Professional Documents
Culture Documents
Educ 10: Building and Enhancing New Literacies Across The Curriculum
Educ 10: Building and Enhancing New Literacies Across The Curriculum
Shared Practices
Educators identify many gaps in education namely: achievement gaps, funding gaps,
school-readiness gaps and the other gap that goes unexamined – the cultural gap between
students and teachers (Hawley, W., Irvine, J.J., and Landa, M. (1991)..
Overcoming Stereotypes
To engage students effectively in the learning process, teachers must know
their students and their academic abilities individually rather than relying on
racial or ethnic stereotypes or prior experience with other students of similar
backgrounds.
Culturally Relevant Curriculum
It is crucial to academic performance and essential to culturally responsive
pedagogy.
Honoring Home Language
Teachers are often young immigrant first regular, on-going contact with
someone outside their home community and culture.
The social phenomena and the shared cultural practices are part of the challenges in the
teaching-learning process. For the teachers, it is how they will integrate the 21 st century learning
skills in teaching the students using the appropriate pedagogy, methods and strategies catering
the diversity of culture. It is also the challenge of the students on how to response on the social
phenomena that they might experience using the skills they learn.
Making small changes within the classrooms can create big changes globally
(Boutte,2008). Students must have learning experiences that has an impact in changing the
world. Learning it first inside the classroom can develop their sense of responsibility and
initiative to create changes that will address concerns and issues in the society. As diversity
grows there is more representative of students in today’s classroom. Sending a message of
empathy and tolerance in schools as a need to develop deeper understanding of others and
appreciation of different cultures is a way of teaching students to be advocates of
multiculturalism.
Global literacy aims to address issues of globalization, racism, diversity and social justice
(Guo,2014). It requires awareness and action consistent with a broad understanding of humanity,
the planet, and the impact of human decision on both. It also aims to empower students’
knowledge and take actions to make a positive impact in the world and their local community.
According to the Ontario Ministry of Education (2013), a global citizen should display
most or all of the following characteristics:
Respect for human no matter their race, gender, religion or political perspectives.
Respect for diversity and various perspectives.
Promoting sustainable patterns of living, consumption and production.
Appreciate the natural world and demonstrate respectful towards the rights of all living
things.
Here are five keys for development:
The phrase “global literacy”, taken literally, conjures up several possible meanings, for
example, basic literacy levels around the world or improving geographical knowledge. However,
in this case it is used to convey a broader goal of fluency in skills and competence relating to
knowledge and understanding of nations and cultures.
We are all deeply connected and will continue to be because of the many far-reaching
changes now occurring: the rise of emerging economies, growing urbanization (especially in
Asia) accelerating technological change, challenge in future decades as population age and the
increased global flow of people, trade and finance (as explicated in 2015 by the directors of the
McKinsey Global Institute, Dobbs, Manyika, and Woetzel).
To enable students to thrive a global citizen, a world-wide mindset is the best preparation,
as well as an education that aims at appreciating the great diversity of cultures and their life
stories. The necessity for this kind of literacy is recognized by prominent educational leaders,
albeit using slightly different terms. For example, among the terms used are:
Global competence- defined as the ability 1) to investigate the world 2) recognize
perspectives 3) communicates ideas, and 4) take action
Intercultural understanding- defined as the ability to 1) exhibit curiosity and basic
knowledge about global cultures, 2) expect complexity and multiple perspectives, 3) see
self as part of multiple cultures, 4) value cultural diversity, 5) be comfortable with
ambiguity
Cultural intelligence- defined as the capability to relate to and work effectively with
people from different cultures.
Multicultural literacy consists of the skills and ability to identify the creators of
knowledge and their interests (Banks, 1996), to uncover the assumptions of knowledge, to view
knowledge from diverse ethnic and cultural perspective and to use knowledge to guided action
that will create humane and just world (Boutte,2008).
Multicultural literacy then brings attention to diversity, equity and social justice to foster
cultural awareness by addressing difficult issues like discrimination and oppression towards
other ethnicities. Education for multicultural literacy should help students to develop the 21 st
century skills and attitudes that are needed to become active citizens who will work towards
achieving social justice within our communities.
Multicultural Teacher
Delivers teaching and learning on the familiar context of the learners and attends to their
ways of thinking.
