NORTHERN

OF NEGROS STATE COLLEGE

nd SCIENCE AND TECHNOLOGY
2 Semester A.Y. 2021-2022

COLLEGE OF EDUCATION
COURSE LESSON IN

Building and
Literacies Enhancing
Across the New
Curriculum

COURSE FACILITATOR: JENNIFER L. LEGASPI, LPT, Med-THE

FB/MESSENGER: Jennifer Legaspi
Email: jenniferlegaspi167@gmail.com

3
Phone No: 09277745420

LESSON
 VISION

Northern Negros State College of Science and technology envisions a skillful and

productive manpower, qualified and competent professionals endowed with leadership

qualities, commitment to public service, a common shared values, and capacities to

integrate and use new knowledge and skills in various vocations and professions to meet

the challenges of the new millennium.

MISSION

To train and develop semi-skilled manpower, middle level professionals and

competent and qualified leaders in the various professions responsive to the needs and

requirements of the service areas providing appropriate and relevant curricular

programs and offerings, research projects and entrepreneurial activities, extension

services and develop progressive leadership to effect socio-economic change and thereby

improve the quality of life.

INSTITUTIONAL OUTCOMES

1. Demonstrate logical thinking, critical judgment and independent decision-making

on any confronting situations
2. Demonstrate necessary knowledge, skills and desirable attitudes expected of one’s
educational level and field of discipline
3. Exhibit necessary knowledge, skills and desirable attitudes in research
4. Exhibit proactive and collaborative attributes in diverse fields
5. Manifest abilities and willingness to work well with others either in the practice of
one’s profession or community involvement without compromising legal and
ethical responsibilities and accountabilities.
PROGRAM LEARNING OUTCOMES

CHED Bachelor of Secondary Education Program Outcomes:

Program Outcomes (ENGLISH)

(CMO # 75 s. 2017)

The program shall produce a graduate who can:

a. articulate and discuss the latest developments in the specific field of practice. (PDF level 6
descriptor)
b. effectively communicate in English and Filipino, both orally and in writing.
c. work effectively and collaboratively with a substantial degree of independence in multi-
disciplinary and multi-cultural teams. (PDF level 6 descriptor)
d. act in recognition of professional, social, and ethical responsibility.
e. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).
f. articulate the rootedness of education in philosophical, socio-cultural, historical, and political
contexts.
g. demonstrate mastery of subject matter/discipline.
h. facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.
i. develop innovative curricula, instructional plans, teaching approaches, and resources for
diverse learners.
j. apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practices.
k. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting
learning processes and outcomes.
l. practice professional and ethical teaching standards sensitive to the local, national, and global
realities.
m. pursue lifelong learning for personal and professional growth through varied experiential and
field-based opportunities.
n. possess broad knowledge of language and literature for effective learning.
o. use English as a global language in a multilingual context as it applies to the teaching of
language and literature.
p. acquire extensive reading background in language, literature and allied field
q. demonstrate proficiency in oral and written communication.
r. shows competence in employing innovative language and literature teaching approaches,
methodologies, and strategies.
s. use technology in facilitating language learning and teaching.
t. inspire students and colleagues to lead relevant and transformative changes to improve
learning and teaching language and literature.
u. display skills and abilities to be a reflective and research-oriented language and literature
teacher.
Program Outcomes (MATHEMATICS)
(CMO # 75 s. 2017)

The program shall produce a graduate who can:

a. articulate and discuss the latest developments in the specific field of practice. (PDF
level 6 descriptor)
b. effectively communicate in English and Filipino, both orally and in writing.
c. work effectively and collaboratively with a substantial degree of independence in multi-
disciplinary and multi-cultural teams. (PDF level 6 descriptor)
d. act in recognition of professional, social, and ethical responsibility.
e. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).
f. Articulate the rootedness of education in philosophical, socio-cultural, historical, and
political contexts.
g. demonstrate mastery of subject matter/discipline.
h. facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.
i. develop innovative curricula, instructional plans, teaching approaches, and resources for
diverse learners.
j. apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practices.
k. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting
learning processes and outcomes.
l. practice professional and ethical teaching standards sensitive to the local, national, and
global realities.
m. pursue lifelong learning for personal and professional growth through varied experiential
and field-based opportunities.
n. exhibit competence in mathematical concepts and procedures.
o. exhibit proficiency in relating mathematics to other curricular areas.
p. manifest meaningful and comprehensive pedagogical content knowledge (PCK) of
mathematics.
q. demonstrate competence in designing, constructing and utilizing different forms of
assessment in mathematics.
r. demonstrate proficiency in problem-solving by solving and creating routine and non-
routine problems with different levels of complexity.
s. use effectively appropriate approaches, methods, and techniques in teaching
mathematics including technological tools.
t. appreciate mathematics as an opportunity for creative work, moments of enlightenment,
discovery and gaining insights of the world.
Program Outcomes (SCIENCES)
(CMO # 75 s. 2017)

