EDUC 108 1st Sem Submitted Dean

Course Outline : EDUC 108 – Building and Enhancing New Literacies
Across the Curriculum
Course Coordinator: Hayden B. Gemarino

Email: iamhaydensity@gmail.com
Student Consultation: By appointment
Mobile: 0915-6253960
Phone: (084) 655-0269
Effectivity Date: August 2020
Mode of Delivery: Blended (On-Line with face to face or virtual
sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all
scheduled Virtual or face to face sessions.
Course Outline Policy
Areas of Concern Details

Contact and Non-contact Hours This 3-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The expected
number of hours will be 54 including the face to face or
virtual sessions. The face to face sessions shall include
the summative assessment tasks (exams) since this
course is crucial in the licensure examination for
teachers.
Assessment Task Submission Submission of assessment tasks shall be on 3rd, 5th, 7th
and 9th week of the term. The assessment paper shall
be attached with a cover page indicating the title of the
assessment task (if the task is performance), the
name of the course coordinator, date of submission and
name of the student. The document should be emailed
to the course coordinator. It is also expected that you
already paid your tuition and other fees before the
submission of the assessment task.
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If the assessment task is done in real time through the
features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time
by the course coordinator.
Since this course is included in the licensure

examination for teachers, you will be required to take
the Multiple Choice Question exam inside the
University. This should be scheduled ahead of time by
your course coordinator.
This is non-negotiable for all licensure-based programs.
Turnitin Submission (if To ensure honesty and authenticity, all assessment
necessary) tasks are required to be submitted through Turnitin
with a maximum similarity index of 30% allowed. This
means that if your paper goes beyond 30%, the
students will either opt to redo her/his paper or explain
in writing addressed to the course coordinator the
reasons for the similarity. In addition, if the paper has
reached more than 30% similarity index, the student
may be called for a disciplinary action in accordance
with the University’s OPM on Intellectual and Academic
Honesty.
Please note that academic dishonesty such as cheating

and commissioning other students or people to complete
the task for you have severe punishments (reprimand,
warning, expulsion).
Penalties for Late The score for an assessment item submitted after the
Assignments/Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part day that the assessment item is late.
However, if the late submission of assessment paper

has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator. If
necessary, you will also be required to present/attach
evidences.
Return of Assignments/ Assessment tasks will be returned to you two (2) weeks
Assessments after the submission. This will be returned by email or
via Blackboard portal.
For group assessment tasks, the course coordinator will

require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
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originality of the assessment task submitted and to
ensure that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
reasonable grounds such as academic literacy
standards or other reasonable circumstances e.g.

illness, accidents financial constraints.
Re-marking of Assessment Papers You should request in writing addressed to the program
and Appeal coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the
students on the approval and disapproval of the request.
If disapproved by the course coordinator, you can

elevate your case to the program head or the dean with
the original letter of request. The final decision will come
from the dean of the college.
Grading System All culled from Quipper sessions and traditional contact
Course discussions/exercises – 30%
1st formative assessment – 10%
2nd formative assessment – 10%
3rd formative assessment – 10%
All culled from on-campus/onsite sessions (TBA):

Final exam – 40%
Submission of the final grades shall follow the usual

University system and procedures.
Preferred Referencing Style Depends on the discipline; if uncertain or inadequate,

use the general practice of the APA 6th Edition.
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Student Communication You are required to create a umindanao email account
which is a requirement to access the Quipper portal.
Then, the course coordinator shall enroll the students to
have access to the materials and resources of the
course. All communication formats: chat, submission of
assessment tasks, requests etc. shall be through the
portal and other university recognized platforms.
You can also meet the course coordinator in person

through the scheduled face to face sessions to raise
your issues and concerns.
For students who have not created their student email,

please contact the course coordinator or program head.
Contact Details of the Dean Dr. GINA FE G. ISRAEL

Email: ginafe_israel@umindanao.edu.ph
deansofficetagum@umindanao.edu.ph
Globe: 09158325092/Smart: 09099942314
Contact Details of the Program Prof. Russel J. Aporbo
Head Email:
Phone:
Students with Special Needs Students with special needs shall communicate with the
course coordinator about the nature of his or her special
needs. Depending on the nature of the need, the course
coordinator with the approval of the program coordinator
may provide alternative assessment tasks or extension
of the deadline of submission of assessment tasks.
However, the alternative assessment tasks should still
be in the service of achieving the desired course
learning outcomes.
Online Tutorial Registration You are required to enroll in a specific tutorial time for
this course via the www.cte.edu.ph portal. Please note
that there is a deadline for enrollment to the tutorial.
Help Desk Contact ????????????????????????
Library Contact ????????????????????????
Course Information – see/download course syllabus in the Quipper LMS
CC’s Voice: Hello prospective teacher! Welcome to this course EDUC 108: Building
and Enhancing New Literacies Across the Curriculum. By now, I am
confident that you really wanted to become a teacher and that you have
visualized yourself already being in front of the classroom teaching.
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CO Before the actual teaching performance, you have to deal with the concepts of new
literacies in the 21st century as an evolving social phenomenon and shared
cultural practices across learning areas. With this, you are expected to
manifest understanding on educational issues, trends, practices and global
context to provide relevant learning experiences which is the ultimate
course outcome (CO) of this subject. Thus, in this course you are expected
to demonstrate various types of learning provided with appropriate,
culturally-relevant learning activities and experiences.
Let us begin!
Big Picture
UNIT 1 (Week 1-2): Unit Learning Outcomes (ULO): At the end of the unit, you are
expected to
a. Develop a clear and practical understanding of conventional literacy;

b. Conceptualize globalization, cultural and multicultural literacy in the
Philippines; and
c. Examine the issues in social literacy.
Big Picture in Focus: ULOa. Develop a clear and practical

understanding of conventional literacy
Metalanguage
In this section, the most essential terms relevant to the study of new literacy and to
demonstrate ULOa will be operationally defined to establish a common frame of
reference as to how the texts work in your chosen field or career. You will encounter
these terms as we go through the study of literacy. Please refer to these definitions in
case you will encounter difficulty in the in understanding educational concepts.
Please proceed immediately to the “Essential Knowledge” part since the first
lesson is also definition of essential terms.
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Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first two 2 weeks of
the course, you need to fully understand the following essential knowledge that will be
laid down in the succeeding pages. Please note that you are not limited to exclusively
refer to these resources. Thus, you are expected to utilize other books, research articles
and other resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.
1. Literacy. In the simplest terms, ‘literacy’ comes from the word “literate” which first
appeared in the 15th century and is in turn derived from the Latin word litteratus,
meaning “a person marked with letters” – that is, “distinguished or identified by
letters” – and it carried with it the idea that such a person was cultured and educated.
2. Conventional concept of literacy. Miller (1973) divides this concept into three sub-
categories:
2.1 Basic Literacy. It is the ability to correspond visual shapes to spoken sounds in
order to decode written materials and translate them into oral language. It is the
ability to recognize letters and words. This would be akin to recognizing that the
sequence of letters “b-a-s-a” forms the word basa in Filipino, even without
understanding what it means.
2.2 Comprehension Literacy. It is the ability to understand the meaning of what is
being read. To capitalize on the example above, this would be like knowing that
basa can mean either “to read” or “to be wet”.
2.3 Functional or Practical Literacy. It is the ability to read written materials needed
to perform everyday vocational tasks. This is the equivalent of reading the text
“Ang bata ang nagbabasa.” and being able to understand that basa here refers to
reading and not being wet.
3. Expanded Views of Literacy. Despite the ubiquity of the traditional view of literacy,
different sources came out that express their concepts of literacy.
3.1 UNESCO – in 2004, UNESCO formally defined literacy as the ability to
identify, understand, interpret, create, communicate and compute using printed
and written materials associated with varying contexts. Literacy involves a
continuum of learning enabling individuals to achieve their goals, to develop their
knowledge and potential, and to participate fully in their community and wider
society.
3.2 Mkandawire (2018) – posits that literacy is a form of knowledge,
competence and skills in a particular field or area being supported by UNESCO
(2006), Barton (2007) and Mkandawire, Simooya-Mudenda, & Cheelo (2017),
which acknowledged that – as we have just pointed out – modern views appear
to equate literacy with knowledge.
4. New Literacies. When viewed from the perspective of literacy as knowledge, the
new literacies begin to make sense as they are the “skills and bodies of knowledge”
that are necessary for survival and productivity in the information age.
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5. The Rise of the New Literacy. The so called “new literacy” arose from the
increasing availability of communication technologies that were once unavailable to
the average individual. Technologies like blogging and vlogging, social networking
and even text-messaging change and expand both the extent and the form of our
communication – blending text, sound, and images in ways unforeseen and
unprecedented (Richardson, 2004).
6. Critical Concepts on the Rise of the New Literacies:
6.1 Increased Reach – We are communicating with more people, from more
diverse cultures across vaster distances than ever before.
6.2 Increased Means of Communication – We are communicating in more
ways and at faster speeds than ever before.
6.3 Increased Breadth of Content – We are communicating about more things
than ever before.
Self-Help: You can also refer to the sources below to help you further
understand the lesson:
*UNESCO International Bureau of Education (2013). Glossary of Curriculum Technology.
Geneva, Switzerland.
*Richardson, W. (2014). New literacies in the classroom. Retrieved from

https://modernlearners.com/new-literacies-in-the-classroom
Let’s Check
Activity 1. Read the questions and instructions carefully. Write your answers in the space
provided.
1. Given the traditional/conventional concept of literacy, how literate are you?
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2. How deep is your level of comprehension?
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3. Although reading education in the Philippines aims to develop Functional/Practical

literacy in learners, what level of literacy is being developed when classroom practices
focus more on memorization rather than on understanding and application?
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Let’s Analyze
provided.
1. Compare and contrast the traditional concept of literacy to the modern view of literacy.
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2. Describe the changes in the 21st century that have led to the rise of new literacies.
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3. What teaching strategies and forms of assessment could you use to help develop functional
literacy?
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In a Nutshell
Activity 1. Lesson Planning and Lesson Demonstration:
Prepare and deliver a lesson that incorporates some of the new literacies.
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Big Picture in Focus: ULOb. Conceptualize globalization and its
implications on both national and individual level
Metalanguage
For you to demonstrate ULOb, you will need to have an operational understanding of the
following terms below. Please note that you will also be required to refer to the previous
definitions found in ULOa section.
1. Literacy. In the simplest terms, ‘literacy’ comes from the word “literate” which first
appeared in the 15th century and is in turn derived from the Latin word litteratus, meaning
”a person marked with letters” – that is, “distinguished or identified by letters” – and it
carried with it the idea that such a person was cultured and educated.
2. New Literacies. When viewed from the perspective of literacy as knowledge, the
new literacies begin to make sense as they are the “skills and bodies of knowledge” that
are necessary for survival and productivity in the information age.
Essential Knowledge
Before we proceed further with the study of globalization and multicultural literacies, it is highly
important that we give importance to the terms related to the new literacies. As a quality teacher,
you should have a commendable knowledge of these concepts which will be useful in your
chosen field in the future.
1. Globalization. It is the process of interaction and integration between people, business

