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Competency: The learner editorializes the value of being a media and information literate individual

Intended Learning Outcomes:

Choose responsible use of media contents and information from the book;
Select responsible use of media and information links or its printed documents;
Editorialize the value of being a media and information literate individual;

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Competency: The learner editorializes the value of being a media and information literate individual

CONTENT

GUIDE CARD

ACTIVITY CARD

ASSESSMENT CARD

ENRICHMENT CARD

REFERENCE CARD

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Competency: The learner editorializes the value of being a media and information literate individual

GUIDE CARD

Dear students,

It is essential for you to have the basic understanding of media and information as channels of communication and tools for the development of individuals and societies. Your knowledge is indeed your preferred choice to help our society for national development.

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Competency: The learner editorializes the value of being a media and information literate individual.

GUIDE CARD

It is a Deped mandate to capacitate you to learn the appropriate ways to handle and use media and information for good wherein the school guides you to be creative and critical thinkers as well as responsible users and competent producers of media and information.

Well, this time, it is expected that you can editorializes the value of being a media and information literate individual.

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Competency: The learner editorializes the value of being a media and information literate individual

GUIDE CARD

This MIL Competency Module has a set of activities with guide questions for you to answer after reading the articles or learning materials.

To do the activities, these are the requirements for you to pass the Subject, namely: Independent Learning Portfolio, Oral Presentation through Self Video Production, Compilation of Modules and Outputs, and School-Based Initiative Report vis-à-vis DepEd programs.

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Competency: The learner editorializes the value of being a media and information literate individual

GUIDE CARD

And to pass the subject, Media and Information Literacy, these are the criteria for the Grading System, such as Written Works (25%), Performance Tasks (50%) and Periodical Test (25%)

GEORGE P. LUMAYAG

Teacher III

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ACTIVITY CARD

Directions. Identify these social media platforms. What are these image icons all about? Have you utilized them?

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Based on the previous lesson, orally discuss the topic.

Similarities and differences of Media and Information

We can compare the two fields in terms of six aspects.

their similar patterns of development.
their different academic roots.
the difference of constituting members and institutions.
their overlapping scopes and subject matters.
their divergent analytical approaches, and
their objectives.

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What is an editorial article?

Have you editorialized the value and responsible use of the following?

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Social Media/Media Literacy: Responsible Use

Over 70% of youth report use of social media such as Facebook, Instagram, Snapchat, Twitter, YouTube, Tumblr, and the list of possible platforms continues to expand. The majority of youth report using more than one social media platform. Social media use, and internet use more generally, is a typical part of most youths’ daily lives. Supporting them in responsible use and navigation of various platforms is important for any supportive adults in their lives.

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What to do

Here are some ways you can support the youth in your life to engage in responsible social media use:

● Help youth to build up empathy and perspective-taking skills both offline and online. This can empower them to practice good decision-making online, for example taking time to consider how something they post online might be hurtful, respectfully sharing a difference of opinion in a comment, etc.

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Talk about safety and privacy online, and ways that youth can protect themselves

● Privacy, including their social media account settings, as well as their process for who gets access to their page/who doesn’t. Have conversations about what their process is for accepting/not accepting friend requests, etc. These explicit conversations can increase awareness about the importance of privacy, and also support/strengthen good decision-making.

● They can always block/unfriend, and also report, individuals who make you uncomfortable. For example, individuals who make inappropriate sexual comments, are aggressive, or bullying them.

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● Be mindful of what they share in terms of personal information (e.g., sensitive information that if on a piece of paper you lost offline you would be concerned about someone else finding). Also, excessively sharing things like location tags, especially for places like your house, places you frequent often, etc.)

● The permanence of a social media/internet record. While things can be deleted, once posted, there are ways for comments, images, etc. that we post to follow us in the long-term. Once posted, we have no control over where they may end up. For example, sexually explicit images/videos, harassing comments, compromising information about yourself or another person, etc., have consequences socially, legally, etc.

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● Taking online relationships with individuals that they don’t know offline. While most youth are not interacting with individuals they don’t know offline (e.g., research suggests that most youth use social media to keep up with friendships/relationships that exist offline), sometimes, youth connect with peers on social media who share similar interests (e.g., gaming community, etc.). An adult needs to be involved if these relationships are taken offline to ensure safety.