The program shall produce a graduate who can:

a. articulate and discuss the latest developments in the specific field of practice. (PDF
level 6 descriptor)
b. effectively communicate in English and Filipino, both orally and in writing.
c. Work effectively and collaboratively with a substantial degree of independence in multi-
disciplinary and multi-cultural teams. (PDF level 6 descriptor)
d. act in recognition of professional, social, and ethical responsibility.
e. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).
f. articulate the rootedness of education in philosophical, socio-cultural, historical, and
political contexts.
g. demonstrate mastery of subject matter/discipline.
h. facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.
i. develop innovative curricula, instructional plans, teaching approaches, and resources for
diverse learners.
j. apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practices.
k. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting
learning processes and outcomes.
l. practice professional and ethical teaching standards sensitive to the local, national, and
global realities.
m. pursue lifelong learning for personal and professional growth through varied experiential
and field-based opportunities.
n. demonstrate deep understanding of scientific concepts and principles.
o. apply scientific inquiry in teaching and learning.
p. utilize effective science teaching and assessment methods.
q. manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the
sciences.

CHED Bachelor of Physical Education Program Outcomes:

Program Outcomes
(CMO # 80 s. 2017)

The program shall produce a graduate who can:

a. Articulate and discuss the latest developments in the specific field of practice. (PDF level 6
descriptor)
b. Effectively communicate orally and in writing using both English and Filipino.
c. Work effectively and collaboratively with a substantial degree of independence in multi-
disciplinary and multi-cultural teams. (PDF level 6 descriptor)
d. Act in recognition of professional, social and ethical responsibility.
 e. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).
f. Articulate the rootedness of education in philosophical, socio-cultural, historical,
psychological, and political contexts.
g. Demonstrate mastery of subject matter/discipline.
h. Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.
i. Develop innovative curricula, instructional plans, teaching approaches and resources for
diverse learners.
j. Apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practices.
k. Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting
learning processes and outcomes.
l. Practice professional and ethical teaching standards sensitive to the local, national, and
global realities.
m. Pursue lifelong learning for personal and professional growth through varied experiential
and field-based opportunities.
n. Disciplinal Knowledge: Apply scientific and evidence-based practices critical to the
educational and learning processes.
o. Movement and Competency and Proficiency:
o.1. Demonstrate skillful performance in a variety of physical activities.
o.2. Adapt performance to variety of physical activity settings: (e.g. formal classes,
recreational, and competitive)
p. Curriculum and Program Planning, Implementation, Monitoring and Evaluation:
p.1. Critically examine the curriculum (e.g. content, pedagogy and assessments) and
program, and enhance (e.g. innovate) them necessarily.
p.2. Plan and implement safe and effective physical activity programs to address the needs
of individual and groups in school and/or non-school settings.
p.3. Monitor and evaluate physical activity programs in school and/or non-school settings.
p.4. Use appropriate assessments in, as and for student or client learning.
p.5. Use information, media and technology in pedagogy and for lifelong learning.
q. Professional Accountability and Responsibility:
q.1. Demonstrate firm work/professional ethics
q.2. Cultivate solidarity by working and dealing with/relating to others harmoniously.
q.3. Promote the advancement of the profession by making sense of and getting involved in
current discourse that impact on the profession.
q.4. Pursue lifelong learning for personal and professional development.
r. Communication:
r.1. Communicate effectively with PE practitioners, other professionals and stakeholders.
r.2. Use oral, written, and technology formats deftly

NONESCOST BSEd and BPEd Program Outcomes:

The program shall produce a graduate who can:
1. demonstrate proficiency, mastery and application of content, pedagogy and technological
knowledge in the chosen field; and
2. exhibit exemplary character, proactiveness, and cultural responsiveness to the needs of the
community.
Warm greetings!

Welcome to the second semester of School Year 2020-2021! Welcome to the College of
Education and welcome to NONESCOST!

Despite of all the happenings around us, there is still so much to be thankful for and
one of these is the opportunity to continue learning.

