Policies, Standards and Guidelines (PSGs) for Bachelor of Arts in Broadcasting (BA Broadcasting) Program

May 11, 2017

CHED MEMORANDUM ORDER NO. 037-17

 

In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the "Higher Education Act of 1994," in pursuance of an outcomes-based quality assurance system as advocated under CMO No. 46 s. 2012 entitled "Policy Standards to Enhance Quality Assurance (QA) in Philippine Higher Education Through an Outcomes-Based and Typology-Based QA," and by virtue of Commission en banc Resolution No. 231-2017 dated March 28, 2017, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission.

ARTICLE I

Introduction

SECTION 1. Rationale. —

Based on the Guidelines for the Implementation of CMO No. 46 s. 2012, this PSG implement the "shift to learning competency-based standards/outcomes-based education." These specify the 'core competencies' expected of BA Broadcasting graduates "regardless of the type of HEI they graduate from." However, in "recognition of the spirit of outcomes-based education and . . . of the typology of HEIs," this PSG also provide "ample space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions. . . ."

Moreover, this PSG consider the transition of basic education to the K-to-12 Program and the new CHED General Education Curriculum.

ARTICLE II

Authority to Operate

SECTION 2. Government Recognition. —

All private higher education institutions (PHEIs) intending to offer BA Broadcasting must first secure proper authority from the Commission in accordance with this PSG. All PHEIs with an existing BA Broadcasting programs are required to shift to an outcomes-based approach based on this PSG. State universities and colleges (SUCs), and local universities and colleges (LUCs) should likewise strictly adhere to the provisions of these policies and standards.

ARTICLE III

General Provisions

Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses.

SECTION 3. The Articles that follow give minimum standards and other requirements and prescriptions that all HEIs must adopt. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article IV, Section 6. The CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article V, Section 9 as a sample curriculum. The number of units of this curriculum is herein prescribed as the "minimum unit requirement" under Section 13 of RA 7722 (Higher Education Act of 1994). In designing the curriculum the CHED employed a curriculum map which is shown in Article V, Section 10 as a sample curriculum map.

Using a learner-centered/outcomes-based approach the CHED also determined the appropriatecurriculum delivery methods shown in Article V, Section 11. The sample course syllabi given in Article V, Section 12 show some of these methods.

Based on the curriculum and the means of its delivery, the CHED determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty (See Article VI).

SECTION 4. In recognition of the HEIs' vision, mission and contexts under which they operate, the HEIs may design curricula suited to their own needs. However, the HEIs must demonstrate that the same leads to the attainment of the required minimum set of outcomes as shown in Article IV, Section 6 and their proposed additional program outcomes. In the same vein, they have latitude in terms of curriculum delivery and in specifying and deploying human and physical resources as long as they attain the program outcomes and satisfy program educational objectives.

The HEIs can use the CHED Implementation Handbook for Outcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as a guide in making their submissions for Sections 17, 18 and 19 of Article VII.

ARTICLE IV

Program Specifications

SECTION 5. Program Description. —

5.1 Degree Name

The degree program described herein shall be called "Bachelor of Arts in Broadcasting (BA Broadcasting)."

5.2 Nature of the Field of Study

Broadcasting as a field of study has traditionally covered the transmission of messages to the public through the media of radio and television. Today the field has expanded to include non-traditional internet-based multi-platform media. Its study includes contemporary practices in broadcasting, theories, and discourses which shape the generation of knowledge about broadcasting.

5.3 Program Goals

5.3.1 Bridging theory and practice by promoting critical analysis and social responsibility;

5.3.2 Producing competitive graduates who are innovative and competent;

5.3.3 Encouraging local and global insights; and

5.3.4 Training for proficiency in the use of technology.

5.4 Specific Professions/Careers/Occupations for Graduates

Graduates of this program may pursue the following career paths but not limited to:

5.4.1 Broadcasting, interactive and emerging media practitioners:

5.4.1.1 Scriptwriters

5.4.1.2 Directors

5.4.1.3 Producers

5.4.1.4 Performers

5.4.1.5 Journalists

5.4.1.6 Production designers (lighting, set design, costume/makeup)

5.4.1.7 Post-production specialists

5.4.1.8 Web content creators and developers and web designers

5.4.1.9 Graphic designers

5.4.1.10 Videographers/Cinematographers

5.4.1.11 Musical scorers

5.4.2 Managers in broadcasting, cable, interactive and emerging media companies;

5.4.3 Consultants in media relations, public relations and corporate communications;

5.4.4 Teachers and trainers of communication, broadcasting, interactive and emerging media;

5.4.5 Broadcasting, interactive and emerging media entrepreneurs; and

5.4.6 Policy and decision makers in government information agencies.

5.5 Allied Fields

The allied programs for BA in Broadcasting are Communication, Development Communication, Journalism, Film/Cinema Studies, Multimedia (Digital Media) studies, Public Relations, Advertising, and Integrated Marketing Communication.

SECTION 6. Program Outcomes. —

The minimum standards for the BA in Broadcasting program are expressed in the following minimum set of learning outcomes:

6.1 Common to all programs in all types of schools

6.1.1 The ability to engage in lifelong learning and understanding of the need to keep abreast of the developments in the specific field of practice (Philippine Qualifications Framework or PQF level 6 descriptor);

6.1.2 The ability to effectively communicate orally and in writing using both English and Filipino;

6.1.3 The ability to work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor);

6.1.4 A recognition of professional, social, and ethical responsibility; and

6.1.5 An appreciation of "Filipino historical and cultural heritage" (based on RA 7722).

6.2 Common to Social Sciences and Communication

Graduates of the Social Sciences and Communication programs are able to:

6.2.1 Explain and apply social science concepts and theories to the analysis of social issues;

6.2.2 Design and execute social research using appropriate approaches and methods; and

6.2.3 Practice professional and ethical standards in the fields of social sciences and communication.

6.3 Specific to the Bachelor of Arts in Broadcasting Program

Graduates of BA Broadcasting must have the following:

