PEC 101  Educators could be even more important as

they guide students through the contexts of

BUILDING AND ENHANCING NEW learning materials, not simply the content.
LITERACIES ACROSS THE CURRICULUM  Educators must learn to engage with new
technologies and the literacy practices
WITH EMPHASIS ON THE surrounding them
 New literacies will bring about new
21ST CENTURY SKILLS challenges for schools, because in no small
part, new technologies (and the cultural
LITERACY
practices around them) are changing
"The ability to identify, understands, interpret, incredibly quickly.
create, communicate and compute, using printed
and written materials associated with varying NEW LITERACIES, THE
contexts. Literacy involves a continuum of learning CURRICULUM AND CURRICULUM
in enabling individuals to achieve their goals, to DEVELOPMENT
develop their knowledge and potential, and to
participate fully in their community and wider
society.” –UNESCO
NEW LITERACIES
Refer to new forms of literacy made possible by
digital technology developments. Commonly
recognized examples include instant messaging,
blogging, social networking, podcasting,
photosharing, digital storytelling, and conducting
online searches.

 Socio-cultural theory of literacy

 New literacies about more than ICT and
literacy
 Importantly the new literacies include
questions about identity, society and change.
 Development from and contemporary to
multi-literacies
 Opens up textual practices in terms of
questioning and representing everyday life.  A planned and guided set of learning
experiences and intended outcomes,
LEARNERS AND NEW LITERACIES
formulated through systematic
 Online research and comprehension is a self- reconstruction of knowledge and
directed process of text construction and experiences under the auspices of the
knowledge construction. school, for the learners' continuous and
 Five practices appear to define online willful growth in personal social
research and comprehension processing: (1) competence. (Daniel Tanner, 1980)
identifying a problem and then (2) locating,
(3) evaluating, (4) synthesizing, and (5)  A written document that systematically
communicating information. describes goals planned, objectives, content,
 Online research and comprehension is not learning activities, evaluation, procedures
isomorphic with offline reading and so forth. (Pratt, 1980
comprehension; additional skills and
strategies appear to be required.  the whole body of a course in an educational
 Online contexts may be especially institution or by a department. (The
supportive for some struggling readers. International Dictionary)
 Adolescents are not always very skilled with
online research and comprehension.  courses taught in schools or university.
(Oxford English Dictionary)
 Collaborative online reading and writing
practices appear to increase comprehension
TYPES OF CURRICULA
and learning.
RECOMMENDED
NEW LITERACIES AND THE CLASSROOM
 Almost of the curricula found in schools are
 How will the role of educators change with
recommended
the rise of new literacies?
 The recommendations come in the form of
 With a world of digital materials at students’
memoranda or policy, standards and
fingertips, traditional instructional materials
guidelines.
like textbooks are no longer canonical.
(e.g. DepEd, CHED, TESDA, UNESCO)
WRITTEN
 A form of course study, syllabi, modules,
books, instructional guide among others.
 Made by the curriculum experts with the
participation of teachers.
 K to 12 for Philippine Basic Education
TAUGHT
 The skill of the teacher to facilitate learning
based on written curriculum with the aid of
instructional materials and facilities will be
necessary.
 The taught curriculum will depend largely
on the teaching style of the teacher and the
learning style of the learners.
SUPPORTED
 These include print materials like books,
charts, posters, worksheets, or non-print
materials.
 Supported curriculum also includes facilities
where learning occurs outside or inside the
four-walled building.
ASSESSED
 Taught and Supported curricula have to
evaluated to find out if the teacher has
succeeded or not in facilitating learning.
 In the process of teaching and end of every
lesson be or teaching episode, an assessment
is made.
o Assessment OF learning
o Assessment FOR learning
o Assessment As
learning Assessment OF
learning
 is basically related to the concept
of summative assessment.
 It is an assessment mainly
focused on finding out the extent
of student's learning primarily to
appropriate grade to represent
student's achievement.
Assessment FOR learning
 it involves using assessment in
the classroom to raise student's
achievement.
 It is based on the idea that a
learner will most likely to
improve if they are given
constant feedback on what the
aims are, where are they on
process of attaining these aims,
and how can they better attain
these aims.
Assessment As learning
 This is based on the idea that
assessment begins as students
develop realization of the
goals of instruction and the
standards for performance.
 It involves goal-setting, monitoring-
progress, and reflecting on results.
 It serves as a basis for metacognitive process
of students.
Metacognition is thinking beyond thinking,
being responsible for our own learning.
LEARNED
 How do we know if the student has learned?
 These are measured by tools in assessment,
which can indicate the cognitive, affective,
and psychomotor.
 Learned curriculum will also demonstrate
higher order and critical thinking and
lifelong skills.
HIDDEN/IMPLICIT
 This curriculum is not deliberately planned,
