TEACHERS’ EDUCATION PROGRAM

CPE

BUILDING AND ENHANCING LITERACIES ACROSS THE CURRICULUM

PED 2

STUDENT LEARNING MODULE 3

GLOBALIZATION (GLOBAL LITERACY) AND MULTI-CULTURAL LITERACY

POLYTECHNIC COLLEGE OF BOTOLAN

Botolan, Zambales

NOTE:
Do not write anything here. Write your answers on separate sheets provided at the back matter of this Student
Learning Module.

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 Republic of the Philippines
POLYTECHNIC COLLEGE OF BOTOLAN
(Formerly Botolan Community College)
Botolan Zambales
E-mail: polytechniccollegeofbotolan@gmail.com
Website: www.pcbzambales.com
Contact #: 0949 155 3113

TABLE OF CONTENTS
PAGE
ENGAGE Activity 1: Activate Prior Knowledge 3
EXPLORE Activity 2: Know Me 4
Globalization (Global Literacy) 4-5
EXPLAIN Multi-cultural Literacy 5-6
Globalization (global literacy) and multi-cultural literacy interconnection 6
ELABORATE Activity 3: The way it should be 6-7
EVALUATE Discussion 7
REFERENCES Electronic References 7
ANSWER SHEETS 8-9

COURSE OUTLINE
PRELIM COVERAGE
TIME FRAME MODULE NO. TOPICS
Week 1 Module 1 Introduction to New Literacies
Week 2-3 Module 2 Basic Concepts of Literacies in the 21st Century
Week 4 Module 3 Globalization and Multi-cultural Literacy
Week 5 Module 4 Social Literacy
Week 6 Module 5 Financial Literacy
Week 7 Module 6 Media, Cyber/Digital Literacy

OVERVIEW
This course introduces the concept of new literacies in the 21 st century as an evolving social
phenomena and shared cultural practices across learning areas. The 21 st century literacies shall include (a)
globalization and multi-cultural literacy, (b) social literacy, (c) media literacy, (d) financial literacy, (e)
cyber/digital
Z literacy, (f) eco-literacy and (g) arts and creativity literacy. Field-based interdisciplinary
exploration and other teaching strategies shall be used in this subject. Fluency in multi-literacies shall be
developed among learners to cope in today’s fast changing world.

New trends are introduced in today’s world that needs new literacies that students should acquire.
Without these skills students are left to memorize facts, recall details and relegate their educational
experience to passivity. In the 21st century, students skills such as collaboration, digital literacy, critical-
thinking and problem-solving the school need to teach to help students response with the powerful demand
of the real world.

Enjoy learning despite this COVID-19 pandemic!

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 TITLE GLOBALIZATION (GLOBAL LITERACY)
AND MULTI-CULTURAL LITERACY

At the end of this module, you are expected to:

LEARNING
OUTCOMES • define globalization (global literacy) and multi-cultural literacy;
• describe the interconnection of globalization and multi-cultural literacy;
• identify the characteristics of a global literate and multi-cultural literate
person;
• appreciate the integration of globalization (global literacy) and multi-cultural
literacy in the classroom setting.

Activity 1. Activate Prior Knowledge

ENGAGE
Directions: Fill in the K-W-L Chart below. On the first column, write everything you
know about Globalization and multi-cultural literacy. On the second column, write what
else you want to know about this topic and on the third column after reading this module,
write what you learned about globalization and multi-cultural literacy.

K W L
(What I know) (What I want to know) (What I learned)

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 Activity 2. Know Me!
EXPLORE Directions: write GL if the characteristics is Global Literacy and ML if it is Multi-cultural
literacy.

1. Respect for humans no matter their race, gender, religion or political perspectives.
2. Appreciate the natural world and demonstrate respectful towards the rights of all living
things.
3. Able to take the perspectives of different cultures.
4. Promote sustainable patterns of living, consumption, and production.
5. View knowledge from diverse ethnic and cultural perspective.

EXPLAIN
basic and pow

WHAT IS GLOBALIZATION (GLOBAL LITERACY)?

Global Literacy aims to address issues of globalization, racism, diversity

and social justice (Guo, 2014). It requires awareness and action,
consistent with a broad understanding of humanity, the planet, and the
impact of human decision on both. Global Literacy also aims to empower
students with knowledge and take action to make a positive impact in
the world and their local community (Guo, 2014).