Multicultural literacy is adapted from the work of Hirsh (1988) transforming it into an
inclusive as opposed to exclusive- concept, measuring Eurocentric accounts of cultural and
historical knowledge (Taylor & Hoechsmann, 2011). It depends less on recalling facts and more
on developing the means of measuring cross cultural awareness. It is through this that
multicultural literacy is intended to address the complex issues within today’s society.
According to the Ministry of Education (2013), “culture goes much deeper than typical
understandings of ethnicity, race, and/or faith. It encompasses broad notions of similarity and
difference. Hence, one of the key practices in the classroom for multicultural literacy is for
teachers to not be colour blind, label students, use negative connotations in relation to diverse
backgrounds (Hawkins,2014).
Multicultural Literature
To be able to integrate, use and make meaning of multicultural texts in the classroom is a
good starting point (Iwai,2015). Because most books are primarily Eurocentric and tend to
portray animal or characters with characterized and values of mainstreams lifestyles, having
books that contains diverse perspectives allows students to not only be aware of views of
different from their own, but also see themselves in relation to those. By having students reflect
on their own lives, they see how “rich” they are in comparison into characters featured in
multicultural literature which enables them to express their emotions similar to those characters
(Huang & Kowalick, 2014).
However, when selecting and presenting multicultural texts for classroom, it is important
that teachers engage in authentic instruction. Reading a few books here and these on diverse
people sends strong messages about what is normal and what is not.
This means that it is necessary to fully engage with the texts to ensure (Iwai, 2015).
One of the major tenets of being an effective teacher is being able to find opportunities to
incorporate different aspects of students’ learning and literacy across the curriculum is the same
with multicultural literacy.
Iwai (2015) also offers a few other approaches to using multicultural literature:
Open-mind Portraits
Sketch-to-Stretch
Double entry journals
Interactive writing
Storyboards
Every classroom contains students of different race, religion and cultural groups.
Students embrace diverse behaviours, cultural values, patterns of practice and communication.
Yet they all share one commonality: their educational opportunity (Guo, 2014).
Teachers should teach their students that other cultures exist and that these deserve to be
acknowledged and respected, integrating a variety of cultural context into lessons and activities,
teaches students to view the world from many angles, creates a respect for diversity and enables
students to learn exciting information. As classroom become increasingly more diverse, it is
important for educators to acknowledge an address diversity issues to integrate multiculturalism
information into the classroom curriculum.
3.LEARNING SKILLS (THE FOUR C’s)
Introduction
The learning skill teaches students about mental process required to adapt and improve
upon modern work environment. The four C’s are by far the most popular 21 st century skills.
These skills are also called learning skills. More educators know these skills because they are
universal needs for any career. They also vary in terms of importance, depending on an
individual’s career aspirations.
At the end of this module, the students are expected to:
classify the different categories of the 21st century skills;
adapt teaching tips that are effective and appropriate in teaching the different categories
of the 21st century skills; and
appraise the importance of the new literacies needed in the career readiness skills.
3.1 Critical Thinking Skills. Arguably, this is the most important quality for someone to have in
health sciences. In business settings, critical thinking is essential to improvement. It is the
mechanism that needs out problems and replaces them with fruitful endeavours. It is what helps
students to figure out for themselves when they don’t have a teacher at their disposal.
Link: https://www.indeed.com/career-advice/career-development/critical-thinking-skills
Seven Ways to Teach Critical Thinking in Elementary Education
Critical thinking skills are an increasingly important element of elementary education, but
teaching them can often be a challenge for elementary school teachers. From what critical
thinking is to how to incorporate it into everyday lessons, we examine the essentials of these
fundamental intellectual skills.
Critical thinking goes beyond memorization, encouraging students to connect the dots
between concepts, solve problems, think creatively, and apply knowledge in new ways. Despite
myths that critical thinking skills are only applicable to subjects like Science and Math, the
reality is that these skills- which are based on the evaluation and application of knowledge- are
not only vital for success in all subject areas, but everyday life as well.
Critical thinking exercises for elementary education.
Ask questions. Asking questions, especially open-ended questions, gives elementary
school students a chance to apply what they’ve learned and build on prior knowledge.
