Building and Enhancing New Literacies

Across Curriculum
 
Chapter I

Introduction, Nature, Concept

and Origin of the Subject;
New Literacies and the
Curriculum; and
Curriculum Development
Chapter 1

Introduction, Nature, Concept, and Origin of the

Subject;
New Literacies and the Curriculum; and
Curriculum Development

Introduction
Building and enhancing new literacies across the curriculum is a new challenge in the
classroom instruction. It builds new concepts in education liberalizing ever changing needs of
time, space and circumstances. Critical and reflective teaching learning environment is the
forerunner of intervention across curriculum. It enhances new literacies in the field of (a)
globalization and multi-cultural; (b) social; (c) media; (d) financial; (e) cyber /digital; (f)
ecology/environment; (g) arts and creativity; (h) Field based-interdisciplinary explorations; and
(i) other teaching strategies.

Specific Objectives
At the end of the lesson, students are expected to:

 differentiate the two categories of curriculum; and

 explain the role of curriculum as a gateway to all learning.
Duration
Chapter I: Introduction, Nature, Concept, and Origin = 6 hours
of the Subject;
New Literacies and the Curriculum; and
Curriculum Development

Lesson Proper
Lesson 1: Nature, Concept and Origin

Literacy is:
 Literacy is the ability to identify, understand, interpret, create, communicate and
compute, using printed and written materials associated with varying contexts.
 Literacy involves a continuum of learning in enabling individuals to achieve their goals,
to develop their knowledge and potential, and to participate fully in their community and
wider society (UNESCO, 2004; 2017).

Curriculum is:
 Is a total guided learning experiences designed to facilitate learners learning for
establishing quality relationship between what is learnt and what operates outside the
 school. Development is a process of achieving both quantitative and qualitative increase
of somebody or something or an event thereby constituting a new stage in a changing
situation.
 The term curriculum can be considered as a framework or a design for action that
comprises various elements including aims, objectives, content or subject matter,
methods or procedures and assessment or evaluation. It includes approaches for
accomplishing anticipated aims, proficiency level of the learners, a structure for guiding
for its users so as to measure the expected objective, expected outcomes, guided
experience, an instructional plan, cognitive/affective content and progress and assessment
procedures.

Gentle Reminder: As a future educator, Building and Enhancing will always be part of
your job. Building new ideas and strategies how to be an effective teacher, and
enhancing some of my strength in teaching for you to be able to progress and improve
your teaching skills. Literacy is one of the key of being an efficient and effective teacher
to your students. Because this is one of the foundations of teaching, and that is learning.
Being literate is a key for you to explain and introduce new learning to your students.

Literacy across the curriculum

 Literacy across the curriculum means that the students are learning literacy skills while
learning other content areas like math, science, social studies, arts and music.
 It requires children and other young people to have skills which enable them to interpret
and compose text across different discipline.
 Literacy present those aspects of the language and literacy strands of the English
curriculum that should also be applied in all other learning areas.
 It demands of each other learning areas ensure that students “literacy development is
strengthened so that it supports subject-based learning”.

Teaching Literacy across the Curriculum: The Vocabulary Connection

Every teacher of any subject is a literacy teacher. WHY?
 Because every time the teacher ask the students to open their textbooks, the
teacher is tend to ask if the students understand what they already read.
 Using vocabulary, the student is enhancing his/her skills to comprehend and able
to understand a text in order to come up with their own ideas and execute tasks.
 While there are many other comprehension strategies, vocabulary is still the
foundation for all understanding.
 John Dewey said that, vocabulary is critically important because a word is an
instrument for thinking about the meaning which it expresses.
How is literacy related to curriculum?
Curriculum requires students to have literacy skills which enable them to interpret and
compose texts across different disciplines. This involves teaching about how different language
choices and patterns represent and document ideas and views of the world through a range of
genres. It requires developing a sense of the way disciplinary knowledge is organised.
In the context of their nature, concept and origin, teacher provides a platform to student
to acquire the required tacit knowledge, skills, potentiality, ability, talents and develop positive
attitude, values and beliefs. This can be done with the help of a planned interaction the
curriculum. The “curriculum” is a conceptual framework (abstract) that an individual learner
“walkway” of their training field which both the school, teacher and student meet together using
their common Vision, Mission and Goals (VMGs) to reach-out the individual dream to finish the
course/curriculum/program of studies (academic taught). The “course” also is an abstract
framework until supported by “prospectus” turn to become concrete. Thus, the prospectus is a
sheet of paper where the line-up or arranged mandated subject by the Commission on Higher
Education (CHED)/ Technical Education of Skills and Development Authority
(TESDA)/Department of Education (DepEd) are found on the list and added by the institutional
specialized subjects. Thus, the quality of the learner, teacher and school produced invariably due
to the curriculum offered during their training period.
Nature of Curriculum - is that which makes a difference between maturity and immaturity,
between growth and stasis, between literacy and illiteracy, between sophistication (intellectual,
moral, social and emotional) and simplicity. It is the accumulated heritage of man’s knowledge
filtered through the prisms of contemporary demands and pressures. It is that wisdom considered
relevant to any age in any given location
Concept of curriculum – it is as dynamic as the changes that occur on society. In its narrow
sense, curriculum is viewed merely as a listing of subject to be taught in school; while in a
broader sense, it refers to the total learning experiences of individuals not only in schools, but in
society as well.