6.3.1 Competency in at least six (6) of the following:

6.3.1.1 Scriptwriting

6.3.1.2 Directing

6.3.1.3 Producing

6.3.1.4 Performing

6.3.1.5 News reporting

6.3.1.6 Production designing (lighting, set design, costume/makeup)

6.3.1.7 Post-production

6.3.1.8 Web content creation and development and web designing

6.3.1.9 Graphic designing

6.3.1.10 Videography/cinematography

6.3.1.11 Musical scoring

6.3.2 Prepare communication/media plan;

6.3.3 Conduct media research: audience research, textual analysis, political economic analysis of the media;

6.3.4 Apply basic media management and leadership skills;

6.3.5 Exemplify ethical standards and practices;

6.3.6 Abide by laws pertinent to broadcasting and other media;

6.3.7 Demonstrate a sense of social responsibility; and

6.3.8 Apply media theories/models, principles, practices and tools in broadcasting and other media.

6.4 Common to a horizontal type as defined in CMO No. 46 s. 2012

6.4.1 For professional institutions: a service orientation in one's profession;

6.4.2 For colleges: an ability to participate in various types of employment, development activities, and public discourses particularly in response to the needs of the communities one serves; and

6.4.2 n  For universities: an ability to participate in the generation of new knowledge or in research and development projects.

Graduates of State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) must, in addition, have the competencies to support "national, regional and local development plans." (RA 7722).

A PHEI, at its option, may add mission-related program outcomes that are not included in the minimum set.

SECTION 7. Sample Performance Indicators. —

Program Outcomes	Sample Performance Indicators
1. Competency in at least six (6) of the following:   a. Scriptwriting               b. Directing   c. Producing     d. Performing e. News reporting   f. Production designing (lighting, set design, costume/makeup) g. Post-production   h. Web content creation and development and web designing           i. Graphic designing     j. Videography/Cinematography   k. Musical scoring	For broadcast, interactive, and emerging media:     a. Scriptwriting: content for broadcast formats (e.g., drama, musicals, information and talk, variety, Public Service Announcements, merchandising and advertising copy) as well as for all media including interactive media such as the internet and mobile devices, emerging media, and other media yet to be developed b. Directing: conceptualization and delivery of programs/content c. Producing: management of resources in program/content production, including talent, location/sets, equipment, finances, logistics d. Performing: hosting, interviewing, acting e. News reporting: news reportage, newscasting, events commentary f. Production designing: lighting, set design, costuming, makeup g. Post-production: sound and video editing, including special effects h. Web content creation and development and web designing: developing and creating content specific for the web, online and related platforms; and developing online programming specific to websites and emerging media, web design for the presentation of broadcasts, podcasts and vodcasts i. Graphic designing: graphic design for broadcast and other media content; computer graphics; and animation j. Videography/Cinematography: basic camera operation, multi-camera operation. k. Musical scoring: original scores, sourcing, knowledge of copyright
2. Prepare communication/media plan;	For broadcasting, interactive and emerging media programs, knowledge of programming and merchandising principles;   For comprehensive media and communication plans, knowledge of audience research, media mix, merchandising principles, and post-campaign analysis.
3. Conduct media research: audience research, textual analysis, political economic analysis of the media;	Basic knowledge of media theories, frameworks, paradigms and research critiques and methodologies;   Ability to prepare research proposal with review of literature, theoretical/conceptual framework, and methodology;   Ability to conduct research data gathering and analysis; and   Competence in writing the research report.
4. Apply basic media management and leadership skills;	Knowledge and skills in production and programming principles and practices; and   Skills in management of resources and logistics.
5. Exemplify ethical standards and practices;	Respect for human dignity expressed in all aspects and performances of broadcast work; and   Sensitivity to differences such as gender/sexual orientation, race/ethnicity, age, physical disability/appearance, culture and religion.
6. Abide by laws pertinent to broadcasting and other media;	Knowledge of laws pertinent to media and communication including laws that cover intellectual property, freedom of information, and broadcast licensing/franchising;   Knowledge of industry regulations and professional codes of conduct including those of the state regulatory bodies such as the National Telecommunications Commission (NTC) and the Movies/Television Review and Classification Board (MTRCB); and the self-regulatory bodies such as the Kapisanan ng mga Brodkaster ng Pilipinas (KBP) and the Advertising Board of the Philippines (Adboard).
7. Demonstrate a sense of social responsibility; and	Awareness of the impact of media, particularly broadcasting, interactive and emerging media, on society and culture.
8. Apply relevant media theories/models, principles, practices and tools in broadcasting and other media.	Application of relevant media theories in broadcasting, interactive and emerging media work.

ARTICLE V

Curriculum

SECTION 8. Curriculum Description. —

The curriculum for BA Broadcasting includes general education courses, core courses, required courses, and suggested electives. Courses that will generate a particular track, concentration or area specialization may also be offered.

General Education Courses essentially prepare the students for the study of broadcasting with exposure to the other social sciences, the humanities and the natural sciences, based on CHED CMO on General Education.

The subjects under the General Education (GE) Courses are as per CHED CMO No. 20, s. 2013 "New General Education Curriculum."

Core Courses provide an overview of the discipline.

Required Courses introduce the student to the subfields of broadcasting, interactive and emerging media.

Electives expose students to various fields of inquiry in the field of broadcasting, interactive and emerging media as well as in the social sciences (e.g., psychology, anthropology, sociology, political science), the humanities (e.g., arts, literature, theater), and the natural sciences.

Internship Students enrolled in the program shall render a minimum of 150 hours and a maximum of 300 hours in one or two broadcast media companies or media-related organizations. (See the Integrated Thesis and Special Project below as an alternative.)

A faculty adviser or coordinator will provide an orientation to student-interns, arrange internship placements and opportunities, monitor the students' progress, assess their performance and give the final mark.

Existing Internship Guidelines prepared by Kapisanan ng mga Brodkaster ng Pilipinas (KBP) and Philippine Association of Communication Educator's (PACE) Foundation should be complied with to ensure the safe, orderly and effective conduct of on-the-job training requirements. The Technical Committee for Broadcasting is working towards a review and revision of the KBP-PACE Memorandum of Agreement, which established the broadcast internship program.

Thesis/Special Project Students enrolled in the program shall be required to undertake individual or group research project or production work in broadcast communication and should satisfy the following:

Number of contact hours per week:	By consultation
Prerequisite:	Research in Broadcasting, interactive and emerging media

(See the Integrated Thesis and Special Project below as an option that may be taken by the HEI.)

