress (2003)
  • Social networks: Friendster (2002), Multiply (2003), Facebook (2004)
  • Microblogs: Twitter (2006), Tumblr (2007)
  • Video: YouTube (2005)
  • Augmented Reality / Virtual Reality (AR/VR)
  • Video chat: Skype (2003), Google Hangouts (2013)
  • Search Engines: Google (1996), Yahoo (1995)
  • Portable computers: laptops (1980), netbooks (2008), tablets (1993)
  • Smartphones; Wearable technology; Cloud and Big Data noted as broader tech trends

Electronic Age

• Driving force: invention of the transistor (1930s–1980s) enabling long-distance communication and compact electronics.
• Key electronic innovations and milestones:
  • Transistor radio
  • Television (1941)
  • Large electronic computers: EDSAC (1949), UNIVAC I (1951)
  • Mainframe computers: IBM 704 (1960)
  • Personal computers: Hewlett-Packard 9100A (1968), Apple I (1976)
  • Other tools: Overhead Projectors (OHP), LCD projectors

Information/Digital Age

• The Information or Digital Age marks the widespread digitization and global connectivity of information.
• The Internet (1990s) enables instant access to information and rapid communication.
• Social networks and microelectronics became central to daily life; digitalization of voice, image, sound, and data expanded.

Functions of Media in Society (Expanded View)

• Monitoring Function: watching and reporting on societal events
• Information Function: providing knowledge and data to the public
• Opinion Function: shaping public discourse and viewpoints
• Watchdog Role of Journalism: scrutinizing power and accountability
• Channel for Advocacy of Political Viewpoints: supporting civic engagement
• Entertainment: leisure, culture, and creativity
• Early communication technologies contributing to these functions include:
  • Telephone (1876)
  • Motion pictures with sound (1926)

Global and Local Contexts

• Philippines context: media is pervasive across networks and formats; local-language broadcasting; print media presence; radio accessibility in vehicles; broad newspaper ecosystem including tabloids.

Functions and Inventions Timeline (Illustrative)

• Industrial and Electronic Age convergences with media roles and functions; evolution from physical text to digital media and online platforms.

References

• Basilan, M., Dorado, J., & Garcia, M. (2021). Media and information literacy in the 21st century. Unlimited Books Library Services & Publishing, Inc.
• Philippines media guide. (2023, June 26). BBC News.
• The Technological Determinism Theory. (n.d.). Research Base.
• Yuvienco, J. C. (2017). Media and information literacy. C & E Publishing, Inc.

Information Age: Key Takeaways and Ethical Considerations

• MIL emphasizes critical engagement with media and information, emphasizing ethical use of information and responsible creation.
• Ethical implications include avoiding misinformation, respecting copyright, protecting privacy, and understanding bias.
• Practical implications involve digital literacy for everyday life, such as evaluating sources, recognizing sensationalism, and using information to support constructive action.

Cross-Note: Connections to Foundational Principles

• MIL connects to broader communication theory: encoding/decoding, channel effects, feedback loops, and the influence of technology on society (technological determinism).
• The typology of information aligns with scholarly practice in information science: trust in sources, evaluation of evidence, and ethical information management.
• The evolution of media highlights how technology shapes culture, politics, and education, reinforcing the need for media and information literacy as foundational competencies for all citizens.

Ethical, Philosophical, and Practical Implications (Summary)

• Ethical use of information: accuracy, attribution, and avoiding manipulation.
• Philosophical reflection: understanding how the medium shapes reality and influences perception; critical media consumption.
• Practical implications: developing habits of inquiry, using tools responsibly, and actively engaging with information to participate in a democratic society.

References (Full List)

• Basilan, M., Dorado, J., & Garcia, M. (2021). Media and information literacy in the 21st century. Unlimited Books Library Services & Publishing, Inc.
• Braesel, S., & Karg, T. (2021). Media and information literacy (3rd ed.). Deutsche Welle Akademie.
• Yuvienco, J. C. (2017). Media and information literacy. C & E Publishing, Inc.
• Philippines media guide. (2023, June 26). BBC News.
• The Technological Determinism Theory. (n.d.). Research Base.
• Additional course materials from SC MILIT-MEDIA AND INFORMATION LITERACY, TERM 1-A.Y. 2025-2026