Commission on Diocesan Schools

SAINT CHRISTOPHER ACADEMY

Central East #1, Bangar, La Union
Tel. No. (072) 619-6949
Email: [email protected]
Deped School ID: 400082 || ESC School ID: 0100068

Media and Information Literacy 12

Name:_______________________________________ Date:_____________
Grade and Section:______________________________ Score:___________

Information Literacy, Media Literacy and Technology Literacy

“Knowledge is of two kinds: We know a topic for ourselves, or we know where we can find information upon
it”. – Dr. Samuel Johnson 1775
“To know where you can find anything that in short is the largest part of learning”. - Anonymous
Definitions of Information Literacy
 "Information literacy is the set of integrated abilities encompassing the reflective discovery of
information, the understanding of how information is produced and valued, and the use of information in
creating new knowledge and participating ethically in communities of learning."  (ACRL Framework for
Information Literacy for Higher Education 2015)
 "The ability to locate, evaluate, and use information to become independent life-long learners" -
Commission on Colleges, Southern Association of Colleges and Schools (SACS). Criteria for
Accreditation, Section 5.1.2 [Library and Other Information Resources] Services . 10th ed. Dec. 1996.
 "To be information literate, a person must be able to recognize when information is needed and have the
ability to locate, evaluate, and use effectively the needed information." American Library Association
Presidential Committee on Information Literacy, Final Report, 1989
The importance of Information Literacy

 Information literacy is important for today’s learners, it promotes problem solving approaches and
thinking skills – asking questions and seeking answers, finding information, forming opinions,
evaluating sources and making decisions fostering successful learners, effective contributors, confident
individuals and responsible citizens.

The Six Frames (Core Concepts) for Information Literacy:

 Authority is constructed and contextual

 Expert researchers understand that information sources have different levels of authority or credibility,
and authority is related to the expertise or credibility of the information creator. Many
factors contribute to expertise, including education, experience, and social position. However, having
expertise in one area does not imply expertise in others.

 Information creation as a process

 Experts know that information products are created by different processes and come in many

formats, which reflect the differences in the creation process. Some information formats may be
better suited for conveying certain types of information or meeting specific information needs.
Understanding how and why an information product was created can help to determine how that
information can be used. Experts recognize that the creation process for an information source and the
format can influence that source's actual or perceived value.

 Information has value

 Experts know that information has many types of value (financial, personal, social). Because
information is valuable, several factors (political, economic, legal) influence the creation, access,
distribution, and use of information. Novice learners may struggle to understand the value of
information, especially as nearly all information appears to be available for free online
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  Research as inquiry

 Experts usually consider research a process focused on problems or questions, within or between

disciplines, which are unanswered or unresolved and recognize research as part of an ongoing and
collaborative effort to extend knowledge. They understand research is rarely a simple,
straightforward search for one "perfect" answer or source; instead, it is an iterative, open-ended, and
messy process in which finding answers often lead to new questions. Expert researchers accept
ambiguity as part of the research process and recognize the need for adaptability and flexibility when
they search.

 Scholarship as conversation

 Scholars, researchers, and professionals within a field engage in ongoing discussions where new

ideas and research findings are continually debated. In most cases, there are often multiple competing
perspectives on a topic. Experts can locate, navigate, and contribute to the conversations within their
discipline or field. They recognize that providing appropriate attribution to relevant previous research
is considered an obligation of participating in this conversation. As they develop their information
literacy, students should learn to see themselves as contributors to these conversations. 

 Searching as strategic exploration

 Searching for information is often nonlinear and iterative, requiring evaluating a range of
information sources and the mental flexibility to pursue alternate directions. The information
searching process is a complex process influenced by cognitive, affective, and social factors. While
novice learners may only use a limited number of search tools and strategies, experts understand the
properties of various information search systems and make informed choices when determining
search strategy and search language. Expert searchers shape their search to fit the information need,
rather than relying on the same strategies, search systems, and search language without regard for the
context of the search.

Information literacy is recognized as:

 A basic competency that ought to be incorporated into the educational mission

 A foundation skill for academic success
 A key component of independent, lifelong learning
 An intellectual competency used to demonstrate mastery of a specific discipline
 A distinct and broader area of competence than computer literacy
 A competency centered on critical discernment and reasoning

Media literacy

 The word "literacy" usually describes the ability to read and write. Reading literacy and media literacy
have a lot in common. Reading starts with recognizing letters. Pretty soon, readers can identify words --
and, most importantly, understand what those words mean. Readers then become writers. With more
experience, readers and writers develop strong literacy skills. (Learn specifically about news literacy.)
 Media literacy is the ability to identify different types of media and understand the messages they're
sending. Kids take in a huge amount of information from a wide array of sources, far beyond the
traditional media (TV, radio, newspapers, and magazines) of most parents' youth. There are text
messages, memes, viral videos, social media, video games, advertising, and more. But all media shares
one thing: Someone created it. And it was created for a reason. Understanding that reason is the basis of
media literacy. (Learn how to use movies and TV to teach media literacy.)

Technology literacy 
 Technology literacy is the ability to effectively use technology to access, evaluate, integrate, create and
communicate information to enhance the learning process through problem-solving and critical
thinking. Learn more in: Teacher Preparation Programs and Learner-Centered, Technology-Integrated
Instruction
 Technology Literacy helps one to communicate, solve problems, and enhance life-long learning skills
for future progress. 
WORKSHEET 9
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 MIL 12
Name:__________________________________________ Date: _____________
Year & Section: _____________________________________ Score:

A. Direction: Given the following scenarios, how can each of the six vital concepts of information literacy be
applied? Fill in the table with your answers and make sure to answer as clearly as you can.

Scenario Authority Information Information Research as Scholarship as Searching as

is creation as a has value inquiry conversation strategic
constructed process exploration
and
contextual
Sharing
one’s
favorite
recipe
through a
blog
Looking
for
information
about a
new
smartphone
release
Finding the
best
scholarship
program
abroad
Looking
for
information
about a
recent
typhoon
Looking
for a
college
degree that
best fits
you

B. Direction: Answer the following questions.

1. What are the similarities and differences between media literacy, information literacy, and digital
literacy? (5 pts)
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___________________________________________

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 2. Explain how information is affected by:
Laws
_________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________________________________________
Business/economic factors
_________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________________________________________
Society and culture
_________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________________________________________

Prepared by: Checked and Noted by:

Jonalyn D. Obina Ms. Jennifer B. Galuz
Subject Teacher OIC Principal