Encourage decision-making. Since a large part of teaching critical thinking skills
revolves around applying knowledge and evaluating solutions, elementary school
teachers should encourage decision-making as much as possible.
Work in progress. Group projects and discussions are another excellent way for
elementary school teachers to encourage critical thinking skills.
Incorporate different points of view. Some of the very best critical thinking exercises
for elementary school students involve exploring a concept from multiple perspectives.
Connect different ideas. Connecting different ideas is key to teaching critical thinking.
Inspire Creativity. Imagination is key to teaching critical thinking in elementary school.
Brainstorm. Brainstorming, a time-honored tradition in elementary education, is an
excellent learning tool.
3.2 Creativity Skills. It is thinking outside the box and equally important as a means of
adaptation. This skill empowers students to see concepts in a different light which leads to
innovation.
Link: https://www.indeed.com/career-advice/career-development/creativity-skills
Ways to Teach Creativity in the Classroom (McClure, L. (2015)
Education expert Sir Ken Robinson notes that in the factories of the 20 th century,
creativity was not valued. Yet in the start ups of the 21 st century, it is critical for success.
Teachers can do right now is to prepare students for the world of the future.
1. Starts student notebooks for ideas in the wild.
2. Explore new inspiration sources together.
3. Research other makers during class.
4. Introduce mindfulness as a creativity tool.
5. Listen to fun stories about design.
6. Brainstorm solutions to a common challenge.
7. Invent a healthy snack for a picky eater.
8. Try a real-world design challenge together.
9. Begin #The100DayProject with your students.
Here are some steps for supporting students in deep and meaningful collaboration.
1. Establish Group Agreements.
2. Teach them how to listen.
3. Teach them the art of asking good questions.
4. Teach them how to negotiate.
5. Teach them how to negotiate.
6. Group Brain Power.
20 Collaborative Learning Tips And Strategies For Teachers (Clifford, M., 2020)
Groups tend to learn through “discussion, clarification of ideas, and evaluation of other’s
ideas.” Perhaps information that is discussed is retained in long-term memory. Research by
Webb suggests that students who worked collaboratively on math computational problems
earned significantly higher scores than those who worked alone. Plus, students who
demonstrated lower levels of achievement improved when working in diverse groups.
Collaborative learning teams are said to attain higher level thinking and preserve information for
longer times than students working individually.
Many consider Vygotsky the father of ‘social learning’. Vygotsky was an education rebel
in many ways. He controversially argued for educators to assess students’ ability to solve
problems rather than merely acquire knowledge. The idea of collaborative learning has a lot to
do with Vygotsky’s idea of the “zone of proximal development.” It considers what a student can
do if aided by peers and adults. By considering this model for learning, we might consider
collaboration to increase students’ awareness of other concepts.
Communication skills are crucial to your success in our new digital world. For one, we’re
collaborating more than ever. Ideas, information and feelings need to be accurately exchanged.
As their teacher, you can follow these 8 strategies to enhance student’s speaking and
writing abilities, no matter their age.
These 8 tips can help you immensely with improving student communication skills. They
can be adapted for most every kind of student from kindergarten to high school.
Communication Games and Activities for Kids, Teens and Students (Miller, K. 2019)
Our world is in a communication crisis. Kids spend astounding amounts of time on their
electronic devices and with this shift, they are losing their skills in how to communicate their
needs—with their own voices. With the availability of alternative sources of social support
(Leung, 2007), reaching kids in a one-to-one setting is difficult. The skill of self-expression in
real life and face-to-face interaction has far-reaching implications. Improving communication
skills in children of all ages today could benefit generations to come, salvaging the power of
verbal communication in a world buzzing with technological alternatives.
Certain activities, exercises, and games can teach children to communicate better. In most
settings, adults decide the communication style and social norms. The rules of etiquette are also
decided by adults.
The following are effective communication fundamentals (Stanfield, 2017):
Empathy;
Conversation skills;
Established listening and speaking procedures;
Respectful vocabulary;
The power of the pause;
Practice speaking and listening in natural settings;
Introspection;
Turn-taking.
Every day, if you work with kids or have them yourself, you model how to ask for what
you need. Even simple moments where you ask a co-worker for a pencil can be goldmines of
modelling.
