Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
TWENTIETH CONGRESS 
First Regular Session 
HOUSE BILL NO.____ 
Introduced by Representative MARLYN L. PRIMICIAS-AGABAS 
EXPLANATORY NOTE 
The Philippines is facing a growing issue with misinformation, especially as social 
media becomes the dominant source of information. In a country where social media 
usage is among the highest globally, many Filipinos, particularly the youth, are vulnerable 
to false or misleading content. Without the necessary skills to critically evaluate media, 
people are left open to manipulation, which can affect both personal and societal 
decisions. 
The Supreme Court of the Philippines has recognized the evolving challenges 
posed by digital media and the spread of misinformation, especially through social media. 
In ABS-CBN Corporation vs. Andal Ampatuan (G.R. No. 227004, April 25, 2023), the 
Supreme Court discussed the impact of the digital age on information dissemination: 
“The rise of the internet and the digital age have challenged the roles 
of the press. Technology has shifted the main sources of information and 
public discussions from traditional media to the internet, particularly in social 
media… The speed at which information is shared, its volatility, and the 
reach of false information tend to drown out the truth. Echo chambers in 
social media make it difficult for competing information to penetrate 
personal circles, failing to lead to self-assessment and reflection as to the 
truth of their beliefs. Thus, an imputation, much more a lie, in social 
media, when spread far and wide several times, is taken as the truth.” 
(Emphasis supplied) 
To address this growing problem, this bill proposes the integration of critical media 
literacy into the national education system. It aims to introduce media literacy education 
at all levels of schooling, from elementary to higher education, ensuring that students are 
equipped with the necessary tools to engage thoughtfully with media content. By 
incorporating this essential skill into the curriculum, the bill seeks to empower the next 
generation of Filipinos to not only navigate various forms of media but also to analyze 
and question the information they encounter. This will enable them to make more 
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informed decisions in their personal, social, and political lives. 
A key element of this bill is the creation of the National Commission for Media 
Literacy (NCML), which will oversee the development and implementation of a 
standardized curriculum on media literacy across the country. The commission’s role will 
be to update educational materials and ensure that the curriculum stays relevant in the 
face of an ever-evolving media landscape, covering both traditional and digital media. 
In addition, the bill places emphasis on training. It recognizes that in order for 
media literacy to be effectively integrated into classrooms, educators must be well-
prepared to foster critical thinking among students. Through partnerships with educational 
and media organizations, the bill ensures that teachers will receive ongoing professional 
development to stay current with emerging technologies and media trends. This will equip 
them to guide students in engaging with media critically, identifying misinformation, and 
participating in public discourse with greater awareness and responsibility. 
Ultimately, this bill seeks to address the pressing need for a media-literate society, 
one that can navigate the complexities of the digital age. By embedding critical media 
literacy in the education system, the bill will help create a more informed, responsible, 
and engaged citizenry. It will provide Filipinos with the skills necessary to evaluate the 
media they consume, identify false information, and contribute meaningfully to democratic 
processes. In doing so, this bill will help build a more resilient society, better equipped to 
face the challenges posed by the rapid growth of digital media. 
In light of these considerations, the approval of this bill is respectfully sought. 
MARLYN L. PRIMICIAS-AGABAS 


Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
TWENTIETH CONGRESS 
First Regular Session 
HOUSE BILL NO.____ 
Introduced by Representative MARLYN L. PRIMICIAS-AGABAS 
AN ACT  
INSTITUTIONALIZING CRITICAL MEDIA AND INFORMATION LITERACY IN THE 
PHILIPPINE EDUCATION SYSTEM, ESTABLISHING THE NATIONAL COMMISSION 
FOR MEDIA LITERACY, DEFINING ITS FUNCTIONS AND RESPONSIBILITIES, 
APPROPRIATING FUNDS THEREFOR, AND FOR SUCH OTHER PURPOSES  
Be it enacted by the Senate and the House of Representatives of the Philippines in 
Congress assembled: 
SECTION 1. Short Title. - This Act shall be known as the "Critical Media Literacy Act of 
2022". 
TITLE I 
DECLARATION OF PRINCIPLES AND POLICIES 
SECTION 2. Declaration of Policy. — It is hereby declared the policy of the State to 
integrate the development of critical media literacy among Filipinos at an early age (1) to 
develop an understanding of media, whether mainstream or alternative, and its 
importance in sharing opinion, and (2) to create an environment conducive for critical 
thinking by raising awareness on how to combat false and misleading information being 
circulated in different forms of media. 
TITLE II 
DEFINITION OF TERMS 
SECTION 3. Definition of Terms. 
a) Alternative Media refers to media contents (print, broadcast, film, radio, etc.)
contents that fall outside the mainstream or dominant contents. Alternative
media contents are progressive, critical, and pro-people. They are usually
produced and distributed independently
b) Basic Education encompasses kindergarten, elementary, and secondary
education, as well as alternative learning systems for out-of-school learners
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and those with special needs.1 
c) Critical Media Literacy is an educational response that expands the notion 
of literacy to include different forms of mass communication, popular 
culture, and new technologies. It deepens the potential of literacy education 
to critically analyze relationships between media and audiences, 
information, and power. Along with this mainstream analysis, alternative 
media production empowers students to create their own messages that 
can challenge media texts and narratives.2 
d) Literacy involves gaining the skills and knowledge to read, interpret, 
produce texts and artifacts, and to gain the intellectual tools and capacities 
to fully participate in one's culture and society. 
e) Media Literacy provides a framework to access, analyze, evaluate and 
create messages in a variety of media forms (print, broadcast, film, radio, 
etc.)- from print to video to the Internet. 
Media literacy builds an understanding of the role of media in society as well 
as essential skills of inquiry and self-expression necessary for citizens of a 
democracy. 
Media literacy, therefore, is about helping students become competent, 
critical, and literate in all media forms so that they control the interpretation 
of what they see or hear rather than letting the interpretation control them. 
To become media literate is not to memorize facts or statistics about the 
media, but rather to learn to raise the right questions about what you are 
watching, reading, or listening to. 
TITLE III 
NATIONAL COMMISSION FOR MEDIA LITERACY 
 
