12

Media and
Information
Literacy
Module 1: Text Information
and Media
Media and Information Literacy – Grade 12
Alternative Delivery Mode
Quarter 4 – Module 10: Text Information and Media
First Edition, 2019

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Assistant Secretary: Alma Ruby C. Torio

Development Team of the Module

Authors: Krislene C. Dela Cruz

Editor: Romalyn A. Rizardo
Reviewers: Mary Ann A. Javier, Amalia C. Solis and Julius J. Jardiolin
Management Team: Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief

Dennis M. Mendoza, Regional EPS In-Charge of LRMS

Micah S. Pacheco, Regional ADM Coordinator
Aida H. Rondilla, CID Chief
Lucky S. Carpio, Division EPS In-Charge of LRMS and
ADM Coordinator

Printed in the Philippines

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Office Address: DepEd Complex, Meralco Ave., Pasig City, Metro Manila
Telefax: (+632)8636-1663 | 8633-1942 | 8635-9817 | 8638-7530 | 8638-7531 |
8638-7529 |
(+63919) 456-0027 | (+63995) 921 8461
E-mail Address: action@deped.gov.ph
 12

Media and
Information
Literacy
Module 1: Text Information
and Media

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of Education
at action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

Introductory Message
For the facilitator:
This module was collaboratively designed, developed, and reviewed by
educators to guide you, the teacher or facilitator, in helping the learners meet the
standards set by the Department of Education. This module primarily aims to help
the learners understand the lessons in Media and Information Literacy based on
the Most Essential Learning Competencies and see their relevance to real-life
through a fun-filled learning experience. This module hopes to engage the learners
in guided and independent self-learning activities at their own pace and time.
Furthermore, this also aims to help learners acquire the necessary 21st-century
skills while considering their needs and circumstances.
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.

For the learner:

Welcome to the Media and Information Literacy Grade 12 Alternative
Delivery Mode (ADM) Module. 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 module while
being an active learner.
Specifically, this module aims to help you acquire knowledge about text
information as an effective form of media and how it can aid you in getting your
messages across.
This module contains the following parts: a. What I Need to Know
(Introduction and Learning Objectives), b. What I Know (Pretest), c. What’s In
(Review), d. What’s New (Introductory activity), e. What Is It (Content Discussion), f.
What’s More (Enrichment Activities), g. What I Have Learned (Generalization), h.
What I Can Do (Application), i. Assessment (Posttest), Additional Activities, Answer
Key, and References.
To enjoy learning about the lesson, you must set aside all other tasks that
will disturb you while answering the module. Use the module with care. Do not put
unnecessary mark/s on any part of the module. Follow carefully all the contents
and instructions indicated on every page of this module. Take note of the
significant concepts you find in the lesson, which you may use for future references.
Keep in mind to USE SEPARATE SHEETS OF PAPER in doing all the provided
activities to meet all the lesson’s objectives. If you encounter any difficulty in
answering the tasks in this module, do not hesitate to consult your facilitator. After
accomplishing all the activities, let your facilitator/guardian assess your answers.
The success in accomplishing this module depends on your will and grit. Keep going
and enjoy learning!

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 What I Need to Know

This module aims to help learners like you get well-acquainted with key
concepts of media and information and use this knowledge to communicate
effectively by using the technology in your hands. 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.

After going through this module, you are expected to:

1. describe the different dimensions of text information and media
(MIL11/12TIM-IVb-3)
2. comprehend how text information and media are formally and informally
produced, organized, and disseminated (MIL11/12TIM-IVb-4)
3. evaluate the reliability and validity of text information and media and their
sources using selection criteria (MIL11/12TIM-IVb-5)
4. produce and evaluate a creative text-based presentation using design
principle and elements (MIL11/12TIM-IVb-6)

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 What I Know

Choose the letter of the best answer. On a separate sheet of paper, write the letter
that corresponds to your answer.