entities, governments and cultures from other nations, driven by international trade and
investment and supported by information technology (Levin Institute, 2017).
2. Effects of Globalization. According to Meyer (2000), the effects of globalization are as
follows:
2.1 economic, political and military dependence and interdependence between nations;
2.2 expanded flow of individual people among societies;
2.3 interdependence of expressive culture among nations; and
2.4 expanded flow of instrumental culture around the world.
3. Cultural Literacy. A term coined by Hirsch (1983) referring to the ability to understand the
signs and symbols of a given culture and being able to participate in its activities and
customs as opposed to simply being its formal and informal languages, its idioms and forms
of expression, entertainment, values, customs, roles, traditions and the like – most of which
are assumed and unstated. Thus, they are learned by being part of the culture rather than by
any formal means.
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4. Cultural Literacy in the Philippines. Cultural education – and thus cultural literacy – in the
Philippines is quite a challenge, given that Philippine culture is a complex blend of many
indigenous and colonial cultures and varies widely across regions, and the average citizen is
almost as ignorant of other Philippine cultures as foreigners are.
5. Terms associated with Cultural Literacy in the Philippines.
5.1 NCCA (National Commission for Culture and the Arts). The government body
tasked with the documentation, preservation and dissemination of Philippine culture, both
locally and abroad.
5.2 PCEP (Philippine Cultural Education Program). This envisions a nation of
culturally literate and empowered Filipinos. Designed to make cultural education accessible
to all sectors of Philippine society, the PCEP held national consultative meetings,
conferences, workshops, art camps and festivals on culture-based teaching and good
governance from 2003 to 2007.
5.3 Republic Act 10066 (2010). Designated PCEP together with the Department of
Education (DepEd) as the body tasked to formulate the cultural heritage education programs
both for local and overseas Filipinos that are to be an integral part of Philippine education in
all its aspects.
5.4 Doña Victorina Syndrome. Coined by Del Leon (2011) which is a kind of inferiority
complex wherein anything and everything natively Filipino is considered by the Filipino
themselves as being inferior, backward and worthless in comparison to their Western
counterparts, and therefore the source of embarrassment and unease. As De Leon puts it,
our low self-esteem borders on self-contempt, the results of which are doubt in the Filipino
capacity for achievement, perverse delight in belittling ourselves, lack of respect and even
outright contempt for one another, and blind dependence on foreign goods, concepts,
techniques, approaches and expertise.
6. Challenges for Cultural Literacy in the Philippines. Applebee (1987) observes interesting
discussions on cultural literacy that give rise to some very difficult questions which are
particularly important to a multicultural and multilingual nation like the Philippines.
6.1 What kinds of knowledge constitute cultural literacy? Is it knowing facts, names, and
dates, or is it something more experiential like being familiar with a story or a particular
song?
6.2 If culture is more “caught that taught”, should cultural literacy be one of the goals of
education? If yes, how does one teach it?
6.3 Whose cultures must we be literate in to be considered “culturally literate”? Who
decides which cultures are included and which ones are excluded, and on what bases?
6.4 Is cultural literacy education simply a means for the dominant culture to express its
dominance over minority cultures?
6.5 How is cultural literacy to be assessed and evaluated? How can we know someone is
“culturally literate”?
7. Multicultural Literacy. The knowledge and skills necessary to ensure that any
communication with a culture different from our own is clear, productive and respectful such
that their differences are celebrated and neither culture is demeaned or treated as inferior.
As cultures begin to mix and change as a result of globalization, conflicts inevitably arise over
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identity, values and worldviews. This situation consequently needs for a literacy that enables
us to quickly and easily identify and resolve such conflicts, preferably before they even begin.
7.1 In America, multicultural literacy has very strong leanings toward knowing or
identifying the poly-ethnic origins of knowledge with the express goal of fostering
equality, diversity and social justice. This is very foreign to the Philippine context, which,
despite having our own deeply ingrained traditions of discrimination, does not have the
same issues of discrimination as in the United States, nor the same amount of hostility.
7.2 In Europe, multicultural literacy comes more in the form of intercultural
communication competence (ICC) which is defined by Dusi, Messetti and Steinbach
(2014) as a composite of skills, abilities, attitudes, personality patterns, etc. necessary for
clear and productive communication when cultures other than our own. Similarly, Fantini
(2006) defines it as a complex of abilities needed to perform effectively and appropriately
when interacting with others who are linguistically and culturally different from oneself.
8. Skills and knowledge required for one to be multi-culturally literate:

8.1 Be selfless. An attitude of selflessness – one that is less concerned with how I feel
and more concerned with how I am making others feel – is crucial to multicultural literacy,
as so much of the offense and conflict associated with the meeting of different cultures is
the result of a “me first” attitude: I should be accommodated, you should be the one to
adjust to me, etc. Such selflessness is not instinctive to people and is especially difficult
when one feels insecure of oneself and identity.
8.2 Know that good and useful things can (and do) come from those different from
us. Hand-in-hand with dismissive attitude toward another culture is the idea that nothing
good can come from them. There is a tendency to ignore or outright dismiss evidence to
the contrary. Simply acknowledging that good ideas and products have come from
cultures we might not like goes a long way in preparing our minds to perceive them as
being equally valuable.
8.3 Be willing to compromise. Any significant interaction with someone from a different
culture is governed by the principle of “he/she wants something, and I want something.”
In other words, cultures do not interact out of pure magnanimity. If both of you are willing
to give the other what they want, well and good. But what happens when one or both are
unwilling to give what the other wants? There must be a compromise: a reciprocal
adjustment of demands and expectations to accommodate what the other party is willing
to give.
8.4 Accept that there are limits. At some point, one or both cultures will be
unwilling/unable to adjust their wants for the sake of the other any further. Beyond this
point, the productivity of the interaction drops and one must either change the purpose of
the interaction or walk away, accepting that what you want cannot be had from that
particular source. Attempting to force the other party to adjust (when you refuse to do the
same) only results in misunderstanding, hurt and conflict. The sooner we accept this, the
sooner we can set realistic expectations of one another.
9. Principles of Multicultural Pedagogy.

9.1 Learn about other cultures. Banks (1991) posits that the first step to teaching
multiculturalism is knowing about cultures that are not your own. It follows that if you, the
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teacher, know only your own culture, then you will be unable to teach your students to
appreciate a culture that is different from your own.
9.2 Familiarize yourself with how discrimination and prejudice appear in your own
culture. Boutte (2008) and Banks (1991) agree that teachers must be able to identify and
confront patterns of discrimination and prejudice in their own lives before they can teach
their students to do the same. For example, when someone you just met says he or she
is from Mindanao, what words immediately come out of your mouth in response? Do they
express genuine acceptance, or do they betray some long-held preconceptions about
people from the region?
9.3 As you are, so will you behave. Key to genuine multicultural literacy is core values
– that is, what you, the teacher, really believe about people who are different from you;
not the kind of belief that you can just say you possess when talking to your class, but the
kind that determines your behavior when you think no one is watching.
9.4 Model more, tell more. Young students, by nature, will have difficulty in exercising
empathy toward those who are different from them. The ability is there, but it will naturally
lack practice. It is therefore not enough that teachers tell them to be more compassionate
– you, the teacher, must model for them what empathy and compassion for others look
like on a day-to-day basis.
*Banks. J. (1991). Multicultural education: its effects on students’ racial and gender role
attitudes. In J. P. Shaver (Ed.), Handbook of Research on Social Studies Teaching and
Learning (pp. 459-469). New York: Macmillan.
*Fantini, A. (2006). Exploring and assessing intercultural competence. Retrieved from
http://www.sit.edu/publications/docs/feil_research_report.pdf
*James, P. & Steger, M. (2014). A genealogy of globalization: The career of a concept.
Globalizations. 11(4), 417-34.
Let’s Analyze
Activity 1. At this juncture, you will be required to ELABORATE your answers about the
following questions:
1. What makes a person Filipino? If a person has Filipino parents but is born in another
country, is he/she still a Filipino? What about if a person with foreign parents is born and
raised in the Philippines, is he/she Filipino? Explain your reasoning.
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2. Have you interacted with people who have a different culture from yours? How was your
interaction with them? Was it productive? Respectful? What could you have done for a
better interaction?
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3. What is your attitude toward people who have a different culture from yours? Do you
celebrate how they are different from you? Do you look down on them?
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In a Nutshell
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Read the questions carefully and write your answers on the space provided.
1. Consider regional discrimination in the Philippines: If a woman speaks Cebuano or bisaya

