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BUILDING AND ENHANCING NEW LITERACIES

ACROSS THE CURRICULUM
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EDUC 9

BUILDING AND ENHANCING NEW LITERACIES

ACROSS THE CURRICULUM

MODULE 2
21st Century Literacies

Introduction

With the wealth of information that can be easily accessed through

various media - the Internet, TV, radio, printed materials, formal and informal
instruction - how do we guide our students in learning skills or competencies
that have great use for them to adjust to the demands of the 21st century?
As a 21st century teacher, you must be familiar with the new literacies, or
new areas of learning, that you have to emphasize and prioritize when
handling teaching and learning activities. But first, you need to develop these
literacies yourself before you can impart them to your students.

Intended Learning Outcomes

At the end of this module, you are expected to:
1. explain the features and critical attributes of the 21st century literacies;
and
2. express your understanding of the lesson through a poster.

A. 21st Century Literacies and Skills

21st Century Literacies

1. The Arts and Creativity

This literacy can be manifested in creative ways of problem-solving

and expressed through the production of various art works. Teachers and
students need to be more adept in the arts and manifest creativity in various
activities.

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2. Eco literacy

This entails acquiring knowledge about climate change, pollution,

loss of natural habitats and biodiversity as well as the impacts of
environmental problems on human lives. Moreover, solutions on how these
environmental problems could be addressed must also be practiced.
Teachers and students need to develop awareness of the environment.

3. Cyber-literacy/Digital Literacy (Information and ICT Knowledge)

This competency is based on the reality that societies and workplaces

have now become more information-driven. Workplaces of the 21st century
rely heavily on electronic (digital) forms of data storage and management as
well as in the area of communications. Teachers and students need to develop
familiarity and skills in the use of computers, the internet and other
information technologies.

4. Financial Literacy

Teachers and students are expected to be knowledgeable about the

basics of economics and financial management. This way, you as a teacher,
can extend the skill into livelihood activities, entrepreneurship, and wise
handling of personal finances.

5. Media Literacy

Teachers and students are expected to be knowledgeable and skilled in

the area of communications particularly the media. Teachers and students
must learn how to discern news and information based on the form and
content as to how these information being transmitted via various forms of
media.

6. Social/Emotional Literacies

You and your students need to acquire social skills that are attuned to
the norms of your current society. Emotional intelligence must also be
developed to be able to effectively manage the stresses of a fast-paced 21st
century society.

7. Globalization and Multicultural Literacy

You and your students need to develop a culture of respect for cultural
diversity. There is value in having a perspective as a global citizen whose local
actions can have an impact on the wider global arena. You also have to
understand how world events may also affect you and your community at the
local level (http://iflex.innotech.org/GURO21/module1/l1_25.html).

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21st Century Skills

The term 21st century skills refers to a broad set of knowledge, skills,
work habits, and character traits that are believed—by educators, school
reformers, college professors, employers, and others—to be critically important
to success in today’s world, particularly in collegiate programs and
contemporary careers and workplaces. Generally speaking, 21st century skills
can be applied in all academic subject areas, and in all educational, career,
and civic settings throughout a student’s life.

The following list provides a brief illustrative overview of the

knowledge, skills, work habits, and character traits commonly associated
with 21st century skills:
1. Critical thinking, problem solving, reasoning, analysis, interpretation,
synthesizing information
2. Research skills and practices, interrogative questioning
3. Creativity, artistry, curiosity, imagination, innovation, personal expression
4. Perseverance, self-direction, planning, self-discipline, adaptability,
initiative
5. Oral and written communication, public speaking and presenting,
listening
6. Leadership, teamwork, collaboration, cooperation, facility in using
virtual workspaces
7. Information and communication technology (ICT) literacy, media and
internet literacy, data interpretation and analysis, computer programming
8. Civic, ethical, and social-justice literacy
9. Economic and financial literacy, entrepreneurialism
10. Global awareness, multicultural literacy, humanitarianism
11. Scientific literacy and reasoning, the scientific method
12. Environmental and conservation literacy, ecosystems understanding
13. Health and wellness literacy, including nutrition, diet, exercise, and
public health and safety https://www.edglossary.org/21st-century-
skills/

B. Globalization and Multi-cultural Literacy

Global Literacy aims to address issues of globalization, racism,

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

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According to the Ontario Ministry of Education (2015) A global citizen

should display most or all of the following characteristics:

• Respect for humans no matter their race, gender, religion or political

perspectives.