1. Which of the following is NOT useful information regarding the use and
importance of media and information literacy?
a. It makes studying convenient for students.
b. It connects people easily.
c. It updates an individual about events, news, issues, and the like.
d. It distracts people from being productive.
2. It deals with the overall impact of media and information on individuals and
the society.
a. Media and Information Literacy
b. Media and Information Literate Individual
c. Media Legislation and Regulation
d. Media to Its Audience and Stakeholders
3. The following media and information programs improve the students’
learning environment EXCEPT.
a. Discovery Channel c. Math Tinik
b. Sine Eskwela d. O-Shopping
4. Shiela learned the benefits of eating organic food from a television program
and started eating more of it. This shows that media and information .
a. Improves a person’s lifestyle
b. Tempt people to act differently
c. May cause people to become too dependent on media and information
and forget to fact check information
d. Lead people to confusion
5. Ejhay wants to talk to his mother abroad through a video call. He may use
the following applications EXCEPT
a. Skype c. Facebook
b. Instagram d. YouTube
6. A professional wants to expand his network and manage his professional
identity. Which of the following can he use?
a. LinkedIn c. Pinterest
b. Kalibrr d. Instagram
7. Kyle Gabriele wants to update himself with what is happening around the
world. What cable channel should he watch?
a. CNN c. Movie Central
b. ANC d. Sports Channel

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8. A media and information literate individual should know how to utilize .
a. television c. social media
b. AM and FM Radio d. different media platforms
9. Janine, a STEM student in senior high school, was able to gather
information about her research on herbal medicine through a website. This
shows the impact of media and information on
a. education c. economy
b. politics d. society
10. Zyril created a social media account to fight global warming. This shows the
impact of media and information on
a. education c. economy
b. politics d. society
11. Kiesha Miel, a student, uses her spare time to sell different accessories on-
line. This helps to augment her expenses in school. This shows the
impact of media and information literacy on an individual.
a. educational c. social
b. political d. economic
12. A study claims that almost a quarter of world’s population have Facebook
accounts. People are now exposed to different cultures and practices. This
shows the impact of media and information literacy.
a. educational c. economic
b. political d. social
13. A candidate for national election used different media platforms to promote
his candidacy. This resulted in a landslide win against his opponent. This
shows the impact of media and information literacy.
a. educational c. economic
b. political d. social
14. Vernice Gabriele became more interested in the lesson because the teacher
used audio-visual materials in the discussion. This shows that media and
information literacy can be applied in ?
a. education c. economy
b. politics d. society
15.Zyra sent her pertinent documents to her fiancé through electronic mail.
This shows the impact of media and information literacy.
a. educational c. economic
b. personal d. professional

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Lesson

1 Text Information and Media

What catches your attention when reading a story or an article? Most people
would look at the text because of its content. While some will look at the visuals
accompanying the text if there is any. In this lesson, you will be learning how text
information can be an effective form of media and how it can be used and applied
for you to communicate effectively.

What’s In

Choose the letter that best describes the statement in each number.

1. People who are classified either as a A. Editor

correspondent or as a reporter B. Photographer
2. This person’s responsibility is to ensure C. Graphic Artist
that the author’s work is worth publishing D. Journalists
3. Someone who takes responsibility for the E. Art Director
printed material presentation starting from
text to images
4. Someone who is responsible for capturing images artistically to be
partnered with written material to represent an idea visually.
5. The person in charge of the overall concept of the material in terms of art,
design, and graphics.

What’s New

Examine the text message and answer the questions that follow.

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1. What is the tone of this text message?

2. Why do you think some Filipinos will fall victim to this type of text message?

3. Why do you think this message sounds convincing?

Your answers will be graded using the following rubric.

Developing Accomplished Exemplary
(2 points) (3 points) (5 points)
Topic The answer is The answer is The answer is
remotely related to fairly related to directly related to
the topic. the topic. the topic.
Organization The points in the The points in the The points in the
answer are not answer are answer are
logically ordered. somewhat logically logically ordered.
ordered.
Quality of Most details do Some details Most details
Information not support the support the support the
discussion. discussion. discussion.
Grammar & Answer has more Answer has one or Answer has no
Mechanics than two errors. two errors. errors.

What is It

Text Information and Media

Text Information
Text information can be writer in script using the Roman alphabet or a
different script that is appropriate to the language of the reader. Text information
or textual information can be written in the language most appropriate to the
reader. For example, Japanese, Chinese, and Korean textbooks are using their own
language.

Creators of Text Information

Readers are influenced and persuaded by the power of written words. A
reputable and well-organized material or written work is a collective effort between
writers and members of the editorial team. Below are the several kinds of writers.
1. Author – someone who writes books, stories, or articles on different kinds of
topics. However, there is a difference in the focus of their writing. Usually,
an author writes stories or articles that are lengthy, like a novel. They are