Global literacy involves learning about other world regions through arts
and culture, language, economics, geography, mathematics, and
science. It can be interwoven through a variety of projects and activities,
including performances, festivals, celebrations, sports, games, and
food, as well as various approaches to learning such as themes,
simulations, leadership training, peer education and mentorship, apprenticeships, and authentic experiences
via travel and technology. Global literacy is not a separate subject, but rather a perspective that informs and
modernizes every academic subject and area of cognitive and social development.

According to the Asia Society based in New York City, to work, produce, and participate in a global
society, young people need:

• Knowledge of other world regions, cultures, and global/international issues

• Skills in communicating and collaborating in cross-cultural environments and in languages other
than English, and in using information from different sources around the world, and
• Values of respect and concern for other cultures, peoples, and places.

According to the Ontario Ministry of Education (2015) A global citizen should display most or all of
the following characteristics:

• Respect for humans no matter their race, gender, religion or political perspectives.
• Respect for diversity and various perspectives.
• Promoting sustainable patterns of living, consumption, and production.
• Appreciate the natural world and demonstrate respectful towards the rights of all
living things.

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Young people who are globally literate have attained a range of competencies that enable them to
connect, collaborate, and compete with peers around the world. For example, they:

• Acquire essential global knowledge and understanding. Young people can examine and
understand world regions, current events, and global issues, recognizing how international systems
are interconnected and interdependent. They understand the global dimensions of academic
subjects, including literacy, science, and math.
• See the world from multiple perspectives. They analyze and evaluate global and local issues
from different points of view, thinking creatively and critically about the complex interconnections
between global issues and individual realities.
• Communicate across cultures and boundaries. They participate effectively in diverse cultural
situations, and use language, technology, and collaboration skills to access information about and
from the world and communicate effectively.
• Take responsibility for their own learning and for the planet. They learn about and engage with
critical global issues, making ethical decisions and responsible choices that contribute to the
development of a more just, peaceful, and sustainable world.

Global literacy can easily be incorporated across subjects. For example, ask students to check their clothing
labels and see what countries the clothes were made in. Most of the clothes were probably made in Asia at
a very low cost. Have students look into the issue regarding sweatshops and outsourcing production for
extremely low costs.

This activity ties into Moral Literacy and Critical Literacy as well, where students can critique the ethics
regarding sweatshops. Who benefits? Who is does not benefit? Are the working conditions ideal?

Financial Literacy can also be intertwined, where students will develop the understanding that low priced
items need to be produced at a low cost. Low cost is achieved through cheap labor and material cost.
Consumers in North America do not want to pay $100 for a t-shirt, so companies continue to use sweatshop
to keep production costs low, and profits high. I also see this activity aligning with social studies, mathematics
and even language arts.

Another cool idea may be to have pen pals from a different country! Students can write letters to their pal on
a monthly, or bi-weekly basis and ask them what their life is like! This ongoing activity would also connect
to Multicultural Literacy where students are exposed to the perspectives on differing issues from another
student in a different country.

WHAT IS MULTICULTURAL LITERACY?

Multicultural literacy refers to the skills involved when uncovering bias in regards to culture, as well as the
ability to take different perspectives to gain a more humane perspective. It is important for students to be
multiculturally literate because Canada itself is very multicultural. Students need to be able to take the
perspectives of different cultures to allow themselves to grow into responsible citizens, who consider other
people's opinions.

Multicultural Literacy consists of the skills and ability to identify the creators of knowledge and their interests
(Banks, 1996), to uncover the assumptions of knowledge, to view knowledge from diverse ethnic and cultural
perspective, and to use knowledge to guided action that will create a humane and just world (Boutte, 2008).

Multicultural Literacy then, brings attention to diversity, equity and social justice to foster cultural awareness
by addressing difficult issues like discrimination and oppression towards other ethnicities (Boutte, 2008).
According to Boutte (2008) education for multicultural literacy should help students to develop the
21st century skills and attitudes that are needed to become active citizens who will work towards achieving
social justice within our communities. Because of the growing racial, language and ethnic diversity in our
country, Multicultural Literacy needs to be transformed in substantial ways to prepare students to function
effectively in the 21st Century (Boutte, 2008).

