Module 6 - NC I - Accessing and Maintaining Information - Final
Module 6 - NC I - Accessing and Maintaining Information - Final
Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 1
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 2
Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
Acknowledgements
Education Development Center (EDC) would like to thank the staff of the USAID Opportunity 2.0
Program, Philippines local team, and the Technical Education and Skills Development Authority’s
(TESDA) National Institute for Technical Education and Skills Development (NITESD) through its
Curriculum and Training Aids Division (CTADD), whose invaluable insights guided the adaptation
of this curriculum.
Opportunity 2.0 aims to provide opportunities for second-chance education for vulnerable out-
of-school youth (OSY) by collaboratively working with TESDA in strengthening its technical
education and training systems to develop, deliver and monitor workforce readiness and
technical-vocational training programs that will prepare large numbers of out-of-school youth to
transition to further education and training, immediate jobs and self-employment opportunities.
In line with this objective, Opportunity 2.0 has developed the Work Readiness Modules on 21 st
Century Skills modules which are appropriate for self-directed learning or modular learning
delivery.
The 21st Century Skills Curriculum is an adaptation of EDC’s globally recognized Work Ready Now.
The curriculum addresses the TESDA Amended Competency Standards for Basic Competencies
Integrating 21st Century Skills which were promulgated on July 9, 2019.
This content may not be produced without the permission of Education Development Center or the United States
Agency for International Development.
This curriculum is made possible by the generous support of the American people through the United States
Agency for International Development (USAID). The contents are the responsibility of Education Development
Center, Inc. and do not necessarily reflect the views of USAID or the United States Government.
EDC 43 Foundry Avenue Waltham, MA 02453 Education Development Center (EDC) is a global
nonprofit that advances lasting solutions to improve
Contact: [email protected] education, promote health, and expand economic
opportunity.
Phone: 617-969-7100 Since 1958, we have been a leader in designing,
implementing, and evaluating powerful and innovative
programs in more than 80 countries around the world.
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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
Table of Contents
Summary of Learning Outcomes 5
Module Overview 5
Written Assignments 6
Skills Demonstration 6
SESSION 1: Identify and gather needed information 7
Activity 1: Introductory Activity & Pre-Module Learner’s Reflection 8
Activity 2: Collecting and Recording Information 20
Activity 3: Organizing Information for Easy Access 23
SESSION 2: Search for Information on the Internet or Intranet 30
Activity 4: Finding, Selecting, and Carrying Out Searches in Search Engines 31
SESSION 3: Examine Information 38
Activity 5: Evaluating Sources of Information 39
SESSION 4: Secure and Manage Information 44
Activity 6: Basic File Handling Techniques 45
Activity 7: Data Privacy Act of 2012 48
Activity 8: Confidentiality 51
SESSION 5: Review and Assessment 56
Activity 9: Post-Module Learner’s Reflection 56
Activity 10: Performance Task Rubric and End-of-Module Assessment 58
Key to Correction 64
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Module Overview
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Written Assignments
Please complete all written work in the module. Your skills in this module will be evaluated
through the following outputs:
Skills Demonstration
The following activities are intended to help you develop the skill that this module is written
for:
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Performance Criteria:
1. Sources of information
2. Types of data: quantitative and qualitative
3. Methods of collecting data: survey, interview, focus groups, observation, and document
review
Sources of information
o Primary
o Secondary
o Tertiary
Types of data
o Quantitative
o Qualitative
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Throughout this module, you will do a series of mini-projects that will show mastery of
the skills and knowledge that you have learned. These projects involve interviews,
observations, and tasks that may require online work. Although these projects are stand-
alone activities, they will help you in practicing and developing your skills in accessing and
maintaining information.
It is important that we begin our lesson by reflecting on where we are because it will guide
us throughout the learning of this module. It will also help us keep track on the things that
we need to work on, as well as the things that we are already good at. To continue with
self-reflection, answer the pre-module learner’s reflection below.
This is not a test but is a way for you to see what you already know or do not know about the
topics. You will read a skill that is listed in the left column. Think about yourself and your
experience. Then read the statements across the top. Check the column that best represents
your situation. The results will help you and your teacher know which topics may require more
time, effort and guidance.