in Manila, she is often assumed to be a maid or yaya; if a man speaks Tagalog with a
heavy, provincial accent, he is often assumed to be a laborer, driver or involved in some
form of manual or servile labor. What are your own discriminatory practices?
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1. Interview a person that you know who is part of a cultural minority. He/she could be a
foreigner or fellow Filipino who belong to a different ethno-linguistic group. Ask him/her
about their culture, their difficulties in adjusting to the mainstream culture, and how
students like you can help them.
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Big Picture in Focus: ULOc. Examine the issues in social literacy
Metalanguage
Below are the essential terms that you are going to encounter in the pursuit of
ULOc: Examine the issues in social literacy. Again, you are advised to frequently refer to
these definitions to help you understand the succeeding topics. I would like to highly
recommend that you refresh your knowledge about ULOa and ULOb to understand
further ULOc.
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1. Social Literacy. This concerns itself with the development of social skills, knowledge and
positive human values that enable human beings to act positively and responsively in range
of complex social settings.
2. Social Skills. These range from the ability to initiate, maintain and end a conversation to
reading social signals to more complex skills such as solving problems and resolving
conflict.
3. The modern age. This calls for young professionals to develop situational awareness and
social intelligence in both technological and traditional communication to succeed in their
academic and career endeavors.
4. Peers and schools. They play a formative role on the social skill development of children.
Essential Knowledge
Social literacy is the knowledge of how to behave and treat other people in a way that is
morally upright, just and equitable, with a view of promoting positive relations that are free from
unfair prejudices, hate, and discrimination.
By morally upright, we refer to thoughts, speech, actions and motivations that adhere to
a standard of right and wrong. It also refers to speech, actions and behaviors that are in line
with a fixed standard of justice – a system that promotes and rewards good and at the same
time punishes wrongdoing. Any system of justice, whether national, regional of local, requires a
body of rules or laws by which to measure and administer rewards and punishment. Equitable
are the speech, actions, behaviors and decisions that treat others fairly, regardless of
background or circumstances.
Peers and schools play a formative role on the social skills development of children.
These social skills are often expressed as consisting of three inter-related components: social
perception, social cognition and social performance (Arthur, Davison & Stow, 2000).
1. Types of Social Skills that must be mastered for a child to be socially adept:
a. Greeting – children develop relationships with peers by interacting with them. The
first step in a social interaction is greeting someone. Greeting others is done not
only with words like “Hi!” or “How are you?” but with facial expressions, tone of
voice and gestures such as a nod or a wave. The nonverbal part of greeting
someone is just as important as the words. It is not so much what one says but
how he/she says it that lets people know he/she is glad to see them.
b. Initiating Conversation – in order to carry on a conversation, a child must be
able to initiate, maintain and close conversation appropriately. This requires good
listening and attention skills, as well as the ability to take turns and probe for
missing information. Children have to listen as well as talk. If they do not show an
interest in what the other person has to say, they probably will not be interested in
talking. Impulsive children often have trouble knowing when to talk and when to
listen.
c. Understanding the listener – once a conversation is initiated, it has to be
maintained. In order to do that, it is important to understand the audience one is
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talking to. A socially adept child quickly and unconsciously identifies and
categorizes his listener, measures what he/she has planned to say against the
anticipated response of the listener, and then proceeds, alters, or avoids what is
planned to say.
d. Empathizing – empathy is more than perspective taking; it means that one is bale
to feel what the other person feels. Empathy allows one to really connect with
other people. Other children often think of children who lack empathy as mean,
unkind or self-centered.
e. Reading Social Cues – it is very important to read social cues in a conversation.
Cues are the hints and signals that guide us to the next thing to say or do. Social
cues can be verbal or nonverbal. Verbal cues are the words that the other person
is saying. Tone of voice is an important part of verbal cues. Good detectives pay
very close attention to nonverbal cues.
f. Previewing or Planning – conversations also require that one previews or thinks
about what effect the words or actions may have on the listener before she says or
does them. If the impact will be negative, one can adjust what she might say or do.
g. Problem-solving – problems and conflict are often a part of social interactions.
Someone may not agree, get angry, insult or become aggressive at something
that one says. How one reacts to these conflicts depends on how good her
problem solving skills are. Conflicts cannot be avoided and are often necessary to
“clear the air”. Turning a conflict from a “win-lose” situation to a “win-win” situation
is the best way to resolve conflict. This requires negotiation and compromise, give
and take that results in a situation where all parties can live with and help maintain
friendships.
h. Apologizing – everyone makes social mistakes at one time or another. A person
with good social skills is confident enough to make a sincere apology for her error.
This is a courageous act and is the quickest and easiest way to correct a social
blunder. In reality, other people usually have a higher opinion of someone who
apologizes for making a mistake. Apologizing is a sign of humble and mature
character when one commits mistakes.
2. The Role of Parents and Teachers in Teaching Social Skills to Children
Parents typically play the major role in teaching children social skills. Parents can
directly teach social skills by modeling, role playing and providing opportunities for
their child to rehearse and practice new skills. They should encourage and praise
the child for successfully using new skill. Professionals typically intervene only
when children are having substantial social difficulty with peers. These individuals
can implement structured, guided and effective programs that often involve group
work with peers. Children must then generalize the skills they learn in the group to
school and other personal social situations.
School is the place where children spend the majority of their time with peers. It is,
therefore a natural and perfect setting for children to learn and practice social
skills. While teachers do not have to teach a class in social skills, they can take
advantage of every opportunity to help children improve their social skills. They
should be alert to teasing and bullying and aware of children that are rejected or
22
ignored by their peers. They should work cooperatively with the children’s parents
to prevent humiliation, embarrassment and distress that befall these children.
Pairing a socially inept child with a socially adept one, involving children in
cooperative instead of competitive learning exercises, identifying and
acknowledging the strengths of all children, understanding social weakness, and
creating an environment in which diversity is accepted and celebrated can greatly
enhance all children’s social abilities, sense of belongingness and self-esteem, not
just in the classroom but in life as well.
3. Views on how children live socially

3.1 Normative and Communal. From their culture, children learn customs that
provide them with a guide to act in ways that minimize conflict.
3.2 Pragmatic and Individualistic. The social order of children is created by
explicit and implicit agreements entered into by self-seeking individuals to avert
the worst consequences of their selfish instincts.
4. Issues in Teaching Social Literacy

4.1 Subjective Standards of Morality
This can be seen in the current culture, where actions and behavioral patterns
that were once considered bad have now become acceptable – so much that
many now consider them to be even good. When the standard of measure
between good and bad changes, this gives us license to change as well and
opens the gates to all kinds of abuse. This, in effect, pulls the rug out from
under any and all attempts at true justice and equitability, since they
themselves rely on a fixed moral standard.
4.2 Human Nature
While we would all like to believe that people are inherently good, experience
has taught us that the inherent goodness of humanity is, at best, unreliable:
sometimes it is there, often it is not. We are quick to champion the cause of
moral uprightness, justice and equity, but balk when our words and actions
come under their scrutiny. In other words, we insist that others be judged
according to a fixed moral standard, but invoke a subjective one when our own
behavior is questioned. We demand justice when we perceive ourselves to be
victims of wrongdoing, but we surround ourselves with excuses when we do
wrong. We insist that others treat us equitably but are reluctant when treating
others with equity costs more than we expected.
4.3 Situational Awareness in the Workplace
While casual office has become the norm in many offices, job interviews
typically require more formal dress and behavior to demonstrate a level of
respect. Stories prevail of young adults showing up to interviews in casual
clothing, texting or using phones during interviews or even bringing their
parents with them. Such behavior demonstrates a lack of situational
awareness about what is appropriate to do in different social circumstances.
While college classrooms or the actual office atmosphere may allow for a more
casual dress code, students need to be taught what is socially acceptable in
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terms of dress or behavior for them to stand out above their colleagues.an
ability to read social situations illustrates strength to employers – quickly
picking up on a client’s mood or expectations in various business ot cross-
cultural situations can be the difference between success and failure.
4.4 Social Intelligence in Technological Communication
Text-speak and technology use have affected many young people’s ability to
communicate. While email has deformalized much of the communication
process, students still need to ensure their writing denotes respect and
provides enough context for professors (or future employers) to really respond.
Text-speak has also reduced student’s ability to communicate using correct
grammar. Through studying a particular communication genres and what they
demand, students can learn more about what individual situations demand in
terms of the formality of communication.
4.5 Social Intelligence in Traditional Communication
While email has taken over as the primary method of communication,
traditional modes of discourse still exist. For example, many employers till
expect cover letters in addition to resumes and the lack of a thank-you note for
a gift is often perceived as more than a simple social oversight. An ability to
craft these types of documents illustrates an understanding of social
expectations and denotes a level of respect or appreciation. While not related
to the traditional educational canon, learning to properly rite a cover letter or
business letter or thank-you card not only teaches students that these
documents exist and are often necessary but also shows them how to craft
such documents, saving them time and energy in the future.
* Arthur, J., Davidson, J & Stow, W. (2000). Social literacy, citizenship education, and the
national curriculum. London: Routledge Taylor & Francis Group.
*Lawson, C. (2003). Social skills and school. Retrieved from https://www.cdl.org/articles/social-

skills-and-school/.
Let’s Check
Activity 1. Please elaborate your answers to the questions below:
1. Are you more of a listener or a talker? Which social skill/s do you think you need to
develop? In what ways can you develop it/them?
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2. If you were a parent at this time, what would you teach your children on social literacy?
How would you teach them?
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3. If you were an employer, what would you look for in aspirants of applicants to your
company?
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4. How do teachers educate children of social literacy nowadays? What specific content and
learning experiences are there in the curriculum that develop social literacy?
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Let’s Analyze
Activity 1. In this activity, you are required once again to elaborate your answer to each
of the questions below.
1. How do computer technology and social media affect your social skills and that of your
peers? Cite positive and negative impacts of digital technology to communication.
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2. Make a list of Dos and Don’ts in the school and the workplace in relation to social
literacy. present it creatively through an inforgraphic.
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Big Picture
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expected to
a. Assess the level of personal financial literacy using set of standards and
questions;
b. Appreciate the importance of developing Media and Cyber/Digital Literacy both in
ourselves and one another in the information age; and
Big Picture in Focus: ULOa. Assess the level of personal financial

literacy using set of standards and
questions
Metalanguage
The most essential terms below are operationally defined for you to have a better
understanding of this section in the course.
1. Financial Literacy. The National Endowment for Financial Education defines financial
literacy as the ability to read, analyze, manage and communicate about the personal financial
conditions that affect material well-being. It includes the ability to discern financial choices,
discuss money and financial issues without (or despite) discomfort, plan for the future and
respond competently to life events that affect every day financial decisions, including events in
the general economy (Incharge Education Foundation, 2017).
2. Republic Act 10922. Otherwise known as the Economic and Financial Literacy Act
mandates DepEd to ensure that economic and financial education becomes an integral part of
formal learning.
Essential Knowledge
Mandell (2009) defines financial literacy as the ability to use knowledge and skills to
manage one’s financial resources effectively for lifetime financial security. Meanwhile, Hastings,
et al (2013) refers to financial literacy as:
a. knowledge of financial products (e.g. a stock vs a bond, fixed vs adjustable rate

mortgage);
b. knowledge of financial concepts (e.g. inflation, compounding, diversification, credit
scores);
c. having the mathematical skills of numeracy necessary for effective financial decision
making; and
d. being engaged in certain activities such as financial planning.
30
The Council for Economic Education, the leading organization in the United
States that focuses on the economic and financial education of students from
Kindergarten through high school developed six standards gearing toward deepening
students’ understanding of personal finance through an economic perspective.
Standards Key Concepts
Earning income  income earned or received by people

