Department of Teacher Education

EDUC 108 –Course Syllabus

COURSE INFORMATION
1. Course Number : EDUC 108
2. Course Name : Building and Enhancing New Literacies Across the Curriculum
3. Course Description : This course introduces the concepts of new literacies in the 21 st century as
an evolving social phenomena and shared cultural practices across learning areas. The 21 st
century literacies shall include (a) globalization and multi-cultural literacy, (b) social literacy, (c)
media literacy, (d) financial literacy, (e) cyber literacy/digital literacy, (f) eco-literacy and (g) arts
and creativity literacy. Field based-interdisciplinary explorations and other teaching strategies
shall be used in this course.
4. Pre-requisite : None
5. Co-requisite : None
6. Credit : 3 units
7. Class schedule : None

8. Program Educational Objectives (PEO) of BEED:

After 4 years, the graduates of Teacher Education of UM Tagum College shall:

1. Demonstrate professional expertise and professionalism in dealing with students with different
learning needs and from various socio-cultural and political background;
2. Show deep knowledge of content, pedagogy, educational technology, curriculum and
assessment design, instructional materials development, and teacher disposition in the practice of
teaching;
3. Actively engage in continuing professional development programs through relevant seminars,
workshops and trainings including graduate education.

9. Student Outcomes (SO) of BEED and their links to PEO:

Upon graduation, the BEED students are expected to: PEO

A B C

SO a Articulate and discuss the latest developments in the specific field of practice. ✔ ✔ ✔

SO b Effectively communicate in English and Filipino both orally and in writing. ✔ ✔ ✔

SO c Work effectively and collaboratively with substantial degree of independence ✔ ✔ ✔

in multicultural teams.

SO d Act in recognition of professional, social and ethical responsibility ✔ ✔

SO e Preserve and promote Filipino historical and cultural heritage ✔ ✔

SO f Articulate the rootedness of education in philosophical, socio-cultural, ✔ ✔ ✔

historical, psychological, and political contexts.

SO g Demonstrate mastery of subject matter/discipline ✔ ✔ ✔

SO h Facilitate learning using wide range of teaching methodologies and delivery ✔

modes appropriate to specific learners and their environment ✔

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EDUC 108 –Course Syllabus

SO i Develop innovative curricula, instructional plans, teaching approaches, and ✔

resources for diverse learners

SO j Apply skills in development and utilization of ICT to promote quality, relevant ✔ ✔

and sustainable educational practices.

SO k Demonstrate a variety of thinking skills in planning, monitoring, assessing, ✔ ✔

and reporting learning processes and outcomes

SO l Practice professional and ethical teaching standards sensitive to the local, ✔ ✔

national and global realities. ✔

SO m Pursue lifelong learning for personal and professional growth through varied ✔ ✔
experiential and field based opportunities.

*SO n Demonstrate in-depth understanding of the diversity of learners in various ✔ ✔

learning areas.

*SO o Manifest meaningful and comprehensive pedagogical content knowledge ✔ ✔

(PCK) of the different subject’s areas.

*SO p Utilize appropriate assessment and evaluation tools to measure learning ✔

outcomes

*SO q Manifest skills communication, higher order thinking and use of tools and ✔ ✔
technology to accelerate learning and teaching

*SO r Demonstrate positive attributes of a model teachers, both as an individual ✔

and as a professional

*SO s Manifest a desire to continuously pursue personal and professional ✔

development.

SO t Graduates of colleges are qualified for the various types of employment and ✔
participate in development activities and public discourses, particularly in
✔
response to the needs of the communities they serve.

Note: *SO being addressed in this course

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EDUC 108 –Course Syllabus

10. Course Outcomes (CO) of EDUC 108 and their links to SO:
Upon completion of the SO
course, the BEED students
are expected to: a b c d e f g h i j k l m n o p q r s t

CO 1 Manifest
understanding
on educational
issues, trends, E E D D D E
practices and
global context
to provide
relevant
learning
experiences.

CO 2 Demonstrate
various types of
learning
provided with E E D E D E
appropriate,
culturally-
relevant
learning
activities and
experiences.

