Quarter 1 - Module 1: Introduction To Media and Information Literacy
Quarter 1 - Module 1: Introduction To Media and Information Literacy
Quarter 1 - Module 1: Introduction To Media and Information Literacy
Media and
Information Literacy
Quarter 1 – Module 1:
Introduction to Media and
Information Literacy
Media and Information Literacy – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 1: Introduction to Media and Information Literacy
First Edition, 2020
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Every effort has been exerted to locate and seek permission to use these materials from
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Media and
Information
Literacy
Quarter 1 – Module 1:
Introduction to Media and
Information Literacy
Introductory Message
For the facilitator:
Welcome to the Media and Information Literacy Alternative Delivery Mode (ADM)
Module on Introduction to Media and Information Literacy!
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
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For the learner:
Welcome to the Media and Information Literacy Alternative Delivery Mode (ADM)
Module on Introduction to Media and Information Literacy!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
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skill into real life situations or concerns.
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
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What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the Introduction to Media and Information Literacy. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.
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What I Know
Activity 1: Pre-Test
Directions: Read each item carefully and then WRITE the letter that corresponds
to the best answer in a separate sheet of paper.
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5. Which of the following is an example of non-verbal communication?
A. news article
B. editorial cartoon
C. the way we dress
D. post on social media
6. The communicator or sender or source of message.
A. Media Analysis
B. Effect Analysis
C. Control Analysis
D. Content Analysis
7. The feedback of the receiver to the sender.
A. Media Analysis
B. Effect Analysis
C. Control Analysis
D. Content Analysis
8. The physical objects used to communicate with, or the mass communication
through physical objects.
A. Media
B. Message
C. Information
D. Technology
9. Which of the following is NOT an example of media?
A. Radio
B. Television
C. Newspaper
D. Google Chrome
10.If a person is_____________, he can identify the provided data or information and
understand its meaning.
A. literate
B. genius
C. thinking
D. understand
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11.It is a data, knowledge derived from study, experience, instruction, signals or
symbols?
A. Media
B. Literacy
C. Literate
D. Information
12.The ability to read, analyze, evaluate and produce communication in a variety of
media forms.
A. Media
B. Media Literacy
C. Information
D. Information Literacy
13.The ability to use digital technology, communication tools or networks to locate,
evaluate, use, and create information.
A. Literacy
B. Technology
C. Information Literacy
D. Technology Literacy
14.It refers to the essential competencies (knowledge, skills and attitude) that allow
citizens to engage with media and other information providers effectively and
develop critical thinking and life-long learning skills for socializing and
becoming active citizens.
A. Media Literacy
B. Technology Literacy
C. Information Literacy
D. Media and Information Literacy
15.The ability to recognize when information is needed and to locate, evaluate,
effectively use and communicate information in its various formats.
A. Media Literacy
B. Technology Literacy
C. Information Literacy
D. Communication Literacy
How was the pretest? Was it easy? Difficult? For you to be able to get a
perfect score continue taking this module.
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Lesson
Introduction to Media and
1 Information Literacy
“The PC has improved the world in just about every are you can think of.
Amazing developments in communications, collaboration and efficiencies. New kinds
of entertainment and social media. Access to information and the ability to give a
voice people who would never have been heard.” – Bill Gates
In this lesson, you will learn how conveying information evolved from writing
it down using pen and paper to uploading photos and videos online. You will also
understand why media and information literacy skills are important to achieve
effective communication and learning.
What’s In
Directions: Answer the questions below based on the information learned or read
from other sources. Write your answers briefly but clearly in a separate sheet of
paper.
After answering the questions above, you have an idea now what would be
our lesson is all about? Let us now proceed to the next page of this module to
deepen your understanding about the lesson.
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What’s New
Directions: Analyze the picture then answer the questions below. Write your
answer in a separate sheet of paper.
Process Questions:
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What is It
Every day we encounter words, images, and sounds passing through various
channels. They circulate around us and we cannot escape or turn our senses away
from them. Too often, we get absorbed in the messages they and unconsciously
allow it to shape our ways of thinking or even influence the decisions we make. We
seldom ask ourselves what do they mean, what they bring to our lives. And what
consequences and implications do they pose for our community and society.
TOPIC 1: COMMUNICATION
Every communication involves (at least) one sender, a message and a
recipient. This may sound simple, but communication is actually a very complex
subject.