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By making small changes within the classrooms, it can create big changes globally (Boutte, 2008). As
diversity grows, there is a need for the emergence of multicultural education that is more representative of
the students in today’s classrooms. By teaching students to be advocates for multiculturalism, we are also
sending a message of empathy and tolerance in schools as a need to develop deeper understanding of
others and appreciation of different cultures (Banks, 2003). With this being said, in order for students to
develop these attitudes and skills, it requires basic knowledge prior to teaching students how to question
assumptions about cultural knowledge and how to critique and critically think about these important cultural
issues, which is what essentially makes Multicultural Literacy a 21 st Century Literacy (Banks, 2003).

One of the challenging classes to incorporate multicultural literacy is physical education and health. Where
would you even begin? You can ask your students to present different genres of dance which originate from
different cultures.

This activity can be integrated with other subject areas. For instance, it can be connected to language arts,
where students can research the chosen culture and communicate their findings. In addition, students can
write a reflection piece about the research and dance experience. In social studies, students can compare
their chose culture to the culture being studied in class ( For example, Ancient Egyptians, pioneers, vikings
etc). The purpose of this activity would be to allow students to take the perspective of different cultures.
Students will gain a sense of why certain cultures have traditions that meet their needs and wants.
This activity can even be extended to health class, where students can research ethnic foods that pertain
to their chosen culture. They can answer why these foods are so prominent in that culture (for example, in
Mexico tortillas are made from corn flour because corn grows in Mexico). Students can also assess the
nutrition value of their chosen ethnic dishes. Students gain a sense of why cultures eat the foods they do,
and will build and appreciation for ethnic cuisines.

How are Multicultural and Global Literacy Interconnected?

Every classroom contains students of different race, religion, and cultural groups. Students embrace diverse
behaviors, cultural values, patterns of practice, and communication. Yet they all share one
commonality: their educational opportunity (Guo, 2014).

Teachers should teach their students that other cultures exist and that these deserve to be acknowledged
and respected. Integrating a variety of cultural context into lessons and activities, teaches students to view
the world from many angles, creates a respect for diversity and enables students to learn exciting
information. As classrooms become increasingly more diverse, it is important for educators to acknowledge
an address diversity issues and to integrate multiculturalism information into the classroom curriculum (Guo,
2014).

Activity 3: The way it should be!

ELABORATE
Identify how globalization and multi-cultural literacy are practiced in a classroom setting.
can be an approach, strategy, program/project, activity, etc.

Dis-advantage
Approach/Strategy/Program/Project/Activity
Effects on Learning (if any)
Globalization (Global Literacy)
1.

2.

3.

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 Dis-advantage
Approach/Strategy/Program/Project/Activity
Effects on Learning (if any)
Multi-cultural Literacy
1.

2.

3.

EVALUATION

How can you further enhance globalization (global Literacy) and multi-cultural literacy in the teaching
and learning process.

References:

https://21stcenturyliteracy214.wordpress.com/test-2/

https://www.owis.org/blog/globalisation-and-multicultural-education

https://www.scribd.com/presentation/435940022/Globalization-and-Cultural-and-Multicultural
Literacy

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 Republic of the Philippines
POLYTECHNIC COLLEGE OF BOTOLAN
(Formerly Botolan Community College)
Botolan Zambales
E-mail: polytechniccollegeofbotolan@gmail.com
Website: www.pcbzambales.com
Contact #: 0949 155 3113

BUILDING AND ENHANCING LITERACIES ACROSS THE CURRICULUM

MODULE 3
GLOBALIZATION (GLOBAL LITERACY) AND MULTI-CULTURAL LITERACY

NAME: SCORE:
COURSE/ YR&SEC: DATE SUBMITTED:
NAME OF INSTRUCTOR: CHARLIE T. CARREON

ENGAGE: ACTIVITY 1: Activate prior knowledge

K W L
(What I know) (What I want to know) (What I learned)

EXPLORE: Activity 2: Know Me!

1.
2.
3.
4.
5.

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ELABORATE: Activity 3: The way it should be

Approach/Strategy/Program/
Project/Activity Dis-advantage
Effects on Learning (if any)
Globalization (Global
Literacy)
1.

2.

3.

Approach/Strategy/Program/ Dis-advantage
Project/Activity Effects on Learning (if any)
Multi-cultural Literacy
1.

2.

3.

EVALUATION:
How can you further enhance globalization (global Literacy) and multi-cultural literacy in the teaching
and learning process.

FEEDBACK/ RECOMMENDATION/S:

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