Integrated Thesis and Special Project affords students the training and experience to produce a theoretically grounded creative work in any broadcasting genre or format, which should be accompanied by a thesis or a critical essay. This option may be taken by the HEI in lieu of both the Internship and Thesis subjects. However, instead of a Practicum, which was the mode of the Internship subject, it requires students to produce a full-length documentary, drama, magazine program, or a similar production under the combined mentorship of a broadcast station and the faculty. The faculty shall also supervise the conceptualization of the theoretical framework of the student production and the writing of a thesis or critical essay about the student production. This is a 15-unit subject that may either be taken solely in the First Semester of the fourth year of the program or split between the Summer/Mid-year term prior to the fourth year and the First Semester of the fourth year. Student productions and theses may be undertaken individually or in small groups.

HEIs may enter into appropriate agreements with individual broadcast stations, interactive or emerging media organizations, or similar organizations, whether or not members of the KBP and PACE. Appropriate safeguards must be put in place to ensure the safety of the students and the successful conduct of the Integrated subject.

It is noted that the option the HEI takes affects the other course offerings, particularly the Broadcasting electives and/or the electives in the Humanities, Social Sciences, and Natural Sciences. However, GE and core courses should not be affected.

Curriculum Guidelines

1. Required courses and electives have prerequisites to ensure maximum appreciation and understanding of the courses. These should be followed, except in cases where the faculty adviser/instructor decides that these could be waived.

2. The BA Broadcasting curriculum requires one of the following options:

a. A 3-unit Thesis subject and a 3-unit Internship course; or

b. A 15-unit Integrated Thesis and Special Project course. If this option is taken, the additional 9 units required may take the place of elective subjects.

3. In view of the reduction in required General Education subjects under the new CHED General Education Curriculum from 63 to 36 units, the balance of 27 units shall be replaced by the following:

a. Additional required Broadcasting subjects, including the 9 additional units required by the Integrated Thesis and Special Project course if this option is taken in lieu of the 3-unit Thesis course and the 3-unit Internship; or

b. Electives in the Humanities, Social Sciences, and Natural sciences; or

c. Additional GE courses; or

d. Any combination of the above.

4. The institution may offer particular major courses in Broadcasting depending on their strengths and areas of concentration, in addition to the minimum core and required courses in this CMO.

5. Electives in the social sciences, humanities, and natural sciences are included in the curriculum to enrich the student's understanding of communication as a field of study and to highlight the multi-disciplinary nature of broadcasting, interactive and emerging media.

6. Higher Education Institutions are free to enhance and follow different patterns and modalities on their areas of strength and/or the needs of their clients, provided minimum program outcomes have been integrated and required prerequisites have been followed.

SECTION 9. Sample Curriculum. —

The following sample curriculum reflects the minimum GE requirement of 36 units, the Integrated Thesis and Special Project option, and additional 9 units of required Broadcasting subjects. The HEI is free to enhance and follow different patterns and modalities based on the needs of its clientele.

9.1. Components:

Courses	No. of subjects	Equivalent Units Per Subject	Total Units
General Education Courses Including Life and Works of Rizal	12	3	36
Core Courses	6		30
Introduction to Communication and Media	1	3
Communication and Media Theory	1	3
Media Laws	1	3
Media Ethics	1	3
Research in Broadcasting, Interactive and Emerging Media	1	3
Integrated Thesis and Special Project	1	15
Required Courses	13		39
Introduction to Broadcasting, Interactive and Emerging Media	1	3
Production of Broadcasting, Interactive, and Emerging Media Texts	1	3
Broadcasting Institution Management	1	3
Programming for Broadcasting	1	3
News Writing and Production for Broadcasting, Interactive and Emerging Media	1	3
Writing Dramatic Materials for Broadcasting, Interactive and Emerging Media	1	3
Writing Non-dramatic Materials for Broadcasting, Interactive and Emerging Media	1	3
Political Economy of Broadcasting, Interactive and Emerging Media	1	3
Analysis of Broadcasting, Interactive and Emerging Media Texts	1	3
Studies of Audiences/Users of Broadcasting, Interactive and Emerging Media	1	3
Producing Live for Broadcasting, Interactive and Emerging Media	1	3
Producing Pre-recorded Content for Broadcasting, Interactive and Emerging Media	1	3
Non-linear Post-production of Content for Broadcasting, Interactive and Emerging Media	1	3
Suggested Broadcasting/Media Electives	4	3	12
Writing Comedy for Broadcasting, Interactive and Emerging Media
Introduction to Broadcast/Interactive Journalism
Broadcast/Interactive Newsroom Management
Producing Documentaries for Broadcasting, Interactive and Emerging Media
Producing Public Affairs and Public Interest Programs for Broadcasting, Interactive and Emerging Media
Sound Design for Broadcasting, Interactive and Emerging Media
Music in Broadcasting, Interactive and Emerging Media
Production Design for Television, Interactive and Emerging Media
Videography
Interactive Broadcasting
Producing Instructional Programs for Broadcasting, Interactive and Emerging Media
Marketing and Promotion in Broadcasting, Interactive and Emerging Media
Advertising Principles and Practices in Broadcasting, Interactive and Emerging Media
Performance for Broadcasting, Interactive and Emerging Media
Special Topics in Broadcasting, Interactive and Emerging Media
Media and Gender
Media Literacy
Electives in Humanities, Social Sciences, and Natural Sciences	6		18
Physical Education (PE)	4		8
National Service Training Program (NSTP)	2		6
Total	47		149

9.2. Program of Study

FIRST YEAR

First Semester

Second Semester

Course	Units	Course	Units
GE GE GE Life and Works of Rizal Introduction to Communication and Media PE NSTP	3 3 3 3 3   2 3	GE GE GE GE Introduction to Broadcasting, Interactive and Emerging Media PE NSTP	3 3 3 3 3   2 3
Total	20	Total	20

SECOND YEAR

First Semester

Second Semester

Course	Units	Course	Units
GE GE Communication and Media Theory Production of Broadcasting, Interactive and Emerging Media Texts Media Laws Media Ethics PE	3 3 3   3     3 3 2	GE GE News Writing and Production for Broadcasting, Interactive and Emerging Media Writing Dramatic Materials for Broadcasting, Interactive and Emerging Media Producing Live for Broadcasting, Interactive and Emerging Media Political Economy of Broadcasting, Interactive and Emerging Media PE	3 3 3     3     3     3     2
Total	20	Total	20