Ito ay hindi pagsusulit. Ito ay isang paraan upang malaman mo ang iyong kaalaman, kasanayan
o kakayahan tungkol sa paksang ito. Basahin mo ang mga kaalaman, kasanayan o kakayahan
na nakalista sa kaliwang hanay. Magbalik‐tanaw sa iyong sarili at mga karanasan. Basahin ang
lahat ng mga pangungusap at i‐tsek ang sagot na naaangkop sa iyong sitwasyon. Ang iyong
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My experience 1 2 3 4
Knowledge, skills and abilities I don’t have I have little I have some I have a lot
any experience experience of
Kaalaman, kasanayan at kakayahan experience doing this doing this experience
doing this. doing this.
Mayroon Mayroon
Wala akong akong akong Marami
karanasan sa kaunting karanasan sa akong
paggawa karanasan sa paggawa karanasan sa
nito paggawa nito paggawa
nito nito
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My experience 1 2 3 4
Knowledge, skills and abilities I don’t have I have little I have some I have a lot
any experience experience of
Kaalaman, kasanayan at kakayahan experience doing this doing this experience
doing this. doing this.
Mayroon Mayroon
Wala akong akong akong Marami
karanasan sa kaunting karanasan sa akong
paggawa karanasan sa paggawa karanasan sa
nito paggawa nito paggawa
nito nito
Think about the quotation found on the first part of the module (“The internet gave us
access to everything; it also gave everything access to us” / Nabigyan tayo ng internet ng
access sa buhay ng ibang tao; pero binigyan din ng internet ang ibang tao ng access sa
ating pansariling buhay). In your own understanding, what do you think this quotation
means? How does it relate to our topic, accessing and maintaining information?
Let us first see what type of information that you might access and maintain. Remember,
information can be related to a variety of topics and even tied to your interests and
hobbies! For instance, perhaps you look for statistics about your favorite sports teams.
Or maybe you research ingredients for your favorite recipes. You could also conduct
scholarly research for assignments at school or market research for a small business you
would like to start. With that in mind, answer the questions in the table below:
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What kinds of information Where do you get this How do you keep or discard
do you usually look for? information? the information?
For instance, perhaps you are interested in learning more about the Spanish Flu of 1918, one of
the deadliest pandemics in history. In your online research, you find the following sources of
information:
A black and white photograph of patients in a hospital during the 1918 pandemic
A bibliography (or list of books) on the 1918 Spanish Flu
A magazine article written in 2020 comparing COVID-19 and the Spanish Flu
While these documents, or sources, are connected to the same event (the 1918 Spanish Flu),
each one falls into a different category. All documents that you use for study or research fall into
one of three categories:
1. Primary Documents
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photograph of the hospital patients, as it was taken in 1918, during the flu pandemic, and
is first-hand evidence of the event.
2. Secondary Documents
Unlike a primary document, a secondary document is usually written after the event or
time period has concluded. It builds on, comments, or discusses the primary source. The
author most likely has not witnessed or lived through the event himself or herself.
Secondary documents often reference primary documents, provide interpretation, and
discuss the significance of an event in a historical context.
Keep in mind that a secondary document includes the writer’s own perspective and frame
of reference.
When it comes to current affairs, or events that are taking place now, a newspaper story
is an example of a secondary document.
In the case of the Spanish Flu, the 2020 magazine article that compares the epidemic
to COVID-19 is a secondary document: it builds on, interprets, and contextualizes the
situation.
3. Tertiary Documents
Tertiary documents provide an index, or list, that directs us to relevant primary and
secondary documents.
These include indexes, directories, and bibliographies (an organized list of sources about
a particular topic).
In the case of the Spanish Flu research, a bibliography of books about the global
pandemic would be considered a tertiary source.
Here are some key points to keep in mind when it comes to different types of documents and
their relationship to research:
You can remember the difference between types of documents based on how close they
were in time to the topic at hand. First are primary documents, which provide a first-hand
account of the event; second are the secondary documents, which build on and
contextualize the primary sources; third are the tertiary (tertiary means “third”) sources,
which are the most removed in time and space from the event.
