Mt. Carmel College of San Francisco, Inc.

San Francisco, Agusan del Sur

8501, San Francisco, Agusan del Sur
Tel. No. (Philcom) (085) 839-21-61

Building and Enhancing New Literacies

(Module 2)
Module Introduction:
The new 21st century learners must master more than the core curriculum to
succeed in elementary and secondary institutions, as well as in the workplace. The
Partnership for 21st Century Skills, a national organization advocating for 21st
century readiness for every student, explains the outcomes of this transformation as
fusing the traditional three R’s with four C’s: critical thinking, creativity,
communication, and collaboration.
As students develop the four C’s, we have discovered that effective application
of these vital skills in a technology-infused life and workplace requires acquiring
them in a technology-infused learning environment. This environment calls for two
elements: We must increasingly put technology into the hands of students and must
trust them with more progressive technology use.
It is no longer sufficient for students to have less access to technological tools
than the teacher, nor is it enough for any one suite of software to serve as the zenith
for technology mastery. For student performance to approximate student potential,
students need access to a constantly evolving array of technological tools and
activities that demand problem-solving, decision-making, teamwork, and innovation.

WEEK 3
LESSON TITLE New Literacies, Functional Literacy and Multiliteracy

DURATION/HOUR 3 hours
S
Specific Learning Outcomes:
At the end of the session, the students are expected to:
1. Discuss new literacies and their impact on the teaching-learning process;
2. Describe a multliterate teacher;
3. Define functional literacy;
4. Cite how functional literacy and new literacies can be integrated in the curriculum.

TEACHING LEARNING ACTIVITIES

Task 1: Activity/Analysis
Think of ideas that are related to the assigned new literacy. Answer the column in “What you know and
What you Want to know” only.

New Litiracies What you know What you want to What you learn
know
Functional Literacy
Multiliteracies

Task 3: Abstraction
 Literacy in 21st Century
To become fully literate in today’s world, students must become proficient in the new literacies of
21st-century technologies. As a result, literacy educators have a responsibility to effectively integrate
these new technologies into the curriculum, preparing students for the literacy future they deserve.
The Internet and other forms of information and communication technologies (ICTs) are redefining
the nature of reading, writing, and communication. These ICTs will continue to change in the years
ahead, requiring continuously new literacies to successfully exploit their potentials. Although many new
ICTs will emerge in the future, those that are common in the lives of our students include search
engines, webpages, e-mail, instant messaging (IM), blogs, podcasts, e-books, wikis, nings, YouTube,
video, and many more. New literacy skills and practices are required by each new ICT as it emerges
and evolves.
Literacy educators have a responsibility to integrate these new literacies into the curriculum to
prepare students for successful civic participation in a global environment. The International Reading
Association believes that students have the right to the following:
• Teachers who use ICTs skillfully for teaching and learning effectively
• Peers who use ICTs responsibly and actively share effective strategies applied to a range of literacy
purposes and settings
• A literacy curriculum that offers opportunities to collaboratively read, share, and create content with
peers from around the world
• Literacy instruction that embeds critical and culturally sensitive thinking into print and digital literacy
practices
*State reading and writing standards that include new literacies
• State reading and writing assessments that include new literacies
• School leaders and policymakers committed to advocating the use of ICTs for teaching and learning
• Equal access to ICTs for all classrooms and all students
Exploring the New Literacies
There are seven new literacies that are stressed in the 21st century curriculum.
1. Multicultural literacy- is about understanding ethnic groups that compose the population and
focuses on complex issues of identity, diversity and citizenship.
2. Social literacy- is the development of social skills, knowledge and positive values in human beings to
act positively and responsively in sophisticated complex social settings.
3. Media literacy- is the ability to access, analyze, evaluate, and create media.
4. Financial literacy- is the ability to make informed judgments and make effective decision regarding
the use and management of money.
5. Digital literacy- is the ability to effectively use digital devices for purposes of communication,
expression, collaboration and advocacy in a knowledge based society.
6. Ecological literacy is understanding the principles of ecosystems toward sustainability.
7. Creative literacy- is the ability to make original ideas that have value, and the ability to see the world
in new ways.