but has a great impact on the behavior of the
learner.
 Peer influence, school environment, media,
parental pressures, societal changes, cultural
practices, natural calamities are some factors
that create the hidden curriculum.
4 MAJOR FOUNDATIONS OF CURRICULUM
 Philosophical
 Historical
 Psychological
 Social
PHILOSOPHICAL FOUNDATION
Perennalism
Aim: To educate the rational person; cultivate
intellect.
Role: Teacher assists students to think with reason.
Focus: Classical subjects, literacy analysis.
Curriculum is enduring.
Trends: Use of great books and return to liberal arts
Essentialism
Aim: To promote intellectual growth of learners to
become competent.
Role: Teachers are sole authorities in the subject
area.
Focus: Essential skills of the 3R's: Essential
subjects.
Trends: Back to Basics. Excellence in Education.
Cultural Literacy
Progressivism
Aim: Promote democratic social living.
Role: Teacher leads for growth and development of
lifelong learners.
Focus: Interdisciplinary subjects. Learner-centered.
Outcomes-based.
Trends: Equal opportunities for all. Contextualized
curriculum. Humanistic education.
Reconstructionism
Aim: To improve and reconstruct society.
Education for change.
Role: Teacher acts agent of change and reforms
Focus: Present and future educational landscape.
Trends: School and curricular reform. Global
education. Collaboration and Convergence.
Standards and Competencies
HISTORICAL FOUNDATION
Franklin Bobbit (1876-1956)
 Started Curriculum development movement.
 Curriculum as a science that emphasize on
student's needs.
 Curriculum prepares learners for adult life.
 Objectives and activities grouped together
when task are clarified.
Werret Charters (1875-1952)
 Like Bobbit, curriculum is science and
emphasizes student's needs.
 Objectives and activities should match.
Subject matter or content relatives to
objectives.
Hollis Caswell (1901-1989)
 Sees curriculum as organized around social
functions of themes, organized knowledge
and learner's interest.
 Caswell believes that curriculum, instruction
and learning as interrelated.
 Curriculum is a set of experience.
Ralph Tyler (1902-1994)
 Tyler believes that curriculum is a science
and an extension of school's philosophy. It is
based on student's needs and interest.
 The process emphasizes problem solving.
The curriculum aims to educate generalists
and not specialists
Hilda Taba (1902-1967)
 Contribute to the theoretical and
pedagogical foundations of concepts
development and critical thinking in social
studies curriculum.
 Helped lay the foundation for diverse
student population.
William Kilpartick (1875-1952)
 Curricula are purposeful activities which are
child-centered.
 The purpose of the curriculum is child
development and growth. The project
method was introduced by Kilpartick where
teacher and student plan the activities.
The curriculum develops social relationships and
small group instruction.
Harold Rugg (1886-1960)
 To rugg, curriculum should develop the
whole child. It is child-centered.
 With the statement of objectives and related
learning activities, curriculum should
produce outcomes.
 Harold rugg emphasized social studies and
the teacher plans curriculum in advance
Peter Oliva (1992-2012)
 Described how curriculum change is a
cooperative endeavor.
 Teachers and curriculum specialist
constitute the professional core of planners.
 Significant improvement through group
activity.
Robert Gagne (1916-2002)
 Proposed the Hierarchical Learning Theory
 Behavior is based on prerequisite conditions.
 Introduced tasking in the formulations of
objectives
PSYCHOLOGICAL FOUNDATION
Ivan Pavlov (1849-1936)
 Father of the Classical Conditioning. Theory
of S-R Theory
 The key to learning is early years of life are
to train them what you want them to
become.
 S-R Theory is a foundation of learning
practice called indoctration
Edward Thorndike (1874-1949)
 Championed the Connectionism Theory
 Proposed the three laws of learning
o Law of readiness
o Law of exercise
o Law of effect
 Specific stimulus has specific response
Jean Piaget (1896-1980)
 Describes cognitive development in terms
of stages from birth to maturity
 Sensorimotor stage (0-2), preoperational
stage (2-7), concrete operations stage (7-
11) and formal operation (11 - onwards)
 Assimilation
 Accommodation
 Equilibrium
Lev Vygotsky (1896-1934)
 Cultural-transmission and development
 Children could, as a result of their
interaction with society, actually perform
 certain cognitive actions prior to arriving at
development stage.
 Sociocultural development theory
 Pedagogy creates learning processes that
lead to development.
 Child is an active agent on his or
her educational process.
Howard Gardner
 Gardner's multiple intelligences
 Human have several different ways of
processing information and these ways are
relatively independent of one another.
Daniel Goleman
 Emotion contains the power of affect action.
 Emotional Quotient
HUMANISTIC PSYCHOLOGY
Abraham Maslow (1908-1970)
 Self-Actualization Theory Classical Theory
of human needs.
 A child whose basic needs are not met will
not be interested in acquiring knowledge of
the world. "learner who can accomplish,
grow and actualize his or her human self"
Carl Rogers (1902-1987)
 Non-directive and Therapeutic Learning
 Established counselling procedures and
methods for facilitating learning.
 Children's perceptions, which are highly
individualistics, influence their learning and
behaviour in class.
SOCIAL FOUNDATIONS
John Dewey (1859-1952)
 Considered two fundamental elements –
schools and civil society to be major topics
needing attention and reconstruction to