You are right now browsing your course Lesson in EDP110. As you read on, you will
have an overview of the course, the content, requirements and other related information
regarding the course. The Lesson is made up of 6 lessons. Each lesson has seven parts:

INTRODUCTION- Overview of the lesson

LEARNING OUTCOMES- Lesson objectives for you to ponder on

MOTIVATION- Fuels you to go on

PRESENTATION- A smooth transition to the lesson

TEACHING POINTS- Collection of ideas that you must discover

LEARNING ACTIVITIES – To measure your learnings in the lesson where you wandered

ASSESSMENT – To test your understanding in the lesson you discovered

Please read your Lessons and learn the concepts by heart. It would help you prepare to be
effective and efficient professional in your respective fields. You can explore more of the concepts
by reading the references and the supplementary readings.

I encourage you to get in touch with me in case you may encounter problems while studying
your Lessons. Keep a constant and open communication. Use your real names in your FB
accounts or messenger so I can recognize you based on the list of officially enrolled students in
the course. I would be very glad to assist you in your journey. Furthermore, I would also suggest
that you build a workgroup among your classmates. Participate actively in our discussion board
or online discussion if possible and submit your outputs/requirements on time. You may submit
them online through email and messenger. You can also submit hard copies. Place them in short
size bond paper inside a short plastic envelop with your names and submit them in designated
pick up areas.

I hope that you will find this course interesting and fun. I hope to know more of your
experiences, insights, challenges and difficulties in learning as we go along this course. I am very
positive that we will successfully meet the objectives of the course.

May you continue to find inspiration to become a great professional. Keep safe and God bless!

Course Outline in EDP110 – Building and Enhancing New Literacy Skills across the
Curriculum

Course EDP 110

Number
Course Title Building and Enhancing New Literacy Skills Across the Curriculum
Course This course introduces the concepts of new literacies in the 21st century as an
Description evolving special phenomenon and shared cultural practices across learning
areas. The 21st century literacies shall include globalization and multi-cultural
literacy; social literacy; media literacy, financial literacy; cyber/digital literacy;
eco-literacy; and arts and creative literacy. Field –based interdisciplinary
explorations and other teaching strategies shall be used in this course.

No. of Units 3 units

Pre-requisites None
Course CILO 1. Demonstrate content knowledge and pedagogy of the 21st Century
Intended Education, new Literacies, functional literacy and multi-literacy
Learning perspective.(PPST1.1.1)
Outcomes CILO 2.Demonstarte the application of new literacies within and across teacher
education curriculum ( PPST 1.1.1)
CILO 3. Apply teaching strategies that develop critical and creative thinking and
/or higher order thinking skills ( PPST 1.5.1)
CILO 4. Show skills in the selection, development and use of variety of teaching
and learning resources, including ICT to address learning goals.
( PPST 4.5.1)
CILO 5. Demonstrate knowledge of providing timely, accurate and constructive
feedback to improve learner performance ( PPST 5.3.1}
Content A. Lesson 1-21st Century Education
Coverage B. Lesson II- 21st Century Skills
C. Lesson III- New Literacies, Functional Literacy and Multiliteracy
D. Lesson IV- Integrating New Literacies in the Curriculum
E. Lesson V-Multicultural and Global Literacy Lesson VI- Social Literacy
F. Lesson VII- Media Literacy
G. Lesson VIII- Eco literacy
H. Lesson IX-Arts and Creative Literacy
I. Lesson X-Gender Literacy Issues and Research Writing

References R1. Course Syllabus

 R.2.Building and Enhancing New Literacies across the Curriculum, Elmer B. De
Leon, DEM
3.https://www.researchgate.net/publication/
276486094_Gender_and_Literacy_Issues_and_Research_Placing_the_Spotlight_on
_Writing/link/5ace59c2a6fdcc87840e30c5/downloa
2.https://www.google.com/search?
rlz=1C1CHZL_enPH842PH842&sxsrf=ALeKk004Za8Fdy2smgQi3NzKymhYu-
12IQ:1610328063971&q=New+literacies+integration+by+student+teacher/
+cooperating+teacher+dyads+in+elementary+school:+A+collective+case+study,
+Friedrich+(2014)&sa=X&ved=2ahUKEwif6OXB25LuAhWSEqYKHcKvBjQQ7xYoA
HoECAUQMA&biw=1339&bih=588
4.https://scholar.google.com.ph/scholar?q=Improving+students
%E2%80%99+engagement+and+acceptance+using+multicultural+texts.
+Rouse+(2018)&hl=en&as_sdt=0&as_vis=1&oi=scholart