The Truth on 21st Century Literacies According to Research

The National Council of Teachers of Englis (2013) came up with a research that reveals the
following:
1. As new technologies shape literacies they bring opportunities for teachers to foster reading and
writing in more diverse and participatory contexts.
2. Sites like literatute’s voice of the shuttle, online fanfiction, and the Internet Public Library expand
both the range of available texts and the social dimension of literacy.
3. Research on electronic reading workshops shows that they contribute to the emergence of new
literacies.
4. Research also shows that digital technology enhances writing and interaction in several ways.
5. K-12 students, who write with computers, produce composition of greater length and higher quality
are more engaged with and motivated toward writing than those who do not write computers.
6. College students, who keep e-portfolios, have a higher rate of academic achievement and overall
retention rate than those who do not keep e-portfolios.
7. Both typical and atypical students, who receive an online response to writing, revise their works
better than those participating in traditional method.

What is Functional Literacy?

1. This has been understood as the ability to read, write and to perform basic mathematical
calculations.
2. Knowledge of reading and writing which enables individuals to acquire basic cognitive skills to
accomplish practical ends in culturally specific settings.
3. The term, defined in 1960 by UNESCO as the set of tangible skills: reading and writing, which in the
context of a globalizing world, means from a simple process of acquiring basic cognitive skills to “using
these skills in ways that contribute to socio-economic development, to developing the capacity for
social awareness and critical reflection as a basis for personal and social change” ( Education for All,
2006 )
Referring to functional literacy, UNESCO states the following:
1. Literacy programs should be integrated to and correlated with economic and social development
plans.
2. The eradication of illiteracy should begin with population sectors, which are highly motivated and
need literacy for their country’s benefit.
3. Literacy programs must impart not only reading and writing but also professional and technical
knowledge leading to greater participation of adults in economic and civic life.
4. Literacy programs must be impart not only reading and writing but also professional and technical
knowledge leading to greater participation of adults in economic and civic life.
5. Literacy must be an integral part of the over-all educational system and plan of each country.
6. The financial need for functional literacy should be met with various resources as well be provided
for economic investments.
7. The literacy programs should aid in achieving main economic objectives, creation of
industrialization, social and professional mobility, creation of new manpower and diversification of the
economy.

Improving Functional Literacy in the Philippines

The country’s functional literacy among Filipinos aged 10 to 64 years old improved in 2019 as it
reached 91.6 percent, the Philippine Statistics Authority (PSA) reported over the weekend.

This was based on the results of the PSA’s Functional Literacy, Education and Mass Media Survey
(FLEMMS).

PSA said the figure translates to around 73.0 million out of 79.7 million in the same age group who are
considered literate on a functional level.

“Generally, functional literacy rates among the population 10 to 64 years old across sexes and age
groups were higher in 2019 than in 2013,” the PSA said, adding that the rate registered at 90.3 percent
in 2013.

The PSA said a significantly higher level of literacy includes not only reading and writing skills but also
numeracy skills.
It added skills must be sufficiently advanced to enable the individual to participate fully and efficiently in
activities commonly occurring in life situations that require a reasonable capability of communicating by
written language.

In 2019, females posted a higher functional literacy rate than males at 92.9 percent and 90.2 percent,
respectively.

“Both posted significantly higher rates compared with the proportion of functional literate female (92.0
percent), and male (88.7 percent) Filipinos in 2013,” the PSA said.

Among age groups, 20 to 24-year-old Filipinos had the highest functional literacy rate in 2019 at 96
percent while those aged 60 to 64 years old had the lowest at 84.8 percent.

“Filipinos who are at least junior high school completers in the K-12 curriculum, or equivalently high
school graduates in the old curriculum, were reported to have very high functional literacy rates (100.0
percent).This also remained true across all regions,” the PSA said.

Meanwhile, persons who had no grade completed or received early childhood education were reported
to have the lowest functional literacy rate of 2.7 percent.