encourage experimental intelligence and
plurality.
 Learning by doing
Alvin Toffier
 Wrote the book Future Shock
 Believed that knowledge should prepare
students for the future.
 Suggested that in the future, parents might
have the resources to teach prescribed
curriculum from home as a result of
technology, not in spite of it. (Home
Schooling)
Society and Society Symbol
 Society as an source of change
 Schools as an agents of change
 Knowledge as an agent of change
Curriculum Development
It is a dynamic process. In curriculum development,
there are always changes that occur that are
intended for improvement.
Curriculum Development Process
 Development connotes changes which is
systematic.
 A change for the better means alteration,
modifications or improvement of existing
condition.
 To procedure positive changes, development
should be purposeful, planned and
progressive.
Phases of Curriculum Development
1. Curriculum planning - consider the school
vision, mission and goal.
2. Curriculum designing - the way
curriculum is conceptualized to include the
selection and organization of content, the
selection and organization of learning
experience or activities and the selection of
the assessment procedure and tools to
measure achieved learning outcomes.
3. Curriculum Implementing - The teacher,
who is facilitator of learning, leads in
putting into action the plan which is based
on the curriculum design.
4. Curriculum evaluating - determines the
extent to which the desired outcomes have
been achieved. This procedure is on-going
as in finding out of progress of learning or
the mastery of learning
Ralph Tyler Model: Four Basic Principles
He posited four fundamentals prrinciples which
are illustrated as answers to the following
question:
1. What education purposes should school
seek to attain?
2. What educational experiences can be
provided that are likely to attain these
purposes?
3. How can these educational experiences
be effectively organized?
4. How can we determine whether these
purposes are being attained or not.
 Tyler's Model shows that in curriculum
development, the following considerations should
be made:
 Purpose of the school
 Educational experiences related to the
purpose
 Organization of the experiences
 Evaluation of the experience
Hilda Taba Model: Grassroots Approach
She presented six major steps to her linear
model which are the following:
 Diagnosis of learners needs and
expectations of the larger society,
 Formulation of learning objectives
 Selection of learning contents
 Organization of learning contents
 Selection of learning contents
 Determination of what to evaluate and the
means of doing it
21st Century literacies as the ability to:
 Develop proficiency and fluency with the
tools of technology;
 Build intentional cross-cultural connections
and relationships with others so to pose and
solve problems collaboratively and
strengthen independent thought;
 Design and share information for global
communities to meet a variety of purposes;
 Manage, analyze, and synthesize multiple
streams of simultaneous information;
 Create, critique, analyze, and evaluate
multimedia texts;
 Attend to the ethical responsibilities
required by these complex environments.
(NCTE, 2013)
NICHOLSON AND GALGUERA (2013) suggest
five skills that must be taught to address the gap in
students’ new literacy skills. These skills include:
(a) The ability to identify questions and frame
problems to guide reading on the internet,
(b) The capacity to identify information that is
relevant to one’s needs,
(c) Competence with critically evaluating
online information,
(d) facility with reading and synthesizing
information from multiple multimedia sources, and
(e) understanding how to communicate with
others in contexts where information is learned
about and shared collectively.
Five Basic Types of Curriculum Model
1. TRADITIONAL
 Workbook-Textbook Approach
 Focused on grades.
 Traditional curriculum is a curriculum stay
at traditional method of teaching.
 The techniques of teaching are not changing.
 It concentrated a learning of the learners by
old and commonly strategies of teaching.
 The facilities are good for the learners to
have learning at all.
Advantages
 cover the basics, lesson plans laid out,
security
Disadvantages
 Time consuming
 Expensive
 Difficult to teach several grades
simultaneously,
 Subjects each taught separately
2. THEMATIC
 Integrated study
 focused on academics based on student's
interest
Advantages
All ages learn together; uses real books,
inexpensive, teaches to child’s area of interest
Disadvantages
 Can have gaps in skills so needs balance;
 can be overwhelming to new
homeschoolers, lesson plans are more
flexible and require you to provide the
structure;
 may lack resource materials on the field,
lacks test taking skills in content areas.
3. PROGRAMMED
 This type is often based on a self-paced,
sequential workbook.
 It requires no preparation and usually little
direct teaching by the parent
Advantages
 Very easy to use, little preparation, lessons
planned out, independent learner based, self-
paced, especially great for content areas
Disadvantages
 Not appropriate for younger grades,
 Not suitable for auditory learners,
  Boring to some,
 Not designed to be interactive,
 Skill building might be lacking
4. CLASSICAL
 This coincides with a child’s cognitive
development.
 Involves the Trivium of learning
Advantages
 Works well for families with children close
in ability level;
 developmentally appropriate methods;
 uses real books;
 unit study approach to content;
 systematic/chronological method to content;