 different types of jobs as well as different forms of
income earned or received
 benefits and costs of increasing income through the
acquisition of education and skills
 government programs that affect income
 types of income and taxes
 labor market
Buying goods and  scarcity, choice and opportunity cost

services  factors that influence spending choices such as
advertising, peer pressure and spending choices of
others
 comparing the costs and benefits of spending decisions
 basics of budgeting and planning
 making a spending decision
 payment methods, costs and benefits of each
 budgeting and classification of expenses
 satisfaction, determinants of demands, costs of
information search, choice of product durability
 the role of government and other institutions in providing
information for consumers
Saving  concept of saving and interest

 how, where and why people save money
 the role that financial institutions play as intermediaries
between savers and borrowers
 the role government agencies such as the Federal
Deposit Insurance Corporation (FDIC) play in protecting
savings deposits
 role of markets in determining interest rates
 the mathematics of saving
 the power of compound interest
 real versus nominal interest rates
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 present versus future value
 financial regulators
 the factors determining the value of a person’s savings
over time
 automatic savings plans, “rainy-day” funds
 saving for retirement
Using credit  concept of credit and the cost of using credit

 why people use credit and the sources of credit
 why interest rates vary across borrowers
 basic calculations related to borrowing (principal,
interest, compound interest)
 credit reports and credit scores
 behaviors that contribute to strong credit reports and
scores
 impact of credit reports and scores on consumers
 consumer protection laws
Financial investing  concept of financial investment

 variety of possible financial investments
 calculate rates of return
 relevance and calculation of real and after-tax rates of
return
 how markets cause rates of return to change in
response to variation in risk and maturity
 how diversification can reduce risk
 how financial markets react to changes in market
conditions and information
Protecting and insuring  concepts of financial risk and loss

 insurance (transfer of risk through risk pooling)
 managing risk
 identity theft
 life insurance products
 how to protect oneself against identity theft
The Benefits of Financial Literacy

a. determines one’s ability to provide basic needs, attitude toward money and
investment, as well as one’s contribution to the community.
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b. enables people to understand and apply knowledge and skills to achieve a lifestyle
that is financially balances, sustainable, ethical and responsible.
c. affects one’s financial behavior that pay dividends to society as well.
d. cultivates proper decision-making skills and discipline.
Financial Literacy in the Philippines

In the article “State of Financial Education in the Philippines”, several findings of
researches with regards to the state of financial literacy in the country include the following:
 World Bank study in 2014 estimated 20 million Filipinos saved money but only
half had bank accounts.
 Asian Development Bank (ADB) study in 2015 revealed that PH does not have a
national strategy for financial education and literacy.
 In 2016, Bangko Sentral ng Pilipinas (BSP) released the national strategy for
financial inclusion, stating that while institutions strive to broaden financial
services, financial literacy should also complement such initiatives.
 As per Standard & Poor’s (S & P) Ratings services survey last year, only 25% of
Filipinos are financially literate. This means that about 75 million Filipinos have
no idea about inflation, risk diversification, insurance, compound interest and
bank savings.
 Ten years after discovery of the stock market, still less than one percent of PH
population is invested in it.
 More than 80 percent of the working middle class have no formal financial plan.
Last November 27-28, 2018, the first ever Financial Education Stakeholders Expo
organized by BSP was held with more than 1,000 leaders, decision-makers, influencers and
representatives from public and private institutions, civic society and academe gathered. The
Expo is designed to build an organized network of players that share the vision of a financially
literate citizenry and cohesively implement a variety of initiatives to achieve this vision.
The Expo supports Republic Act No. 10922 which designates second week of
November as Economic and Financial Literacy Week. It is also aligned with the objectives of
the Philippine National Strategy for Financial Inclusion, particularly the pillar on Financial
Education and Consumer Protection.
Characteristics on How People View Money
 Frugal – Frugal people seek financial security by living below their means and saving
money. They rarely buy luxurious items; they save money instead. They save money
because they believe that money will offer protection from unprecedented events and
expenses.
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 Pleasure – Pleasure seekers use money to bring pleasure to themselves and to others.
They are more likely to spend than to save. They often live beyond their means and
spend more than they earn. If they are not careful and do not change, they may fall into
deep debt.
 Status – Some people use money to express their social status. They like to purchase
and “show off” their branded items.
 Indifference – Some people place very little importance on having money and would
rather grow their own food and craft their own clothes. It is as if having too much money
makes them nervous and uncomfortable.
 Powerful – Powerful people use money to express power or control over others.
 Self-worth – People who spend money for self-worth value how much they accumulate
and tend to judge others based on the amount of money they have.
Developing Personal Financial Literacy
Spending Patterns
Are you prudent or have you been accused of spending money lavishly? Or are you
somewhere in between? Individuals have different spending patterns. Before one can come up
with a financial improvement plan, one needs to analyze his/her spending habits. There are two
common spending patterns: habitual spending and impulsive spending. Habitual spending
occurs when one spends out of a habit, when one buys the same item daily, weekly or monthly.
Daily items may include water, rice and cup of coffee. Week items may be grocery items.
Monthly items are the electrical and internet bills. Impulsive sending occurs when one
mindlessly purchases items that he or she does not need. Many people are often enticed by
monthly sales at the malls with the attitude that they may have lose the items the following day.
Fixed vs Variable Expenses
Fixed expenses remain the same year-round. Car payment is an example. Variable
expenses occur regularly but the amount you pay varies. Electric and gas bills are of these.
Needs vs Wants
Financial discipline starts with an ability to recognize whether expenses are needs or
wants, and followed by ability to prioritize needs over wants. Needs are essential to our
survival. Wants are things that you would like to have but you can live without, such as new
clothes or a new cellphone model. You want them but do not necessarily need them. Too many
wants can ruin a budget.
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Steps to Enhance Financial Literacy
Setting Financial Goals

Setting financial goals is the first step to managing one’s financial life. Goals may be
short, medium and long term. Short term goals can be measured in weeks and can provide
instant gratification and feedback. Medium term goals should be accomplished within one to six
months. These goals provide opportunity for reflection and feedback and require discipline and
consistency. Long term financial goals can take years to achieve. These include saving money
for a down payment on a home, a child’s college education and retirement. They may also
include paying off a car, student loans or credit card debt.
Developing a Spending Plan

Time and effort are necessary to build a sustainable spending plan. Three easy steps
are proposed below when developing your personal spending plan:
1. Record – keep a record of what you spend
2. Review – analyze the information and decide what to do
3. Take action – do something about what you have written down.
Importance of Saving
Because no one can predict the future with certainty, we need to save money for
anything that might happen. Here are some reasons why saving is important:
 Emergency Bolster – you should save money to avoid going to debt just to pay
emergency situations like unexpected medical expenses and damages caused by
calamities or accidents.
 Retirement – you will need savings/investments to take the place of income you will no
longer receive when you retire.
 Future events – you need to save for future events like weddings, birthdays,
anniversaries and travels so as not to sacrifice your fixed expenses.
 Instability of Social Security – pensions for social security should only serve as
supplementary and not the primary source of income after retirement.
 A Little Goes a Long Way – small consistent savings go a long way.
There are two ways to save:

 save before you spend; and
 save after you spend wisely.
In order to stick to the savings habit, you should:

1. commit to a month;
2. find an accountability partner;
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3. find a savings role model who is successful with his/her money, through tried and true
savings;
4. write your goal down and track it; and
5. avoid tempting situations (don’t go to the mall to “hang out”).
Council for Economic Education. (2013). National standards for financial literacy. Retrieved
from https:/www.councilforreconed.org.
Hastings, J., Madrian, B. & Skimmyhorn, W. (2013). Financial literacy, financial education and
economic outcomes. Annual Review of Economics, 5, 347-373.
Let’s Check
Activity 1. Which expenses are fixed and which are variable? Indicate the monthly total. Put a
check mark on the corresponding type.
Monthly total Fixed Variable
Food
Clothing
Gas
Medicine
Internet
Activity 2. Use the table below to list down all the expenses that belong to the needs and those
that belong to the wants.
Needs Wnats
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Let’s Analyze
Activity 1. Read the questions and instructions carefully. Follow what is asked and write your
answers in the space provided.
1. How does your current budget pie chart look like? Using the following categories, map your
ideal budget plan using a pie chart. You may use more categories as needed.
a. Housing
b. Electric bills
c. Internet
d. Food
e. Debt
f. Education
g. Transportation
Ideal budget Current budget
How does your current budget pie chart compare with your ideal budget pie chart?
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In a Nutshell
Activity 1. Read the following questions and instructions carefully. Write your answer on the
space and table provided.
1. Differentiate among the following financial goals: short-term, medium-term and long-term
financial goals. Give examples each.
Goals Definition Examples
Short-term
Medium-term
Long-term
2. Interview at least 10 friends, classmates and relatives. Explore their financial behavior or
spending and saving behavior and present data using any of the following forms:
 Infographic
 Meme
 Cartoon
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6.____________________________________________________________________
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3. Paste one product advertisement on the box provided. How would the different
characteristics react toward this SALE advertisement? On the space provided, write what
each type would likely to say about the advertisement.
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8.____________________________________________________________________
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Frugal:
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Pleasure:
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Status:
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Indifference:
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Powerful:
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Self-worth:
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Big Picture in Focus: ULOb. Appreciate the importance of

developing Media and Cyber/Digital
Literacy both in ourselves and one
another in the information age.
Metalanguage
1. Media Literacy. The ability to identify different types of media and understand the
messages they are communicating.
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1.1 Aufderheide (1993) defines media literacy as the ability to access, analyze, evaluate
and communicate messages in a wide variety of forms.
1.2 Christ and Potter (1998) defines it as the ability to access, analyze, evaluate and create
messages across a variety of contexts.
1.3 Hobbs (1998) posits that it is a term used by modern schools to refer to the process of
critically analyzing and learning to create one’s own messages in print, audio, video and
multimedia.
2. Digital/Cyber Literacy. This is a subset of media literacy which has the ability to locate,
evaluate, create and communicate information on various digital platforms. this includes the
ability to verify information as factual as well as identify and avoid communication with
deceitful, malicious and exploitative content.
3. Information Literacy. A subset of media literacy; the ability to locate, access and evaluate
information from a variety of media sources.
Essential Knowledge
Media Literacy
According to Boyd (2014), media literacy education began in the United States and
United Kingdom as a direct result of war propaganda in the 1930sand the rise of advertising in
the 1960s. in both cases, media was being used to manipulate the perspective (and
subsequent actions) of those exposed to it, thereby giving rise to the need to educate people on
how to detect the biases, falsehoods and half-truths depicted in print, radio and television. What
these media have in common is that they were all created by someone, and that someone had
a reason for creating them.
The Media Literacy National Leadership Conference in 1993 identified five essential
concepts necessary for any analysis of media messages:
1. Media messages are constructed.