THIRD YEAR

First Semester

Second Semester

Course	Units	Course	Units
Writing Non-dramatic Materials for Broadcasting, Interactive and Emerging Media Analysis of Broadcasting, Interactive and Emerging Media Texts Producing Pre-recorded Content for Broadcasting, Interactive and Emerging Media Broadcasting/Media Elective 1 Broadcasting/Media Elective 2 Electives in Humanities, Social Sciences, and Natural Sciences 1	3       3     3       3 3 3	Studies of Audiences of Broadcasting, Interactive and Emerging Media Programming for Broadcasting, Interactive and Emerging Media Broadcasting Institution Management Research in Broadcasting, Interactive and Emerging Media Electives in Humanities, Social Sciences, and Natural Sciences 2 Electives in Humanities, Social Sciences, and Natural Sciences 3	3     3     3   3     3     3
Total	18	Total	18

FOURTH YEAR

First Semester

Second Semester

Course	Units	Course	Units
Integrated Thesis and Special Project	15	Non-linear Post-production of Content for Broadcasting, Interactive and Emerging Media Broadcasting/Media Elective 3 Broadcasting/Media Elective 4 Electives in Humanities, Social Sciences, and Natural Sciences 4 Electives in Humanities, Social Sciences, and Natural Sciences 5 Electives in Humanities, Social Sciences, and Natural Sciences 6	3     3 3 3   3   3
Total	15	Total	18

SECTION 10. Sample Curriculum Map. —

The curriculum map is a tool to validate if a match exists between core program outcomes (competencies) and the content of a curricular program (on a per course or subject basis). The following letter symbols are used:

L — indicates that subject course facilitates learning of the competency (input is provided and competency is evaluated);

P — indicates that subject course allows student to practice competency (no input but competency is evaluated);

O — indicates that subject course is an opportunity for development (no input nor evaluation, but competency is practiced).

For the curriculum map of core courses, please refer to Annex B.

SECTION 11. Sample Means of Curriculum Delivery. —

The BA in Broadcasting curriculum adheres to a learner-centered paradigm. It begins with a clear identification of competencies the student must acquire and demonstrate at the end of the four-year program. Appropriate teaching-learning strategies facilitate the acquisition of these competencies. Under this paradigm, the student is the subject of the learning process enabling the learner to achieve his/her full potentials. The teaching-learning process is interactive, participatory, collaborative and experiential. The teacher is transformed into a facilitator and collaborator.

The following methodologies/strategies may be utilized:

11.1 Lecture-discussion

11.2 Structured learning experiences

11.3 Oral reports and reflections

11.4 Individual or group projects with peer review

11.5 Case analysis and resolution

11.6 Individual and group exercises with group processing

11.7 Class/public presentation with teacher and student feedback

11.8 Production exercises in studio and in the field

11.9 Internship with performance evaluation, journal and internship program assessment

11.10 Digital/online activities as blended learning strategies

SECTION 12. Sample Syllabi for Selected Core Courses. —

Course syllabi may vary in format but must include the following components:

12.1 Course Title

12.2 Course Description

12.3 Course Prerequisites (if any)

12.4 Course Learning Objectives (expressed in outcomes-based manner)

12.5 Course Content

12.6 Course Methodology

12.7 Course Requirements (outputs matching the course learning objectives)

12.8 References (both print and online sources)

For sample syllabi for selected core courses, please refer to Annex C.

ARTICLE VI

Required Resources

SECTION 13. Administration. —

The BA in Broadcasting program should be administered by a Dean and/or Department Chair, Head, and/or Coordinator with appropriate qualifications specified below.

Qualifications of the Dean or Head

The dean or head of a college or institution to which the BA Broadcasting program belongs must be a holder of a Doctorate degree with at least ten (10) years of teaching and administrative experience in broadcasting and related fields.

Functions/Responsibilities of the Dean

1. Provides overall direction in the attainment of the objectives of the program.

2. Appoints qualified faculty members to teach in the program, on the recommendation of the Department Chair, Head or Coordinator.

3. Provides administrative support to the Department.

4. Attends department meetings upon invitation of the Chair, Head or Coordinator.

5. Undertakes all other functions as may be explicitly required by the institution.

Teaching Load

The Dean shall carry a teaching load that does not exceed 25 per cent of the teaching load of a regular faculty, in order to allow him/her to perform administrative duties.

Qualifications of the Department Chair, Head or Coordinator

The Chair, Head or Coordinator of a department or program in Broadcasting must be a full-time faculty with the following minimum qualifications:

1. A master's degree in Broadcasting or related media; and

2. Five (5) years teaching experience in broadcasting and/or related media.

Functions/Responsibilities of the Department/Unit Chairperson

1. Reviews periodically the curriculum along with the department faculty.

2. Ensures that the outcomes-based syllabus of each course in the program is fully implemented within the term.

3. Recommends the appointment of qualified faculty members.

4. Convenes regular and special departmental faculty meetings.

5. Schedules classes and assigns faculty-teaching load.

6. Ensures that student grades are submitted on time by the faculty.

7. Supervises student evaluation of faculty.

8. Monitors progress of students.

9. Asserts strategic leadership by spearheading strategic planning and initiatives, including the development of programs for training, research and extension of the department.

10. Fulfills other functions as may be assigned by the Dean.

Teaching Load

The department chair, head, or coordinator shall carry a teaching load that does not exceed 50 per cent of the teaching load of a regular faculty, in order to allow him/her to perform administrative duties.

SECTION 14. Faculty. —

Qualifications

1. A Master of Arts/Science degree in broadcasting, interactive and emerging media from a recognized HEI;

2. A Bachelor's degree and a minimum of five (5) years of part-time teaching experience in broadcasting, interactive and emerging media; or

3. A Bachelor's degree and a notable practice as a professional in the field of broadcasting, interactive and emerging media with the following minimum qualifications:

• five (5) years of active and continuing practice in broadcasting, interactive and emerging media;

• an outstanding track record (e.g., citations/publications); and

• having held positions of responsibility (e.g., producer, manager) in broadcasting, interactive and emerging media institutions.

Teaching Load

The regular teaching load of full-time academic teaching personnel shall be determined by the higher education institution but in no case shall exceed 24 units per semester or term.

All faculty or academic personnel who do not meet the above teaching load requirements are considered part-time teaching personnel.