Results of the FLEMMS also showed that about half or 53.4 percent of Filipinos in the age group 10 to
64 years old had a literacy level of 4, or had completed at least four years of secondary education (at
least junior high school completer or high school graduate), and most of them were from the 20 to 24
years old age group (76.7 percent).

Moreover, around three-fifths or 60.5 percent of Filipinos in the age group 10 to 64 years old living in
urban areas, and two-fifths or 44.3 percent of those living in rural areas were in literacy level 4.

Integrating of New Literacies in the Curriculum

With a world of digital materials at students’ fingertips, traditional instructional materials

like textbooks are no longer canonical. But that doesn’t mean that the role of the educator
is necessarily diminished. To the contrary, educators could be even more important as
they guide students through the contexts of learning materials, not simply the content.
Again, as Leu points out, collaborative practices seem to help boost learning.

Educators must learn to engage with new technologies and the literacy practices surrounding them
This has profoundly important implications for educators’ professional development,
something that cannot be addressed by treating new technologies as
new instructional tools. Educators must develop these new literacies themselves – for
themselves – before they can support students in developing them for themselves.
Educators must learn to engage with new technologies and the literacy practices
surrounding them (by blogging, for example, or by gaming).

New literacies will bring about new challenges for schools, because in no small part, new
technologies (and the cultural practices around them) are changing incredibly quickly. All
this in turn raises important questions about how – indeed, whether – new literacies “fit”
into current school practices, and how schools will respond.

What is Multiliterate
 Living in the 21st century requires us to be literate across many different areas and subjects.
Having multiple skills or being literate in both technology and culture is referred to as
being multiliterate.
Students must be taught a skill set that reflects this new context of learning. Not only will they need to
learn letter-sound relationships but also how to freely move in between formal and informal text,
analyze text and symbols, understand relation between images, layout, and text, and create meaning
making from these interactions (New London Group, 1996).

Multiliteracy Skills:

-ability to apply knowledge to new situations

-use of technologies to solve problems and communicate (Partnership for 21st Skills)

-able to examine problems and collaborate to think of creative solutions (Partnership for 21st Skills)

-able to gather information from multiple sources

-work productively with linguistic and cultural diversity

-synthesize knowledge and become teachers and communicators; express knowledge in multimodal
ways

-understand the various meaning making interactions of text, images, and context

-negotiate regional, ethnic, or class-based dialects

Multiliteracy Pedagogy

Traditional ways of teaching, such as one reading for the entire class, no longer hold the same
relevance in today’s classrooms as they did in the past. Students bring diverse backgrounds to the
classroom while having a variety of media inputs at the disposal. How then do teachers keep up with
student interests in an effort to increase levels of achievement while still holding true to learning
outcomes prescribed by the Ministry of Education here in Ontario? Multiliteracy pedagogy may be an
answer to this question.

Multiliteracy pedagogy is designed to engage the learner through focusing on their background and
interests and better prepares them to deal with the intricacies of the world. At the heart of multiliteracy
pedagogy are four key terms: situated practice, over instruction, critical framing, and transformed
practice. These four components of multliteracy pedagogy stem from the New London Group’s work in
the late 1990s on redesigning how educators view literacy in the classroom.

It provides students with choice and possible real life applications above and beyond resume or essay
writing. It focuses on promoting and celebrating the background of each student, embracing their
mother tongue, and seeing value in the process of differentiation. Multiliteracies pedagogy allows
teachers to reflect upon the learning styles of their students in an effort to venture towards a variety of
learning opportunities including raps, rants, and perhaps even creating or reading info-graphics.
Multiliteracies pedagogy is more than just understanding and decoding meaning from media, it is about
embracing the complexities of the world’s communication system.

Assessment of Multiliteracies
 Assessment What is Measured
The ability to plan, collate and present, and/or the ability
Projects (problem-based or
to problem solve within the context. Requires a deep
otherwise)
and broad understanding of outcome(s).
The ability to plan/organize, implement and problem-
Performance Assessment
solve. Requires a deep understanding of outcome(s)
The ability to collaborate (individual capacity), problem-
Group Assessments solve and, resolve conflicts. Requires a deep and
sometimes broad understanding of outcome(s).
This measures an individual’s unique experience and
Portfolio Assessment individual strengths as well as ability to reflect on a
broad array of what has been learned.