2. Media messages are produced within economic, social, political, historical and aesthetic
contexts.
3. The interpretative meaning-making processes involved in message reception consist of
an interaction between the reader, the text and the culture.
4. Media has unique “languages”, characteristics which typify various forms, genres and
symbol systems of communication.
5. Media representations play a role in people’s understanding of social reality.
What Media Literacy is Not
 Criticizing the media is not, in and of itself, media literacy. However, being media literate
sometimes requires that one indeed criticize what one sees and hears.
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 Merely producing media is not media literacy although part of being media literate is the
ability to produce media.
 Teaching with media (videos, presentations, etc) does not equal media literacy. an
education in media literacy must also include teaching about media.
 Viewing media and analyzing it from a single perspective is not media literacy. True
media literacy requires both the ability and willingness to view and analyze media from
multiple positions and perspectives.
 Media literacy does not simply mean knowing what and what not to watch; it does mean
“watch carefully, think critically.”
Challenges to Media Literacy Education
 “How do we teach it?”

Teaching it as a subject in itself might not be feasible given how overburdened
the curriculum is at the moment. Integrating it into the subjects that are currently being
taught might not be enough to teach what are essentially media consumption habits –
skills and attitudes that are learned by doing and repetition rather than by mere
classroom discussion (Koltay, 2011).
 “How to measure media literacy and evaluate the success of media literacy initiatives?”
This is what Livingstone and Van Der Graaf (2010) identified as being one of the
more pernicious challenges facing educators in the 21st century. If we cannot somehow
measure the presence of media literacy on our students, how do we know we have
actually taught them?
 “Is media literacy best understood as a means of inoculating children against the
potential harms of the media or as a means of enhancing the appreciation of the literacy
merits of the media?”
Chris and Potter (1998) put it as a more fundamental challenge to Media
Literacy Education as one of purpose.
Digital Literacy
Digital Literacy, also called e-literacy, cyber literacy, and even information literacy is no
different in which the “text” can be actually images, sound, video, music or a combination
thereof. Gee, Hull and Lankshear (1996) noted how literacy always has something to do with
reading a text with understanding, and that there are many kinds of texts, and each one
requires a specific set of skills to understand and make meaning out of them. More broadly, it is
the technical, cognitive and sociological skills needed to perform tasks and solve problems in
digital environments (Eshet-Alkalai, 2004).
Below are the competencies listed by Shapiro and Hughes (1996) in a curriculum to
promote computer literacy to readers:
 tool literacy – competence in using hardware and software tools;

 resource literacy – understanding forms of and access to information resources;
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 social-structural literacy – understanding the production and social significance on
information;
 research literacy – using IT tools for research and scholarship;
 publishing literacy – ability to communicate and publish information;
 emerging technologies literacy – understanding of new developments in IT; and
 critical literacy – ability to evaluate the benefits of new technologies.
The term “digital literacy” is not new; Lanham (1995), in one of the earliest examples of
a functional definition of the term described the “digitally literate person” as being skilled at
deciphering and understanding the meanings of images, sounds, and the subtle uses of words
so that he/she could match the medium of communication to the kind of information being
presented and to whom the intended audience is. Two years later, Paul Gilster (1997) formally
defined digital literacy as the ability to understand and use information in multiple formats from
a wide range of sources when it is presented via computers, explaining that not only must a
person acquire the skill of finding things, he/she must also acquire the ability to use these
things in life.
Skills and competencies comprising digital literacy (Bawden, 2008)
1. underpinnings – this refers to those skills and competencies that “support” or “enable”
everything else within digital literacy, namely: traditional literacy and computer/ICT
literacy (i.e. the ability to use computers in everyday life).
2. background knowledge – this largely refers to knowing where information on a
particular subject or topic can be found, how information is kept and how it is
disseminated – a skill taken for granted back in the day when information almost
exclusively resided in the form of printed text.
3. central competencies – these are the skills and competencies that a majority of
scholars agree on as being core to digital literacy today, namely:
 reading and understanding digital and non-digital formats;
 creating and communicating digital information;
 evaluation of information;
 knowledge assembly;
 information literacy; and
 media literacy.
4. attitudes and perspectives – Bawden (2008) suggests that it is these attitudes and
perspectives that link digital literacy today with traditional literacy, saying “it is not
enough to have skills and competencies, they must be grounded in some moral
framework”, specifically:
 independent learning – the initiative and ability to learn whatever is needed for a
person’s specific situation; and
 moral/social literacy – an understanding of correct, acceptable and sensible
behavior in a digital environment.
Information Literacy within Digital Literacy
44
Eshet-Alkalai (2004) draws attention to Information Literacy as a critical component of
Digital Literacy as the “cognitive skills that consumers use to evaluate information in an
educated and effective manner.” In effect, Information Literacy acts as a filter by which
consumers evaluate the veracity of the information being presented to them via digital media
and thereupon sort the erroneous, irrelevant and biased from what is demonstrably factual.
Socio-Emotional Literacy within Digital Literacy
Eshet-Alkalai (2004) highlights a kind of socio-emotional literacy needed to navigate the

Internet, raising questions such as “how do I know if another user in a chatroom is who he says
he is?” or “how do I know if a call for blood donations on the Internet is real or a hoax?”
Such questions should make us realize that there are no hard and fast rules for
determining the answers. Instead, there is a necessary familiarity with the unwritten rules of
Cyberspace; an understanding that while the Internet is a global village of sorts, it is also a
global jungle of human communication, embracing everything from truth to falsehoods, honesty
nad deceit, and ultimately, good and evil.
Socio-emotional literacy requires users to be “very critical, analytical and mature” –

implying a kind of richness of experience that the literate transfers from real life to their dealings
online. Digital literate users know how to avoid the “traps” of cyberspace mainly because they
are familiar with the social and emotional patterns of working in cyberspace – that it is really just
an outworking of human nature.
Digital Natives
This term was popularized by Prensky (2001) in reference to the generation that was
born during the information age (as opposed to digital immigrants – the generation prior that
acquired familiarity with digital systems only as adults) and who has not known a world without
computers, the Internet and connectivity.
Challenges to Digital Literacy Education
Brown (2017) noted that despite the global acknowledgement that Digital Literacy
Education is a need, there is a yet no overarching model or framework for addressing all of the
skills deemed necessary. Accordingly he asked, “what assumptions, theories and research
evidence underpin specific framework?” Whose interests are being served when particular
frameworks are being promoted? Beyond efforts to produce flashy and visually attractive
models how might we reimagine digital literacies to promote critical mindsets and active
citizenry in order to reshape our societies for new ways of living, learning and working for a
better future – for all?”
Principles of Media Literacy
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 Teach media and digital literacy integrally. Any attempt to teach these principles
must first realize that they cannot be separated from context – meaning, they cannot be
taught separately from other topics. Critical Thinking requires something other self to
think critically about, and thus cannot develop in a vacuum. Similarly, developing a
moral framework within students cannot be taught via merely talking about it. This moral
framework develops by practicing it, that is, basing our decisions on it, in the context of
everything else we do on our day-to-day lives. We therefore agree with Koltay (2011)
that the teaching of the fundamental principles of these and other literacies should be
done intergratively with other subjects in school, however difficult the process might be.
 Master your subject matter. Whatever it is you teach, you must not only possess a
thorough understanding of your subject matter, you must also understand why you are
teaching it, and why it is important to learn. As educators, we must not shy away from a
student genuinely asking us to explain why something we are teaching is important.
After all, teaching is in itself a kind of media the students are obliged to consume; it is
only fair they know why.
 Think “multi-disciplinary”. Once communication is accepted as important, this opens-
up new venues where the new literacies can be exercised. For example, have students
create a webpage detailing what systems of linear equations are, why they are
important and the techniques for solving them.
 Explore motivations, not just messages. While it is very important that students learn
what is the message being communicated by any media text, it is also important to
develop in them a habit for asking why is the message being communicated in the first
place.
 Leverage skills that students already. It is always surprising how much a person can
do when they are personally and affectively motivated to do so – in other words, a
person can do amazing things when they really want to. Students can produce
remarkably well-researched output for things they are deeply interested in, even without
instruction. Harnessing this natural desire to explore whatever interests them will go a
long way in improving media and digital literacy education in your classroom.
Bawden, D. (2010). Information and digital literacies: A review of concepts. Journal of

Documentation, 57 (2), 218-259.
Boyd, D. (2014). It’s complicated The social lives of networked teens. New Haven, Connecticut:
Yale University Press.
Eshet-Alkalai, Y. (2004). Digital Literacy: A conceptual framework for survival skills in the digital
era. Journal of Educational Multimedia and Hyoermedia, 12(1), 93-106.
46
Let’s Check
Activity 1. To better comprehend what each skill and competency requires and how educators
are to learn and teach them in class, it is useful to summarize each one as a set of questions
for discussion and reflection. Write your answers in the space provided.
1. Can I read/write? Do I know how to write and send emails, create documents and simple
spreadsheets, use a web browser, and make sense of the search results returned by a
search engine?
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2. Do I understand and accept the fact that with all these digital tools at my command, I have
both the ability and responsibility to learn whatever I have to learn, and to do so on my own?
Do I understand and agree that there are morally acceptable and unacceptable behaviors
that ought to govern what, how, why and with whom I communicate online?
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Let’s Analyze
Activity 1. Use the following questions to evaluate your understanding of the concepts,
principles and ideas in the chapter. Write your answers in the space provide.
1. How can you explain to a classmate how Media Literacy and Digital Literacy are
related?
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2. How is critical thinking important to both Media and Digital Literacy?
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3. Can you explain why an email from a woman in an abusive relationship promising you
100,000 US dollars in exchange for your help is likely to be a scam? Can you explain
how an advertisement on social media from an unknown company promising you a
chance to win a brand new, top-of-the-line smartphone is also likely to be a scam?
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In a Nutshell
Activity 1. Watch a talk online on a topic that is completely new and foreign to you. Create an
outline or a mind-map of the speaker’s lecture, using only what you were able to understand
from the video. Then ask yourself the following questions:
a. How many times did I have to watch the video?