Origin of curriculum - The origin of the word “curriculum” is Latin, in which it means “a
running, race, lap around the track, course” (Glare 2000). Its contemporary meaning is that of
“courses offered by an educational institution or a set of courses constituting an area of
specialization” (Merriam Webster Dictionary 2009). A definition has to be concise and therefore
might not always refer to all aspects of a concept. Several authors and theorists on the topic of
curriculum have proposed definitions.

Lesson 2: Curriculum and Curriculum Development

Ever since the term curriculum was added to educators' vocabularies, it has seemed to
convey many things to many people. To some, curriculum has denoted a specific course, while
to others it has meant the entire educational environment. Whereas perceptions of the term may
vary, it must be recognized that curriculum encompasses more than a simple definition.
Curriculum is a key element in the educational process; its scope is extremely broad, and it
touches virtually everyone who is involved with teaching and learning.
This volume focuses on curriculum within the context of career and technical education.
In no other area has greater emphasis been placed upon the development of curricula that are
relevant in terms of student and community needs and substantive outcomes. The career and
technical and technical curriculum focuses not only on the educational process but also on the
tangible results of that process. This is only one of many reasons why the career and technical
and technical curriculum is distinctive in relation to other curricular areas and why career and
technical education curriculum planners must have a sound understanding of the curriculum
development process.

Curriculum:
 Curriculum plays an important role in the ‘playing field’ of the teacher/teaching course.
 Curriculum is the “planned interaction” of pupils/learner/student with instructional
content, materials, resources, and processes for evaluating the attainment/program of
studies/course of educational objectives.
 The word curriculum is derived from the Latin word 'currier' which means 'run' and
signifies 'run-away' or course which one runs to reach a goal.
 Curriculum means all the learning which is planned or guided by the school, whether it is
carried in groups or individual, inside or outside the school.

Reiterating further, curriculum is the “planned interaction”. It is the learning plan taught
by the school of a certain field of specialization. There are mandated subjects governed,
supervised and managed by the Commission on Higher Education (CHED) as required and
added to the subjects required to meet the VMGs (Vision, Mission and Goals) of the school. That
is the reason school differs in their offering of the courses because it matters on the approved
curriculum applied by the school to “fit and merit” their institutional VMGs. Now, teacher
benefited the curriculum, as implementor on the “planned interaction” in the classroom learning
environment. It is a plan that guides, facilitate, direct, supervise, manage and control the
“planned interaction.” It prescribes definite action to do. It prescribes curricular, co-curricular
and extracurricular activities of the teaching learning environment structured and organized. It is
also a collective effort coming from the different sectors in a socially engaged diverse
community. It meets the needs on the ever changing needs of the time, space and circumstances.

Importance of Curriculum
School system runs on a certain curriculum and it can never run without acknowledging
the importance of curriculum. Without a proper curriculum, a school cannot run smoothly. As
there would be no defined idea of what the plan is to teach students studying at the institution.
What the goal of teaching a subject is there needs to be a definite goal in mind of the
administration that what do they want the children to be capable of when they complete their
academic period in that institution.

Curriculum Development:
 Curriculum Development is defined as planned, purposeful, progressive and systematic
process in order to create positive improvements in the educational system.

Curriculum and curriculum development were born in the middle of the 1700 A.D. from
the concept system. While from the educator point of view material structure is immaterial in
processing the curriculum. However, in achieving the vision, mission and goals is an X-factor of
the school. Thus, from the context of this study the following content outline incorporated in
developing the curriculum from the structuralist and constructivist lens are: (a) globalization and
multi-cultural literacy; (b) social literacy; (c) media literacy; (d) financial literacy; (e) cyber
literacy/digital literacy; (f) eco-literacy; (g) arts and creativity literacy; (h) Field based-
interdisciplinary explorations; and (i) other teaching strategies shall be used in this course to be
multiculturalist in the pluralistic society.

As curriculum describes ways in which teaching and different training organizations plan
and guide learning groups or an individual. Curriculum development local, regional, and national
processes learner teacher difficulty must be understood. In their lens, it is something undertaken
by authorities with years of experience in educational system. The expectation is that they will
learn how to teach and thereby become effective transmitter of knowledge, skills, potentialities,
talents, ability and attitudes associated with a particular subject or program. Education
practitioners with years in the profession know differently. Successful practice in the classroom
is inextricably linked to curriculum development on how to teach.

In other words, the purpose of curriculum development is really to meet the needs of the
learner and the community in order to become self-sufficient and self-determine worth living life
to the fullest. From that end, the development of the curriculum as “guide” of a “planned
interaction” between the needs of the community, the school, teacher and student are born.
“Planned interaction” for short, medium and long ranged of program of studies are made for
specialization of learning as known to be a “course.” These are made and done for the purpose of
meeting the needs of the community and thereby “employability” is assured. It’s an investment
engaging certain course that one can employ so that return investment is done. Gaining, profiting
probably in the form of “money, “labor,”and “services” is already a human capital. Thus, looking
these self-sufficient and self-determined individual competitiveness is the language.