 hooked/linked to history; progression of
knowledge;
Disadvantages
 May not “feel” structured when compared to
traditional curriculum;
 Not yet, totally self-contained;
 may be difficult to use when there is a wide
ability gapbetween children;
 may be easy to miss certain skills
TECHNOLOGICAL
 Curriculum models are tool used by
educators. It is the content but also planning
to put into the subject matter: goals and
objectives, assessments, and sequencing.
Schools and districts create a curriculum
guide, framework that detailed what, how
and when instruction occurs. They primary
use of a curriculum guide to give educators a
uniform methodology so all students have
the same opportunity to learn.
 A curriculum model is the tool that helps
those who write and develop curriculum
guides. They provide a reason for the
choices made in teaching.
Curriculum models have five areas they
define:
1. Focus – subject or student. Where is
the emphasis?
2. Approach – traditional or modern. What type
of instruction will be used?
3. Content - topic based or content based. How
will units or strands be written?
4. Process - formative or summative. How will
assessments be used?
5. Structure - system, linear or cyclical. How
often does the curriculum get reviewed?
Technological
Technology integration is the use of technology
resources -- computers, mobile devices like
smartphones and tablets, digital cameras, social
media platforms and networks, software
applications, the Internet, etc. -- in daily classroom
practices, and in the management of a school.
Successful technology integration is achieved when
the use of technology is:
 Routine and transparent
 Accessible and readily available for the
task at hand
 Supporting the curricular goals, and
helping the students to effectively reach
their goals
When technology integration is at its best, a child or
a teacher doesn't stop to think that he or she is using
a technology tool -- it is second nature. And
students are often more actively engaged in projects
when technology tools are a seamless part of the
learning process.
"Effective integration of technology is achieved
when students are able to select technology tools to
help them obtain information in a timely manner,
analyze and synthesize the information, and present
it professionally. The technology should become an
integral part of how the classroom functions -- as
accessible as all other classroom tools." -- National
Educational Technology
Standards for Students, International Society for
Technology in Education
When effectively integrated into the curriculum,
technology tools can extend learning in powerful
ways. These tools can provide students and teachers
with:
 Access to up-to-date, primary source
material
 Methods of collecting/recording data
 Ways to collaborate with students, teachers,
and experts around the world
 Opportunities for expressing understanding
via multimedia
 Learning that is relevant and assessment that
is authentic
 Training for publishing and presenting their
new knowledge
 Types of Technology Integration
 Online Learning and Blended Classrooms
 Project-Based Activities Incorporating
Technology
 Game-Based Learning and Assessment
 Learning with Mobile and Handled Devices\
 Learning Tools like Interacive Whiteboards
and Student Response Systems
 Web-Based Projects, Explorations, and
Research
 Student-Created Media like Podcast, Videos
or Slideshows
 Collaborative Online Tools
 Using Social Media to Engage Students
Frameworks for Technology Integration
The SAMR (Substitution, Augmentation,
Modification, Redefinition) model, created by Dr.
Ruben Puentudura, guides the process of reflecting
on how we are integrating technology into our
classrooms. The ultimate goal of technology
integration is to completely redefine how we teach
and learn, and to do things that we never could
before the technology was in our hands.
The TPACK (Technological Pedagogical Content
Knowledge) framework lays out the knowledge that
educators need in order to successfully integrate
technology into their teaching.
Level of Technology Integration
Mary Beth Hertz shares four levels of classroom
technology integration she has observed in schools:
1. Sparse: Technology is rarely used or available.
Students rarely use technology to complete
assignments or projects.
2. Basic: Technology is used or available
occasionally/often in a lab rather than the
classroom. Students are comfortable with one or
two tools and sometimes use these tools to create
projects that show understanding of content.
3. Comfortable: Technology is used in the
classroom on a fairly regular basis. Students are
comfortable with a variety of tools and often use
these tools to create projects that show
understanding of content.
4. Seamless: Students employ technology daily in
the classroom using a variety of tools to complete
assignments and create projects that show a deep
understanding of content.
Advantages
• Can be more interactive and engaging
• Provides structured learning so child can learn
more independently
• Can be great preparation for future learning-
delivery system of the future
• Opportunity to learn from a different teacher or
teachers on line
• Can have virtual classmates
Disadvantages
• On-line can be pricey
• Can be frustrating if not technologically savvy or
if student has poor typing or reading skills
• Has set deadlines so less scheduling flexibility
• May include more “busy work” as it is more of a
structured school environment
• Software has preprogrammed responses and if
child does not answer with exact responses may
cause frustration.