If you had to view it more than once, why?
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b. Can I summarize the speaker’s lecture in a paragraph of written text? Why, or why not?
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c. At any point in the lecture, did the speaker say anything that made me doubt the
trustworthiness of what he/she said?
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d. If I had difficulties in extracting information from the speaker’s lecture, what are the chances
of students doing the same thing? Does this exercise change how will I evaluate the
suitability of online content for my classes?
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Big Picture
expected to:
a. Characterize artistic literacy; and

b. Recognize individual and collective roles in protecting and rehabilitating the
environment and ecosystem.
Big Picture in Focus: ULOa. Recognize individual and collective

roles in protecting and rehabilitating
the environment and ecosystem
Metalanguage
1. Ecological Literacy. This refers to an individual’s understanding not only of ecological

concepts but also of his or her place in the ecosystem.
2. Ecologically Literate Person. A person who has a positive view of life, grounded on the
faith of interconnectedness, and has the capacity to completely perform significant life,
work and related tasks.
Essential Knowledge
Ecological Literacy
The term ecological literacy was first introduced by David Orr in 1989. He indicated that
knowing, caring and practical competence form the foundation for ecological literacy. He
pointed out that the root of environmental crisis is the individual’s inability to think about
“ecological patterns, systems of causation and long-term effects of human actions.” Thus, he
emphasized the importance of experience in one’s natural environment that can enable
humans to shift perspective from one of an economic emphasis to one of balance amongst
economics, ecology and cultures.
Orr (1992) also argued that the ecologically literate person understands the dynamics of
the environmental crisis, which includes an understanding of how people have become so
destructive. Therefore, identifying school students’ ecological literacy levels is necessary step
to investigate their behavior, attitudes, sensitivity and behavioral intention. In order to create
awareness among students, it is important to foster correct knowledge to ensure positive
52
approach to the environment (Hares, Eskonheimo, Myllytaus & Luukkanen, 2006). Kahyaoglu
(2009) also stated that positive attitudes and values toward the environment are occurred with
a good knowledge about climate change, the cause of global warming, carbon emissions and
carbon footprint.
Characterizing an Ecoliterate Person
An ecoliterate person is characterized as “the responsible, lifelong learner who strives to

improve the human condition and the environment within the context of self, human groups, the
biosphere and the ecosphere (Dr. Tom Puk, 2002).
 an inquirer, who actively secures the basic skills and knowledge in order to carry out
ecological responsibilities. This also enables her to reach her own potential and place in
the physical and natural environment;
 a reflective learner, who understands the value and limitations of human knowledge, the
power and limitations of the natural world, the role of intuition in real life pursuits, and
the role of self as it is manifested in one’s personal narrative;
 intelligently self-directed, who engages in self-appraisal, sets new learning objectives,
develops plan to achieve those objectives, carries out those plans in a flexible inquiry-
directed manner, and reflects on the whole process;
 morally responsible, who governs actions with percepts (responsibility, seeking justice
and equality for all) that maintain harmonious relationships;
 ecologically responsible, who embodies ecological ideals in daily life; and
 seek self-transcendence, who moves beyond the limitations of personal ego by
identifying with human group (past and future), flora and fauna, ecosphere, that
transcend the individual life in scope and time.
Environmental Literacy, Ecological Literacy and Ecoliteracy
General Dominant Primary

Examples of
conceptions of educational pedagogical
strategies
environment objectives approaches
Environmental Problem Field Develop Cognitive Case study,

literacy of values problem-solving issues analysis,
skills, from Pragmatic problem-solving
diagnosis to project
action Affective/Moral
Analysis and
Develop a clarification of
system of ethics values, criticism
of social values
Adopt
environmentally
responsible
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behaviors
Ecological Object of study Acquire Cognitive Observation,

Literacy system knowledge of demonstration,
ecological Experimental experimentation
concepts and
principles Case study,
environmental
Develop skills system
related to the analysis,
scientific construction of
method: ecosystem
observation and models
experimentation
Develop
systems
thinking:
analysis and
synthesis
Understand
environmental
realities in view
of informed
decision-making
Ecoliteracy Shared Promote and Cognitive Case study,

resources for contribute to social
sustainable economic Pragmatic marketing,
living development sustainable
that addresses Holistic consumption
social equity activities,
and ecological Intuitive/Creative sustainable
sustainability living
management
Develop the project
many
dimensions of Immersion,
one’s being in visualization,
interaction with creative
all aspects of workshops
the environment
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Develop an
organic
understanding
of the world and
participatory
action in and
with the
environment
Greening Initiatives in Colleges and Universities
A green campus is “a place where environmentally responsible practice and education

go hand-in-hand and where environmentally responsible tenets are borne out by example”. The
green campus institution is a model environmental community where operational functions,
business practices, academic programs and people are interlinked providing educational and
practical value to the institution, the region and the world.
Benefits of Greening Initiatives
 Environmental an economic sustainability. A system-wide culture of sustainability

helps preserve and enhance what the institution values today as well as for the future.
 Reputation as a leader through example. As colleges and universities offer courses in
environmental management, engineering, laws and regulations, and assessment,
greening initiatives provide them opportunities to practice what they preach and make
their mark as environmental leaders. Colleges and universities need to examine their
own organizations and implement on their own campuses what they and the public
expect their industry to do.
 Economic benefits. A routine, curriculum-based, environmental audit program that
reveals waste and inefficiency associated with campus activities, coupled with the
identification of environment-friendly alternatives, can yield significant cost savings for
the institution.
 “Real-life” work experience for your students. Environmental audits and pollution
prevention evaluations can be integrated into the curriculum, providing students with
hands-on investigative and problem-solving experience that they can take with them
when they enter the workplace. This experience not only makes your students more
marketable, it also provides them with the kinds of broad-thinking skills that allow them
to succeed and thrive once they are employed.
 Improved quality of life in the campus. A Green Campus is a cleaner, safer and
healthier place to live and work.
Ecological literacy is a form of transformative education that requires shifts in three related
areas:
55
1. perception (seeing)
2. conception (knowing)
3. action (doing)
In schools, teachers are also required to shift emphasis through the following:
 From parts to whole – subjects are to be taught as integrated, not as isolated

units in the curriculum.
 From objects to relationships – an ecosystem is a community. Communities are
characterized by sets, networks or relationships. Schools put premium on
relationship-based processes such as cooperation, collaboration and decision-
making by consensus.
 From objective knowledge to contextual knowledge – this shift requires one to
explain properties of the parts within the context of the whole or in terms of
environments and systems.
 From quantity to quality – assessments have traditionally emphasized
standardized testing in terms of quantities, numeric scores and measurements.
Schools are challenged to design assessment more adequate than the
standardized tests if they are to practice this principle.
 From structure to process – systems are dynamic and evolving. Thus, the
understanding of living structures is linked to understanding renewal, change
and transformation. This shift is embodied in project-based learning, which
highlights the application of knowledge within evolving real-life contexts.
 From contents to patterns – when we draw maps of relationships, we discover
certain configurations of relationships that appear again and again. We call
these configurations patterns. Instead of focusing on what a living system is
made of, we study its patterns. Pedagogically, the shift reminds us of the
importance of integrating art into programs of study. This enables children even
at young age to recognize and express patterns whether we talk about poetry,
literature, visual arts, performing arts and music.
Hares, M., Eskonheimo, A., Myllytaus, T., & Luukkanen, O. (2006). Environmental literacy in
interpreting endangered sustainability case studies from Thailand and the Sudan,
Geoforum, 37(1), 128-144.
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Kahyaoglu, M. (2009). Perspectives, readiness and self-efficacy of pre-service teachers related
to teaching environmental problems in the context of science and technology education.
Mehmet Akif Ersoy University Journal of Faculty of Education, 9(17), 28-40.
Orr, D. (2000). A sense of wonder. In Z. Barlow & M.Crabtree (Eds.), Ecoliteracy: Mapping the
terrain (p.19). Berkeley: Living in the Real World. Also available electronically at
http://www.ecoliteracy.org/publications/pdf/wonder.pdf.
Let’s Check
Activity 1. Read the question and instructions carefully. Write your answers in the space
provided.
1. In “Ecological Literacy among Secondary School Students,” Addawiah and Norizan (2013)
identified essential ecological concepts that students need to understand. Let us see how
well you know and understand these concepts by writing on the corresponding key ideas
column.
Concepts Key Ideas
The Ecosystem
Energy Flow
Conservation of Resources
The Community
Ecosystem Fragility
Food Webs
Environmental Heterogeneity
Species Diversity
Population Cycles
Predator-Prey Interactions
Let’s Analyze
Activity 1. Use the following questions to evaluate your understanding of the concepts,
principles and ideas in the chapter. Write your answers in the space provide.
1. What environmental issues and concerns move you and provoke you to action? What
efforts and practical steps do you do to influence others to take action?
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2. Develop a personal definition of sustainability.