Legend: l = Upon attainment of this CO, students will have been introduced to the SO.
E = Upon attainment of this CO, students will have enabling themselves to attain the SO.
D = Upon attainment of this CO, students will have demonstrated partly or fully the SO.

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EDUC 108 –Course Syllabus

VISION Program Educational Objectives (PEO)

By 2022, a globally recognized institution providing quality, affordable
and open education.
A. Demonstrate professional expertise and
MISSION professionalism in dealing with students
Provide a dynamic and supportive academic environment through the with different learning needs and from
highest standard of instruction, research and extension in a non-
various socio-cultural and political
sectarian institution committed to democratizing access to education.
background;
VALUES B. Show deep knowledge of content,
Excellence, Honesty and Integrity, Innovation and Teamwork pedagogy, educational technology,
CORE COMPETENCY curriculum and assessment design,
Quality, Affordable, and Open Education Teamwork instructional materials development, and
Core Competency: Open, Quality, Affordable Education. teacher disposition in the practice of
teaching;
Student Outcomes (SO)
C. Actively engage in continuing
SO a Articulate and discuss the latest developments in the specific field of professional development programs
practice. through relevant seminars, workshops
SO b Effectively communicate in English and Filipino both orally and in
and trainings including graduate
writing.
SO c Work effectively and collaboratively with substantial degree of education.
independence in multicultural teams.
SO d Act in recognition of professional, social and ethical responsibility
SO e Preserve and promote Filipino historical and cultural heritage
SO f Articulate the rootedness of education in philosophical, socio-
cultural, historical, psychological, and political contexts.
SO g Demonstrate mastery of subject matter/discipline
SO h Facilitate learning using wide range of teaching methodologies and
delivery modes appropriate to specific learners and their
environment
SO i Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners
SO j Apply skills in development and utilization of ICT to promote quality,
relevant and sustainable educational practices.
SO k Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes Course Outcomes (CO)
SO l Practice professional and ethical teaching standards sensitive to the
local, national and global realities. CO 1 Manifest understanding on educational
SO m Pursue lifelong learning for personal and professional growth issues, trends, practices and global
through varied experiential and field based opportunities.
SO n Demonstrate in-depth understanding of the diversity of learners in
context to provide relevant learning
various learning areas. experiences.
SO o Manifest meaningful and comprehensive pedagogical content
knowledge (PCK) of the different subject’s areas. CO 2 Demonstrate various types of learning
SO p Utilize appropriate assessment and evaluation tools to measure
provided with appropriate, culturally-
learning outcomes
SO q Manifest skills communication, higher order thinking and use of relevant learning activities and
tools and technology to accelerate learning and teaching experiences.
SO r Demonstrate positive attributes of a model teachers, both as an
individual and as a professional
SO s Manifest a desire to continuously pursue personal and professional
development.
SO t Graduates of colleges are qualified for the various types of
employment and participate in development activities and public
discourses, particularly in response to the needs of the communities
they serve.

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EDUC 108 –Course Syllabus

11. CO and Assessment task alignment

CO Assessment Task Assessment Coverage

Theory-based Practice-based Schedule

Manifest Multiple Choice Video First Week 1 and 2

1
understanding on Questions presentation
educational issues, 70% of the exam on Social
trends, practices Issues (30%
and global context of the exam)
to provide relevant Multiple Choice Critical Second Week 3 and 4
learning Questions Analysis on
experiences. 70% of the exam Media Forms
(30% of the
exam)
Demonstrate Multiple Choice Third Week 5 and 6
2 various types of Questions
learning provided 70% of the exam
with appropriate,
Multiple Choice Final Exam Week 7 to 9
culturally-relevant
learning activities Questions
and experiences. 100 % of the exam

Note: Final assessment will be a comprehensive examination (from first topic to the last).

11. Assessment Task Details (Theory-based)

Assessment Coverage Assessment Task Details
Schedule

First Exam Week 1 and Multiple Choice You are expected to demonstrate extensive
2 Questions understanding on the Vision, Mission and Core
(70% of the Values of UM Tagum as well as explore the
exam) diverging views surrounding the globalization,
multicultural and social phenomenon.