SECTION 4. National Commission for Media Literacy. – A National 
Commission for Media Literacy (NCML) shall be established immediately 
after the effectiveness of this law, composed of the following: 
a) Secretary of the Department of Information and Communications 
Technology (DICT); 
 
b) Secretary of the Department of Education (DepEd); 
 
c) Commission of the Commission on Higher Education (CHED); 
 
1 Section 3, Republic Act No. 10533. 
2 Douglas Kellner and Jeff Share: 


 
 
d) A maximum of five (5) representatives from different organizations advocate 
critical media literacy; 
 
e) A maximum of three (3) representatives from different mainstream 
broadcasting networks; and 
 
f) A maximum of three (3) representatives from different alternative media 
networks 
SECTION 5. Functions and Responsibilities of the NCMLP. - The NCML shall 
have the following functions and responsibilities: 
 
1. To provide training and programs that shall help develop and enhance the 
skills and knowledge of instructors, teachers, and professors who teach critical 
media literacy and information among the students; 
2. To conduct a thorough review of existing curricula about critical media 
literacy and information courses and to draft a standardized curriculum for all 
schools and universities, following the principles and guidelines set therefor; 
3. To hold consultations with the public in order to further enhance its 
programs, curriculum, and projects for a better understanding of critical media 
literacy and information for all Filipinos; 
TITLE IV 
SCOPE OF MEDIA LITERACY EDUCATION 
 
SECTION 6. Responsible Agencies. -- The following government departments, 
agencies, instrumentalities, and non-government organizations shall be responsible 
for promoting critical media information and literacy among all Filipinos: 
a) Department of Information and Communications Technology (DICT) 
b) Department of Education 
c) Commission on Higher Education 
SECTION 7. Scope. -- All Filipinos starting from grade level one shall receive critical 
media literacy education; the curriculum being adjusted based on child development 
and his/her capacity to understand. 
 
 


 
TITLE V 
PRIORITY PROGRAMS AND POLICIES 
 
SECTION 8. Curriculum Development and Review. - All existing curricula that 
already include critical media literacy shall be reviewed and amended. 
All schools, universities, and colleges that do not have a curriculum on critical media 
literacy and information should develop one. 
In both cases of curriculum development and review, the following principles shall 
be adhered to: 
1. Media is a COMPETENT TOOL. Media is a competent tool, not only in 
gathering information, but also as a tool for critical analysis of various social 
issues, (shapes opinion) 
 
2. Media is EVOLVING (technology) 
 
3. Media takes DIFFERENT FORMS, (alternative and mainstream) 
 
4. Media can be CONTROLLED (hegemony) 
SECTION 9. Curriculum Committee. -- The Department of Education (DepEd) and 
the Commission on Higher Education (CHED), in partnership with (1) non-
government organizations that advocate for critical media literacy and information, 
(2) mainstream and alternative media outlets, and (3) nationwide alliances of 
student councils and publications, shall ensure that all schools in the Philippines 
shall have an effective curriculum on critical media literacy and information. 
 
SECTION 10. Curriculum Implementation. « The Curriculum Committee should 
be able to develop, revise, or improve the curriculum on critical media literacy and 
information within six (6) months after the effectivity of the law. 
SECTION 11. Capacity-building and Training. -- The Department of Information 
and Communications Technology (DICT), in partnership with DepEd and CHED, 
and (1) nongovernment organizations that advocate for critical media literacy and 
information, (2) mainstream and alternative media outlets, (3) nationwide alliances 
of student councils and publications, and (4) nationwide alliances of teachers or 
professors and their unions, shall create appropriate programs for teachers, 
professors, or instructors who teach critical media literacy and information at all 
levels. 
 
 
 


 
TITLE VI 
MISCELLANEOUS PROVISIONS 
 
SECTION 12. Rules and Regulations. — The Department of Budget and 
Management shall promulgate the necessary rules and regulations for the 
implementation of the provisions of this Act. 
SECTION 13. Appropriations. — The amounts necessary to carry out the initial 
implementation of this Act shall be charged against the current year’s 
appropriation of the agencies. Thereafter, the amounts necessary for the 
continued implementation of this Act shall be included in the annual General 
Appropriations Act. 
SECTION 14. Separability Clause. — If for any reason any section or provision 
of this Act is declared unconstitutional, other provisions hereof which are not 
affected thereby shall continue to be in full force and effect. 
SECTION 15. Repealing Clause. — Any laws, decrees, or laws, decrees, or rules 
and regulations which are inconsistent with or contrary to the provisions of this Act 
are hereby amended or repealed. 
SECTION 16. Effectivity. — This Act shall take effect fifteen (15) days from the 
publication in the Official Gazette or in any newspaper of general circulation. 
Approved,