1. Verbal Communication
The communication happens through verbally, vocally or through
written words which express or convey the message to other is called verbal
communication.
Two types of verbal communication
a. Oral
A communication which happens through word of mouth,
spoken words, conversations and also any messages or information
are shared or exchanged between one another through speech or word
of mouth is called oral communication.
Examples: face to face, public speech, news reading, television,
radio, telephone and other media like mobile conversation.
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b. Written
A communication happens through any word written or often
written sign which refers the languages uses in any medium is called
written communication.
2. Non-Verbal Communication
Any communication without word of mouth, spoken words,
conversation and written languages are called Non-Verbal Communication.
Examples: signs, symbols, colors, gestures, body language or any
facial expressions, how we dress or act, where we stand, and even our
scent are known as nonverbal communication. Traffic signals are also one of
the best examples for nonverbal communication.
There are many subtle ways that we communicate (perhaps even
unintentionally) with others. For example, the tone of voice can give clues to
mood or emotional state, whilst hand signals or gestures can add to a
spoken message.
Process of Communication
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Components Meaning Analysis
Who the communicator or Control Analysis
sender or source of
message
Says What the content of the message Content Analysis
In Which Channel the medium or media Media Analysis
To Whom the receiver of the message Audience Analysis
or an audience
With What Effect the feedback of the receiver Effect Analysis
to the sender
Example:
Imagine a large perfume chain that wants to reach a younger
audience aged between 15 and 25 years old. Up until now, their customer
base has been women between 25 and approximately 55 years old. Research
has shown that especially young girls and women are also interested in
make-up and perfume, but that they prefer not to visit shops, but rather
prefer to look for products online.
For the perfume chain, this is a new challenge that Lasswell’s
communication model can help them with. The five components of the
Laswell Communication Model are used and each corresponding question is
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answered. In doing so, advice is formed and can be used to develop the
campaign:
2. What needs The perfume chain has opened an online shop and is
to be now active on social media. The online shop offers a
communicate wide range of make-up and perfumes from well-known
d? brands and orders are delivered within 24 hours. The
language use will be hip and short and in the 2nd
person singular (you), to make a connection and make
the young target group feel involved.
3. Which Other than large billboards advertising the opening of
channel is the online shop, there will also be investment in
going to be Facebook advertising as well as other social media,
used? such as Twitter and Instagram.
4. Who is the These are girls and women between 15 and 25 years old
message who don’t go to perfume shops, but often order things
intended for? online.
5. What effect The goal is for the target group to subscribe to the
does the newsletter via Facebook or the website, so they will
campaign receive weekly offers and more quickly decide to order
need to via the Internet.
have?
When Lasswell developed the model in 1948, it was meant to study media
propaganda from countries and businesses. In that time, only the rich could use
mass media like television and radio.
Despite the fact that the model was specifically designed for mass
communication, it can nowadays also be applied to different media and new fields,
such as the Internet, social media and campaigning.
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Process Questions:
1. Why is communication a process?
2. What are the important elements of communication?
3. How can we achieve an effective communication with other people?
4. Do you think the Lasswell Communication Model applicable in your daily
work?
5. What are tips for improving your communication skills?
Directions: Read the news article below then answer the following questions. Write
your answer in a separate sheet of paper.
CNN NEWS – A water leak from Japan’s tsunami-crippled nuclear power station
resulted in about 100 times the permitted level of radioactive material flowing into
the sea, operator Tokyo Electric Power Co said on Saturday.
1. Who
2. What
3. Channel
4. Whom
5. Effect
Process Questions:
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3. How did Facebook affect the quantity and quality of information available to
people? Is it a good thing or bad thing?
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In the 1970s up to the early 1990s, communicating with family members or
friends who are in the province or overseas was difficult as the modes of
communication were inadequate. For example, although making a phone call
overseas was already possible, the charge for a long-distance call is expensive.
Sending a telegram or mail ids more affordable. Unfortunately, it takes weeks
before it reaches the recipient. Thus, if the message is very urgent, like requesting
the other party to go home or send money immediately, communication is
hampered due to the delay in receiving the message.