Types of Curriculum Development

Curriculum development involves the implementation of different types of instructional

strategies and organizational methods that are focused on achieving optimal student development
and student learning outcomes.

Current curriculum types can be broken down into two broad categories: the product
model and the process model. The product model is results-oriented. Grades are the prime
objective, with the focus lying more on the finished product rather than on the learning process.
The process model is more open-ended, and focuses on how learning develops over a period of
time. These two models need to be taken into account when developing a curriculum.
 Each course leader at an (higher education) institution will have guidelines, principles
and a framework that teachers are required to reference as they build their lessons. Teachers are
responsible for ensuring that their lesson planning meets the students’ educational needs, the
desired outcomes of the curriculum and that the materials used are current and comprehensible.
But besides all the expected aims and outcomes of curricula teachers do a great job when they:

• demonstrate knowledge of content;

• demonstrate the knowledge of students;
• select suitable instructional strategy goals;
• demonstrate knowledge of resources;
• design coherent instruction; and
• assess student learning.

Design of Curriculum Development

Remember that a curriculum contains the knowledge, skills and attitudes that a student
needs to master in order to get a degree or move to the next level. By thinking about how their
curriculum is designed, teachers ensure they’ve covered all the necessary requirements. From
there, they can start exploring various approaches and teaching methods that can help them
achieve their goals. There are three basic types of curriculum design: subject-centered, learner-
centered, and problem-centered design.

 Subject-centered curriculum design revolves around a particular subject or discipline,

such as e-marketing, research skills or communication. This type of curriculum design
tends to focus on the subject, rather than the student. It is the most common type of
standardized curriculum that can be found in higher education. Subject-centered
curriculum design is not student-centered, and the model is less concerned with
individual learning compared to other forms of curriculum design. This can lead to
problems with student engagement and motivation and may cause students who are not
responsive to this model to fall behind.

 Learner-centered curriculum design revolves around student needs, interests and

goals. It acknowledges that students are not uniform and therefore should not be subject
to a standardized curriculum. This approach aims to empower learners to shape their
education through choices. Differentiated instructional plans provide an opportunity to
select assignments, teaching and learning experiences and activities. This form of
curriculum design has been shown to engage and motivate students. The drawback to this
form of curriculum design is that it can create pressure on the teachers to source materials
specific to each student’s learning needs. This can be challenging due to teaching time
constraints. Balancing individual student interests with the institution’s required
outcomes could prove to be a daunting task.
  Problem-centered curriculum design teaches students how to look at a problem and
formulate a solution. Considered an authentic form of learning because students are
exposed to real-life issues, this model helps students develop skills that are transferable to
the real world. Problem-centered curriculum design has been shown to increase the
relevance of the curriculum and encourages creativity, innovation and collaboration in the
classroom. The drawback to this format is that it does not always consider individual
learning.

Therefore, developing, designing and implementing a curriculum is no easy task. With

the rise of eduLearcational technology and the diverse types of students attending higher
educational institutions these days, teachers have their work cut out for them. But by following
the fundamental guidelines and framework of curriculum development, teachers will be setting
themselves and their students up for long-term success.

The curriculum should include important questions like:

1. Was the required syllabus completed?
2. How well was the syllabus understood by the students?
3. Did the current system burden the children or the teacher?
4. Is there any space for improvement in the teacher or the content?

Keeping such questions in mind will help the administration to focus on the main
objective of teaching the students effectively. It will help the administration to design such a
curriculum which proves to be fruitful for the students and manageable by the teachers. If the
curriculum is too hectic for the students, the curriculum needs to be made less complex. This way
students spread the syllabus evenly through the period of the academic year. While on the other
hand, if all students are up to a very good level of understanding, then raising the complexity
accordingly would be a good idea.

So, children can absorb more information in that amount of time. For such a design of the
curriculum, we need to set up effective educational policies that reinforce cooperation between
the government and the educational sector. When the government and the educational sector will
join hands. They will be better able to address the issue regarding the shortcomings of the
curriculum in terms of management, material, and developments. The government can give
requisite funds for the materials while the educational sector utilizes the funds and creates such
policies that create ease for the teachers and students.

Through the management of the curriculum, making use of the given resources in the
best possible way. Developing policies to bring improvements in the whole system one can move
towards a more promising future. The curriculum sets the basis of any academic institution,
without it, the institution would be a lost cause. As the syllabus would be all over the place as
there are no concrete objectives of the system. We need to have a defined set of aims and
objectives for the syllabus we plan for our students. Only then, we can move toward a better
academic future for our nation.

Importance of Curriculum Development

 The development of a good curriculum is necessary for any institute. But there can never
be an absolute curriculum, as the world has been progressing everything needs to be made
compatible with the given scenarios. One of the best ways for good curriculum development is
having proper management for it. The fact that we have records of the old ones, we can analyze
and decide where it needs changing. As mentioned earlier, if we make a better management of
the older curriculums and their statistics it will help us make a better design for the upcoming
generations.

Need and Importance of Curriculum Development (or construction)

 Curriculum development is a purposeful activity.