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 also connected to scholarly works, such as general reference materials or a
textbooks. An author is someone whose work has already been published.
2. Writer – a writer is more associated with writing literary works like poems
and short stories. A writer is usually a person who writes stories or articles
as an occupation, like a journalist, blogger or screenwriter.
3. Contributor – Like a writer, the contributor spends time writing articles
about topics that are of particular interest. Contributors can only submit
articles depending on the theme or space available. Most writers work full
time in a publication or publishing companies but some work as freelance
writers or contributors. A freelance writer is self-employed and is not
connected to a specific publication or company.
4. Columnist – someone who writes and shares his opinion, insights, and
commentaries about social or political issues. In a newspaper or a magazine,
articles written by columnists appear on a regular basis. Even though
columnists are free to express their opinion, they must abide by the
professional code of ethics for journalists. This means that columnists
should avoid using and making biased and derogatory remarks.
5. Blogger – a blogger is someone who writes personal opinions on topics or
issues that interest them. Their work can be seen and read in online
journals or websites. Rather than writing a column for a magazine or a
newspaper, a blogger shares their insights, ideas, reflections, experiences,
and activities through a blog entry.
6. Editor – someone who coordinates with the author or writer in planning,
reviewing, and revising content for publication. In addition, an editor’s task
is to coordinate with the layout artists to ensure that all corrections are
carried out from start to end. The editor also gives the final say to the final
content of the written text.
7. Publisher – someone who is responsible for preparing, acquiring, and
managing a publication. The publisher works with a team of writers,
authors, and layout artists and decides on the type and theme of the
material to be published.

Classifications of Text Information

The different sources of text information was presented in the previous
section. Print media, such as books, newspapers, and magazines contain various
information. Text information is classified into two: fiction and nonfiction.
1. Fiction – This refers to stories that are products of the writer’s imagination.
Fairy tales, mythologies, and legends are examples of fiction texts. Most
works of fiction are considered as forms of literature.
2. Nonfiction – Text information is classified as nonfiction if it is based on
facts and reality. Examples of nonfiction works are biographies, news, and
scientific researches. Text information like these are often present in
textbooks, encyclopedias, periodicals, and journals.

How Text Information is Produced

Text information is produced through the following steps:
1. The writer selects a topic or an issue worth writing about.
2. The writer does a thorough gathering of information about the topic.
3. The writer constructs an outline of the topic and composes the draft.
4. The writer goes back to the draft and develops it into a full text.
5. The writer turns in the article to the editor or publisher.

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 For articles in newspapers or magazines, the editor decides whether the
material is worthy of publication, based on the quality of the material and the
publication house’s style and theme.
For manuscripts written for possible publication as a textbook or novel, the
publisher usually has a team of reviewers who checks the quality of the
manuscripts in terms of content and genre. If the manuscript gets the approval of
the screening committee, it is forwarded to the editorial department and later
endorsed for printing.

Assessing and Evaluating Text Information

The following criteria should be considered in assessing and evaluating text
information.
1. Accuracy and Factuality. Text information should be precise and must be
based on facts. It should be thoroughly researched and the data should be
based on valid findings.
2. Objectivity. Text information should not contain any biases, prejudice, or
discrimination. If the material contains information favoring any side side or
groups, each must be discussed fairly and exhaustively.
3. Language appropriateness. The level and kind of language should be
appropriate for the target audience or readers.
4. Curriculum alignment. The textbook material should be consistent with the
curriculum and international standards prescribed.
5. Style and Format. Most books are based on the Chicago Manual of Style
(CMOS) when it comes to all editorial concerns like capitalization,
punctuation, and citation. On the other hand, academic papers follow the
American Psychological Association (APA) Style. Newspapers follow a
particular house style, depending on the news agency to which they belong.

Advantages of Text Information

❖ Text information covers a wide variety of topics.
❖ One can access text information easily.
❖ It is well-researched and comprehensively discussed.
Limitations of Text Information
❖ The book should be updated regularly to ensure accuracy and timeliness.
❖ Text information can be lengthy, making it difficult or tiresome to read.

Text as Visual
a. The representation or style of a text in the digital formal is called a typeface.
b. A typeface, (also referred as font, font type, or type) is usually composed of
alphabets, numbers, punctuation marks, symbols and other special characters.
c. Different emotions and meanings are expressed when various font types are
used. In case there is an absence of images and drawings, the easiest way to
communicate to people is through text.