Whenever you find a document, be sure to note the source and keep track of your
research.
When writing, be sure to follow citation protocol: include web links, date about
publication, page numbers, and editions (depending on whether you source is electronic
or not). Citations are important for several reasons: first, they give credit to a source;
second, they help anyone reading your work locate your references if they would like to
learn more!
Be careful not to plagiarize (copy without citation) from sources. If you are directly citing
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the text, be sure to use quotation marks; if you summarize, you still need to cite the
source. Plagiarism is a serious offense—it is a form of intellectual theft—and there may
be serious consequences, such as failing a course. If you have any questions, be sure to
ask a trusted source of authority, such as a librarian or your instructor.
Check out the correct answers at the end of the module. If you got a score of 3 and below, you
should best re-read Key Facts 6.1 or ask a family member or a friend to help you understand the
types of sources of information before moving on to the next task in this activity.
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Primary Source 1:
2:
3:
Secondary 1:
Source 2:
3:
Tertiary Source 1:
2:
3:
There are two main types of data: quantitative and qualitative. Simply put, quantitative data is
about numbers and hard facts: percentages, amounts, statistics, etc. Qualitative data, on the
other hand, is about narrative, or stories: quotations, interviews, personal opinions, etc. As a
rule of thumb, if the data involves numbers, it’s quantitative; if the data involves words, it’s
quantitative.
So why is it important to understand the differences? Let’s say that you work for a KPOP music
promotion company, and they have asked for you to collect data on an emerging market in
another country. What type of data will you collect: quantitative, qualitative, or both? Knowing
the advantages and disadvantages of different types of data will help guide your decision.
1 Adapted from Survey Monkey. The Difference between quantitative vs. qualitative research.
https://www.surveymonkey.com/mp/quantitative-vs-qualitative-research/
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Keep in mind that data collection is not an either/or situation. In fact, qualitative and quantitative
data can complement each other. For example, in your research about the KPOP market in
another country, you could start with qualitative data by distributing surveys. Then you could
follow up with more specific questions through focus groups and qualitative data.
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Quantitative Qualitative
Example topic Registering for the 2022 Philippine National and Local Elections
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Now, it’s your turn to fill in the template. Choose from any of the topics below:
COVID-19 Pandemic
Travel destinations within your region
TESDA Programs
USAID Opportunity 2.0 Program
History of your barangay/city/province
You may use the internet or approach a family member, co-trainee, or friend to help you in
completing this task.
Topic
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Objectives:
Learn methods for collecting and recording information
In the previous activity, you have learned how to categorize the types of sources of information
and the types of information that we collect. In this activity, you will learn how to collect the
information that you need.
2 Centers for Disease Control and Prevention. (n.d.) Selecting Data Collection Methods.
https://www.cdc.gov/std/Program/pupestd/Selecting%20Data%20Collection%20Methods.pdf
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Check out the correct answers at the end of the module before continuing.
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Objectives:
Learn ways of organizing information
Visit a sari-sari store. Observe how the objects are stacked and arranged in the store. How
are the products or goods organized? Visit a library. Observe how the books are stacked
and arranged in the shelves. How are the books organized? Note your observations
below.
Why do you think the goods and books are organized that way? Have you had an
experience when the goods or books are not organized properly? What happened?
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Similar to goods and books, information can also be organized in certain ways. What do
you think are the ways to organize information? Why is it important to organize
information in a specific way?
The world around us is rich with an infinite among data. But how do we organize all this
information?
In the 1980s, Richard Saul Werman, an architect, had the same question. In his mind, architects
designing buildings faced similar challenges to writers designing words on a page—a
phenomenon he called “information architecture.” Werman determined that while the
information itself may be infinite (or endless), there is a finite number of ways to organize it—
five, to be exact.
These five categories are Location, Alphabet, Time, Category, or Hierarchy. (You can remember
these five ways with the acronym LATCH.) Let’s examine these categories in more detail.