Supplementary Readings:
1. New literacies integration by student’s teacher/ cooperating teacher’s dyads in
elementary school: A collective case study, Friedrich (2014)
2. Improving students’ engagement and acceptance using multicultural texts.
Rouse (2018)
3. Study of digital media literacy of 5th and 6th grade primary students in Beijing,
Zhang (2016)

Course 1.
Active class participation (online discussion board, FB Closed group account)
Requirements 2.
Logbook/ Journal (Reflection, Observation and/or Activities on each Lesson
3.
Two (2) Long Examination
4.
Reflection Paper
5.
Final Teaching Demonstration: Application of the new literacies in the
Curriculum
Prepared by: RAMONITO N. ABESAR,LPT, MAEd-PES

Adapted by: JENNIFER L. LEGASPI,LPT, MEd-THE

Reviewed and Approved by:

Subject Area Coordinator : RAMONITO N. ABESAR, LPT, MAEd-PES

Dean, COE : MARY GRACE M. OFQUERIA, Ph. D.

GAD Director : JACKIELLE A. ANACLETO, LPT, MEd

CIMD, Chairperson : MA. JANET S. GEROSO, Ph.D.

QA Director : DONNA FE V. TOLEDO, Ed. D.

VP- Academic Affairs : SAMSON M. LAUSA, Ph. D

 Lesson

3 New Literacies, FUNCTIONAL LITERACYAND MULTILITERACY

3hrs

In this Lesson, students will understand the concept of new literacies including their expression
through tableau formation. (Tableau is a depiction of a scene through monumental statue formation). It will
enhances creativity, resourcefulness, and critical thinking.

1. Discuss new literacy and their impact on teaching-learning process

2. Describe a multiliterate teacher
3. Cite how functional literacy and new literacies can be integrated in the curriculum
and practice in the classroom.
4. Make a project plan or action plan that presents functional literacy in action.

The term multiliteracies (New London Group, 1996) has been used to describe forms of
literacy, often associated with the use of new technologies, in which traditional linguistic content
is embedded in, augmented by, or accompanied by information in various other modalities.
Thus, the presentation of information in these new literacies or multiliteracies is typically
multimodal (Kress, 2003). Linguistic and visual information, often with links to additional
information, found on websites and in social media provide examples of these new literacies as
do the changes in spelling, font size, and use of capitalization that may accompany text
messages.

Students are taught to read and write print with fluency, speed and comprehension of the message of the
writer and the interpretation of the content of the material. The United Nations Educational, Scientific and
Cultural Organization (UNESCO) asserts that a person, who is literate, can comprehend and write simple
and short sentences related to his/her daily life.
New Literacies
Between 1950 and 1970, the development of literacy, both operational and functional,
was established. During this period, literacy was defined as reading and writing skills
necessitated for activities d started modern society (Güneş, 2000). Beyond the 1990s, literacy
had stare to diversify in the light of technological developments, change of living conditions in
cities, and the new necessities. Hereafter, literacy then became multi-faceted.
At first, literacy was used in various types, Such as computer literacy, technology literacy,
Internet literacy, and media literacy respectively (Altun, 2005). Later on, it became a lifestyle
along with a person's entire life in a society that encompasses information literacy cultural
literacy and universal literacy.
Truly, literacy has changed and developed through a multitude of phases within a specific
period based on societal needs.
However, along this line, literacy is not confined only to knowing how to read and write
rather, it is a matter of applying knowledge for specific purposes in particular contexts. It
includes a socially-driven and evolved a pattern of activities, such as writing correspondence,
records keeping and inventories, posting announcements, reporting, etc. As such, Lankshear &
Knobel (2006) averred that literacies intend to generate and communicate meanings through the
medium of encoded texts within contexts in various discourses.
Kress (2003) posited that literacy can only happen when having a kind of potential
content through interaction with the text. Likewise a particular text may be understood for being
connected or related. Although in a way, such meaning can be more relational than a literal or
expressing solidarity or affinity with a particular people, like understanding the Internet, online
practices and online content. Hence, anything available online can become a resources for
making diverse meaning.
Literacies can bear a coding system that can capture the meaning, such as "letteracy"
(i.e., within language and recognition of alphabetic symbols).
Moreover, the Primary English Teaching Association Australia (2015) asserts that 21st
Century literacy has expanded to include social change, increasing field expertise and digital
technologies. To be literate requires comprehension, selection and use of multimodal and codes
conventions to interpret and express ideas, feeling formation. Subject-specific literacies are
recognized to require the application of specialized knowledge and skills, information skill, and
the creative and imaginative language. Literacy in the 21st century therefore, demands the
ability to perform and act confidently, efficiently and ethically with a wide range of written and
visual, print, live, digital , or electronic text types according to purpose (www.petaa.edu.au )

