Teaching Guide

I. Content:
Subject Area: Media and Information Literacy
Lesson Title: Introduction to Media and Information Technology
Grade Level: Grade 11
Date:
Reference: Book (MIL) Teodoro Feria Revano, Jr.
Materials: PowerPoint Presentation

II. Learning Outcomes:

At the end of the lesson the students will be able to:
 Describe how communication is affected by media information
 Identifies the similarities and differences of media literacy, information literacy and
technology literacy.
 Editorializes the value of being a media and information literate individual.
 Identifies characterisics/ describes a responsible uses and competent producers of
media and information.
 Shares to class media habits, lifestyles and preferences.

III. Motivation (10 mins):

Media Use Log
1. Inform the learners that today’s topic embodies essential knowledge that should allow users
to engage with media and information channels in a meaningful manner.
2. Instruct the learners to bring out a sheet of paper.
3. Direct the learners to think of the past week, and record their use and interaction with media
and information providers (such as internet, social media, TV, radio, newspaper, etc.). Have
them indicate how many hours were spent engaged with each one. Remind them that these do
not have to be exact, and they can estimate the number of hours they spend each week. Allot 5
minutes for this activity

Sample Responses

Weekly Interaction Log with Information and Information Providers

Media or Information Provider Number of hours in a week
Youtube 3 hours
Facebook 12 hours
Television 20 hours
Books 10 hours
Others

4. Instruct the learners to prepare a report by answering the following questions:

• Which media provider did they spend the most time?
• What roles does media play in their lives? (leisure, learning, communication, etc.)
5. Call earners to present to class their report.

IV. Introduction (5 mins):

Communicate Learning Objectives
Introduce the following by stating that at the end of the lesson, the learners shall be able to:
 1. Describe how media and information affect communication.
2. Editorialize the value of being a media and information literate individual.
3. Share to class their media lifestyle, habits, and preferences.

V. Instruction (35 mins):

The Low-tech Future
1. Remind the learners that they are living in the 21 at Century, where people are dependent on
technology.
2. Ask the learners to imagine waking up one day to find no Internet, libraries, and cell phones.
Newspapers, magazines, radio stations and TV channels have also disappeared.
3. Call on learners to answer the following questions:
• How would you be informed of anything now?
• What ways would you have to communicate with one another?
• How would you share information and communicate news and events?
• What would happen with the decisions you usually make?
• How would it affect the way you live?
• What would you personally miss most in such a situation?
• What would society lose in this situation?

Flash News and Visuals

Show the class samples of fake news headlines found online. Engage your learners in a quick
discussion
about examining and believing in news. Guide questions:
• Did you believe these news items were true? How did you know they were true/false?
• Are all news and information on the Internet true? Why or why not?
• Who gets to post news items online? Expound.

Unlock the Definitions

1. Divide the learners into groups of five (5) members in a group.
2. Assign one (1) term of the following terms to each group:
a. Technology Literacy
b. Media Literacy
c. Information Literacy
d. Media and Information Literacy
3. Have each group formulate their own definition of the term assigned to them, and have each
group
present to the class.
4. Show the correct definitions and have the learners compare it with their work.
5. Synthesize the activity by listing misconceptions on the board.

VI. Evaluation (10 mins):

Small Group Discussions
Engage the learners in a class discussion by asking the following questions:
• In your opinion, what makes an individual literate in media and information?
• What activities/habits do you practice which illustrate media and information literacy? Give at
least three examples.
Media and Information Literacy
Introduction to Media and Information
Literacy (Lec)
Content Standards
The learner demonstrates an understanding of media and information sources,
and values them as part of communication tools.
Performance Standards
The learners shall be able to create a log of their use and interaction with
media and information providers to aid in their understanding of media and information literacy.

Learning Competencies
• Describes how much media and information affect communication.
MIL11/12IMIL-IIIa-1
• Identifies the similarities and differences of media literacy, information
literacy, and technology literacy. MIL11/12IMIL-IIIa-2
• Editorializes the value of being literate in media and information.
MIL11/12IMIL-IIIa-3
• Shares to the class media habits, lifestyles and preferences.
MIL11/12IMIL-IIIa-4

Specific Learning Objectives

At the end of the lesson, the learners are able to:
• Create a log that reflects their current use and interaction with media and
information.
• Define the key concepts (media, information, technology literacy, and
media and information literacies).
• Compare and relate the media and information literacy framework to their
own understandings and competencies

LESSON OUTLINE
Motivation Media Use Log 10
Introduction Learning Objectives 5
Instruction The Low-tech Future, Flash News, and Unlocking Definitions 35
Evaluation Discussion 10

Materials
bond/pad paper, pen, board and marker, computers/tablets,
printed sample interaction log matrix

Resources
Adobo Chronicles. Your Best Source of Up-to-date Unbelievable. Retrieved
from https://adobochronicles.com/
Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane;
Cheung, Chi-Kim (2011). Media and Information Literacy: Curriculum
for Teachers. UNESCO Press ISBN 978-92-3-104198-3 (EN);
978-959-18-07; 978-959-18-0787-8 (ES)