Second Week 3 and Multiple Choice You are expected to create awareness on access
Exam 4 Questions to financial services, develop understanding on
(70% of the how money works, create and achieve financial
exam) goals. In addition, learners will learn to be
responsible and competent in managing
different media platforms, keeping them safe
and secure, and taking responsibility for their

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EDUC 108 –Course Syllabus

actions.
Third Week 5 and Multiple Choice You are expected to transform how humans act
Exam 6 Questions in the world to provide the basic needs that are
(70% of the crucial for people to know and should learn,
exam) given the limits of the Earth and its systems as
well as inculcate in their mind the learning goals
toward artistic and creative processes that
promote artistic thinking and literacy.
Final Week 7 to 9 Multiple Choice You are expected to demonstrate deep
Exam Questions knowledge on all the topics being discussed in
(100% of the Educ 108.
exam)

*Final assessment will be a comprehensive examination (from first topic to the last) in a
Multiple Choice Questions

12. Assessment Task Details (Practice/Performance-based)

Assessment Coverage Assessment Task Details

Schedule

First Exam Week 1 and Video In a group, you are expected to create a video
2 Presentation on clip addressing a social issue faced mostly by
Social Issues (30% college students. Examples of social issues
of the exam) include bullying, depression, anxiety and peer
pressures. Deadline of submission will be one
week after the first examination.

Your group will be rated according to the

criteria below:

Concept/Content 35%
Organization 30%
Use and quality of media (music,
voice over and graphics) 20%
Participation 15%
Total 100%
Second Week 3 and Critical Analysis You are expected to gather ten corpora of the
Exam 4 on Media Forms different media forms and write a thorough
(30% of the exam) analysis (either semiotic, textual or context and
discourse) on how message is constructed to
create an impact to the viewers/readers.

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EDUC 108 –Course Syllabus

You will be graded using the criteria:

Content 30%
Organization 20%
Depth of the analysis 25%
Language Mechanics 10%
Presentation 15%
Total 100%
Third Week 5 and Art Presentation You are expected to create an output of either
Exam 6 painting, drawing or photography with the
(30% of the exam) theme about preservation of environment
through arts.
You will be graded using the criteria:
Content 20%
Artistry/Creativity 30%
Originality 30%
Presentation 20%
Total 100%

13. COURSE OUTLINE AND TIME FRAME

TIME
TOPICS FOR FIRST EXAMINATION TLA Required Readings
FRAME

Orientation
➢ Self-introduction 1. UM Students
1. UM Vision, Mission and Goal
Week 1 ➢ Oral presentation Manual
2. University Songs, Logo
and 2 3. UM Personnel using creative way
4. Orientation on OPM (Operational
Procedures Manual) ➢ Group work

Chapter 1 – Introduction to 21st ➢ Lecture with 2. Pawilen, G.T. et. al

Century Literacies discussion (2019). The school
• Traditional or Conventional and the
Literacy ➢ Group Discussion community, school
• Expanded Views of Literacy culture and
• Illustration
• Literacy in the 21st Century organizational
leadership (1st ed.).
• Role Play
Chapter 2 – Globalization and Manila, Philippines:
Cultural and Multicultural Literacies Rex Book Store
• The effects of Globalization Publishing.
• Cultural Literacy
• Multicultural Literacy 3. Vega, V., Prieto, N.
and Carreon, M.
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EDUC 108 –Course Syllabus

• Issues in Teaching and (2015). Social

Learning Multicultural dimensions of
Literacy in the Philippines education. Manila:
Lorimar Publishing,
Chapter 3 – Social Literacy Inc.
• The Role of Parents and
Teachers in Teaching Social
Skills to Children
• Issues in Teaching Social
Literacy