Most of these games do not take long, and the skills they teach are foundational to future lessons.
1. Guess the Object
2. Show and Tell
3. Feelings Corner
4. Turn-Taking
5. Picture-Telling
6. Finish-the-Nursery-Rhyme Story
Classrooms are not for the faint of heart. Teachers deserve the credit for establishing the
parameters for their students to learn basic communication. What a teacher tolerates and
encourages from their students is one way that children absorb communication habits. Criticism
and judgment from classmates should be avoided in classroom culture as much as possible.
These issues must be addressed, while also recognizing students practicing clear and kind
communication. The language and tone used in classrooms are important. Teachers who berate
and shame kids may speak of frustration with unhappy and critical students.
As the leader in the classroom, teachers are in a position to influence positive language
and tone. Congruent communication is one way for teachers to demonstrate skills in the
classroom (Brown, 2005). The role of active listening and body language among adolescents can
help create an atmosphere of trust and mutual understanding between teacher and students.
Social interaction among peers is also important in the growth of communication skills.
The more inclusive the focus of a classroom, the more growth each student will experience. We
are hard-wired to cooperate with others. Fostering positive interactions will benefit the entire
culture of the classroom, as well as teach children skills that will serve them throughout life.
4 Ways Students Can Improve Communication Skills
Practice makes improvement—not perfection. Once kids are aware of these skills, the
practice is available in every interaction.
Active listening skills through reinforcement
Group projects with collaboration
Know the benefit of open-ended questions
Developing empathy
6 Communication Games and Activities for Elementary Students
Telephone is a common “playground game,” and also a powerful metaphor for teaching
miscommunications and the practice of sharing information. The rest of the games, like
Telephone, are also quite fun.
1. Telephone
2. Emotional Charades
3. Audio Book Interaction
4. Internet Resources
5. Role-Playing
6. The Follow All Instructions Activity
7. Games and Activities for Middle and High School Students
So far a lot of games geared towards younger audiences, although they can be applied to
older students too. Now we offer resources specifically for older students.
1. Famous Pairs
2. The Best Parts of Our School
3. The Enigmatic Self
4. Stand Up for Fillers
5. Blindfold Game
6. Drawn Understanding
7. Find It Together
5 Communication Games and Activities for College Students
Students at the college level have likely developed some effective communication skills.
At this level of education, there are still deep needs to practice communication—it is a skill that
needs work.
1. The Guessing Game
2. One Word Letters
3. Study Groups
4. Team Debate Projects
5. Peer Mentoring
These games can all start or end with a discussion on what is more valuable in
communication: nonverbal or verbal cues?
1. You Don’t Say
2. Picture Telling with Writing
3. Mimes
4. Movement Sticks
5. Mirrors
5 Active Listening Games and Exercises
4. Popcorn Storytelling
5. What’s My Favorite Movie?
5 Assertive Communication Activities for Teens
Assertive communication is a healthy way to express one’s needs. Being respectful and
honest may still cause discomfort, and negotiating that discomfort is a critical skill. The
following are activities that can help teens to develop these vital communication skills.
1. Emotion Awareness
2. Fists
3. Situation Samples
4. Eye Contact Circle
5. Role-playing
Good communication is a skill that serves people in every area of life. Even the best
communicators make mistakes, let alone those of us still learning how to improve. Imagine a
world where everyone knew the emotion behind their message and tried to communicate with
assertive kindness. Equipping children with effective communication skills results in higher
levels of emotional intelligence, higher test scores, lowering incidents of bullying, and
improvements in overall mental well-being. There is so much to gain from practicing these skills.
Introduction
"Children and young people not only need to be able to read for information; they also need
to be able to work out what trust they should place on the information and to identify when
and how people are aiming to persuade or influence them." Curriculum for Excellence
(2009) Literacy across learning Principles and practice paper.
They need to be able to identify what is real and relevant not just for school but for
learning, life and work. Information literacy skills have been around for quite some time in
different guises and several frameworks and definitions have been produced both nationally and
internationally.