Curriculum Development Process
• Development connotes changes which is
systematic.
• A change for the better means alteration,
modifications or improvement of existing
condition.
• To produce positive changes, development should
be purposeful, planned and progressive.
Phases of Curriculum Development
1. Curriculum planning – consider the school
vision, mission and goal.
2. Curriculum designing – the way curriculum is
conceptualized to include the selection and
organization of content, the selection and
organization of learning experience or activities and
the selection of the assessment procedure and tools
to measure achieved learning outcomes.
3. Curriculum implementation – the teacher who
is facilitator of learning, leads in putting in action
the plan which is based on the curriculum design.
4. Curriculum evaluating – determines the extent
to which the desired outcomes have been achieved.
This procedure is on-going as in finding out of
progress of learning or the mastery of learning.
Ralph Tyler Model: Four Basic Principles
He posited four fundamentals principles which are
illustrated as answers to the following question:
1. What education purposes should school seek to
attain?
2. What educational experiences can be provided
that are likely to attain these purposes?
3. How can these educational experiences be
effectively organized?
4. How can we determine whether these purposes
are being attained or not?
Tyler’s Model shows that in curriculum
development, the following considerations should
be made:
1. Purpose of the school
2. Educational experiences related to the purpose
3. Organization of the experiences
4. Evaluation of the experience
Hilda Taba Model: Grassroots Approach
She presented six major steps to her linear model
which are the following:
1. Diagnosis of learners needs and expectations of
the larger society.
2. Formulation of learning objectives.
3. Selection of learning contents.
4. Organization of learning contents.
5. Selection of learning contents.
6. Determination of what to evaluate and the means
of doing it.
Our Responsibilities
What can we do to make sure that students are
prepared for their literacy future? The International
Reading Association recommends the following:
Teachers
• Take full advantage of professional development
opportunities to explore new instructional
strategies and resources that effectively use ICTs in
the classroom.
• Explore new instructional models for integrating
the Internet and other ICTs as part of literacy
instruction.
• Provide equal opportunity and access for all
students to use ICTs that foster and improve
learning.
• Read professional publications on a regular basis
to keep up with current research and best
practices for using technology in instruction to
enhance students’ literacy learning.
Teacher educators
• Provide professional development and support to
teacher education faculty to incorporate technology
into their courses across the curriculum.
• Ensure that teacher preparation programs provide
distributed practice to teacher candidates in
technology enriched teaching throughout their
teacher preparation.
• Assist induction programs for new teachers to
provide applications of instructional technology in
the classroom.
• Support graduate teacher education for
practicing teachers that incorporates technology
into all professional development at colleges and
universities.
• Provide at all levels interest-driven, inquiry
projects with opportunities for exploration and
expansion of teachers’ knowledge base.
 School administrators
• Ensure that sufficient time and 30% of your
district’s technology budget are devoted to
professional development in the effective use of
ICTs in the classroom.
• Encourage teachers and staff to work
collaboratively and integrate effective instructional
models that use the Internet and other ICTs when
creating lessons in literacy instruction.
• Provide teachers and staff with access to online
journals, professional publications, and
opportunities to attend professional conferences that
offer current research and best practices for using
ICTs to enhance students’ literacy learning.
• Develop acceptable policies for safe Internet use
for students and staff.
• Support teachers’ attempts to develop classroom
websites to publish student work and share literacy
resources with students and parents.
Policymakers