 It is undertaken to design or redesign for the realization of certain specific educational
objectives.
 The curriculum is the heart of the student’s college/school experience.
 The curriculum should be reviewed and revised on a regular basis so that it is able to
serve the changing needs of both students and society.

The following points iterate the needs and importance of curriculum development.
1. Clear purpose and goals: Curriculum construction provide written curricular goals which
are nothing but intended student development outcomes. These goals and objectives are
specified in considerable detail and in behavioral language.
2. Continuous assessment and improvement of quality: Valid and reliable assessment of the
curriculum is necessary. The curriculum followed by an institution should be reviewed
regularly in order to maintain its effectiveness in regards to the changing needs of the
society as a whole.
3. A rational sequence: In a curriculum educational activities are carefully ordered in a
developmental sequence. This developmental sequence helps to form a well-planned (or
coherent) curriculum based on intended goals and outcomes of the curriculum and its
constituent courses.
4. Making strategy in teaching and learning: Curriculum development helps in suggesting
suitable teaching-learning strategies, teaching methods, instructional materials, etc. It
helps in providing for the proper implementation of the curriculum on the part of teachers
and learners.
5. Helps in the selection of learning experiences: Curriculum development is needed for
appropriate selection and organization of learning experiences. It helps in the selection of
study matter and other activities so that learners are able to acquire goals and objectives
of teaching.
References/Additional Resources/Readings
 https://www.academia.edu/404234/
Building_and_Enhancing_New_Literacies_Across_the_Curriculum_Companion
 https://www.academia.edu/40072353/
Building_and_Enhancing_New_Literacies_Across_Curriculum_OBTP
 http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2018/12/4.6.1_07_4.6-defining-
literacy.pdf
 http://oak.ucc.nau.edu/mr/cte592/Module_1/
Curriculum_Development_An_Overview.html
Building and Enhancing New Literacies
Across Curriculum
 
Chapter II

Curriculum Model
Chapter 2

Curriculum Model
Introduction
This topic refers to the documents used in education to determine specific aspects of teaching,
such as subject, time frame, and manner of instruction. There are two long-standing models of
curriculum: the 1) process model and the 2) product model. As we define curriculum
development as the process of creating planned interaction, syllabus or Outcomes Based
Teaching Learning Plan (OBTLP), teaching, training, and exhibition modes is the answer. It is a
term used to refer to the process of instituting and putting precise guidelines of instruction for the
curriculum. When this idea came to our minds it means that there are methods, procedure and
steps to follow in arriving such decision.

Specific Objectives
At the end of the lesson, students are expected to:

 select and determine the ‘ideal’ curriculum model that best suit in the learning
process; and
 relate curriculum model in the 21st Century skills.

Duration
Chapter II: Curriculum Model = 3 hours

Lesson Proper
Lesson 1: Curriculum Model

Tyler’s Model

Ralph Tyler’s model for curriculum designing is based on the following questions:
 What educational purposes should the school seek to attain?
 What educational experiences can be provided that is likely to attain these purposes?
 How can these educational experiences be effectively organized?
 How can we determine whether these purposes are being attained?
1. Step one is determining the objectives of the school or class. In other words, what do the
students need to do in order to be successful? Each subject has natural objectives that are
indicators of mastery. All objectives need to be consistent with the philosophy of the
school and this is often neglected in curriculum development. For example, a school that
is developing an English curriculum may create an objective that students will write
essays. This would be one of many objectives within the curriculum.
 2. Step two is developing learning experiences that help students to achieve one step. For
example, if students need to meet the objective of writing an essay. The learning
experience might be a demonstration by the teacher of writing an essay. The students
than might practice writing essays. The experience (essay demonstration and writing) is
consistent with the objective (student will write an essay).
3. Step three is organizing the experiences. Should the teacher demonstrate first or should
the students learn by writing immediately? Either way could work and preference is
determined by the philosophy of the teacher and the needs of the students. The point is
that the teacher needs to determine a logical order of experiences for the students.
4. Lastly, step four is evaluation of the objectives. Now the teacher assesses the students’
ability to write an essay. There are many ways to do this. For example, the teacher could
have the students write an essay without assistance. If they can do this, it is evidence that
the students have achieved the objective of the lesson.

Tyler’s Model by Diagram

Objectives
Selection of learning experiences
Organization of learning
Evaluation
The model is linear in nature, starting from objectives and ending with evaluation.
To Tyler, evaluation is a process by which one matches the initial expectation with the outcomes.

Taba’s Model
Hilda Taba’s model based upon the curriculum development process similar to Tyler’s, but
introduced additional steps and called for more information to be provided for each of them.
 Diagnosis of learners needs:
 Diagnosis of achievements
 Diagnosis of students as learner
 Diagnosis of curriculum problems

 Formulation of learning objectives:

Main objectives of education are:
 To add to knowledge they possess
 To enable them to perform skills which otherwise they would not perform
 To develop certain understanding, insights and appreciations
 Development of healthy personality
 Analysis of particular culture and society which educational program serves
  Selection and organization of content:

Determination
Selection of Oorganization of what to
Diagnosis of Formulation of Selection of Organization
learning of learning evaluate and
needs objectives content of content
experiences experiences the means of
doing it

 Content should be rational base

 Validity and significance of content
 Consistency with social realities
 Appropriateness to the need and interest of students
 Making proper distinctions between the various levels of content

 Organization and selection of the learning experiences

 This involves more than applying principles of learning.
 Have you used a variety of teaching methods?
 When using lecture will you make that active with questions and discussion?
 Are there opportunities for students to learn from one another?
 Are there opportunities for students to apply what they are learning through
solving real problems or developing projects that could be used in a real work
setting?