3 Adapted from Writing with Clarity. (2014, Aug. 24). Five Ways to Organize Information. https://writingwithclarity.com/five-
ways-organize-information/ and Nikolov, A. (2017, May 14). Design principle: Organizing Information. UX Planet.
https://uxplanet.org/design-principle-organizing-information-343a7ef936a8
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Match the image with the corresponding organizational method by drawing a line.
a. Alphabet
1.
b. Hierarchy
2.
c. Category
3.
d. Location
4.
e. Time
5.
Check out the correct answers at the end of the module before continuing.
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Now, research the years when the following events occurred and create a timeline that includes
all four events. Put your answer in the box provided:
A millennial bug that was feared by many because it is believed to affect our computers
and will reset everything
Catriona Gray becomes the 4th Filipina to win Miss Universe
Mt Pinatubo eruption causing temperatures to drop and Asian rain patterns shift
temporarily
President Ferdinand Marcos and family leave the Philippines
How did you choose to organize these four events? Why did you choose this particular
way instead of another?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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How would you best organize the following sets of information? Explain your answer based on
the descriptions above:
Family tree
Grocery list
Library books
Delivery route
Sharing is caring
Show your family members your artwork. Discuss with them what timelines are, and how
this helps organize information so that you would remember. Thank them for taking the
time to look at your work.
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The Performance Criteria Checklist is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this
session. You will speak to your facilitator to:
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module
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Performance Criteria:
Meta search engines do not create their own databases. They rely on existing active
search engine indexes to retrieve search results. In a meta-search, keywords are
submitted to the individual search engines and they are searched simultaneously.
Passive search engines, often referred to as directories, are human controlled and do not
roam the Web directly. They rely on individual submissions that are reviewed and indexed
by subject category.
Specialized search engines offer additional features that active, passive and meta search
engines do not provide.
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Objectives:
Learn methods in finding and selecting search engines
Search for appropriate information on the internet
Name three things that you learned from the previous module on identifying and
gathering needed data.
A search engine is a software system used to carry out keyword searches in large databases
of information on the internet. There are four distinct categories of search engines: active,
passive, meta, and specialized. In order to use them the most effectively, it is important to
recognize and understand their differences, advantages, and disadvantages.
4 Adapted from Ashbury University Kinlaw Library. Finding Information on the Web: Choosing a Search Engine.
https://asbury.libguides.com/c.php?g=65758&p=423990
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A note about the intranet: You may have heard the term “intranet,” so how is it different
from the internet? While the internet is a public network, the intranet is a private, secure
network for the sharing of resources within a single group or organization. Many
companies have an intranet system that includes relevant resources and data selected for
their employees.
Check your answers at the end of the module before moving on to the next activity.
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Go to one of the search engines in each of the categories and search for the same topic of your
choice (example below is on the topic: gardening). List down two search results for each. Finally
characterize each result by checking the appropriate box.
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Performance Criteria:
3.1 Information and its sources are evaluated for relevance and validity to
business and/or client requirements
3.2 Information is examined as required to identify key issues
3.3 Detailed evaluation of information is carried out as required using relevant
techniques, including mathematical calculations
There are many ways to spot fake news, including checking the source, finding
supporting sources, reading beyond, and asking the experts.
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Objectives:
Critically appraise information from different sources
What are three things that you learned from the previous module on finding, selecting,
and searching for information on the internet?
Fake news comes into different forms. Some of the fake news stories may be completely
untrue. These stories are fabricated, or made up, generally with the goal of deceiving
readers.
Other fake news stories may have some kernel of truth but are not 100 percent accurate. For
example, a journalist may quote only half of what a source says, thus misleading readers.
These omissions or embellishments (stretching or molding) of the facts may or may not be
intentional. Regardless, the reader is left with a false impression.
In the 21st century, we are swimming in information (from our phones, radio, social media,
TV, newspapers, etc.) that comes at us everywhere, almost all of the time. It is up to you to
critically appraise your sources of news about the world around you.
Here are some ways that you can identify fake news:
5 International Federation of Library Associations and Institutions. How to Spot Fake News.
https://www.ifla.org/publications/node/11174
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Check your answers at the end of the module before moving on to the next activity.