• Expand definitions of reading and writing to
“literacies” that include the ability to locate,
critically evaluate, communicate, and thoughtfully
construct new ideas within networked information
environments such as the Internet.
• Support initiatives that guarantee Internet access
for schools and libraries.
• Support initiatives that provide funding for staff
development and teacher education in integrating
Internet and other technologies into the literacy
curriculum.
• Ensure that the new literacies of the Internet and
other ICTs are integrated within assessments of
reading and writing proficiency
Researchers
• Bring your particular area of expertise to research
ICTs use in ways that better inform policymakers
and educators about how best to support new
literacies.
• Examine carefully ways in which definitions of
literacy are changing as well as the implications of
these changes for research and development.
• Conduct research that identifies the new Internet
literacy practices as well as instructional
strategies essential for supporting successful
literacy performance within different information
and communication technologies.
• Report findings about effective classroom ICTs
use in ways that schools can understand and use.
There are at least four common elements that apply
to nearly all of the current perspectives being used
to inform the broader dimensions of new literacies
research
(Coiro, Knobel, Lankshear, & Leu, 2008): (1) The
Internet and other ICTs require new social practices,
skills, strategies, and dispositions for their effective
use; (2) new literacies are central to full civic,
economic, and personal participation in a global
community; (3) new literacies rapidly change as
defining technologies change; and (4) new literacies
are multiple, multimodal, and multifaceted; thus,
they benefit from multiple lenses seeking to
understand how to better support our students in a
digital age.
21st Century skills are today’s students need to
succeed in their careers during the Information Age.
The twelve 21st Century skills are:
1. Critical thinking
2. Creativity
3. Collaboration
4. Communication
5. Information literacy
6. Media literacy
7. Technology literacy
8. Flexibility
9. Leadership
10. Initiative
11. Productivity
12. Social skills
These skills are intended to help students keep up
with the lightning-pace of today’s modern markets.
Each skill is unique in how it helps students, but
they all have one quality in common.
The Three 21st Century Skill Categories
Each 21st Century skill is broken into one of three
categories:
1. Learning skills
2. Literacy skills
3. Life skills
Learning skills (the four C’s) teaches students about
the mental processes required to adapt and improve
upon a modern work environment.
A literacy skill (IMT) focuses on how students can
discern facts, publishing outlets, and the technology
behind them. There’s a strong focus on determining
trustworthy sources and factual information to
separate it from the misinformation that floods the
Internet.
(d) facility with reading and synthesizing
information from multiple multimedia sources, and
(e) understanding how to communicate with others
in contexts where information is learned about and
shared collectively

Life skills (FLIPS) take a look at intangible

elements of a student’s everyday life. These
intangibles focus on both personal and professional
qualities.

21st Century literacies as the ability to:

• Develop proficiency and fluency with the tools of

technology;

• Build intentional cross-cultural connections and

relationships with others so to pose and solve
problems collaboratively and strengthen
independent thought;

• Design and share information for global

communities to meet a variety of purposes;

• Manage, analyze, and synthesize multiple streams

of simultaneous information;

• Create, critique, analyze, and evaluate

multimedia texts;

• Attend to the ethical responsibilities required by

these complex environments. (NCTE, 2013)

NICHOLSON AND GALGUERA (2013) suggest

five skills that must be taught to address the gap in
students’ new literacy skills. These skills include:

(a) the ability to identify questions and frame

problems to guide reading on the internet,

(b) the capacity to identify information that is

relevant to one’s needs,

(c) competence with critically evaluating

online information,