 Determination of what to evaluate and the means of doing it:

 Plans need to be made for evaluation
 How should the quality of learning be evaluated to assure that the ends of
education are being achieved?
 How does one make sure that there is consistency between the aims and
objectives and what is actually achieved by students?
 Does the curriculum organization provide experiences which offer optimum
opportunities for all varieties of learners to attain independent goals
Taba’s Model by diagram
Wheeler’s Model

Daryl Kenneth Wheeler’s model for curriculum design is an improvement upon Tyler’s model.
Instead of a linear model, Wheeler developed a cyclical model. Evaluation in Wheeler’s model is
not terminal. Findings from the evaluation are fed back into the objectives and the goals, which
influence other stages.

stating the
evalutation general
onkectives

Wheeler contends
that: organization
and matching selection of
of learning learning
 experiences experiences Aims
with context should be
discussed
as behaviours
selection of referring to
content
the end
product of
learning which yields the ultimate goal. One can think of these ultimate goals as
outcomes.
 Aims are formulated from the general to the specific in curriculum planning.
 Content is distinguished from the learning experiences which determine that content.

Kerr’s Model
John Kerr model of curriculum design is derived from school of learning “experiences and
knowledge”. In Kerr’s model, the collection of information for decision-making about the
curriculum are needed. For him, the essential elements are:

For him, curriculum is “all learning planned and guided by the school, whether it is carried on
in groups or individually, inside or outside the school.
What you should note about the model is that:
 The four domains are interrelated directly or indirectly, and;
 Objectives are derived from school learning experiences and knowledge.
In Kerr’s model, objectives are divided into three groups:
 Affective
 Cognitive
 Psychomotor
The model further indicates that knowledge should be (Urevbu, 1985):
 Organized
 Integrated
 Sequenced
 Reinforced
Evaluation in Kerr’s model is the collection of information for use in making decisions
about the curriculum. School learning experiences are influenced by societal opportunities, the
school community, pupil and teacher relationships, individual differences, teaching methods,
content and the maturity of the learners. These experiences are evaluated through tests,
interviews, assessments and other reasonable methods. In his model, Kerr asserts that everything
influences everything else and that it is possible to start an analysis at any point (Urevbu, 1985:
22).
References/Additional Resources/Readings
 https://www.academia.edu/40423144/
Building_and_Enhancing_New_Literacies_Across_the_Curriculum_Companion
Building and Enhancing New Literacies
Across Curriculum
 
Chapter III

Media Literacy, and

Financial Literacy
Chapter 3

Media Literacy and Financial Literacy

Introduction
Studying how we use and consume mass communication allows us to scrutinize the
conflicts, contradictions, problems, or even positive outcomes in our use of mass communication.
With so much to learn about mass communication, how informed are you? Our consciousness of
our media consumption is vital to understanding its effects on us as members of society. Media
literacy is our awareness regarding our mediated environment or consumption of mass
communication. It is our ability to responsibly comprehend, access, and use mass communication
in our personal and professional lives.
Financial literacy is based upon providing individuals sound financial knowledge and
skills so that they can make informed financial decisions and take effective actions regarding
their personal money management. However, the underlying message is aimed to adjust people's
core attitudes and beliefs, so that a change in financial behavior can help them reach a future of
financial freedom and security.

Specific Objectives
At the end of the lesson, students are expected to:
 identify the major role of media and finance in our society; and
 explain how might people live in the society without media and money.

Duration
Chapter III: Media Literacy and Financial Literacy = 3 hours

Lesson Proper
Lesson 1: Media Literacy

What
is
media
?
The term media, which is the plural of medium, refers to the communication channels
through which we disseminate news, music, movies, education, promotional messages and other
data. It includes physical and online newspapers and magazines, television, radio, billboards,
telephone, the Internet, fax and billboards.
It describes the various ways through which we communicate in society. Everything
ranging from a telephone call to the evening news on television can be called media.
Media literacy is the ability to:
 Decode media messages.
 Assess the influence of those messages on thoughts, feelings, and behaviors.
 Create media thoughtfully and conscientiously.
What can Media Literacy do for us?

 Expands the concept of literacy, as today’s messages come in many forms and literacy
can no longer refer to simply the ability to read and write.
 Offers a solution to public health issues, such as body image issues and substance use,
exacerbated by toxic media messages.
 Empowers people to engage in a global media environment.