What is the real story of the headlines you identified as fake news?
Talk to your family members about how you use and share information in your neighborhood.
What are examples of real and fake news that you have received from someone else and/or
shared with someone? Discuss the dangers of spreading fake news. Remember to thank them
for their time.
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Performance Criteria:
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Objectives:
Learn basic handling techniques to secure files
Ensure data and systems integrity
How do you securely store or share files, documents or information in your workplace?
If you are not working, interview a friend or a family member.
Key Facts 6.7: How to Securely Store and Share Sensitive Files6
Your computer requires a password to sign in, so it’s completely secure, right? Wrong! If your
device contains anything that might be sensitive—legal documents, tax information—then you
need to take extra steps to guard and protect that information. A single password is not enough.
So how can you ensure that your files are well protected? A big piece of the puzzle involves
something called encryption.
Encryption is a technology that takes plain text, such as a message or an email, and scrambles it.
Doing so makes it unreadable. Encryption helps to protect the confidentiality (or privacy) of the
information transmitted through computer systems or the internet.
Here are instructions for how users of macOS and Windows can encrypt their files:
macOS
Turn on the FileVault feature from System Preferences > Security & Privacy > FileVault.
Doing will encrypt your entire hard drive.
6 Adapted from Gordon, W. (2018, May 4). How to securely store and share sensitive files. Popular Science.
https://www.popsci.com/store-share-sensitive-files/
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Windows
Some PCs automatically encrypt their files by default.
You can check if your files are encrypted by going to Settings > System > About and
scrolling down to "Device Encryption."
If your computer does not have this capability, Windows offers a similar feature called
BitLocker that can encrypt your computer and your external drives. You can access
BitLocker through Control Panel > System and Security > Manage BitLocker.
Remember: you must know your password if you encrypt your files on a hard drive (in other
words, the physical hardware that stores your device’s content). Otherwise, you might find
yourself locked out of your own data!
Cloud storage
In the 21st century, clouds are no longer only fluffy shapes in the sky! When it comes to
technology, cloud storage enables you to store your data in an off-site location (in other words,
outside of your computer hardware).
How can you ensure the safety of your data in cloud storage? Many cloud storage services, such
as Dropbox, encrypt your data, but doing so does not completely eliminate risk. Additional
measures such as two-step verification (i.e., where you need to confirm your identify through a
password sent to another device, such as your phone) helps add an extra layer of security.
Keep in mind, if you are storing your data in the cloud, you are entrusting it to someone else.
Sharing files
Once you start sharing important files with someone else, another layer of difficulty comes in. If
you are sending a sensitive document to someone such as a lawyer or tax preparer, they may
have a virtual “secure file box” where you can securely share the data. Use this option, as it is the
most secure.
If you are working with a colleague who also has an account on a cloud storage platform such as
Dropbox, sharing business-related files through that platform is a good option.
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Objectives:
Ensure data and systems integrity
Understand confidentiality, privacy, security, and freedom of information
What do you know about Data Privacy Act of 2012? What actions are you expected to
do in order to uphold the act? What actions are you prohibited to do in accordance to
the act?
Privileged information refers to any and all forms of data which under the Rules of Court and
other pertinent laws constitute privileged communication.
7 Excerpt from National Privacy Commission. Republic Act 10173 – Data Privacy Act of 2012. https://www.privacy.gov.ph/data-
privacy-act/
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The phrase “data subject” refers to an individual whose personal information is processed. The
data subject is entitled to the following:
(a) Be informed whether personal information pertaining to him or her shall be, are being or
have been processed
(b) Be furnished the information indicated hereunder before the entry of his or her personal
information into the processing system of the personal information controller, or at the next
practical opportunity:
(1) Description of the personal information to be entered into the system
(2) Purposes for which they are being or are to be processed
(3) Scope and method of the personal information processing
(4) The recipients or classes of recipients to whom they are or may be disclosed
(5) Methods utilized for automated access, if the same is allowed by the data subject,
and the extent to which such access is authorized
(6) The identity and contact details of the personal information controller or its
representative
(7) The period for which the information will be stored
(8) The existence of their rights (i.e., to access, correction, as well as the right to lodge a
complaint before the Commission)
If you feel that your personal data has been used incorrectly, you have the right file a complaint
with the National Privacy Commission. More information can be found in their website at
www.privacy.gov.ph
8
Source: https://www.privacy.gov.ph/know-your-rights/
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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
Check your answers at the end of the module before moving on to the next activity.