Exploring the New Literacies

There are seven new literacies that are stressed in the 21st century curriculum.
1. Multicultural Literacy is about understanding ethnic groups that comprise the
population and focuses on complex issues of identity, diversity and citizenship.
2. Social literacy is the development of social skills, knowledge and positive values in
human beings to act positively and responsibly in sophisticated complex social
settings.
3. Media literacy is the ability to access, analyze, evaluate, and create media.
4. Financial literacy is the ability to make informed judgments and make effective
decisions regarding the use and management of money.
5. Digital literacy is the ability to effectively use digital devices for purposes of
communication, expression, collaboration and advocacy in a knowledge-based society.
6. Ecological literacy ecosystems toward sustainability.
7. Creative literacy is the ability to make original ideas that have value, and the ability
to see the world in new ways.
The Truth on 21st Century Literacies According to Research
Since success with technology depends largely on critical thinking and reflection,
teachers with relatively little technological skills can provide less useful instruction. Therefore,
schools must support the teachers by providing them professional training and up-to-date
technology for utilization in classrooms.

Global economies, new technologies, and exponential growth in information are

transforming our society. Since today's people changing engage with a technology-driven,
diverse, and quickly changing world, teachers need to prepare students for this world with
problem- word solving, collaboration, and analysis, as well as skills with word processing,
hypertext, LCDs, Webcams, podcasts, smartboards, and social networking software that are
central to individual and community success.
The National Council of Teachers of English (2013) came up with a research that reveals
the following:
1. As new technologies shape literacies, they bring opportunities for teachers to foster
reading and writing in more diverse and participatory contexts.
2. Sites, like literature's Voice of the Shuttle, online fanfiction, and the Internet Public
Library, expand both the range of available texts and the social dimension of literacy.
3. Research on electronic reading workshops shows that they contribute to the emergence of
new literacies.
4. Research also shows that digital technology enhances writing and interaction in several
ways.
5. K-12 students, who write with computers, produce compositions of greater length and
higher quality are more engaged with and motivated toward writing than those who do not
write with computers.
6. College students, who keep e-portifolios, have a higher rate of academic achievement and
overall retention rate than those who do not keep e-portfolios. They also demonstrate a
greater capacity for metacognition, reflection and audience awareness.
7. Both typical and atypical students, who receive an online who receive an online response
to writing, revise their works better than those participating in traditional method.

Functional Literacy
The term functional literacy was initially defined by UNESCO through William S. Gray in
his Teaching of Reading and writing (1956) as an adult training to meet independently the
reading and writing demands placed on them. It stresses the acquisition of appropriate verbal,
cognitive and computational skills to accomplish practical results in specific cultural settings
dubbed as survival literacy and reductionist literacy.
Over the decades, as societies have evolved into technical innovations, the definition of
functional literacy has been modified to meet the changing demands (Concise Oxford Companion
to the English Language, 1998).
Referring to functional literacy, UNESCO states the following:
1. Literacy programs should be integrated to and correlated with economic and social
development plan.
2. The eradication of illiteracy should begin with population sectors, which are highly motivated
and need literacy for their Own and their country's benefit.
3. Literacy programs should be linked with economic priorities and carried out in areas
undergoing rapid economic expansion.
4. Literacy programs must impart not only reading and writing but also professional and
technical knowledge leading to greater participation of adults in economic and civic life.
5. Literacy must be an integral part of the over-all educational system and plan of each country
6. The financial need for functional literacy should be met with various resources, as well as be
provided for economic investments.
7. The literacy programs should aid in achieving main economic objectives (i.e. increase in labor
productivity, food production industrialization, social and professional mobility, creation of new
manpower and diversification of the economy).
Thus, literacy materials present reading, writing and numeracy concepts using words and
ideas needed in using information for learners to enhance sufficient literacy skills and continue
learning on their own.
A number of functional literacy programs have been carried out that focus on different
job skills and development aspects. To name a few, in the Philippine context, are agricultural,
health, industry, family planning, home making, arts and culture and technical-vocational
programs.
A new functional literacy aspect, called specific literacy, is called specific literacy, is
becoming a trend, in which the job of the student is analyzed to see exactly the literacy skills
needed and those that are only taught. This is to prevent job-skill mismatch. In specific literacy,
the student may learn very little but will be of immediate value that would result in increased
learner motivation.
Therefore, the specific literacy strategy is a planning tool that allows the literacy worker to
focus on skills that are of value to the learners.
Significance of this approach includes literacy that:
(1) starts in the workplace;
(2) uses a diagnostic approach;
(3) identifies turning points in economic life that may act as an incentive to learning;
(4) assesses the limits of a short-ternm intervention; and
(5) looks for generic skills. (https://www.encyclopedia. com/humanities/encyclopedias-
almanacs-transcripts-and- maps/functional-literacy)