Five Core Concepts of Media Literacy

1. All media messages are constructed.
Media texts are built just as surely as buildings and highways are built. The key behind this
concept is figuring out who constructed the message, out of what materials and to what effect.
2. Media messages are constructed using a creative language with its own rules.
Each form of communication has its own creative language: scary music heightens fear, camera
close-ups convey intimacy, and big headlines signal significance. Understanding the grammar,
syntax and metaphor of media language helps us to be less susceptible to manipulation.
3. Different people experience the same media message differently.
Audiences play a role in interpreting media messages because each audience member brings to
the message a unique set of life experiences. Differences in age, gender, education and cultural
upbringing will generate unique interpretations.
4. Media have embedded values and points of view.
Because they are constructed, media messages carry a subtext of who and what is important — at
least to the person or people creating the message. The choice of a character’s age, gender or
race, the selection of a setting, and the actions within the plot are just some of the ways that
values become “embedded” in a television show, a movie or an advertisement.
5. Most media messages are organized to gain profit and/or power.
Much of the world’s media were developed as money-making enterprises. Newspapers and
magazines lay out their pages with ads first; the space remaining is devoted to news. Likewise,
commercials are part and parcel of most television watching. Now, the Internet has become an
international platform through which groups or individuals can attempt to persuade.
By considering the core concepts behind every media message, you equip yourself with an ability
to analyze and interpret a message — and to accept or reject its legitimacy.
Media literacy helps us to:
 Learn to think critically. As people evaluate media, they decide whether the messages
make sense, why certain information was included, what wasn't included, and what the
key ideas are. They learn to use examples to support their opinions. Then they can make
up their own minds about the information based on knowledge they already have.

 Become a smart consumer of products and information. Media literacy helps us learn
how to determine whether something is credible. It also helps us determine the
"persuasive intent" of advertising and resist the techniques marketers use to sell products.

 Recognize point of view. Every creator has a perspective. Identifying an author's point
of view helps us appreciate different perspectives. It also helps put information in the
context of what they already know -- or think they know.

 Create media responsibly. Recognizing your own point of view, saying what you want
to say how you want to say it, and understanding that your messages have an impact is
key to effective communication.

 Identify the role of media in our culture. From celebrity gossip to magazine covers to
memes, media is telling us something, shaping our understanding of the world, and even
compelling us to act or think in certain ways.

 Understand the author's goal. What does the author want you to take away from a
piece of media? Is it purely informative, is it trying to change your mind, or is it
introducing you to new ideas you've never heard of? When kids understand what type of
influence something has, they can make informed choices.

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-
centred 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 – 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.

Lesson 2: Financial Literacy

Finance is defined as the management of money and includes activities such as investing,
borrowing, lending, budgeting, saving, and forecasting.

Financial literacy is the ability to understand and effectively use various financial skills,
including personal financial management, budgeting, and investing. Financial literacy is the
foundation of your relationship with money, and it is a lifelong journey of learning. The earlier
you start, the better off you will be, because education is the key to success when it comes to
money.

Given the importance of finance in modern society, lacking financial literacy can be very
damaging to an individual’s long-term financial success.

Being financially illiterate can lead to a number of pitfalls, such as being more likely to
accumulate unsustainable debt burdens, either through poor spending decisions or a lack of
long-term preparation. This in turn can lead to poor credit, bankruptcy, housing foreclosure, and
other negative consequences.

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 with a budgeting app. Your budget should include income
(paychecks, investments, alimony), fixed
expenses (rent/mortgage payments,
utilities, loan payments), The Basics of Understanding Prioritizing discretionary
spending (nonessentials such Budgeting Interest Rates Saving as eating out,
shopping, and travel), and savings.

Pay Yourself First - To build Identify theft savings, this

Credit-debt
reverse budgeting strategy issues and involves
Cycle Traps
choosing a savings goal (say, a safety 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.

Pay Bills Promptly - Stay on top of monthly bills, making sure that payments consistently
arrive on time. Consider taking advantage of automatic debits from a checking account or bill-
pay apps and sign up for payment reminders (by email, phone, or text).

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 the highest
interest rate first. If your debt is excessive, contact lenders to renegotiate repayment,
consolidate loans, or find a debt-counseling 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
individual retirement account (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.

Why Is Financial Literacy Important?

The lack of financial literacy can lead to a number of pitfalls, such as accumulating
unsustainable debt burdens, either through poor spending decisions or a lack of long-term
preparation. This in turn can lead to poor credit, bankruptcy, housing foreclosure, or other
negative consequences.

How Do I Become Financially Literate?

Becoming financially literate involves learning and practicing a variety of skills related to
budgeting, managing and paying off debts, and understanding credit and investment products.
Basic steps to improve your personal finances include creating a budget, keeping track of
expenses, being diligent about timely payments, being prudent about saving money,
periodically checking your credit report, and investing for your future.

Five Key Components of Financial Literacy

 The Basics of Budgeting. Creating and maintaining a budget is one of the most basic
aspects of staying on top of your finances. Without following a budget, it’s difficult to
hold yourself accountable on where your money is coming from and what it’s going
toward, so mastering the basics of budgeting is where any financial novice should begin.

Understanding Interest Rates. While you may touch upon the concepts within a
mathematics course, it’s important to understand different aspects, like compound
interest. Why? Not only can it help you save even more, but it can make the difference
between borrowing a small amount and paying back much more than you need to for
years to come. Understanding the ins and outs of interest can impact your finances more
than you likely realize, so it’s an important concept to gain a better understand of early
on in life.