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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
Activity 8: Confidentiality
Objectives:
Understand confidentiality, privacy, security, and freedom of information
Key Facts 6.9: Confidentiality in the Workplace: What You Need to Know9
When you give advice to clients or patients for a living, you'll know that protecting sensitive and
personal information is crucial. But are you clear on what counts as a breach of confidence or
what to do if one occurs?
From how to protect confidential information, to what breaches of confidence look like for
different jobs, here's what you need to know about confidentiality in the workplace.
In short, a confidentiality breach is the disclosure of information to someone without the consent
of the person who owns it. In other words, failing to respect a person's privacy or the confidence
in which they gave the information or data to you, by passing it onto someone else.
Protecting confidential information is vital. If you're in a position where you have access to or are
given this type of data at work, your career relies on your ability to keep patient or client
confidentiality. If you don't, you could lose trust and integrity in the eyes of your existing (and
potential future) clients, who could terminate your contract and take legal action against you.
There are a small number of cases when breaching confidentiality might be OK. Here are some
of them:
If there’s a significant risk of the client harming themselves or someone else, particularly
if a child or vulnerable person is involved
When sharing the information is required to comply with the law. If it came to light that
your client’s company was breaking a law, depending on the circumstances, you may have
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There are a few steps you can take to protect yourself and your livelihood from breaches:
Talk to your client early on about what information you’ll have access to (if they’re a
business), how their information will be used and when (if ever) you would need to break
confidentiality and share their data. A written contract or agreement is useful here
Treat personal data very carefully. Don’t store information for longer than necessary, and
make sure your computer is secure and compliant (for example, that it has the right
security software)
It sounds obvious, but don’t talk about confidential information relating to clients outside
your professional practice. If you are given permission to share sensitive or confidential
information, make sure you and your client/patient are both completely clear about who
you have permission to share it with and in what circumstances
I think I've breached confidentiality – now what? Despite your best efforts, sometimes breaches
can still happen. When they do, it's best to be honest, so come clean quickly. If you're working
with a business client, let their Internal Data Compliance Officer (or equivalent) know. If your
breach relates to a patient, speak to your accrediting body for advice. You should also contact
your own legal representative and tell your professional indemnity business insurance provider.
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Role play. Find a friend or family member who can be your partner. Imagine that you are in
each of these scenarios. What would you do? Why? Talk through your ideas with your partner.
Write your answers down.
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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
Objectives:
Now that you have reached the end of the module, let us see if you are able to develop the
necessary skills in accessing and maintaining information. Conduct a self-assessment and
complete the table below.
Statements on my experience, knowledge, skills and abilities / Circle YES if you have shown or can do the
Mga pahayag tungkol sa aking kaalaman, kasanayan at statement, NO if not /
kakayahan Bilugan ang OO kung naipakita o nagawa
mo na ang mga pahayag, HINDI kung hindi
I can… / Kaya ko nang… pa naipakita o nagawg
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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
Statements on my experience, knowledge, skills and abilities / Circle YES if you have shown or can do the
Mga pahayag tungkol sa aking kaalaman, kasanayan at statement, NO if not /
kakayahan Bilugan ang OO kung naipakita o nagawa
mo na ang mga pahayag, HINDI kung hindi
I can… / Kaya ko nang… pa naipakita o nagawg
Look at your answers, were there boxes where you circled No? If there are, go back to the
activities in the module that will help you gain the skill identified in the statement. You can also
reach out to your facilitator/trainer to provide you with guidance on what activities you can do
in order to master the skill.
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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
Objectives:
Present your mini-projects to others (family, co-trainees, friends, trainer) and reflect
on the processes and skills used to complete them
Correctly answer the questions pertaining to the concepts discussed in the module
Sharing is Caring
Share your three mini-projects with your facilitator/trainer. Beforehand, you could
practice presenting your mini-projects to a family member, co-trainees, nearby
neighbors or friends. Ask them to rate you using the worksheet below. If possible, share
with more than one person!