Gunes (2000) posited that functional literacy constitutes the second level of literacy next
to basic literacy, in which literary and mathematical information and skills can be utilized in
one's personal, social, economic and cultural endeavors. Therefore, the essence in functional
literacy is to learn basic related information and skills and use them in daily life. Functional
literacy level comprises both technical and functional skills while encompassing social,
citizenship, and economic roles.
In context, Çapar (1998) cites that a functionally literate person is someone who is one
step ahead of literacy and maintains literacy activity throughout his/her life in order to keep
living and effectively accommodate him/herself to his/her surroundings. It is, therefore, an
ongoing process.
UNESCO defines functional literacy as the ability of an individual to take part in
significant activities in professional, social, political and cultural aspects in a society, where
he/she lives using his/her literacy Skills (De Castel, 1971; Goksen, Gulgoz and Kagitcibasi,
2000; as cited in Savas, 2006).
Hatch (2010) defines it based on the American Heritage College Dictionary (AHCD).
Accordingly, the word "functional" means "building capacity and "literacy" as "reading and
writing skills." Therefore, it is the capability to proficiently read and write that can be used in
daily life routines.
Likewise, Knoblauch and Brannon (1993), as cited in Jabusch (2002) distinguished basic
literacy and functional literacy as having the expression "functional" to indicate performance
with texts, including mathematics.
The Education for All Global Monitoring Report (UNESCO, 2006) states that functional
literacy means the ability to make significant use of activities involving reading and
writing skills that include using information, communicating with others, and following a
path of lifelong learning necessary for the ability to express him/ herself in daily life.
UNESCO's definition also adds that functional literacy includes those skills essential for
both official and unofficial participation, as well as those which are necessary for national
change and development that can be used to aid an individual in contributing to his/her
own development and that of his/her family and the society. The National Statistics
Authority defines functional literacy as the level of literacy that includes reading, writing
and numeracy skills that help people cope with the daily demands of life.
 Based on these definitions, functional literacy can be concluded as an activity that
contributes to the development of an individual and the society, including the ability to use
information and skills related to listening, speaking, reading, writing, and arithmetic necessary
for da life in social, cultural and economic aspects effectively (https://pdfs. semanticscholar.org).

Improving Functional Literacy in the Philippines

Over the years, the Philippines has continuously aspired to attain an increased
functional literacy rate.
Manuyo (2019) reported that based on the 2013 Functional Literacy, Education
and Mass Media Survey (FLEMMS), the country registered a 90.3% rate, which means
that nine out of every 10 Filipinos aged 10-64 were functionally literate. In 2003, there
were still gaps at the community level. In the study conducted by World Vision, results
showed that the proportion of girl is and boys aged 11-13, who were functionally literate,
placed at a critical rate of 44%, or below 50% of the students were able to read with
comprehension by the end of their basic education.
It was also evident that school dropouts contributed to low functional literacy.
Obviously, one in every 100 or about 4 million Filipino children and youth were out-of-
school in 2013. Of the total number, 22.9% got married, 19.2% lacked a family income to
be sent to school and 19.1% lacked interest in attending schools. In order to address
illiteracy issues, creating formal and non-formal leaning environments, active
participation of local stakeholders, building of teachers, development of contextualized or
indigenized learning materials, and tracking of improvement of reading, basic math and
essential life skills outcomes were desired. Interventions also included improvement of
classrooms and several reading facilities, establishing a culture of reading program,
parental training and learning, and skill integration in the curriculum.
(https://www.worldvision.org.ph/stories/improving-functional-literacy-in- the-
philippines/)
In a follow-up study by World Vision in 2016, the functional literacy rate went up
at 76.53%. In the community level, the rate inclined to 62.64%, or around 50%-70% of
the students were able to read with comprehension by the end of their basic education.
The increase was significant within the 3-year interval but it also indicated more
improvement is expected considering that rate remained 17.36% short of the 80%
threshold (https://pdts.semanticscholar.org).
An analysis shows that low functional literacy could mean low resilience to
respond to abnormal conditions and increase a child's vulnerability to exploitation. This
could also result in unpreparedness for gainful employment and eventually increased
dependency on welfare programs. One of the government initiatives to address this is the
Alternative Learning System (ALS) that provides an opportunity for learning among out-of-
school youth for them to land in better jobs. (https://pdfs.semanticscholar.
org/3941/28e7d8e26f67db495 1eb52713964a98546ec.pd)

Integration of New Literacies in the Curriculum

To address the call for literacy in today's world, students must become proficient in
the new literacies of 21st century technologies. The International Reading Association (RA)
believes that literacy educators have the responsibility to integrate information and
communication technologies into the curriculum to prepare students for the future they
deserve.