“For all societies, Information Literacy is becoming an increasingly important component of not only literacy
policies and strategies, but also of global policies to promote human development.” UNESCO (2003) Towards an
Information Literate Society
"Information literacy is the ability to think critically and make balanced judgements
about anyinformation we find and use. It empowers us as citizens to develop informed views to
engage fully with society." (CILIP (2018) Information Literacy Definition)
Information literacy is a person's ability to know when information is needed, locate the
information, evaluate the information, and use it effectively. It goes beyond just being able to
search for something on the internet or in a book. It involves being able to determine whether or
not the information obtained is true and reliable and the ability to apply the information where
needed (Goode, K., 2003).
Encourage students to keep a journal of their information searches including sites visited,
journals read, terms that were searched, and the results of information searches (positive
or negative).
Require students to use multiple resources (and even multiple types of resources) in their
work.
Develop and administer a library scavenger hunt that enables students to familiarize
themselves with multiple aspects of both the library itself and other sources of
information available to them online.
Require the use of concept maps or other visual diagrams developed to enhance the
research process.
Have students create annotated bibliographies that include information about each of the
sources they use in their work.
Stand-Alone Course
Course-integrated Instruction
Integrating Technology in Content Area Literacy Instruction (Roe, B.D., Kolodziej, N.J.,
Stoodt-Hill, B.D., and Burns, P.C., 2014)
Many students today are immersed in technology daily so much so they are often referred
to as digital natives (Considine, Horton and Moorman, 2009; Roe at al, 2014). They have been
surrounded by information communication technology (ICT) for their entire lives. They
communicate by e-mail, text messaging and listen to digital music. To learn new skills, they use
videos, rather than instructional books. They get their news from television, and the internet,
rather than from newspapers and magazines. They communicate with cell phones that also serve
as both digital cameras and as hand held computers that allow to access to e-mail, text
messaging, surfing the internet.
4.2 Media Literacy (Roe, B.D., Kolodziej, N.J., Stoodt-Hill, B.D., and Burns, P.C., 2014)
Media literacy is the ability to comprehend, evaluate, and produce material for both print
and nonprint media, including the ability to interpret and develop electronic messages that
include images, sounds, movements, and animations (Forcier and Descy, 2008; Roe et al, 2014).
4.3 Visual and Technology Literacy
Visual literacy is the ability to derive meaning from still pictures, animations, and
images in the context of both print and video presentations., as well as the ability to visually
present meaning through these images (Seglem and Witte, 2009; Roe et al, 2014
Computers
Computers are the key to success in most walks of life. They are found in businesses for
communications, record keeping, and accounting; in the cash registers of stores and restaurants,
in household appliances; and in children’s toys and games. Their home uses for communication
and entertainment are also numerous. They have many functions in the literacy education.
Digital literacy is a subset of media literacy. Valmont (2003) points out that digital
literacy includes the active interpretation of nonverbal symbolic systems that authors include in
electronic messages and the construction of sounds, images, graphics, photos, videos, animations
and movements to add nonverbal components to electronic messages.
The writing of student papers, both creative efforts and research reports is an obvious
application of computers to literacy education. The ease of revision and editing that word
processing programs provide makes students more likely to reconsider content, organization,
wording and mechanical aspects of their papers and to make changes after the draft has been
completed. Spelling checkers and grammar checkers alert students to spelling and syntactic
constructions that they may need to change.
Desktop-publishing programs allow for integration of text and graphics. Generally,
users can flow text around graphics, choose from a variety of styles and sizes of type, format
texts into columns, and set up special formats (such as greeting cards, business cards, and
banners). Creating posters, flyers, and class newsletters and magazines are the most common
uses of desktop publishing for literacy and content development.
Skype Application
Using skype software, students can make audio and video connections over the Internet.
Skype support both instant messaging and voice chat for users and allows for conference calling
on cell phones and landline phones.
Social networking sites, such as Facebook, Twitter, and You Tube are extremely popular
with adolescents, who use these sites to communicate with friend. Users create profiles, upload
photos, form groups, send messages and write on each others ‘walls’, employing multimodal
activities. Multimodal activities combine “two or more modes in representation- linguistic
(written words), visual, audio, gestural, and spatial (Mills, 2010).
Chat Rooms
Chat rooms are virtual spaces in which users can meet and have conversations in real
time. They are the most often for social purposes, but teachers are beginning to use them as
instructional tools as well.