Instructions: Use this rubric/worksheet in rating the performance of the trainee in carrying
out the three mini-projects.
Once done grading, provide your feedback to the trainee.
Rubric: Put a check on the column that shows your rating for the trainee’s performance based
on the statements.
Statement 1 2 3 4
The learner was able to… Beginning Developing Mostly Accomplished
Accomplished
Mini-Project 1: Categorizing Information
1. Identify information to
collect
2. Pinpoint a variety of
sources of information
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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
Statement 1 2 3 4
The learner was able to… Beginning Developing Mostly Accomplished
Accomplished
3. Differentiate between
primary, secondary and
tertiary data
4. Describe if the information
is quantitative, qualitative
or both
Mini-Project 2: Data Collection
5. Interview individuals to
gather information
6. Use the process of
observation to gather
information
7. Supplement information
gathered through
interviews and observation
with information found on
the internet
Mini-Project 3: Researching on a Topic Using Search Engines
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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
Reflect on the questions below and write your answers on the space provided.
1. Think about the three mini-projects you have done during this module. What parts
did you find easy and enjoyable? Why?
2. What parts of the mini- projects did you find challenging? What did you do to
address your challenges?
3. While doing the mini-projects, what skill did you find as your strength? What skill do
you think you need to develop more?
4. What have you learned about yourself in terms of accessing and maintaining
information?
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Module 6: Accessing and Maintaining Information (NC I) Learner’s Handbook
End-of-Module Assessment
Congratulations for finishing Module 6: Accessing and Maintaining Information for National
Certificate Level I! At the end of every module you will take a short assessment to see how much
you have learned. It will help you and your teacher identify the knowledge and skills you know
and what still needs reinforcing. The results will not affect your ability to continue in the program.
Structure of the Assessment: It has a total of 10 questions. Some questions are multiple choice
and some questions are true or false. You should choose only ONE answer for each question.
Once you have finished answering the questions, note down any clarifications you want to ask
your instructor.
ENGLISH Tagalog
1. These are documents that you can turn 1. Ang mga dokumentong ito ay
to and then be guided to other, magagamit upang makahanap ng
potentially relevant, documents on a ibang, mas angkop na dokumento
particular subject: tungkol sa isang paksa:
a. Tama
b. Mali
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3. These search engines rely on individual 3. Ang search engine na ito ay umaasa
submissions that are reviewed and sa mga naipasang impormasyon na
indexed by subject category. nasuri at naka-organisa base sa
paksa.
a. Meta search engine
b. Active search engine a. Meta search engine
c. Passive search engine b. Active search engine
d. Specialized search engine c. Passive search engine
e. All of the above d. Specialized search engine
e. Lahat ng nabanggit
4. You can use tools such as Google 4. Magagamit ang Google Reverse
Reverse Image Search to: Image Search para:
5. If you encrypt your hard drive (or put any 5. Kapag naka-encrypt ang iyong mga
files in an encrypted container), it’s impormasyon, kailangang maalala
incredibly important that you remember mo ang iyong:
your:
a. Password
a. Password b. Security ID
b. Security ID c. Mother’s maiden name
c. Mother’s maiden name d. Wala sa nabanggit
d. None of the above e. Lahat ng nabanggit
e. All of the above
6. Fake news items have some truth, but 6. May kaunting katotohanan ang
aren't 100 percent accurate. fake news, hindinga lang ito 100%
na totoo.
a. True
b. False a. Tama
b. Mali
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Key to Correction
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4. bing.com
End-of-Module Assessment
1. C - Tertiary sources
2. A - False
3. C - Passive search engine
4. C - Check were an image originated and whether it has been altered
5. A - Password
6. A - True
7. A - True
8. C - Personal Information
9. A - True
10. C - Sensitive Personal Information
Congratulations! You have completed Accessing and Maintaining Information for National
Certificate Level I! You are now ready to conquer the next module.
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