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3. What are greening initiatives done by your department or college?
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In a Nutshell
provided.
1. What personal greening initiatives would you propose to your own campus, community
and home?
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Big Picture in Focus: ULOb. Characterize artistic literacy
Metalanguage
In this section, the most essential terms relevant to the study of artistic literacy and to
demonstrate ULOa will be operationally defined to establish a common frame of reference as to
how the texts work in your chosen field or career. You will encounter these terms as we go
through the study of literacy. Please refer to these definitions in case you will encounter difficulty
in the in understanding educational concepts.
1. Artistic Literacy. The knowledge and understanding required to participate authentically

in the arts.
2. Creativity. The process of having original ideas that have value.
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Essential Knowledge
Artistic Literacy
While individuals can learn about dance, media, music, theater and visual arts through
reading print texts, artistic literacy requires that they engage in artistic creation processes
directly through the use of materials (e.g. charcoal or paint or clay, musical instruments or
scores) and in specific spaces (e.g. concert halls, stages, dance rehearsal spaces, arts studios
and computer labs).
Researches have recognized that there are significant benefits of arts learning and
engagement in schooling (Eisner, 2002; MENC, 1996; Perso, Nutton, Fraser, Silburn & Tait,
2011). The arts have been shown to create environments and conditions that result in improved
academic, social and behavioral outcomes for students, from early childhood through the early
and later years of schooling.
The flexibility of the forms comprising the arts positions students to embody a range of
literate practices to:
 Use their minds in verbal and nonverbal ways;

 Communicate complex ideas in a variety of forms;
 Understand words, sounds and images;
 Imagine new possibilities; and
 Persevere to reach goals and make them happen.
Engaging in quality arts education experiences provides students with an outlet for
powerful creative expression, communication, aesthetically rich understanding and connection
to the world around them. Being able to critically read, write and speak about art should not be
sole constituting factors for what counts as literacy in the Arts (Shenfield, 2015). Considerably,
more dialogue, discussion and research are necessary to form a deeper picture of the Arts and
creativity more broadly. The cultivation of imagination and creativity and the formation of deeper
theory surrounding multimodality and multi-literacies in the Arts are paramount.
Benefits form the Arts by Elliot Esner
1. Form and content cannot be separated. How something is said or done shapes the
content of experience. In education, how something is taught, how curricula are
organized, and how schools are designed impact upon what students will learn. These
“side effects” may be the real main effects of practice.
2. Everything interacts; there is no content without form and no form without content. When
the content of a form is changed, so too is the form altered. From and content are like
two sides of a coin.
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3. Nuance matters. To the extent to which teaching us an art, attention to nuance is critical.
It can aso be said that the aesthetic lives in the details that the maker can shape in the
course of creation. How a word is spoken, how a gesture is made, how a line is written
and how a melody is played, all affect the character of the whole. All depend upon the
modulation of the nuances that constitute the act.
4. Surprise is not to be seen as an intruder in the process o inquiry, but as a part of the
rewards one reaps when working artistically. No surprise, no discovery, no discovery, no
progress. Educators should not resist surprise, but create the conditions to make it
happen. It is one of the most powerful sources of intrinsic satisfaction.
5. Slowing down perception is the most promising way to see what is actually there. It is
true that we have certain words to designate high levels of intelligence. We describe
somebody as being swift, or bright, or sharp, or fast on the pickup. Speed in its swift
state is a descriptor for those we call smart. Yet, one of the qualities we ought to be
promoting in our schools is a slowing down of perception: the ability to take one’s time,
to smell the flowers, to really perceive in the Deweyan sense, and not merely to
recognize what one looks at.
6. The limits of language are not the limits of cognition. We know more than we can tell. In
common terms, literacy refers essentially to the ability to read and to write. But literacy
can be re-conceptualized as the creation and use of a form of representation that will
enable one to create meaning – meaning that will not take the impress of language in its
conventional form. In addition, literacy is associated with high level forms of cognition.
We tend to think that in order to know, one has to be able to say. However, as Polanyi
(1969) reminds us, we know more than we can tell.
7. Somatic experience is one of the most important indicators that someone has gotten it
right. Related to the multiple ways in which we represent the world through our multiple
forms of literacy is the way in which we come to know the world through the entailments
of our body. Sometimes one knows a process or an event through one’s skin.
8. Open-ended tasks permit the exercise of imagination and an exercise of the imagination
is one of the most important of human aptitudes. It is imagination, not necessity, that is
the mother of invention. Imagination is the source of new possibilities. In the arts,
imagination is a primary virtue.
Characterizing Artistically Literate Individuals
 Use a variety of artistic media, symbols and metaphors to communicate their own
ideas and respond to the artistic communications of others;
 Develop creative personal realization in at least one art form in which they
continue active involvement as an adult;
 Cultivate culture, history and other connections through diverse forms and
genres of artwork;
 Find joy, inspiration, peace, intellectual stimulation and meaning when they
participate in the arts; and
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 Seek artistic experiences and support the arts in their communities.

Issues in Teaching Creativity
1. Most useful subjects such as Mathematics and languages for work are at the bottom.
2. Academic ability has come to dominate our view of intelligence. Curriculum
competencies, classroom experiences and assessment are geared toward the
development of academic ability.
Challenges faced by educators:
 educate the well-being of learners and shift from the conventional learnings
toward academic ability alone;
 give equal weight to the arts, the humanities and to physical education;
 facilitate learning and work toward stimulating curiosity among learners;
 awaken and develop powers of creativity among learners; and
 view intelligence as diverse, dynamic and distinct contrary to common belief that
it should be academic ability-geared.
Components to Developing Curriculum that Cultivate Students’ Artistic and Creative Literacy
1. Imagination and pretense, fantasy and metaphor
A creative curriculum will not simply allow, but will actively support, play and
playfulness. The teacher will plan for learning and teaching opportunities for
children to be, at once, who they are and who they are not, transforming reality,
building narratives, and mastering and manipulating signs and symbol systems.
2. Active menu to meaning making
In a classroom where children can choose to draw, write, paints or play in the
way that suits their purpose and/or mood, literacy learning and arts learning will
inform and support each other.
3. Intentional, holistic teaching

A creative curriculum requires a creative teacher who understands the creative
processes, and purposefully supports learners in their experiences. Intentional
teaching does not mean drill and rote learning indeed; endless rote learning
exercises might indicate the very opposite of intentional teaching. What makes
for intentional teaching is thoughtfulness and purpose, and this could occur in
such activities as reading a story, adding a prop, drawing children’s attention to a
spider’s web and playing with rhythm and rhyme. Even the thoughtful and
intentional imposing of constraints can lead to creativity.
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4. Co-player, co-artist
Educators must be reminded of the importance of understanding children as

current citizens, with capacities and capabilities in here and now. It is vital for
teachers to know and appreciate children and what they know by being mindful
of the present and making time for conversation, interacting with the children as
they draw. Teachers must try to avoid letting the busy management work of their
days take precedence and distract them from the ‘being’.
Self-Help: You can also refer to the sources below to help you
further understand the lesson:
Eisner, E. (2002). What can education learn from the arts about the practice of education? The
Encyclopedia of Informal Education. Retrieved from
https://www.infed.org/eisner_arts_the_practice_or_education.htm
Shenfield, K. (2006). Literacy in the arts. Literacy Learning: the Middle Years. 23 (1).
Let’s Check
provided.
1. What is your personal definition of creativity?
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2. Recall some of the creative classroom activities you had in school. What made them
creative?
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Let’s Analyze
provided.
1. Is creativity the same with innovativeness? Read various definitions on these two concepts
and organize your notes using a Venn Diagram.
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2. Refer to the characteristics of artistically literate students. Examine yourself and tell whether
you possess any of the characteristics mentioned.
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3. Explain this quotes from Picasso: All children are born artists. The problem is to remain as
an artist as we grow up.
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In a Nutshell
Activity 1. Read the questions and instructions carefully. Write your answers on the space
provided.
1. How should arts learning be structures so that students can begin to think like an artist?
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2. What are the best practices in teaching that create an active or student-centered
learning environment?
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3. Why are the 21st century skills or personal dispositions important goals for students in
arts education?
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4. Guided by the characteristics mentioned, can you name artists from your family, school
and community? Make a profile of these artists.
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5. Choose a grade level and topic. Design instructional plan showing creative classroom
activities that will engage learners.
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Big Picture
expected to:
a. Apply principles of critical literacy in designing lessons and classroom activities.
Big Picture in Focus: ULOa. Apply principles of critical literacy in

designing lessons and classroom activities
Metalanguage
In this section, the most essential terms relevant to the study of artistic literacy and to
demonstrate ULOb will be operationally defined to establish a common frame of reference as to
how the texts work in your chosen field or career. You will encounter these terms as we go
through the study of literacy. Please refer to these definitions in case you will encounter difficulty
in the in understanding educational concepts.
1. Critical Literacy. A vital element to teach pupils in the 21st century.
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Essential Knowledge
Critical Literacy
The concept of critical literacy is theoretically diverse and combines ideas from various
critical theories such as critical linguistics, feminist theory, critical race theory, as well as reader
response theory and cultural and media studies (Luke et al., 2009).Critical literacy is a central
thinking skill that involves the questioning and examination of ideas and requires one to
synthesize, analyze, interpret, evaluate and respond to the texts read or listened to (University
of Melbourne, 2018). Critical literacy uses texts and print skills in ways that enable students to
examine the politics of daily life within contemporary society with a view to understanding what it
means to locate and actively seek out contradictions within modes of life, theories and
substantive intellectual positions (Bishop, 2014). Rather than promoting any particular reading
of any particular group or text, critical literacy seeks to examine the historical and
contemporaneous privileging of an exclusion of groups of people and ideas from mainstream
narratives (Lankshear & McLaren, 1993). It is a kind of literacy about structures, structural
violence and power systems.
Since the 1990s, critical literacy theorists have outlined emancipatory theories of
learning (Freire & Macedo, 1987) that addressed the complex relations of language and power
through social critique, advocacy and cultural transformation (Knoblauch & Brannon, 1993).
Educational researches discuss critical literacy as a theory of social practice, as the negotiation
of and the creation of meaning for social justice. While there is no single model of critical literacy
(as there is no single model of youth organizing) the emphasis on Freire’s action-reflection cycle
of “praxis” has offered participants a concept through which to construct meanings that support
their literacy for civic engagement.
History of Critical Literacy Theory

Much of the earliest scholarship on critical literacy is grounded in Freirian pedagogy. in
1987, Freire and Macedo published their expansive volume on literacy and critical pedagogy. In
it, they argued that those who are critically literate can understand not only how meaning is
socially constructed within texts, but also the political and economic contexts in which those
texts were created and embedded. It was not until 1993 that Lankshear and McLaren issued
what was to become the seminal text devoted to the topic. In it, they stated that literacy is more
complex than the traditionally defined skills of reading and writing. Rather, they argued that such
a traditional definition of literacy is ideologically aligned with particular postures of normative
socio-political consciousness that are inherently exploitative. By contrast, critical literacy
emphasized the social construction of reading, writing and text production within political
contexts of inequitable economic, cultural, political and institutional structures. Lankshear and
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McLaren argued for critically reflective teaching and research focused on both the forms that
literate skills take as social practices and the uses to which those skills are employed.
Three forms of educational practice
 Liberal education – means an approach to disciplinary knowledge where intellectual

freedom exists and where disparate interpretations are considered, but inevitably
contradiction is avoided and rational argumentation wins out.
 Pluralism – there is an emphasis on reading to evaluate principles that support a loose
conception of tolerance. Tolerance here is aligned with a notion of diversity that is
grounded on benevolence toward those who are not mainstream (and in the process
maintains the mainstream).
 Transformative praxis – takes the radical potential of critical literacy into direct
emancipatory action in the world. Praxis is here defined through the Freirian (1970)
process of naming the conditions of oppression and struggling collectively with others in
a cycle of action-reflection-action against such oppression. Lankshear and McLaren
argued that a guiding principle behind the processes of transformative critical literacy
praxis involves an analysis “attempting to understand how agents working within
established structures of power participate in the social construction of literacies,
revealing their political implications”.
Critical Literacy Praxis