Videoconferencing offers opportunities for students to hold conferences over the Internet
with someone who can be seen on a computer’s monitor and heard through its speakers. The
improvements in videoconferencing software and hardware and the availability of broadband
Internet access have made videoconferencing more accessible to school. Videoconferencing may
feature slide shows, live and streaming video, white boards with annotations, and recordings of
the conferences.
A type of videoconferencing is the webinar or web-based seminar. A webinar can be in a
form of lecture, a workshop, or a seminar that is broadcast on the web. It can be collaborative to
various degrees, and it can employ either voice over Internet protocol or use of regular
telephones for audience interaction.
5. LIFE SKILLS
Introduction
A core life skill start in childhood throughout our adult lives and continues into
adolescence, but it is something that can be worked. Life skills armed students to thrive in the
four corners of the classroom and beyond the complex world. It makes life better and each skill
will depend on one’s essential and relevant to life. Basically, any skill that can be applied and
used in daily lives is a life skill. It is a big challenge of the school to teach this kind of skills that
prepare you for real life because generally schools focus on the basic academic skills, like
literacy and numeracy.
At the end of this module, the students are expected to:
Characterize the different life skills that are basically essential and relevant to learner’s
real life;
Assess the right set of life skills that are essential in one’s life in the challenging and
complex world; and
Appreciate the value of the life skills that are taught in the classroom by applying it in the
real life in order to achieve more and prevent from making bad life choices.
5.1 Flexibility
The only constant in this world is change. The ability to adapt and adjust the different
changes in this world is very critical to success.
The inquiry process requires and rewards flexibility. Instead of following a set course or
a rigid set of instructions, students must make constant course corrections as they do the
following:
set goals
seek answers
navigate information
collaborate with others
create something
evaluate their work
improve it
share it with the world
5.2 Initiative
The entrepreneurial spirit is found on initiative – the willingness to step forward with an
idea and take the risk of bringing it to fruition. The changing economic landscape requires
entrepreneurs. Students need to learn how to set goals for themselves, plan how they will reach
their goals and enact their plans.
By teaching students the inquiry process, you equip them to take initiative. When you
step back into a facilitating role, you require students to step forward. Students take the initiative
when they:
question
plan
research
create
improve
present
5.4 Productivity
The productivity of a worker in a country that reached at all time high clearly means that
those who kept their jobs did so in part by producing more than they needed to before. The
increase in productivity among workers in a country means that more is being produced by fewer
people which mean that the job market is even more competitive after the recession than during
it. Workers have lower productivity are being left behind.
By using the inquiry process and developing projects, students learn the habits of
productivity:
goal setting
planning
time management
research
development
evaluation
revision
application
5.5 Leadership
Leadership is a suite of related skills that combines the other life skills. Good leaders take
initiative, have strong social skills are flexible, and are productive.
They also do the following:
identify goals
inspire others to share those goals
organize a group so that all members can contribute according to their abilities
resolve conflicts among members
encourage the group to reach their goals
help group members solve problems and improve performance
give credit where it is due
That list pretty well describes what you do daily as a teacher-because you are the leader
of your class. However, if students are perpetually in the role of followers, they never have to
learn these skills. They need to occasionally become the teacher, and inquiry allows them to
do so. Group projects also require students to take on leadership responsibilities. Inquire
provides many projects that can be done in groups.
5.6 Ecological Literacy
Ecological literacy is the ability to understand the natural system that makes life on earth
possible. An ecologically literate society would be a sustainable society which did not destroy
the natural environment on which they depend. Ecological literacy is a powerful concept as it
creates foundation for an integrated approach to environmental problems. Advocates champion
eco-literacy as a new educational paradigm emerging around the poles of holism, system
thinking, sustainability and complexity.
When we teach ecological literacy, we teach about how nature works. We learn that: (Jones,
2020)
Life is cooperative.
Every living and non-living is connected.
Everything starts with the sun.
Matter cycles.
Ecosystems do not have waste.
People need nature to survive.
Teenagers
8. Teach them contentment.
9. Give them the responsibility of a bank account.
10. Get them saving for college.
11. Teach them to steer clear student loans.
12. Teach them the danger of credit cards.
13. Get them on a simple budget.
14. Introduce them to the magic of component interest.
15. Help them figure out how to make money.