Except when permitted by the higher education institution, all faculty or academic personnel who are at the same time holding positions in the government, whether appointive or elective, shall also be considered part-time teaching personnel.

SECTION 15. Library. —

Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the BA Broadcasting program.

SECTION 16. Laboratory and Physical Facilities. —

Classroom requirements

The ideal size of lecture classes is twenty (20) students per class, with a maximum of forty (40). Special lectures with class sizes of more than forty (40) may be allowed as long as the necessary facilities are provided.

Laboratory requirements

1. Computer/multimedia laboratory

2. Broadcasting equipment/facilities

HEIs should provide for an adequately-equipped radio and television production as well as interactive media laboratories.

ARTICLE VII

Compliance of HEIs

Using the CHED Implementation Handbook for OBE and ISA as reference, an HEI shall develop the following items which will be submitted to CHED when they apply for a permit for a new program:

SECTION 17. The complete set of program outcomes, including its proposed additional program outcomes.

SECTION 18. Its proposed curriculum and its justification including a curriculum map.

SECTION 19. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator.

SECTION 20. Proposed outcomes-based syllabus for each course.

SECTION 21. Proposed system of program assessment and evaluation.

SECTION 22. Proposed system of program Continuous Quality Improvement (CQI).

For existing programs, the CHED shall conduct regular monitoring and evaluation on the compliance of HEIs to this PSG using an outcomes-based assessment instrument.

ARTICLE VIII

Transitory, Repealing and Effectivity Provisions

SECTION 23. Transitory Provision. —

All private HEIs, state universities and colleges (SUCs) and local universities and colleges (LUCs) with existing authorization to operate the Bachelor of Arts in Broadcasting program are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019.

SECTION 24. Repealing Clause. —

Any and all administrative issuances that are contrary to or inconsistent with any of the provisions herein are hereby deemed automatically repealed, rescinded and/or modified accordingly.

SECTION 25. Effectivity Clause. —

This CMO shall take effect fifteen (15) days after its publication in the Official Gazette, or in two (2) newspapers of national circulation. This CMO shall be implemented beginning Academic Year 2018-19.

Quezon City, Philippines, May 11, 2017.

For the Commission:

(SGD.) PATRICIA B. LICUANAN, Ph.D.Chairperson

ANNEX A

Definition of Terms

TERMS/ACRONYMS	DEFINITION
Assessment	One or more processes that identify, collect, analyze, and report data that can be used to evaluate achievement of the program's educational objectives and program outcomes. Effective assessment uses relevant direct, indirect, quantitative and qualitative measures as appropriate to the outcome or objective being measured. (CMO No. 37, s. 2012)
Competency	Statement of a set of related knowledge, attitudes and skills required to successfully perform a task that supports the desired program outcomes through a course or series of courses.
Course Outcomes	The knowledge, values and skills all learners are expected to demonstrate to a certain level of performance at the end of a course.
Evaluation	One or more processes of interpreting the data and evidence accumulated through assessment processes. Evaluation determines the extent to which program or student outcomes are achieved. Evaluation results in decisions and actions regarding the program's continuous quality improvement. (CMO No. 37, s. 2012)
Learning outcomes	Outcomes of a specific lesson supporting the Course outcomes.
Outcomes-based assessment	Measure of students' demonstration of their learning with agreed explicit criteria for assessing each outcome.
Outcomes-based education	An approach that focuses and organizes the educational system around what is essential for all learners to know, value and be able to do to achieve a desired level of competence at the time of graduation.
Outcomes-based teaching and learning	The constructive alignment of intended learning outcomes with essential content, appropriate learner-centered activities and outcomes-based assessment.
Program Goal	Broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve within 3-5 years of graduation. Program goals are based on the needs of the program constituencies.
Program outcomes	The knowledge, values and skills all learners are expected to demonstrate to a certain level of performance at the time of graduation.

 

 

 

ANNEX B

Sample Curriculum Map

 

ANNEX C

Sample Syllabi

1. Communication and Media Theory

2. Political Economy of Broadcasting, Interactive and Emerging Media

3. Analysis of Broadcasting, Interactive and Emerging Media Texts

ANNEX C.1.

 

Course Title	:	Communication and Media Theory
Course Description	:	The communication process and the development of communication and media theories
Prerequisite	:	Introduction to Communication and Media
Course Credit	:	3 u.
Course Methodology	:	Lecture-discussion; Oral reports and reflections
Course Objectives	:	At the end of the course, the students should be able to: 1. trace the historical development and context of communication and media theories; 2. identify the basic principles, strengths and weaknesses of various communication and media theories; and 3. apply communication and media theories to situations, issues, forms, and practices of communication and media.

Course Outline:

I. Introduction	Weeks 1-2
A. Mass media as a product of Modernity
B. The development of communication and media as an academic discipline
C. Defining theory
II. Mass society and mass culture theories	Weeks 3-4
A. Mass society theories
B. Propaganda theories
C. Normative theories
III. The scientific turn	Weeks 5-6
A. Limited effects theory
B. Attitude change theories
C. Limited effects paradigm
IV. Effects theories	Weeks 7-8
A. Social learning and violence theories
B. Theories of the active audience
C. Systems theories
V. The cultural turn	Weeks 9-11
A. Cultural analysis
1. Ritual rather than transmissional perspectives
2. Macroscopic vs. microscopic theories
3. Symbolic interactionism
4. Social construction of reality
5. Framing and frame analysis
6. Cultivation analysis
B. Critical cultural studies	Weeks 12-15
1. Classical Marxist theory
2. Neomarxist theories and other theories of ideology
3. Frankfurt School
4. British cultural studies
5. Political economy theory
6. Critical theory of technology
7. Semiotics
8. Structuralist theory
9. Narrative theory
10. Poststructuralist theory
11. Postmodern theory
12. Reader-oriented theories
13. Postcolonial theory
14. Feminist, gay, lesbian and queer theories
V. Current debates in media theory	Week 16
A. Communication science vs. culture-centered paradigm: Is synthesis possible?
B. The blurring of disciplinal divisions: The multi-, trans-, and cross-disciplinary approach
VI. Developing a framework for Philippine media	Week 17

Reading list:

Allen, Robert C. (1992). Channels of Discourse, Reassembled: Television and Contemporary Criticism (2nd ed.). London & New York: Routledge.