 Respect for diversity and various perspectives.

• Promoting sustainable patterns of living, consumption, and production.

 Appreciate the natural world and demonstrate respectful towards

the rights of all living things.

Multicultural Literacy consists of the skills and ability to identify the

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

Multicultural Literacy then, brings attention to diversity, equity and

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

By making small changes within the classrooms, it can create big

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

How are Multicultural and Global Literacy Interconnected?

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Every classroom contains students of different race, religion, and

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

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

Globalization and Multicultural Literacy

It is knowledge of cultures and languages. We live in multicultural societies,

teach in multi-cultural settings, and our students interact with those who
come from a different place. Awareness of and sensitivity to culturally
determined norms promote understanding. In fact, when students embrace
the principle that difference does not equal deficiency, they gain an
appreciation for the wealth of diversity that surrounds us.

Surry County Schools is located in a rural community. In order for their

students to achieve success in the 21st Century, they provide opportunities for
them to be bilingual and to interact with other cultures. Surry County Schools
is developing bilingual students through the use of:

1. Rosetta Stone-This bilingual program was purchased for all elementary

and middle schools in the district. Elementary school computer lab teachers
set up a wonderful learning environment for elementary students. In the
middle schools, students are learning multiple languages through the use of
Rosetta Stone on their laptops through the 1:1 Laptop Initiative. Students
are learning to speak Spanish or Mandarin Chinese in the elementary grades
and any chosen language in the middle grades.

2. Virtual High Schools-(North Carolina Virtal Public High School)-is

committed to raising achievement and closing learning gaps with 21st
Century innovations. The mission is to provide skills, student support, and
opportunities for learners to succeed in a globally competitive world.
Seventytwo (72) courses are provided including world languages. In this
spring 2010 semester, the school district has 60 students enrolled in almost
40 different courses. Over 200 students have taken courses from the NCVPHS
since its inception.

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3. Skype-This technology is utilized throughout the school district to allow

students to gain experiences about other cultures by contacting and seeing
other people from different countries. They are putting their language skills
to the test. Skype is also used for in-house and school-to-school
communication as well.

C. Social Literacy

Social literacy is a student’s successful performance and understanding

of social Skills, organizational skills, and communication skills. It is the
student’s ability to connect effectively with those around them. Social literacy
spans across interacting with peers, family, coworkers, teachers, and even
people we may not have met face to face.

Social literacy is so crucial in a person’s success. The ability to

communicate and voice opinions and thoughts, as well as listening to
opinions and thoughts of others, is essential in learning. Firmly grasping
social cues and norms is extremely beneficial. In literacy every single setting
of our lives: school, home, work, clubs and activities, interacting with people
(whether face to face or behind technology), we use our social literacy. We
play so many roles every day and we socially need to understand how to play
those roles appropriately. For example: I would speak differently with my
friends than I would my mother, or I would chat on Facebook differently than
I would while e-mailing a professor. Without an understanding of this
communication, one cannot function with success in society.

Social literacy means the presence of social skills, knowledge and

positive human values that support ability in human beings to act positively
and responsibly in range of complex social settings and their ability to
successfully and deliberately mediate his/her world as family member,
worker, citizen and lifelong learner.

D. Media Literacy

Media Literacy is a 21st century approach to education.

• It provides a framework to access, analyze, evaluate and create

messages in a variety of forms - from print to video to the Internet.
• Media literacy builds an understanding of the role of media in society
as well as essential skills of inquiry and self-expression necessary for
citizens of a democracy.

Media literacy, therefore, is about helping students become competent,

critical and literate in all media forms so that they control the interpretation
of what they see or hear rather than letting the interpretation control them.