Types of Typefaces
Serif
One common form of a typeface is called serif. It pertains to a short line at the top
or bottom of some styles of printed letters. This kind of typeface entails familiarity
and readability in large amounts of texts. Some publications such as books,
newspapers, magazines, and researches normally use serif typeface for the body of

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the text. Serif fonts are also used to achieve a classic and elegant look in
publications.
Examples: Times New Roman, Garamond, Baskerville

Sans Serif
A typeface which does not contain serif in the letters is called sans serif. This
typeface conveys a clean and minimalist look to the text. To express clear and
straightforward meaning of the text, road signages, building directories, and
nutrition facts in food packaging use this typeface. Moreover, sans serif fonts are
mainly used in designing web pages to achieve a modern style look.
Examples: Arial, Helvetica, Tahoma, Verdana, Calibri

Slab Serif
A heavy and solid look to the text is expressed by slab serif. Usually, large
advertising signs on billboards use the slab serif typeface.
Examples: Rockwell, Playbill, Blackoak

Script
The brush-like strokes of the script typeface draws people’s attention to it. The
reason behid why this font must be used sparingly must be given. Most formal
events such as weddings or evening charity balls use the script typeface.
Examples: Edwardian, Vladimir, Kunstler

Decorative
Display or decorative typeface are artistic and eye-catching since it can show a wide
variety of emotions (such as happiness, fear, horror, etc.) or decorative fonts also
cater to various themes (such as spaceships, carnivals, holidays, seasons, kiddie, etc.)
Examples: Chiller, Jokerman, Curlz MT

Design Principles and Elements

1. Emphasis – pertains to the force or intensity of expression which contributes to
the importance or vivid impression to something. To do this, a text can be enlarged,
be bold or italicized, darkened or lightened, or underlined.

2. Appropriateness – refers to how suitable or appropriate the text is for the target
audience, intention or purpose, or event. The selection criteria (tone, style, purpose,
clarity) should be followed in the creation of text-based content. The discussion of
font characteristics must be considered when choosing the typefaces to be used in
an output. Large bodies of text must use fonts which are readable and clear.

3. Proximity – refers to the distance of text elements from each other. Things that
are closely related should be brought together. Otherwise, text elements should be
placed far from each other. For example, the placements of the main title and
subtitle are usually close to each other.

4. Alignment – refers to the proper positioning or state of adjustment of parts in

relation to each other (Merriam-Webster Dictionary). The text positioned in the page
can be left, right, center or justified.

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5. Organization – refers to the act or process of organizing various elements of text
in a page. Although elements of text are sorted away from each other (based on the
principle of proximity), the organization sees to it that somehow, they are still
connected with the rest of the elements in the page.

6. Repetition – the unity of the entire design and consistency of elements are the
concerns of repetition. The repetition of some typefaces within the page are
encouraged. However, when various typefaces are used on a page, it might result in
distraction and failure to communicate the content of the text.

7. Contrast – refers to the degree of difference between things having similar or

comparable natures (Merriam-Webster Dictionary). Visual interest in text elements
is generated by contrast. Contrast can be achieved when we combine the following
elements like: large fonts with small fonts, serif and sans serif, thin and thick
elements, and warm and cool colors.

What’s More

Activity 1.1
Fill out the table below by specifying how the design principles and elements were
used in the product label and the effect it has on consumers.

Image(s) courtesy of:

(left)https://pixabay.com/vectors/liquid-soap-soap-bath-bathroom-154014/
(right)https://commons.wikimedia.org/wiki/File:Antibacterial_hand_soap.jpg

Design
Principles and Liquid Soap (Left Picture) Liquid Soap (Right Picture)
Elements
Emphasis

Appropriateness

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Proximity

Alignment

Organization

Repetition

Contrast

Activity 1.2
Based on the given picture, complete the table by supplying the appropriate answer
for each question.

Image courtesy to: https://unsplash.com/photos/XXuVUrnpi8M

1. Who are the possible readers of this signage?

2. Who could have possible written this
signage?
3. What is the tone of the text in the signage?
4. What is the intention of the signage?

5. What are the design principles and elements

present in the signage?
6. What are the emphasized phrases in the
signage? Why were these given particular
attention?

Your answers will be graded using the following rubric.

Developing Accomplished Exemplary
(2 points) (3 points) (5 points)
Topic The answer is The answer is fairly The answer is directly
remotely related to the related to the topic. related to the topic.
topic.
Organization The points in the The points in the The points in the
answer are not answer are somewhat answer are logically
logically ordered. logically ordered. ordered.

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Quality of Most details do not Some details support Most details support
Information support the the discussion. the discussion.
discussion.
Grammar & Answer has more than Answer has one or two Answer has no errors.
Mechanics two errors. errors.

What I Have Learned

Answer the questions briefly based on your objective insight and critical thinking.
1. How will you call the attention of a blogger to correct a wrong text
information on the blogsite they manage?