Andersen, Robin & Jonathan Grey. (ed.). Battle Ground: The Media (Vol. 1). London: Greenwood.

Anderson, Rob & Veronica Ross. (1998). Questions of Communication: A Practical Introduction to Theory (2nd ed.). New York: St. Martin's Press.

Ang, Ien. (1991). Desperately Seeking the Audience. London & New York: Routledge.

Bagdikian, Ben H. (2004). The New Media Monopoly. Boston: Beacon Press.

Baran, Stanley J. & Dennis K. Davis. (1995). Mass Communication Theory: Foundations, Ferment and Future. Belmont, California: Wadsworth Publishing Company.

Biagi, Shirley. (1994). Media Impact: An Introduction to Mass Media (updated 2nd ed.). Belmont, California: Wadsworth Publishing Company.

Boyd-Barrett, Oliver & Chris Newbold (eds.). (1995). Approaches to Media: A Reader. London, New York, Sydney & Auckland: Arnold.

Butler, Jeremy G. (1994). Television: Critical Methods and Applications. Belmont, California: Wadsworth.

Carrie, James. (2009). Young People, Ethics, and the New Digital Media. Cambridge: The MIT Press.

Chomsky, Noam and Edward S. Herman. (1988). Manufacturing Consent: The Political Economy of the Mass Media. New York: Pantheon Books.

Corner, John, Philip Schlesinger & Roger Silverstone. (1997). International Media Research: A Critical Survey. London & New York: Routledge.

Curran, James & Michael Gurevitch (eds.). (1996). Mass Media and Society (2nd ed.). London: Arnold.

Curran James, David Morley & Valerie Walkerdine (eds.). (1996). Cultural Studies and Communications. London: Arnold.

Cragan, John F. & Donald C. Shields. (1998). Understanding Communication Theory: The Communicative Forces for Human Action. Boston, London, Toronto, Sydney, Tokyo & Singapore: Allyn & Bacon.

DeFleur, Melvin L. & Sandra J. Ball-Rokeach. (1989). Theories of Mass Communication. New York & London: Longman.

Eagleton, Terry (ed.). (1994). Ideology. London & New York: Longman.

Feenberg, Andrew. (1991). Critical Theory of Technology. New York & Oxford: Oxford University.

Fiske, John. (1990). Introduction to Communication Studies (2nd ed.). London and New York: Routledge.

Fiske, John. (1987). Television Culture. London & New York. Routledge.

Geraghty, Christine & David Lusted (eds.). (1998). The Television Studies Book. London: Arnold.

Gitlin, Todd (ed.). (1986). Watching Television: Pantheon Guide to Culture. New York: Pantheon Books.

Given, Lisa M. (ed.). (2008). The Sage Encyclopedia of Qualitative Research Methods. Volumes 1 and 2. California: Sage Publications.

Griffin, Em. (2000). A First Look at Communication Theory (4th ed.). New York: McGraw-Hill Companies.

Grossberg, Lawrence, Ellen Wartella & D. Charles Whitney. (1998). Media Making: Mass Media in a Popular Culture. Thousand Oaks, London, New Delhi: Sage.

Hartley, John. (1996). Popular Reality: Journalism, Modernity, Popular Culture. London: Arnold.

Journal of Communication, Vol. 33 No. 3 (Summer 1983); Vol. 43 Nos. 3 & 4 (Summer 1993).

Littlejohn, Stephen W. (2002). Theories of Human Communication (7th ed.). United States: Wadsworth.

Lull, James. (1995). Media, Communication, Culture: A Global Approach. New York: Columbia University Press.

Masterman, Len. (1985). Teaching the Media. London: Comedia Publishing Group.

McQuail, Denis. (2000). Mass Communication Theory (4th ed.). London: Sage Publications.

Modleski, Tania (ed.). (1986). Studies in Entertainment: Critical Approaches to Mass Culture. Bloomington & Indianapolis: Indiana University Press.

Mosco, Vincent & Janet Wasko (eds.). (1988). The Political Economy of Information. Madison, Wisconsin: University of Wisconsin.

Pantoja-Hidalgo, Cristina & Priscelina Patajo-Legasto (eds.). (1993). Philippine Post-Colonial Studies: Essays on Language and Literature. Quezon City: University of the Philippines.

Real, Michael R. (1989). Super Media: A Cultural Studies Approach. Newbury, London & New Delhi: Sage.

Said, Edward W. (1979). Orientalism. New York: Vintage Books.

Selden, Roman, Peter Widdowson & Peter Brooker. (1997). A Reader's Guide to Contemporary Literary Theory, 4th ed. London, NY, Toronto, Sydney, Tokyo, Singapore, Madrid, Mexico City, Munich, Paris: Prentice Hall.

Severin, Werner J. & James W. Tankard, Jr. (1997). Communication Theories: Origins, Methods, and Uses in the Mass Media (4th ed.). New York: Longman.

Sillars, Malcolm O. (1991). Messages, Meanings, and Culture: Approaches to Communication Criticism. New York: Harper Collins.

Storey, John. (1993). An Introduction to Cultural Theory and Popular Culture (2nd ed.). London: Prentice Hall.

Tyson, Lois. (2006). Critical Theory Today: A User-Friendly Guide. Second Edition. New York and London: Routledge Taylor and Francis Group.

Williams, Raymond. (1990). Television: Technology and Cultural Form. London: Routledge.

Winston, Brian. (1998). Media Technology and Society: A History: From the Telegraph to the Internet. London & New York: Routledge.

Recommended:

Apart from other titles in the library, there are other sources available. There are literally millions of websites on media theory online. Access and read as much as you can.

 

Course requirements:	Attendance/punctuality	5%
	Class participation (recitation)	10%
	Oral report	20%
	Quizzes	40%
	Final examination	25%

ANNEX C. 2

Course Title	:	Political economy of broadcasting, interactive and emerging media
Course Description	:	The dynamics of ownership and control of broadcasting, interactive and emerging media
Prerequisite	:	Communication and Media Theory.
Course Credit	:	3 u.
Course Methodology	:	Lecture-discussion; Oral reports and reflections; Case Analysis; field research
Course objectives	:	After completing the course, the students should be able to:
		1. assess the significance of the framework of political economy in understanding the role of broadcasting, interactive and emerging media in the process of social control;
		2. describe the relationship of the production and exchange of broadcasting, interactive and emerging media products;
		3. value the ethical issues and public controversies that arise out of the interrelationships between ownership and control of broadcasting, interactive and emerging media and social institutions; and
		4. prepare case studies of broadcasting, interactive and emerging media using political economy as a framework.
		5. *

* Note from the Publisher: Copied verbatim from the official copy.