Task 3: Application
Write your learning on new literacies, functional literacy, and multiliteracy by making an acronym
by the word literacy.
L
I
T
E
R
A
C
Y

Formative:
Explain..
1. What is meant by new literacies? What is the impact on teaching-learning process?
2. Describe a multiliterate teacher?
3. Distinguish between basic and functional literacy?
4. How can integrate new literacies and functional literacy in the curriculum and in the classroom?
Write your Reflection.
Write a reflection by sharing your personal experience where you have exhibited functional literacy.
______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________.
RESOURCES: Building and Enhancing
New Literacies Across the Curriculum
By: Elmer B. De Leon, DEM
https://www.google.com/search?q=multiliteracies+in+the+educational+reform&oq
=&aqs=

https://www.google.com/search?q=functional+literacy&oq=f&aqs=

WEEK 4
LESSON TITLE Integrating New Lieracies in the Curriculum
DURATION/HOUR 3 hours
S
Specific Learning At the end of the session, the students are expected to:
Outcomes: 1. Discuss the concept of integrated curriculum
2. Distinguish the different curriculum integration approaches,
methods and types.
3. Identify the lessons or course disciplines that may be
appropriate for curriculum integration.
TEACHING LEARNING ACTIVITIES
Task 1: Activity/Analysis
Answer the ff.
1. Describe your experience in integrating yourself with others?
2. What have you gained from involving yourself with other group of people?
3. What became your challenge in the process of involving yourself with the group?
4. How can integration be practiced in class?
Task 2: Abstraction

The Concept of Integration

Based on the essential organization of content the design emphasizes the role of diverse
entities called academic disciplines clearly defined in terms of knowledge, skills and values.
Thus, an integrated curriculum:
>focuses on basic skills, content and higher-level thinking
>encourages lifelong learning
>structures learning around themes, big ideas and meaningful concepts
>provides learners opportunities to apply skills they have learned
>encourages active participation in relevant real-life experiences
>captivates, motivates and challenges learners
>provide a deeper understanding of content
>offers opportunities for more small group and industrialized instruction
>accommodates a variety of learning styles/theories

Approaches to Integration
 Multidisciplinary integration
Focuses primarily on the disciplines. This approach relates different subject around a common
theme. In this approach, teachers fuse skills, knowledge, or even attitudes into the regular school
curriculum. In some schools, for example, students learn respect for the environment in every
subject area.
 Interdisciplinary integration
In this approach to integration, teachers organize the curriculum around common learnings
across disciplines. They chunk together the common learnings embedded in the disciplines to
emphasize interdisciplinary skills and concepts.
 Transdisciplinary Integration
In the transdisciplinary approach to integration, teachers organize the curriculum around student
questions and concerns. Students develop life skills as they apply interdisciplinary and
disciplinary skills in a real-life.
Methods of Curriculum Integration
1.Project Based Learning (PBL) is an instructional methodology encouraging students to learn by
applying knowledge and skills through an engaging experience. PBL presents opportunities for deeper
learning in-context and for the development of important skills tied to college and career readiness.

It is believed that students acquire a deeper knowledge through active exploration of real-world
challenges and problems.[1] Students learn about a subject by working for an extended period of
time to investigate and respond to a complex question, challenge, or problem.[2] It is a style of active
learning and inquiry-based learning. PBL contrasts with paper-based, rote memorization, or teacher-
led instruction that presents established facts or portrays a smooth path to knowledge by instead
posing questions, problems or scenario.

2. Service learning,” is ones that combine learning goals and community service in ways that can
enhance both student growth and the common good. In the words “Service Learning, it is “a teaching
and learning methods that integrates meaningful community service with instruction and reflection to
enrich the learning experience, teach civic responsibility, and strengthen communities.”