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To become media literate is not to memorize facts or statistics about the

media, but rather to learn to raise the right questions about what you are
watching, reading or listening to. Len Masterman, the acclaimed author of
Teaching the Media, calls it "critical autonomy" or the ability to think for
oneself

Why Teach Media Literacy?

Why teach media literacy? Here are ten good reasons:

1. Media literacy encourages young people to question, evaluate, understand

and appreciate their multimedia culture. It teaches them to become active,
engaged media consumers and users.

2. Media education brings the world into the classroom, giving immediacy
and relevance to traditional subjects such as History, English, Health,
Civics and the Creative Arts. It serves as a perfect bridge for subject
integration and interdisciplinary studies.

3. Media education embodies and furthers current pedagogy, which

emphasizes student centered learning, the recognition of multiple
intelligences, and the analysis and management – rather than just the
simple storing – of information.

4. Media education is grounded in the sound pedagogical approach of

starting learning where kids are at. The media – music, comics, television,
video games, the Internet and even ads – are a part of life that all kids
enjoy. Media create a shared environment and are, therefore, catalysts for
learning.

5. Media education encourages young people to use multimedia tools

creatively, a strategy that contributes to “understanding by doing” and
prepares them for a workforce that increasingly demands the use of
sophisticated forms of communication.

6. In a society concerned about growing youth apathy to the political process,

media education engages young people in “real-world” issues. It helps
young people to see themselves as active citizens and potential
contributors to public debate.

7. In a diverse and pluralistic society, the study of media helps youth

understand how media portrayals can influence how we view different
groups in society: it deepens young people’s understanding of diversity,
identity and difference.

8. Media literacy helps young people’s personal growth and social

development by exploring the connections between popular culture –

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music, fashion, television programming, movies and advertising – and

their attitudes, lifestyle choices and self-image.

9. Media literacy helps children critique media representation, teaching them

to distinguish between reality and fantasy as they compare media violence
and real-life violence, media heroes and real-life heroes, and media role
models and real-life roles and expectations.

10. With most Canadian students turning first to the Internet for research,
media education is an essential component of Information
Communications Technology education, assisting young people in
developing critical thinking skills and strategies for optimizing searches,
evaluating and authenticating information and examining issues of
plagiarism and copyright.

https://mediasmarts.ca/digital-media-literacy/general-information/digital-
media-literacy fundamentals/media-literacy-fundamentals

E. Financial Literacy

Financial literacy is the ability to understand and effectively use

various financial skills, including personal financial management,
budgeting, and investing. The lack of these skills is called financial illiteracy.

Strategies to Improve Your Financial Literacy Skills

Developing financial literacy to improve your personal finances

involves learning and practicing a variety of skills related to budgeting,
managing and paying off debts, and understanding credit and investment
products. Here are several practical strategies to consider:

Create a budget—Track how much money you receive each month against
how much you spend in an excel sheet, on paper, or in a budgeting app. Your
budget should include income (e.g., paychecks, investments, alimony), fixed
expenses (like rent/mortgage payments, utilities, loan payments),
discretionary spending (non essentials such as eating out, shopping, travel),
and savings.

Pay yourself first—To build savings, this "reverse budgeting" strategy

involves choosing a savings goal—say, a down payment for a home—deciding
how much you want to contribute toward it each month, and setting that
amount aside before you divvy up the rest of your expenses.

Manage your bill-paying—Stay on top of monthly bills so that payments

consistently arrive on time. Consider taking advantage of automatic debits

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from a checking account or bill-pay apps, and sign up for email, phone, or
mail payment reminders.

Get your credit report—Once a year, consumers can request a free credit
report from the three major credit bureaus—Experian, Equifax, and
TransUnion. Review it and dispute any errors by informing the credit bureau
of inaccuracies.

Check your credit score—Having a good credit score helps you obtain the
best interest rates on loans and credit cards, among other benefits. Monitor
your score via a free credit monitoring service (or, if you can afford to and
want to add an extra layer of protection on your information, one of the best
credit monitoring services) and be aware of the financial decisions that can
raise or lower your score, such as credit inquiries and utilization rates.