The multiliterate learner. Today, (1CTs) are redefining new literacy skills information
and communication technologies (ICTs) are redefining the nature of reading, writing and
communication. New literacy and practices are required by each new ICT as it emerges and
evolves. Thus, these new literacies need to be integrated into the curriculum to prepare
students for successful civic participations in a global environment.
 Successful civic participation students would desire for:
(1) teachers who use 1 Is skillful teaching and learning:
(2) peers who use CIS responsibly and who share their knowledge:
(3) a literacy Curriculum that offers Opportunities for collaboration with peers around
the world;
(4) instruction that embeds critical and culturally sensitive thinking into practice,
Standards and assessments that include new Literacies;
(5). leaders and policymakers who are committed advocates of lCTs for teaching and
learning; and
(6) equal access to ICIs for all classrooms and students.

Coiro, et. al (2008) noted four common elements as broader dimensions of new
literacies, to wit: (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 the students in a digital age .

Impact of new literacies on instruction. Additional changes are taking place in

literacy instruction (Grisham and Wolsey, 2009). Henry (2008) restated that engagement in
literacy activities is being transformed today like at no other time in history. As students turn
to the Internet and other information communication technologies (1CTS) at increasing rates
to read, write and interact with texts, they must develop new skills and strategies, or new
literacies, to be successful in these multimodal, intertextuality and interactive environments.
The Internet has become the defining technology for today's youth and may be the most
important ICI for students to learn how to manipulate successfully.
Although, there are multiple ways to view the changes literacy and communicate
emerging from new technologies ( Labbo and Reinking, 1999), it cannot be ignored that
literacy changes experiences at school and in everyday lives. As such, rapid profound
changes in technology impact student’s literary journey. Hence, Leu, et. al (2004) posited that
changes in literacy are confronted by innovations , that the new literacies of today will
replaced by newer ones tomorrow as new ICTs continuous emerge in a more globalized
community of learners. And such changes bear important implications to instructions,
assessment, professional development and research.

Multiliteracies in the Educational Reform

In a broader essence, the concept of 21t century skills is motivated by the belief that
teaching students the most relevant, useful, in-demand, and universally applicable skills
prioritized in today's schools.
As such, students need to be taught different skills that should reflect the specific
demands of a complex, competitive, knowledge- based, information-age, technology-driven
economy and society.
21st Century skills may be taught in a wide variety of school settings. Teachers may
advocate teaching cross-disciplinary Skills, while schools may require 21st century skills
in both instruction and assessment processes. Schools and teachers may use educational
approaches that inherently expedite or facilitate the acquisition of cross-disciplinary
skills.
Educational strategies that include authentic, outcome-based learning, project-based
learning and performance-based learning tend to be cross-disciplinary in nature.
Students complete a research project, create multiple technologies, analyze and process
information, think creatively, plan out the process, and work collaboratively in teams with
other students.
Likewise, schools may alternative allow students to learning pathways, pursue which
students earn in academic credit and satisfy graduation requirements by completing an
internship, apprenticeship or immersion experience. In this case students can acquire a'
 variety of practical, job-related skills and work habits, while also completing academic
coursework and meeting the same learning standards required of students.

Assessment of multiliteracies. Assessment moves from usual memorization of facts

and disconnected processes to demonstration of understanding through application in a
variety of contexts. Real-world audiences are important part of the assessment process,
including self-assessment.
Media literacy skills are honed as students address real- world issues from the
environment. Students use the technological and multimedia tools now available to them
to design and produce websites, television shows, radio shows, public service
announcements, mini-documentaries, electronic portfolios, DVDs, oral histories and even
films.
In a way, students can freely express their points of view as they create projects using
multimedia and deliver these products to real- world audiences, realizing that they can
make a difference and change the world. They learn what it is to be a contributing citizen,
and carry these citizenship skills throughout their lives. As a result, standardized test
scores are higher because students have acquired the skills and content in a meaningful
connected way with profound understanding. They actually master the content on a much
higher and develop their basic skills by constant applications throughout their schooling.