2. Would you apologize and honestly admit if you provided text information on
your newspaper column? Why or why not?

3. In your opinion, who should be responsible in ensuring that there would be

no misleading and erroneous text information released in print and social media?
Why?

Your answer will be graded based on the following rubrics:

Score Description
Is unable to or infrequently uses deductive and inductive
2 points
reasoning skills
Uses deductive and inductive reasoning skills inconsistently and
3 points
weakly
4 points Uses deductive and inductive reasoning skills competently
Uses deductive and inductive reasoning skills consistently and
5 points
with ease

What I Can Do

You will take on the role of a graphic artist and writer. Choose one among
the following book genres (romance, historical, sci-fi, horror/suspense, or action)
and create an attractive book jacket with an ad blurb that best captures the book’s
storyline. The book cover design must have an attractive color together with
appropriate images and text.

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 RUBRIC FOR CREATIVE OUTPUT

Partially Meets Meets Standards Exceeds

Standards (10-15 points) Standards
(5-10 points) (20 points)
Relevance to the The output is The output is The output is
Theme remotely related to fairly related to directly related to
the theme. the theme. the theme
Originality The output The output The output
contains contains decent contains
insufficient evidence of distinctive
evidence of personal thought. evidence of
personal thought. personal thought.
Creativity The output The output The output
displays the least displays an displays an
amount of adequate amount exceptional
creativity. of creativity. amount of
creativity.
Color Harmony The image The image The image
displays displays displays the most
inappropriate appropriate colors. suitable colors.
colors.
Visual Appeal Little attention Adequate Extra attention
was given to attention was was given to
designing the given to designing designing the
output. the output. output.

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which is NOT a characteristic of a serif typeface?

a. classic
b. readability
c. formality
d. extravagant
2. Which of the following material is suited for a script typeface?
a. newspapers
b. magazines
c. wedding invitations
d. billboards and ads
3. Text information generally has the following characteristics except:
a. instant information
b. limited topics
c. time-consuming
d. well-researched

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4. The responsibility of transforming texts into soft copy using an office
computer application is the responsibility of the:
a. data encoder
b. publisher
c. graphic artist
d. editor
5. Which text information should one use when they need data for a
research paper?
a. legends
b. fable
c. magazine
d. encyclopedia
6. Text information is produced through the following steps except?
a. The writer composes an article about their chosen topic.
b. The writer develops the article into a publishable material.
c. The writer turns in the article to the editor or publisher.
d. The writer submits articles randomly to every media platform.
7. Which of the following is NOT the editor’s responsibility?
a. acquires and manages a publication
b. coordinates with the author or writer
c. reviews and revises content for publication
d. ensures that corrections are done from start to end.
8. The following items comprise a typeface except:
a. alphabet
b. numbers
c. emoticons
d. symbols
9. Which does not belong to the group?
a. language appropriateness
b. accuracy and factuality
c. formality and readability
d. style and format
10. Which typeface has a clean and minimalist look to the text?
a. serif
b. sans serif
c. slab serif
d. script

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 Additional Activities

Take a photo of a Filipino street food and make a 4.25” x 5.5” postcard with
the caption “(creative name of the food)? It’s More Fun in the Philippines.” Be sure
to comply with the criteria to produce text information and do not forget to
incorporate design principles and elements in your work. Be guided by the criteria
below.

Egg Waffles?

It’s More Fun in the

Philippines.

Image courtesy of:

https://upload.wikimedia.org/wikipedia/commons/f/f2/Tokneneng-01.jpg

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 RUBRIC FOR CREATIVE OUTPUT

Partially Meets Meets Standards Exceeds

Standards (10-15 points) Standards
(5-10 points) (20 points)
Relevance to the The output is The output is The output is
Theme remotely related to fairly related to directly related to
the theme. the theme. the theme
Originality The output The output The output
contains contains decent contains
insufficient evidence of distinctive
evidence of personal thought. evidence of
personal thought. personal thought.
Creativity The output The output The output
displays the least displays an displays an
amount of adequate amount exceptional
creativity. of creativity. amount of
creativity.
Color Harmony The image The image The image
displays displays displays the most
inappropriate appropriate colors. suitable colors.
colors.
Visual Appeal Little attention Adequate Extra attention
was given to attention was was given to
designing the given to designing designing the
output. the output. output.

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References

Magpile, Christine Marie. 2016. Media and Information Literacy (Enhancing

Education through Effective Communication). The Inteligente Publishing Inc.: Mother
Ignacia, Quezon City.

Pitagan, Ferdinand B. et.al. 2016. Media and Information Literacy. (Commission on

Higher Education).

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