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Encourage balanced use of social media: The pressure of being constantly connected, which has become more of a challenge with the constant access to social media that smartphones provide, can become stressful. A lot of youth report feeling the need to stay constantly connected for fear of missing out (also known as FOMO), which can be associated with depression and anxiety. In addition, being constantly connected or feeling the need to be connected can affect sleep, for example if youth are sleeping with their phones

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Getting social media notifications/alerts throughout the night can be disruptive to quality sleep.

● Support practices of “unplugging”, “digital detox”, or taking time away from social media where you don’t access any social media. For example evening hours/bedtime, as well as periodic “unplugging” for longer durations (e.g., weekends or a certain number of days).

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● Help youth to have greater awareness and control of their social media consumption. For example, removing social media apps from your smartphone and only accessing them from a computer can help with regulating access because it’s often not as easily accessible as refreshing on your smartphone. There are also apps available that help with managing time limits regarding social media access.

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Encourage youth to maintain offline relationships. Online and offline exchanges provide different types of social connection. In person time is important for support and emotional wellbeing. Encourage youth to have a balance rather than to neglect face-to-face time spent with important people in their lives, in lieu of online interactions. Support self-esteem nurtured through offline activities and interests.

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Be on the lookout for potential online injuries to youths’ self-esteem. There is an element of social media that involves posing and curating, even among adults. People often present ideal versions of their lives. Youth may feel pressure to present a false self online or keep up a certain image. Similarly, they may also make comparisons to their peers that leave them feeling negatively about self.

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Be aware of cyberbullying and some of the potential signs of who might be bullying or getting bullied online including sudden changes in their use of social media.

Encourage positive aspects of social media such as connecting with like-minded peers around a special/niche interest.

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Open up conversations about challenges with use, cyberbullying, etc. that may be coming. Offer support to empower youth to talk to parents and other adults, or seek out help if they are struggling or in distress. If connected/friends with youth online, notice cryptic posts/images that may be indicative of struggle.

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Disclaimer: The statements stated above are borrowed from the online sources. The Department of Education does not claim or own the presented statements. Links for the sources are found in the reference part of the Self-Learning Home Task (SLHT).

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ACTIVITY CARD

Activity:

Can you identify the media and information literate individual?
Can you discuss the editorial article of the writer of the media industry?

Analysis:

1. Based on the presented article @ https://sites.google.com/deped.gov.ph/mil/slhts/q1-week-3, how can you value an editorial article?

Note: The students shall answer the question.

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Abstraction:

Directions. Reread the reading material @ https://sites.google.com/deped.gov.ph/mil/slhts/q1-week-3, Then, share the summary of the lesson before the class.

Guide Questions:

What are the responsible uses of media and information literacy?
Summarize the content on Social Media/Media Literacy: Responsible Use.

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Applications:

Exercise 1: Day 1

Directions. Write your answer on a one half crosswise intermediate paper.

Write an editorial article that expresses the responsible use of media and information.

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Competency: The learner editorializes the value of being a media and information literate individual

ASSESSMENT CARD

Media and Information Literacy

Based on the article, what type of media use if you increase the privacy setting of your Facebook account?

a. Responsible Use

b. Irresponsible Use

c. Media Use

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Competency: The learner editorializes the value of being a media and information literate individual

2. Based on the reading material, what type of media use if she shows confidential pictures without getting friends’ consent?

a. Responsible Use

b. Irresponsible Use

c. Media Use

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Competency: The learner editorializes the value of being a media and information literate individual

3. Based on the selection, what type of media use if you take time to consider before posting comments on a social networking site like Facebook?

a. Responsible Use

b. Irresponsible Use

c. Media Use

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Competency: The learner editorializes the value of being a media and information literate individual

4. What type of media use if you follow the youth online without their consent/knowledge?

a. Responsible Use

b. Irresponsible Use

c. Media Use

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Competency: The learner editorializes the value of being a media and information literate individual

5. What type of media use if you agree to connect with youth via social media without consideration of what your page/account

and activity on social media look like?

a. Responsible Use

b. Irresponsible Use

c. Media Use

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Competency: The learner editorializes the value of being a media and information literate individual

6. What type of media use if you are mindful of your excessive sharing of things like location tags, especially for places like your house or places you frequently visited?

a. Responsible Use

b. Irresponsible Use

c. Media Use

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