In the past, people either and letters or visit a person so they can talk face-
to0face. Nowadays, we can send messages and converse regardless of distance in
just a matter of seconds via e-mail or instant messaging system. If you want to
send the information right way, you can just use your cell phone and text the
person you need to talk to. One does not need to travel by boat or plane to see or
talk to a loved one. There are also special apps (applications), where people can see
each other in real or actual time while chatting using video conference.
With the many forms of social media available, such as Facebook and
Twitter, people from all over the world can share information and communicate
without any barrier. This is how the modes of communication greatly improved and
continuously created more varied media platforms.
Let us take this example. When a person is angry at someone in the actual
world, he can express his feelings right away by shouting at the other person. On
the other hand, posting resentments on social media, maybe casually ignored by
others unless the user specifically dedicates his status to someone or types the
letters in red or in all capital letters. Moreover, if negative feelings or thoughts have
been posted online, it may upset someone else and more people may get involved.
Thus, instead of simply resolving the conflict among the concerned parties only, the
situation may get out of hand.
Technology and various forms of media can create both positive and negative
impact on communication and human interaction. Therefore, we should effectively
use our media and information literacy skills as tools of communication and
learning.
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Activity 5: The Low-Tech Future
Directions: Read the statement carefully then answer the questions that follow.
Write your answer in a separate sheet of paper.
You are living in the 21st Century, where people are dependent on
technology. Imagine waking up one day to find no Internet, libraries, and cell
phones. Newspapers, magazines, radio stations and TV channels have also
disappeared.
1. How would you be informed of anything now?
2. What ways would you have to communicate with one another?
3. How would you share information and communicate news and events?
4. What would happen with the decisions you usually make?
5. How would it affect the way you live?
6. What would you personally miss most in such a situation?
7. What would society lose in this situation?
Rubric:
Criteria 5 4 3 2
Content Answer is Answer is Content relates Content
appropriate to the appropriate to the peripherally to unrelated to
question. Content question. Content the question; question.
is factually may have one or contains
correct. two factual significant
errors. factual errors.
Organization Clear sense of May lack a order of Logic of Lacks clear
order. Supporting sentence, but argument is organizational
points are points are minimally plan. Reader is
presented in a presented in a perceivable. confused.
logical logical progression.
progression.
Development Develops each Each point Lacking details Statements are
point with may supported with or evidence. unsupported
specific details. some details and Question only by any detail or
Answers question evidence. partially explanation.
completely. answered.
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TOPIC 3: MEDIA AND INFORMATION LITERACY
The essential skills and competencies that allow individuals to engage with
media and other information providers effectively, as well as develop critical
thinking and life-long learning skills to socialize and become active citizens.
MIL aims to enable individuals to think critically about the media and the
information they consume by engaging in a process of inquiry. The aim, according
to UNESCO’s definition of media and information literacy, is to allow individuals to
become engaged citizens and responsible decision-makers. By evaluating the
source, the context, the message and the medium within which it is received,
considering its representations and its intended audience, as well as the
institutional context from which the message emerges, MIL invites individuals to
evaluate media at a critical distance.
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6. Media and media messages can influence beliefs, attitudes, values,
behaviors, and the democratic process.
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Note: For the Activity 6&7, the students will only choose ANY of the two to answer.
https://www.facebook.com/abscbnNEWS/photos/a.84382255167/10158570809115168/?type=3&theater&ifg=1
Guide Questions:
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Activity 7. Analyzing Media Message: TV Ad
Directions: Open the link below. After watching, answer the guide questions in a
separate sheet of paper. Please refer to the rubric as your guide.
JolliSavers Meals
By Jollibee Philippines
https://www.youtube.com/watch?v=0Wh-nrEkBD8
Guide Questions:
Rubric:
Criteria 5 4 3 2
Content Answer is Answer is Content relates Content
appropriate to the appropriate to the peripherally to unrelated to
question. Content question. Content the question; question.
is factually may have one or contains
correct. two factual significant
errors. factual errors.
Organization Clear sense of May lack a order of Logic of Lacks clear
order. Supporting sentence, but argument is organizational
points are points are minimally plan. Reader is
presented in a presented in a perceivable. confused.
logical logical progression.
progression.
Development Develops each Each point Lacking details Statements are
point with may supported with or evidence. unsupported
specific details. some details and Question only by any detail or
Answers question evidence. partially explanation.
completely. answered.