Preparing teachers for multiliteracies .New London Group (1996) underscored

multi-literacies as multimodal ways of communications between and among other languages
using diverse channels within cultures and an ability to understand technology and
multimedia. As such, applying multiliteracies to teaching offers a new classroom pedagogy
that extends and helps manage classrooms.
Biswas (2014) asserted that one challenge for educators is to help students create a
sustainable literacy development throughout schooling, so that students can develop strong
literacy skills. (Borsheim, et. al, 2008). Certainly, multiple and new literacies require
students to integrate technology-enhanced educational tools into their work. Ajayi (2011)
recommended that teacher education must prepare teachers to teach multiliteracies in their
schools where there pedagogy is a critical gap between multiliteracies and classroom
pedagogy (Pennington, 2013). Given globalization and technological changes, and teaching
multiliteracies is indispensable to literacy teaching and teaching learning in the 21st
century.
Therefore, Newman (2002) in Biswas (2014) suggests that that suggests teachers integrate
four components of multiliteracies in teaching:
1. Situated practice leads students towards meaningful learning by integrating primary
knowledge.
2. Overt instruction guides students to the systematic practice of learning process with
tools and techniques.
3. Critical framing teaches students how to question diverse perceptions for better
learning experiences. to question diverse
4. Transformed action teaches students to apply the lessons they learn to solve real-life
problems.

Thus, teaching multiliteracies can inform, engage, and encourage (New students to
embrace the multiplicity of learning practices (New help London Group, 1996). Moreover,
teaching multiliteracies can help teachers blend and apply the following four instructional
processes of multiliteracies in classroom to ensure successful teaching and advancing
students' learning processes.
Research shows that effective instruction in 21st Century literacies to access, evaluate,
synthesize, and contribute to information (New London Group, 1996).
Teachers insist to:
(1) encourage students to reflect regularly on the role of technology in their learning;
 (2) create a website and invite students to use it to continue class discussions and
bring in outside voices; (3) give students strategies for evaluating the quality of
information they find on the Internet;(4) be open about one's own strengths and
limitations with technology and invite students to help;

(5) explore technologies students are using outside the classroom and find ways to
incorporate them into one's teaching: (6) use wiki to develop a multimodal reader's guide
to a class text; (7) include a broad variety of media and genres in class texts; (8) ask
students to create a podcast to share with an authentic audience; (9) give students
explicit instructions about how to avoid plagiarism in a digital environment, and (10)
refer to the Partnership for 21st Century Skills website.

For schools and policymakers: (1) Teachers need both intellectual and material support
for effective 21st century literacy instruction; (2) Schools need to provide continuing
opportunities for professional development, as well as up-to-date technologies for use in
literacy classrooms; (3) Address the digital divide by lowering the number of students per
computer and by providing high quality access (broadband speed and multiple locations)
to technology and multiple software packages, (4) Ensure that students in literacy classes
have regular access to technology; (5) Provide regular literacy- specific professional
development in technology for teachers and administrators at all levels, including higher
education; (6) Require teacher preparation programs to include training in integrating
technology into instruction; (7) Protect online learners and ensure their privacy; (8) Affirm
the importance of literacy teachers in helping students develop technological proficiency;
and (9) Adopt and regularly review standards for instruction in technology.
The integration of new literacies and the teaching of multiliteracies open new
pedagogical practices that create opportunities for future literacy teaching and learning.
Multiliteracies can also help teachers provide equal access to learning for all students. In
effect, students learn to collaborate by sharing their thoughts with others in online spaces
where they can engage in different forms or modes of learning process. Consequently,
students can be expected to become more confident and knowledgeable in their learning
through participatory and collaborative practices as a results of this new literacy
integration in the curriculum for teacher education (New London Group, 1996)
Essay:

Using the Rubric, answer the following questions for 10 points each.

1. Describe a multiliterate teacher?

2. How can we integrate new literacies and functional literacy in the curriculum and
classroom practice?

For 50 points: Curriculum Application

Direction: make a project plan or activity that represent functional literacy in action (i.e. service learning,
community integration, immersion activity, industry visit, benchmarking etc.) Use the provided template

PROJECT PLAN
Name of Project
Brief Description
Beneficiaries
Proponent
Target objectives Success Date and Venue Person Involved Resources Accomplishment
Indicators ( person,
materials,
financial)
1.
2.
3
4.
5.
 Process and Procedure

1._____________________________________________________________________________________
2._____________________________________________________________________________________
3._____________________________________________________________________________________
4._____________________________________________________________________________________
5._____________________________________________________________________________________

Sample of project plan:

Rubric