Prioritizing Saving. Obviously, saving is an important aspects of maintaining a healthy

financial situation. But, the majority of students don’t prioritize this aspect as much as
they should. It’s easy to ignore things like retirement since it seems so far off in the
future. Learning to save early on can help you gain the knowledge, practice and set of
skills you’ll utilize throughout your entire life.

Credit-Debt Cycle Traps. Meaning: it’s much easier to lose credit than gain it and many
students don’t realize how easy it is to ruin their credit – and how difficult it can be to
regain credit – before it’s too late. That’s why it’s crucial to provide knowledge on debt
earlier than later. Credit can be an extremely useful tool – if it’s managed correctly.

Identify Theft Issues & Safety. In this modern day and age, identity theft is more
prevalent than ever. Since everything is digital and just about everyone has shopped
online at one point or another, your financial information is more vulnerable to fraud.
Understanding this concept, along with preventative measures, like password protection
and limiting the amount of information shared online can be the key to maintaining safe
accounts or, inversely, can lead to financial ruin.
References/Additional Resources/Readings
 Video: Media Literacy Awareness - https://www.youtube.com/watch?v=7HXmawarM0w
 Five Rules To Improve Your Financial Health -
https://www.investopedia.com/articles/personal-finance/111813/fiverules-improve-your-
financial-health.asp
 Federal Reserve Bank of San Francisco. "2019 Findings from the Diary of Consumer
Payment Choice." Accessed Sept. 10, 2021.
 Financial Industry Regulatory Authority. "U.S. Survey Data at a Glance: Financial
Knowledge and Decision-Making." Accessed Sept. 10, 2021.
 U.S. Department of the Treasury. "Financial Literacy and Education Commission."
Accessed Sept. 10, 2020
Building and Enhancing New Literacies
Across Curriculum
 
Chapter IV

Multicultural Literacy,
and
Social Literacy
Chapter 4

Multicultural Literacy and Social Literacy

Introduction
Multicultural literacy refers to the skills involved when uncovering bias in regards to
culture, as well as the ability to take different perspectives to gain a more humane perspective.
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.

Specific Objectives
At the end of the lesson, students are expected to:

 explain the importance of promoting learning of other cultures and of having healthy
skills in a multicultural setting.

Duration
Chapter IV: Multicultural Literacy and Social Literacy = 6 hours

Lesson Proper
Lesson 1: Multicultural Literacy

Multicultural literacy serves as a powerful tool in enabling students to gain a better

understanding of both their own culture and the cultures of others. Through this deeper
knowledge, relationships can be strengthened, bridging the gap between students from diverse
cultural backgrounds.
Multicultural literacy refers to the skills involved when uncovering bias in regards to
culture, as well as the ability to take different perspectives to gain a more humane perspective.
It is important for students to be multi-culturally literate. Students need to be able to take the
perspectives of different cultures to allow themselves to grow into responsible citizens, who
consider other people’s opinions.
Anything written about a person or group of persons who is/are outside the dominant
power structure of a country or region. Includes people:

•of different color

•of different religions
•with different ethnic backgrounds
•with developmental or physical disabilities
•who define themselves as LGBTQ
 Multicultural literature serves as a powerful tool in enabling students to gain a better
understanding of both their own culture and the cultures of others. Through this deeper
knowledge, relationships can be strengthened, bridging the gap between students from diverse
cultural backgrounds (Hseu & Hetzel, 2000). As students of the 21st century are global
participants, it is important that they possess cultural sensitivity. Through extensive research,
Norton (2009) has discovered that when students can relate global events to the themes, conflicts
and characterizations found in multicultural literature, it helps them to better understand current
world issues. Students therefore develop greater cognitive skills as they learn to engage with and
critically evaluate the texts that they read.

Suzanne Evans (2010) conducted research on critical literacy using a range of

multicultural picture books. Her aim was to determine whether student perspectives on diversity
and the acceptance of others altered once they were exposed to multicultural texts. Evans
concluded that exposure to multicultural literature increased students’ awareness of the various
social practices, values and belief systems of other cultures. These themes are a major focus in
the Australian Curriculum, with a general capability strand dedicated to intercultural
understanding, which is incorporated throughout each of the key learning areas.

Promotes empathy and unity

Multicultural literature fosters positive self-esteem and prevents students from feeling isolated. It
has the ability to nurture respect, empathy and acceptance among all students. Whoever You Are
(Fox, 1997) is an older publication that illustrates perfectly how multicultural literature can
promote unity among different cultures. The story highlights the fact that all children feel the
same emotions no matter where they live in the world, what language they speak, or how they
look. It suggests that although people have many differences, there are common traits that unite
us.

Promotes cross-cultural friendship

Multicultural literature promotes the interaction of children across differing ethnic backgrounds.
Stories portraying cultural diversity can foster the belief that race is not a barrier, but rather a
contribution to the beauty of our multicultural world. This ideal is portrayed in Kobald’s My
Two Blankets (2014). A young girl named Cartwheel relocates to a westernised country to
escape the war that is occurring in her homeland. She feels lost and lonely until she meets a
young girl in the park. Over time their friendship develops and the young girl helps Cartwheel to
understand her new world.