Course outline

1. Frameworks for understanding the political economy of broadcasting, interactive and emerging media	Weeks 1-3
a. Classical Marxist framework
b. Neo-marxist frameworks
c. Liberal political economy
d. Post-modern frameworks
e. Integrations
1) Vertical
2) Horizontal
3) Global
2. Issues	Weeks 4-6
a. Regulations within and outside formal structures
b. Advertising, consumerism and consumption: The manufacture of audience as commodity
c. Globalization of markets and its implications on broadcasting, interactive and emerging media: The commodification of culture
3. Impact on the public sphere, or why should we care	Weeks 7-9
4. Case Studies	Weeks 10-16
a. Local networks, stations, sites, and other institutions of broadcasting, interactive and emerging media
b. Philippine-based international networks
c. International networks

Course Requirements:

Attendance/punctuality	5%
Class participation	10%
Individual report	20%
Quizzes	30%
Case studies — Presentation of preliminary report	10%
Final paper	25%

References:

Agulto, Eleanor. (2009). Stealth Advertising. Unpublished graduate thesis. Department of Graduate Studies, College of Mass Communication, University of the Philippines, Diliman.

Alexander, Alison et al. (2004). Media economics: theory and practice 3rd Ed. London: Lawrence Erlbaum Publishers.

Bagdikian, Ben H. (1987). The Media Monopoly 2nd ed. Boston: Beacon Press.

Bagdikian, Ben H. (2004). The New Media Monopoly. Boston: Beacon Press.

Baran, Stanley J. and Dennis K. Davis. (2003). Mass communication theory: Foundations, ferment and future, 3rd ed. Belmont: Wadsworth Publishing Co.

Boyd-Barrett, O. and Newbold, C. (Eds.) (1995). Approaches to media: A reader. London: E. Arnold.

Chikiamco, Calixto V. (1998). Why We Are Who We Are: Essays on Political Economy. Quezon City: The Foundation for Economic Freedom.

Chomsky, Herman. (1989). Necessary Illusions: thought control in democratic societies. Boston: South End Press.

Companie, Benjamin M. And Douglas Gomery (2000). Who Owns the Media: Competition and Concentration in the Mass Media Industry, 3rd Ed. New Jersey and London: Lawrence Erlbaum Associates.

Curran, J. and Gurevitch, M. (Eds.) (1996). Mass media and society. 2nd ed. London: Arnold.

Dahlgren, Peter. (1995). Television and the Public Sphere: Citizenship. Democracy and the Media. London: Sage Publications.

Drahos, Peter and John Braithwaite. (2002). Information Feudalism: Who Owns the Knowledge Economy? London: Earthscan Publications Ltd.

Dyson, Kenneth and Peter Humphreys. (1990). The Political Economy of Communications: International and European Dimensions. London: Routledge.

Florentino-Hofileña, Chay. (2004). News for Sale: The Corruption and Commercialization of the Philippine Media, 2004 Ed. Metro Manila: Philippine Center for Investigative Journalism.

Grossberg, Lawrence, Ellen Wartella & D. Charles Whitney. (1998). Media Making: Mass Media in a Popular Culture. Thousand Oaks, London, New Delhi: Sage.

Grossberg, Lawrence and Nelson, C. (Eds.) (1988). Marxism and the interpretation of culture. Basingstoke: Macmillan Education.

Gunter, Barrie and Mallory Weber. (1988). Television and social control. New York: St. Martin's Press.

Hanson, Jarice and Alison Alexander. (Eds.). (1991). Taking Sides: Clashing Views on Controversial Issues in Mass Media and Society. Guilford, Connecticut: The Dushkin Publishing Group, Inc.

Herman, Edward S. and Noam Chomsky. (1988). Manufacturing Consent: The Political Economy of the Mass Media. New York: Pantheon Books. Check for a later edition.

Herman, Edward S. and Robert W. McChesney. (1997). The Global Media: The New Missionaries of Corporate Capitalism. London: Cassell, Wellington House.

Holmes, David. (2005). Communication Theory: Media, Technology and Society. London: Sage publications.

Littlejohn, S. (2005). Theories of human communication. Australia: Thomson/Wadsworth.

McCoy, Alfred W. (Ed.). (1994). An Anarchy of Families: State and Family in the Philippines. Quezon City: Ateneo de Manila University Press.

Meehan, Eileen R. (2005). Why TV is Not Our Fault: Television Programming, Viewers, And Who's Really in Control. Lanham: Rowman & Littlefield Publishers, Inc.

Mosco, Vincent and Janet Wasko (Eds.). (1983). The Critical Communications Review: Labor, the Working Class and the Media. New Jersey: Ablex Publishing Corporation.

Mosco, V. and Wasko, J. (Eds.) (1988). The Political Economy of Information. Madison, Wisconsin: The University of Wisconsin Press.

Mosco, Vincent and Janet Wasko (Eds.). (1984). The Critical Communications Review: Changing Patterns of Communication Control. New Jersey: Ablex Publishing Corporation.

Mosco, Vincent and Janet Wasko (Eds.). (1985). The Critical Communications Review: Popular Culture and Media Events. New Jersey: Ablex Publishing Corporation.

Mosco, Vincent. (1996). The Political Economy of Communication: Rethinking and Renewal. London: Sage Publications.

Price, Monroe. (1995). Television, the Public Sphere, and National Identity. Oxford: Clarendon Press.

Santos, J.M.C. (2000). Pampulitikang ekonomiya ng ABS-CBN at ang globalisasyon. Unpublished graduate thesis. Department of Graduate Studies, College of Mass Communication, University of the Philippines, Diliman.

Smythe, Dallas. (1981). Dependency Road: Communications, Capitalism, Consciousness, and Canada. Norwood: Ablex Publishing.

Vande Berg, Leah R. (1998). Critical approaches to television. Berkeley Street, Boston, MA: Houghton Miffllin Company.