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TOPIC 4: SIMILARITIES AND DIFFERENCES OF MEDIA LITERACY,
INFORMATION LITERACY, AND TECHNOLOGY LITERACY
If a person is literate, he can identify the provided data or information and
understand its meaning.
What does literate mean? What do we expect from a person who is literate?
The word literate refers to a person who does not only read and write but
also understand and solve problems. Literate can also mean that a person is
knowledgeable or well versed about a specific subject, such as history and science.
TERMS TO UNDERSTAND
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Point of Discussions
Media literacy and information literacy have always been linked, but the
greater accessibility of content via the Internet and mobile platforms has meant
that those literacies are increasingly intertwined. UNESCO considers information
literacy and media literacy together as Media and Information Literacy (MIL).
MIL includes Information and communication literacy and digital literacy.
MIL is defined as a set of competencies that empowers citizens to access, retrieve,
understand, evaluate and use, create, as well as share information and media
content in all formats, using various tools, in a critical, ethical and effective way, in
order to participate and engage in personal, professional and societal activities.
Directions: Formulate your own definition base from your learnings in this lesson.
Write your answer in a separate sheet of paper.
1. literate – ___________________________________________________________
2. literacy – ___________________________________________________________
3. information – ___________________________________________________________
4. technology – ___________________________________________________________
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5. media – ___________________________________________________________
Directions: Give the similarities and differences of the given words. Write your answer in
a separate sheet of paper. Refer to the rubric as your guide.
1.
2.
1 2
3
3.
4
4.
Areas of 5 4 3 2
Assessment
Quality of Writing Very Somewhat Gives some new Gives no new
informative and informative and information but information
well-organized organized poorly and very poorly
organized organized
Understanding Writing shows Writing shows a Writing shows Writing shows
strong clear adequate little
understanding understanding understanding understanding
Process Questions:
1. After watching the video, do you consider yourself as a media and
information literate individual? Why or why not?
2. How to become an information literate individual?
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3. Why is being a media and information literate individual very important in
today’s digital and connected world?
Guide Questions:
2. Do you agree with the message of the posters? Why or why not?
Poster 1:
Poster 2:
Rubric:
Criteria 5 4 3 2
Content Answer is Answer is Content relates Content
appropriate to the appropriate to the peripherally to unrelated to
question. Content question. Content the question; question.
is factually may have one or contains
correct. two factual significant
errors. factual errors.
Organization Clear sense of May lack a order of Logic of Lacks clear
order. Supporting sentence, but argument is organizational
points are points are minimally plan. Reader is
presented in a presented in a perceivable. confused.
logical logical progression.
progression.
Development Develops each Each point Lacking details Statements are
point with may supported with or evidence. unsupported
specific details. some details and Question only by any detail or
Answers question evidence. partially explanation.
completely. answered.
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What’s More
1 2
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Rubric:
Criteria 5 4 3 2
Content Answer is Answer is Content relates Content unrelated to
appropriate to the appropriate to peripherally to question.
question. Content the question. the question;
is factually Content may contains
correct. have one or two significant
factual errors. factual errors.
Organization Clear sense of May lack a Logic of Lacks clear
order. Begins thesis sentence, argument is organizational plan.
with a thesis or but points are minimally Reader is confused.
topic sentence. presented in a perceivable.
Supporting points logical Points presented
are presented in a progression. in a seemingly
logical random fashion,
progression. but all support
Development Develops each Each point Sparse details or Statements are
point with may supported with evidence. unsupported by any
specific details. some details Question only detail or explanation.
Answers question and evidence. partially Repetitious, incoherent,
All important
completely. answered. illogical development
points included.
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Activity 12: Write It Up!
Directions: Use the information you have learned from the lesson in real life. Use
the table below as your guide. Write your answer in a separate sheet of paper.
Rubric:
Criteria 5 – Expert 4 – Advanced 3 – Intermediate 2 – Beginner
Content and The article is well The article is The article shows The article needs
Quality of written interesting to read some potentials improvement
Information
and Idea The article is highly The article is The article gives The articles shows
informative and relevant and some new very little or no
relevant provides sufficient information and is new information,
information relevant to some and expresses
extent. little or no
relevance.