Helps students look critically at the world

Multicultural literature can help students develop global awareness by introducing them to
current cultural issues. When students vicariously experience the feelings and emotions of others
through literature, they are encouraged to look critically at the world and gain a greater
understanding of the global community.
Encourages identity formation
Multicultural literature can also assist students with their identity formation. Identity formation is
important in the social development of all children, as it gives them a sense of belonging and
acceptance in society. Inclusion of multicultural literature in library collections confirm that the
beliefs and experiences of minority students are valued. When students see themselves reflected
in the pages of literature, they are more likely to engage with a text. Smith’s (1995) case study
confirms this, revealing that African- American students prefer to read texts they can relate to
culturally, increasing their interest in reading. Familiar concepts in multicultural literature help to
build security, familiarity, and confidence, which can lead to an improvement in student learning
(Agosto, 2007).
Strategies Contributing to Reinforce Multicultural Literacy

Reading multicultural
books and stories

Providing authentic
Watching multicultural cultural environment
movies and TV programs and situational episodes
for students

Creating thematic
Teaching tips and Redesign teaching activities for students to
customs of different materials inclusive understand the
cultures multicultural literacy difference of different
cultures

Lesson
2: Social Literacy

What is Social Literacy?

 Social Literacy is the ability an individual has to connect effectively with those around
them by interacting, maintaining, and building relationships.
 Social Literacy is successful when an individual can intercede their world as family
members, workers, citizens, and lifelong learners.
 Social literacy helps students combine all of the features of literacy and uses them to
communicate with others so students are able to express their own thoughts.

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, co-workers,
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 1beneficial. In literally 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 and we socially need to understand how to
play those roles appropriately
 Social literacy concerns itself with the development of social skills, knowledge and
positive human values that enable human beings to act positively and responsibly in range of
complex social settings. It is the knowledge of how to behave and treat other people in a way
that is morally upright, just and equitable, with a view of promoting positive and productive
relations that are free from unfair prejudices.

By morally upright, we refer to thoughts, speech, actions, and behaviors that are in-line
with a fixed standard of justice—a system that promotes and rewards good and at the same time
punishes wrongdoing. Any system of justice, whether national, regional, or local, requires a
body of rules or laws by which to measure and administer rewards and punishment. Equitable
are the speech, actions, behaviors, and decisions that treat others fairly, regardless of
background or circumstances. Not to be confused with equality, which connotes a fixed
standard treatment for all people, equity seeks the good of others, and labors to find means by
which everyone gets “what they need” rather than simply “everyone gets the same thing in the
same amount.”

Why Is It Important?
It is important to make sure students interact in groups. By working in groups in the
classroom the students are practicing social skills that can be applied within and outside of the
classroom.
As we become more dependent on technology, we are beginning to interact less with
each other face to face. Social literacy helps prevent against bullying when young people learn
how to express themselves correctly. They will learn how to handle situations with teachers and
peers in person in lieu of through just technology.

How Can This Be Taught?

 Simply by modelling appropriate behaviors a teacher can help the students learn
social literacy.
 This should be taught to children through communication in order to obtain great social
skills. This can be done by showing them how to interact with family, friends, and
colleagues in and out of school.
 Using Social Literacy online, during a group project, or communicating with a
classmate is an important way for students to practice the basic concepts of literacy. If
students are exposed to social literacy they will become more confident socially in and
outside of the classroom. They will be able to voice their opinions through social
literacy.

How Is It Changing?
Traditionally we have focused on teaching students to improve their social,
communication, and organization skills in the classroom. In today's changing society we have
moved from encouraging a strict definition of social skills as conversation skills to a more
broad understanding of Social Literacy. Today it is important to tie in technology when
teaching social literacy, because this is an important feature of how individuals communicate.
 Social networking websites are one of many tools that can be used to help students
practice social literacy. Students of all ages can use these tools to practice the skills of social
literacy which are reading, writing, speaking, and listening.

Ways to incorporate social literacy in a face to face environment:

Group projects – group projects give students opportunities to interact face to face and
experience social interactions. It is so crucial that students learn to interact with people
effectively and contribute their part.
Peer reviewing – peer reviewing teaches students how to give constructive advice and
communicate their thoughts well. To be able to give constructive criticism and view another
person’s ideas is an important ability.
Field trips – taking students to a museum or to volunteer in an area in need could help students
open their eyes learn about different societies. On any field trip, even learning how to travel in
groups, communicate with people in charge, and work together as a group will be effective in
teaching students to be socially literate.

Ways to incorporate social literacy online:

Blogging – Through blogging, students learn how to effectively use the internet and share their
thoughts and knowledge appropriately. Reading classmates blog posts and responding helps
students learn from others and give them access to other ideas, as well as a chance to
constructively respond.
Class website – A class website is extremely useful in teaching students how to use and
navigate on the internet. Keeping students updated on class happenings, as well as giving
students opportunity to write and contribute on the class website will teach them useful skills in
communicating on the internet.
Video conferencing – Video conferencing has endless possibilities. Whether it is conferencing
with a professional in the community, or students from a culture across the world, it opens up a
realm of social interaction that can teach students so much about people in the world around
them.

References/Additional Resources/Readings
 Journal of Tourism and Hospitality Management December 2015, Vol. 3, No. 2, pp. 77-
87