Manage debt—Use your budget to stay on top of debt by reducing spending

and increasing repayment. Develop a debt-reduction plan, such as paying
down the loan with highest interest rate first. If your debt is excessive,
contact lenders to renegotiate repayment, consolidate loans, or find a
debtcounseling program.

Invest in your future—If your employer offers a 401(k) retirement savings

account, be sure to sign up and contribute the maximum to receive the
employer match. Consider opening an IRA and creating a diversified
investment portfolio of stocks, fixed income, and commodities. If necessary,
seek financial advice from professional advisors to help you determine how
much money you will need to retire comfortably and to develop strategies to
reach your goal.

https://www.investopedia.com/terms/f/financial-literacy.asp F.

Cyber/Digital Literacy

Cyber Literacy means the ability to use computer technologies effectively and
to simultaneously understand the implications of those actions. It is also
important to know where to go to find reliable and accurate resources in
cyberspace, otherwise known as cyber intelligence.

https://www.cybintsolutions.com/what-is-cyber-literacy-why-important/

Digital Literacy

Digital Literacy is about being able to make sense of digital media. This
occurs through meaningful and sustainable consumption and curation
patterns that improve an individuals potential to contribute to an authentic

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community. This includes the ability to analyze, prioritize, and act upon the
countless digital media 21st century citizens encounter on a daily basis.

4 Principles of Digital Literacy 1. Comprehension

The first principle of digital literacy is simply comprehension–the ability to

extract implicit and explicit ideas from a media.

2. Interdependence

The second principle of digital literacy is interdependence–how one media

form connects with another, whether potentially, metaphorically, ideally, or
literally. Little media is created with the purpose of isolation, and publishing
is easier than ever before. Due to the sheer abundance of media, it is
necessary that media forms not simply co exist, but supplement one another.

3. Social Factors

Sharing is no longer just a method of personal identity or distribution, but

rather can create messages of its own. Who shares what to whom through
what channels can not only determine the long-term success of the media,
but can create organic ecosystems of sourcing, sharing, storing, and
ultimately repackaging media.

4. Curation

Speaking of storing, overt storage of favored content through platforms such

as pinterest, pearltrees, pocket and others is one method of “save to read
later.” But more subtly, when a video is collected in a YouTube channel, a
poem ends up in a blog post, or an infographic is pinned to pinterest or
stored on a learnist board, that is also a kind of literacy as well–the ability to
understand the value of information, and keep it in a way that makes it
accessible and useful long-term.

Elegant curation should resist data overload and other signs of “digital
hoarding,” while also providing the potential for social curation–working
together to find, collect, and organize great information.

https://www.teachthought.com/literacy/4-principals-of-digital-literacy/

G. Eco-literacy Arts and Creativity Literacy

Eco-literacy is the ability to understand the natural systems that make life on
earth possible. It is the power that comes from the knowledge and
consciousness of how nature's living systems operate. To be eco-literate
means understanding the principles of organization of ecological communities,

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constructive collaboration between members of a community, and using these

principles for creating sustainable human communities.
http://www.freshvista.com/2018/what_is_ecoliteracy/

Artistic literacy is a human right and a teachable skill. It is the ability to

connect both personally and meaningfully to works of art and, through this
process, to forge connections to our humanity and the humanity of others.

Creative literacy is a concept that looks beyond sitting with a book. It is a

“holistic” approach, in that it incorporates activities that can strengthen
reading skills, but are more focused on broader learning. In many cases it
is an activity that on the surface doesn’t even look like it’s related to
literacy or learning to read.

A couple quick examples:

1. Holding crayons helps develop fine motor skills later used for writing.

2. Drawing is a way to visually represent ideas and stories. Kids can build
entire stories around a single object they drew. Scribble has meaning to
them, too.

3. Singing songs (especially rhyming ones) reinforce letter sounds and

build vocabulary.

https://www.google.com/search?q=arts+and+creativity+literacy&oq=arts+and
+creati&aq s=chrome.0.0j69i57j0l3.4161j0j4&client=ms-android-
opporvo2&sourceid=chrome mobile&ie=UTF-8

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