This is also called political and social literacies that involves textual studies that are
analyzed at the discursive level in which the texts were created and in which they are sustained.
While the authors understood that this move might lead to such literacies being seen as
“potentially subversive”, they forwarded a key distinction centering on the difference between
political indoctrination and the development of a critical consciousness-or what Freire (1970)
called “conscientization”.
Four perspectives on the relationship between language and power
a. to understand how language maintains social and political forms of domination;
b. to provide access to dominant forms of language without compromising the integrity of
non-dominant forms;
c. to promote diversity which requires attention to the way that uses of language create
social identities; and
d. to bring a design perspective that emphasizes the need to use and select from a wide
range of available cultural systems.
Critical Literacy and the Arts
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The creation of artistic products by an individual and the perception and rejection upon
others’ artworks showcase the power of critical literacies at work within Arts contexts. Luke
(2000) argues that it is the primary aim of critical literacy to:
1. allow students to see how texts work to construct their worlds, their cultures and their
identities in powerful, often overtly ideological ways; and
2. understand how they use texts as social tools in ways that allow for a reconstruction of
these same worlds.
The arts, literacies and reality are dynamically linked and the understanding attained by
critically reading aesthetic texts involves perceiving the relationship between the art, its creator
and its context. Both the practice and understanding of art forms, and being critically literate are
interconnected. Indeed, critical literacy makes possible a more adequate ‘reading’ of the world,
on the basis of which people can enter into ‘rewriting’ the world into a formation in which their
interests, identities and legitimate aspirations are more fully present and present more equally.
Four-tiered approach to early reading instruction

These approaches are necessary but not sufficient sets of social practices requisite for
critical literacy. A recent version of the model offered the following descriptions:
 Coding Practices: Developing Resources as a Code Beaker – How do I crack this text?
How does it work? What are its patterns and conventions? How do the sounds and the
marks relate, singly and in combinations?
 Text-Meaning Practices: Developing Resources as a Text Participant – How do the
ideas in the text string together? What cultural resources can be brought to bear on the
text? What are the cultural meanings and possible readings that can be constructed from
this text?
 Pragmatic Practices: Developing Resources as Text User – How do the uses of this text
shape its composition? What do I do with this text, here and now? What will others do
with it? What are my options and alternatives?
 Critical practices: Developing Resources as Text Analyst and Critic – What kind of
person, with what interests and values, could both write and read this naively and
without any problem with it? What is this text trying to do to me? In whose interests?
Which positions, voices and interests are at play? Which are silent and absent?
There are a number of classroom activities that can be used to apply the aforementioned
approaches.
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Textual Analysis
Textual analysis can be guided by asking the learners to make their way systematically
through a list of questions such as the following:
 What is the subject or topic of this text?

 Why might the author have written it?
 Who is it written for? How do you know?
 What values does the author assume the reader holds? How do you know?
 What knowledge does the reader need to bring to the text in order to understand it?
 Who would feel ‘left out’ in this text and why? Who would feel that the claims made in the
text clash with their own values, beliefs or experiences?
 How is the reader ‘positioned’ in relation to the author (e.g. as a friend, as an opponent,
as someone who needs to be persuaded, as invisible, as someone who agrees with the
author’s views)?
Another approach for analyzing texts is to use a checklist such as CARS (Credibility,
Accuracy, Reasonableness, Support) which was originally developed for use in evaluating web
sites.
Credibility
Evidence of authenticity and reliability is very important. Tests that help the reader judge
the credibility of a text include examining the author’s credentials and the quality of content. It is
necessary to look for biographical details on their education, training and/or experience in an
area relevant to the information by asking, “Do they provide contact information (email or postal
address, phone number)? What do you know about the author’s reputation or previous
publications”? Information texts should pass through a review process, where several readers
examine and approve the content before it is published. Statements issued in the name of an
organization have almost always been seen and approved by several people.
Accuracy
Information needs to be up to date, factual, detailed, exact and comprehensive. Things t
bear in mind when judging accuracy include timelines and comprehensiveness. We must
therefore be careful to note when information was created, before deciding whether it is still of
value. It is always a good idea to consult more than one text. Indicators that a text is inaccurate,
either in whole or in part, include the absence of a date or an old date on information known to
change rapidly; vague or sweeping generalizations; and the failure to acknowledge opposing
views.
Reasonableness
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Reasonableness involves examining the information for fairness, objectivity and

moderateness. Fairness requires the writer to offer a balanced argument and to consider claims
made by people with opposing views. A good information text will have a calm, reasoned tone,
arguing or presenting material thoughtfully. Like comprehensiveness, objectivity is difficult to
achieve. Good writers, however try to minimize bias.
Support
Support for the writer’s argument from other sources strengthens their credibility. It can
take various forms such as writing bibliography and references and corroboration. It is good
idea to triangulate information, that is to find at least three texts that agree, further research into
the range of opinion or disagreement is needed. Readers should be careful when statistics are
presented without identifying the source or when they cannot find any other texts that present or
acknowledge the same information.
Text Clustering
Text clustering involves confronting students with texts which obviously contradict with
each other. The task is to use whatever evidence they can find to try to make judgments about
where the truth actually lies. Sometimes, these judgments are relatively easy. News reports,
fairy tales, everyday texts are good materials for text clustering.
Self-Help: You can also refer to the sources below to help you
further understand the lesson:
Friere, P., & Macedo, D. (1987). Literacy: Reading the word and the world. South Hadley, MA:
Bergin & Garve.
Knoblauch, C. & Brannon, L. (1993). Critical teaching and the idea of literacy. Heinemann:
Portsmouth, NH.
Lankshear, C. & McLaren, P. (1993). Critical literacy: Radical and postmodernist perspectives.
Albany, NY: SUNY Press.
The University of Melbourne. (2018). A priority for the 21st century. Retrieved from http://the
goodproject.org/wp-content/uploads/2013/04/critical.pdf
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Let’s Check
provided.
1. Assess your critical literacy skills by answering the following questions with YES or NO.
a. Do you evaluate your sources before using them in your essays?
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b. Do you support your opinions and claims with expert’s ideas?
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c. Do you read with a critical eye?
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d. Do you manage the vast amount of information you need to read?
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e. Do you verify data and information before accepting them?
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Let’s Analyze
provided.
1. Let us explore your personal literacy histories by recalling and writing below your answers
to the following:
a. Your first memories of reading (what, where, with whom?)
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b. Favorite reading as a child and as an adult
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c. The most important book/s or author/s in your life
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d. The main roles and purpose of reading in your life (as a parent, professional, for
pleasure, religious purposes, etc.)
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In a Nutshell
Activity 1. Read the questions and instructions carefully. Write your answers on the space
provided.
1. List down the skills related to critical literacy.
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2. Collect a range of reading materials.

a. Classify by categories (e.g. requests from charities, public information leaflets).
b. When you have worked out five or six broad types, identify:
 Who produced them (e.g. public bodies, commercial enterprises, local
authorities)
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 For whom they are produced
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 Why the texts were produced
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 Whether each one is relevant to you or not, and why.
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c. Choose one text from each category that particularly appeals to you, either
because of its style or its content. Explain.
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2. Choose a grade level and topic. Design instructional plan showing creative classroom
activities that will engage learners.
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EDUC 108 1st Sem Submitted Dean

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Course Outline : EDUC 108 – Building and Enhancing New Literacies

Across the Curriculum

Course Coordinator: Hayden B. Gemarino

Course Outline Policy

Areas of Concern Details

Since this course is included in the licensure

Please note that academic dishonesty such as cheating

However, if the late submission of assessment paper

For group assessment tasks, the course coordinator will

standards or other reasonable circumstances e.g.

If disapproved by the course coordinator, you can

All culled from on-campus/onsite sessions (TBA):

Submission of the final grades shall follow the usual

Preferred Referencing Style Depends on the discipline; if uncertain or inadequate,

You can also meet the course coordinator in person

For students who have not created their student email,

Contact Details of the Dean Dr. GINA FE G. ISRAEL

Course Information – see/download course syllabus in the Quipper LMS

a. Develop a clear and practical understanding of conventional literacy;

Big Picture in Focus: ULOa. Develop a clear and practical

*Richardson, W. (2014). New literacies in the classroom. Retrieved from

1. Given the traditional/conventional concept of literacy, how literate are you?

2. How deep is your level of comprehension?

3. Although reading education in the Philippines aims to develop Functional/Practical

Activity 1. Lesson Planning and Lesson Demonstration:

1. Globalization. It is the process of interaction and integration between people, business

8. Skills and knowledge required for one to be multi-culturally literate:

9. Principles of Multicultural Pedagogy.

1. Consider regional discrimination in the Philippines: If a woman speaks Cebuano or bisaya

Big Picture in Focus: ULOc. Examine the issues in social literacy

3. Views on how children live socially

4. Issues in Teaching Social Literacy

*Lawson, C. (2003). Social skills and school. Retrieved from https://www.cdl.org/articles/social-

Activity 1. Please elaborate your answers to the questions below:

Big Picture in Focus: ULOa. Assess the level of personal financial

a. knowledge of financial products (e.g. a stock vs a bond, fixed vs adjustable rate

Standards Key Concepts

Earning income  income earned or received by people

Buying goods and  scarcity, choice and opportunity cost

Saving  concept of saving and interest

Using credit  concept of credit and the cost of using credit

Financial investing  concept of financial investment

Protecting and insuring  concepts of financial risk and loss

The Benefits of Financial Literacy

Financial Literacy in the Philippines

Characteristics on How People View Money

Developing Personal Financial Literacy

Fixed vs Variable Expenses

Setting Financial Goals

Developing a Spending Plan

There are two ways to save:

In order to stick to the savings habit, you should:

Monthly total Fixed Variable

Ideal budget Current budget

Goals Definition Examples

Big Picture in Focus: ULOb. Appreciate the importance of

1. Media messages are constructed.

What Media Literacy is Not

Challenges to Media Literacy Education

 “How do we teach it?”

 tool literacy – competence in using hardware and software tools;

Skills and competencies comprising digital literacy (Bawden, 2008)

Information Literacy within Digital Literacy