TOPICS FOR SECOND EXAMINATION

➢ Lecture with
Chapter 4 – Financial Literacy discussion
Week 3 • The Benefits of Financial 4. Bilbao, P., Corupuz,
and 4 Literacy • Group Discussion B., Llagas, AJ. &
• Financial Literacy in the Salandanan, G.
Philippines • Illustration (2015). The
• Developing Personal teaching
Financial Literacy • Oral Recitation profession. Quezon
City: Lorimar
Chapter 5 – Media and Cyber or • Reflective Essay Publishing, Inc.
Digital Literacies
• Media Literacy
5. Pawilen, G.T. et. al
• What Media Literacy is
(2019). The school
Not
and the
• Challenges to Media
community, school
Literacy Education
culture and
• Digital Literacy
organizational
• Socio-Emotional Literacy
leadership (1st ed.).
within Digital Literacy
Manila, Philippines:
• Challenges to Digital Rex Book Store
Literacy Education Publishing.
TOPICS FOR THIRD EXAMINATION

Chapter 6 – Ecological Literacy

• Environmental Literacy, ➢ Group Activity 6. Bilbao, P., Corupuz,
Ecological Literacy and ➢ Oral Recitation B., Llagas, AJ. &
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 Department of Teacher Education
EDUC 108 –Course Syllabus

Week 5 Ecoliteracy ➢ Lecture – Salandanan, G.

and 6 • Greening Initiatives in discussion (2015). The
Colleges and Universities ➢ Round-Robin teaching
➢ Think-Pair-Share profession. Quezon
Chapter 7 – Artistic and Creative City: Lorimar
Literacy Publishing, Inc.
• Characterizing Artistically
Literate Individuals
• Issues in Teaching Creativity
TOPICS FOR FOURTH EXAMINATION

Chapter 1-7 7. Pawilen, G.T. et. al

Chapter 8 – Critical Literacy ➢ Group Activity (2019). The school
• History of Critical Literacy ➢ Oral Recitation and the
Week 7 to Theory ➢ Lecture – community, school
9 • Critical Literacy and the Arts discussion culture and
organizational
leadership (1st ed.).
Manila, Philippines:
Rex Book Store
Publishing.

14. REFERENCES

Book

a. Alata, E. J. & Ignacio, E. J. (2019). Building and enhancing new literacies across the
curriculum. Quezon City: Rex Book Store Publishing.

References

a. Pawilen, G.T. et. al (2019). The school and the community, school culture and
organizational
b. leadership (1st ed.). Manila, Philippines: Rex Book Store Publishing.
c. Vega, V., Prieto, N. and Carreon, M. (2015). Social dimensions of education. Manila:
Lorimar
d. Publishing, Inc.
e. Bilbao, P., Corupuz, B., Llagas, AJ. & Salandanan, G. (2015). The teaching profession.
Quezon
f. City: Lorimar Publishing, Inc.

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EDUC 108 –Course Syllabus

16. COURSE EVALUATION

Assessment methods Weights
EXAMINATIONS 60%
A. Exam 1st – 3rd 30%
B. Final Exam 30%
CLASS PARTICIPATIONS 40%
C. Quizzes 10%
D. Assignments 5%
E. Research/Requirement 15%
F. Oral recitation 10%
Total 100%

17. Policies and Guidelines

a. Attendance is counted from the first regular class meeting.

b. A validated student identification card must always by worn be all students while attending
classes.
c. Cheating is strictly prohibited. Any form of dishonesty shall be dealt with accordingly. Honesty
is called for at all times.
d. Valid examination permits are necessary in taking the examinations as scheduled.
e. Base -15 grading policy should be observed.

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EDUC 108 –Course Syllabus

Prepared by: Reference reviewed by:

HAYDEN B. GEMARINO, MAEd CLARISSA R. DONAYRE, MSLS

Chief Librarian, UMTC

MADILYN C. ONDOY, PhD

Recommending approval:

JEZZEL A. RABE GINA FE G. ISRAEL, EdD

Faculty Dean of College

Reviewed by:

MONA LISA O. CHAGAS, EdD

Program Head, BEED

Approved by:

PEDRITO M. CASTILLO II, EdD

AVP, Learning Innovation and Design

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