The information The information The information and The information
and ideas and ideas ideas presented and ideas
presented in the presented in the show some potential presented in the
article are article sound good but lack clarity and article need
appropriate, and interesting organization improvement.
interesting, and
well organized
Writing Style There are no errors There are few There are a number There are
(Grammar in spelling, errors in spelling, of errors in spelling, numerous errors
Usage and punctuation, and punctuation, and punctuation, in spelling,
Mechanics grammar grammar punctuation,
and Creativity)
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Activity 13. Essay Writing.
Directions:
1. Write an essay about the value of being a media and information literate
individual.
2. Your essay must have a title, an introduction, a body paragraph (1 main
argument with 2 examples), and a conclusion.
3. Not less than 12 sentences
4. Refer to the rubric for criteria and grading.
5. Write your answer in a separate sheet of paper.
Rubric:
Criteria 5 - Very Good 4 - Good 3 - Poor 2 - Needs
Improvement
Title/Introduction Well-developed Introductory Introduction does Introduction
Background/ introductory paragraph not adequately was not
Define the paragraph contains contains explain the presented.
Problem detailed background background background of the
information, a clear information and problem. The
explanation or states the problem, problem is stated,
definition of the but does not but lacks detail.
problem. explain using
details.
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included.
Congratulations! Your almost done with this module. Now, let’s summarize
what you have learned from the lesson and activities by filling in the correct words
that is missing. Write your answer in a separate sheet of paper.
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What I Can Do
Rubric:
Criteria 5 – Expert 4 – Advanced 3 – Intermediate 2 – Beginner
Content and The poster is very The poster is The poster shows The poster needs
Quality of catchy, highly informative and some potential. improvement
Information informative, and interesting
and Idea artistically done
The information The information The information The information
and ideas are well and ideas are and ideas lack and ideas lack
organized. organized. organization coherence and
organization.
Presentation The graphics and The graphics and The graphics and The graphics and
and Layout text are arranged text are arranged text are arranged text are arranged
very neatly and neatly and somewhat look untidy and
appropriately. appropriately. haphazardly. disorganized.
The design and the The design and The design and the The design and the
layout are very the layout show layout show layout show very
creative and creativity, limited creativity, limited creativity,
attractive. They ingenuity, ingenuity, ingenuity,
show relevance, resourcefulness, resourcefulness, resourcefulness,
resourcefulness, and artistry. and artistry. and artistry.
and artistry.
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Assessment
Direction. Choose the letter of the best answer. Write the chosen letter in a
separate sheet of paper.
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7. It is the ability to recognize when information is needed and to locate, evaluate,
effectively use and communicate information in its various formats?
A. Information Literacy C. Technology Literacy
B. Media Literacy D. Communication Literacy
8-12. Choose the letter that best describes the type of literacy in each
situation. Answer may be repeated.
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Additional Activities
Activity 17. Answer each question briefly based on your objective insights and
critical thinking. Write your answer in a separate sheet of paper.
1. What information do you frequently access from the Internet? Give at least
three reasons.
2. What would be your reaction if the government will control how the media
will transmit information to its audience or users? Give example and state
your position.
Rubric:
Criteria 5 4 3 2
Content Answer is Answer is Content relates Content unrelated to
appropriate to the appropriate to peripherally to question.
question. Content the question. the question;
is factually Content may contains
correct. have one or two significant
factual errors. factual errors.
Organization Clear sense of May lack a Logic of Lacks clear
order. Begins thesis sentence, argument is organizational plan.
with a thesis or but points are minimally Reader is confused.
topic sentence. presented in a perceivable.
Supporting points logical Points presented
are presented in a progression. in a seemingly
logical random fashion,
progression. but all support
Development Develops each Each point Sparse details or Statements are
point with may supported with evidence. unsupported by any
specific details. some details Question only detail or explanation.
Answers question and evidence. partially Repetitious, incoherent,
All important
completely. answered. illogical development
points included.
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Answer Key
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References
Printed Materials:
Website:
Media and Information Literacy presentation by Arniel Ping, retrieved
https://www.facebook.com/groups/230985000654384/files/
http://www.unesco.org/new/en/communication-and-
information/media-development/media-literacy/mil-as-composite-
concept/?fbclid=IwAR3qmPPq_QXkdZx-duclGlojB2-TG-
Q0tjzFK3lioOhqR7qDsuY5o6xy384
http://www.uis.unesco.org/Communication/Pages/information-
literacy.aspx#sthash.bx4oShjG.dpuf
https://www.skillsyouneed.com/ips/what-is-communication.html
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