Verzola, Roberto. (2004). Towards a Political Economy of Information: Studies on the Information Economy. Quezon City: Foundation for Nationalist Studies, Inc.

Wasko, Janet, Graham Murdock, and Helena Sousa (Eds.). (2014). The Handbook of Political Economy of Communications. Wiley Blackwell.

Winston, B. (1998). Media technology and society: A history — from the telegraph to the Internet. London: Routledge.

ANNEX C.3.

Course Title	:	Analysis of broadcasting, interactive and emerging media texts.
Course Description	:	The critical analysis of broadcasting, interactive and emerging media texts.
Prerequisite	:	Communication and Media Theory
Course Credit	:	3 u.
Course Methodology	:	Lecture-discussion; Viewing of relevant texts; Oral reports and reflections; Case Analysis
Course objectives	:	After completing the course, the students should be able to: 1. assess the various frameworks for the analysis of broadcasting, interactive and emerging media texts; 2. describe the relationship between meanings produced by broadcasting, interactive and emerging media texts and the construction of reality/ideology; and 3. apply the various approaches to the analyses of broadcasting, interactive and emerging media texts.

Course outline:

1. Frameworks for analysis	Weeks 1-4
a. Content analysis
b. Formalism
c. Discourse analysis
d. Semiotic traditions
e. Structuralist methods
f. Narrative constructions
g. Poststructuralist critique
h. Postmodern challenges
2. Issues	Weeks 5-8
a. Identity (class, gender and sexuality [SOGIE], age, race, ethnicity, religion, etc.)
b. Postcolonial issues
c. Children and violence
d. Languages (aural and visual images and representation)
e. Consumerism
3. Exercises in broadcasting, interactive and emerging media criticism	Weeks 9-16
a. By genre/format
b. By topic/issue

Course Requirements:

Attendance/punctuality	5%
Class participation	10%
Individual report	15%
Short writing exercises	45%
Term paper	25%

Reading List:

Belsey, Catherine. (2011). A Future for Criticism. United Kingdom: Wiley-Blackwell.

Berkowitz, Daniel A. (ed.). (2011). Cultural Meanings of News: A Text Reader. Los Angeles, California.

Berger, Arthur Asa. (2005). Media Analysis Techniques, 3rd Ed. Thousand Oaks: Sage Publications.

Boyle, Raymond and Richard Haynes. (2000). Power Play: Sport, the Media & Popular Culture, London: Longman.

Brummett, Barry. (2010). Techniques of Close Reading.

Burn, Andrew and David Parker. (2003). Analysing Media Texts. London: Continuum.

Butler, Jeremy G. (1994). Television: Critical Methods and Applications. Belmont, California: Wadsworth.

Butler, Jeremy G. (2010). Television Style.

D'Angelo, Paul and Jim Kuypers. (2010). Doing News Framing Analysis: Empirical and Theoretical Perspectives.

Estrada-Claudio, Sylvia. (1999). Discourse Analysis, in Sylvia H. Guerrero, Ed. Gender-Sensitive and Feminist Methodologies: A Handbook for Health and Social Researchers. Quezon City: UPCWS.

Fiske, John and John Hartley. (1978). Reading Television. London: Methuen & Co. Ltd.

Fludernik, Monika and Patricia Hausler-Greenfield. (2009). An Introduction to Narratology.

Gillespie, Marie and Jason Toynbee. (Eds.) (2006). Analysing Media Texts. England: Open University Press.

Gitlin, Todd. (Ed.) (1986). Watching Television: A Pantheon Guide to Popular Culture. New York: Pantheon Books.

Gray, Jonathan, Jeffrey P. Jones, and Ethan Thompson (eds.). (2009). Satire TV: Politics And Comedy in the Post-Network Era.

Grossberg, Lawrence and Nelson, C. (Eds.) (1988). Marxism and the interpretation of culture. Basingstoke: Macmillan Education.

Kintanar, Thelma B. (1999). Textual Analysis, in Sylvia H. Guerrero, Ed. Gender-Sensitive and Feminist Methodologies: A Handbook for Health and Social Researchers. Quezon City: UPCWS.

Leitch, V., W. Cain, L. Finke & B. Johnson, (eds.). (2001). The Norton Anthology: Theory and Criticism. London: W. W. Norton and Company.

Matheson, Donald. (2005). Media Discourses: Analysing Media Texts. England: Open University Press.

McKee, Alan. (2003). Textual Analysis: A Beginner's Guide. London: Sage Publications.

Meisel, Perry. (2010). The Myth of Popular Culture.

Nakamura, Lisa. (2008). Digitizing Race: Visual Cultures of the Internet.

O'Donnell, Victoria. (2013). Television Criticism, 2nd ed. Los Angeles/London/New Delhi/Singapore/Washington D.C.: Sage.

Plaridel: A Philippine Journal of Communication, Media and Society.

Review of Women's Studies, Special Issue on Media, Gender and Sexuality, Vol. XX Nos. 1-2, Quezon City: University of the Philippines, 2011.

Ryan, Michael. (2012). An Introduction to Criticism: Literature/Film/Culture. United Kingdom: Wiley-Blackwell.

Sardar, Ziauddin and Borin Van Loon. (2010). Introducing Media Studies. London: Icon Books Ltd.

Selden, Roman, Peter Widdowson & Peter Brooker. (1997). A Reader's Guide to Contemporary Literary Theory, 4th ed. London, NY, Toronto, Sydney, Tokyo, Singapore, Madrid, Mexico City, Munich, Paris: Prentice Hall.

Tadem, T. & Laura Samson (eds.). (2010). Marxism in the Philippines: Critical Perspectives. Pasig City: Anvil Publishing.

Talbot, Mary M. (2010). Language and Gender.

Torres-Yu, Rose. (ed.). (2003). Kilates: Panunuring Pampanitikan ng Pilipinas. Quezon City: UP Press.

Tyson, Lois. (2006). Critical Theory Today: A User-Friendly Guide. Second Edition. New York and London: Routledge Taylor and Francis Group.

Recommended:

Look through other Philippine journals, such as Humanities Diliman, Social Science Diliman, Diliman Review and Review of Women's Studies, for examples of textual analysis. Go to http://journals.upd.edu.ph/.

Apart from other titles in the library, there are countless websites on media online. Access and read as much as you can.

n Note from the Publisher: Copied verbatim from the official copy. Duplication of No. 6.4.2.