It also engage in reflection activities to deepen their understanding of what is being taught and learned.

3. Learning Centers/ Parallel Disciplines, there is a moderate degree of integration, and teachers
address a topic or theme through the lenses of multiple subject areas. Example: Elementary learning
centers; Secondary: Study a topic or theme in different classrooms. Teachers sequence their content
to meet the content of other classrooms.

4. The Theme-Based is a way of teaching and learning, whereby many areas of the curriculum
are connected together and integrated within a theme. Using themes while working with young
children has been popular since John Dewey, an American philosopher, psychologist, and
educational reformer first proposed that the curriculum should be related to real-life experiences.

5. Fusion. In this method, teachers fuse skills, knowledge or even attitudes into the regular school
curriculum. In some schools, student learn respect for the environment in every subject area or
some incorporate values across disciplines. Fusion can involve basic skills. Many schools
emphasize positive work habits in each subject area. Educators can also fuse technology across
the curriculum with computer skills integrated with every subject area.

Benefits of Integrated Curriculum Model

>It focuses on basic skills, content, and higher-level thinking

>It provides a deeper understanding of content

>It encourages active participation in relevant real-life experiences

>It provides connections among various curricular disciplines

>It accommodates a variety of learning styles, theories and multiple intelligence.

Sample Integration of New Literacy in the K to 12 Curriculum

Literacy Subject Area Outcome Strategy Assessment
Output
Multicultural and Aral. Pan Demonstration Role Playing Rubric
Global Literacy respect for Assessment
cultural diversity Brainstorming Result

Brainstorming
report
Social Literacy EPP Apply Ethical and Case analysis Case report
moral standards
on given issues Dilemma Narratives
and cases analysis
Media Literacy English/ Filipino Use media Media-assisted E-Portfolio
communication instruction
dissemination Google clip
and transaction
Financial Math Solve problems Problem solving Scores in
Literacy in the context of problem solving
business and drills and
investment exercises
aspects
TLE Apply effective Business Business plan
techniques in simulation and and inventory
budgeting and immersion
income and
income
generating
enterprise
Digital /Cyber Computer Examine the Hands-on-activity Research output
Literacy Subject computer virus
that commonly Experiential
damages Learning
computer
networks and Project-based
systems
Research Cite ways in Exploratory Research output
resolving method
plagiarism issues
and determine
research
protocols
Ecoliteracy Science Suggest ways on Project-based Project Portfolio
how to protect
nature and Task-based Participation Log
address climate
change Learning
Reflection journal
Arts and Creative MAPEH Create art works Manipulative Project Design
Literacy and artistic works
designs using Crafts
 indigenous
materials Arts studio
workshop
method
Task 3: Application
Answer the ff.
1. What is an integrated curriculum?
2. What are the different approaches, models and types of curriculum integration?
3. How can you apply integration along with multidisciplinary, interdisciplinary and interdisciplinary
approaches?
4. Which curriculum integration approach would best suit to the different types of learners in diverse
classroom context?
Formative:
Answer True or False.
_____1. New Literacies are a static set group of skills that work for all online reading and writing.
_____2. We don't need to teach new literacies because our students are already "digital natives"
skilled in online research skills.
_____3. The Internet is this generation's defining technology for literacy and learning within our
global community.
_____4. The Internet and related technologies can be fully accessed using traditional literacies.

_____5. New forms of strategic knowledge are required with new literacies.
_____6. New Literacies are not always included in literacy programs.

_____7. Teachers become more important, though their role changes, within new literacy
classrooms.
_____8. New Literacies are the skills, strategies, social practices, and dispositions needed to
navigate online.

Write a Reflection
In this lesson, I learned that ________________________________________________________
______________________________________________________________________________
_________________________________________________________________________________
______________________________________________________________________________

RESOURCES Building and Enhancing

New Literacies Across the Curriculum
By: Elmer B. De Leon, DEM
https://modernlearners.com/new-literacies-in-the-classroom/

Developed by:

1. Leoncio S. Malupa, Jr., Ph.D (Mt. Carmel College of San Francisco, Inc.)