Instructional Material in Ed 110

Ed 110 Building and Enhancing New Literacy 2nd Sem SY 2021-2022
Chapter 1:
21ST CENTURY EDUCATION
INTRODUCTION
This modern society is ushered in by a dramatic technological revolution. It is an increasingly

diverse, globalized and complex media-saturated society. According to Dr. Douglas Kellner, this
technological revolution bears a greater impact on society than the transition from an oral to print
culture.
Education prepares students for life in this world. Amidst emerging social issues and
concerns, there is a need for students to be able to communicate, function and create change
personally, socially, economically and politically at the local, national and global levels by
participating in real-life and real-world service learning projects. Emerging technologies and resulting
globalization also provide unlimited possibilities for exciting discoveries and developments.
OBJECTIVES
 Define 21st Century education;
 Describe the 21st Century teacher and the needed innovative tools learning;
 Examine the critical attributes of 21st Century education;
 Explain how 21st Century education concepts can be integrated in the classroom ; and
 Share relevant life lessons and significant values from the experience in practicing 21 st
Century education.
LET’S FIND OUT!
21st Century Education Contexts
21st Century Schools. Schools in the 21st century focus on a project-based curriculum for life
that would engage students in addressing real-world problems and humanity concerns and issues. This
has become an innovation in education, from textbook-driven, teacher-centered, paper-and-pencil
schooling into a better Understanding of the concept of knowledge and a new definition of the
educated person. Therefore, it makes a new way of designing and delivering the curriculum.
Schools will go from ‘buildings’ to ‘nerve centers’, with open walls and are roofless while
connecting teachers, students and the community to the breadth of knowledge in the world. Teachers
will transform their role from being dispensers of information to becoming facilitators of learning and
help students translate information into knowledge and knowledge into wisdom.
Therefore, the 21st century will require knowledge generation, not just information delivery,
and schools will need to create a “culture of inquiry”. Learners will become adaptive to changes. In
the past, learners spent a required amount of time in respective courses, received passing grades and
graduated. Today, learners are viewed in a new context.
These changes have implications for teachers: (1) Teachers must discover student interest by
helping them see what and how they are learning to prepare them for life in the real world; (2) They
must instill curiosity, which is fundamental to lifelong learning; (3) They must be flexible in how they
teach; and (4) They must excite learners to become more resourceful so that they will continue to learn
outside formal school.
21st Century learning demands a school that excites students for school. There is a little or no
discipline problem because of strong student engagement. Likewise, parents are informed about
positive changes in their children. As a result, students manifest significant improvement in basic
skills of reading, writing, speaking, listening, researching, scientific explorations, math, multimedia
skills and others.
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The 21st Century Curriculum. The twenty-first century curriculum has critical attributes that
are interdisciplinary, project-based and research-driven. It is connected to local, national and global
communities, in which students may collaborate with people around the world in various projects. The
curriculum also integrates higher-order thinking skills, multiple intelligences, technology and
multimedia, multiple literacies and authentic assessments, including service-learning.
The classroom is filled with self-directed students, who work independently and
interdependently. The curriculum and instruction are designed imbued with the concept of
differentiation. Thus, instead of focusing on textbook-driven or fragmented instruction, instruction
turns to be more thematic, project-based and integrated with skills and competencies purely not
confined within themselves, but are explored through research and concept application in projects and
outputs (http:/edglossary.org/21st-century-skills).
Learning is not confined through memorization of facts in figure alone but rather is connected
to previous knowledge, personal experience, interests, talents and habits.
The 21st Century Learning Environment. Typically, a 21st Century classroom is not
confined to a literal classroom building but a learning environment where students collaborate with
their peers, exchange insights, coach and mentor one another and share talents and skills with other
students. Cooperative learning is also apparent in which students work in teams because cooperation is
given more emphasis than competition, and collaborative learning more than isolated learning. They
use technologies, including internet systems and other platforms.
Hence, in the process of creating a world-class 21 st Century learning environment, building
new schools and remodeling of present school facilities can be addressed toward creating
environmentally friendly, energy-efficient, “green” schools. Inside every classroom, students shall
apply their knowledge of research in life, which is a clear indication of a relevant, rigorous, 21 st
Century real-life curriculum.
An ideal learning environment also considers the kind of spaces needed by students and
teachers in conducting investigations and projects by diverse groups for independent work. An ideal
learning environment has plenty of wall space and other areas for displaying student work that
includes a place where the parents and the community can gather to watch student performances, as
well as a place where they can meet for discussions.
Technology in the 21st Century Pedagogy. Technologies are not ends in themselves but
these are tools students use to create knowledge for personal and social change. 21 st Century learning
recognizes full access to technology. Therefore, a better bandwidth of Wifi access should be available
along areas of the school for the students to access their files and supplement their learning inside the
classroom. Various laboratories and learning centers are set up in such a way that they allow a space
needed for students’ simulation and manipulative works. All classrooms should have televisions to
watch broadcasts created by the school and other schools around. Other resources in the school can
also be utilized by students in creating opportunities for their knowledge explorations.
Understanding 21st Century Learners. Today’s students are referred to as “digital natives”,
while educators as “digital immigrants” (Prensky, 2001). Most likely, digital natives usually react, are
random, holistic and non-linear. Their predominant senses are motion and touch. They learn through
experience and learn differently. Digital immigrants often reflect, are sequential, and linear. The
predominant senses are hearing and seeing. They tend to intellectualize and believe that learning is
constant (Hawkins and Graham, 1994).
Students’ entire lives have been immersed in the 21 st Century media culture. They take in the
world via the filter of computing devices, such as cellular phones, hand held gaming devices, PDAs,
and laptops plus the computers, TVs, and game console at home.
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A survey by the Henry J. Kaiser Family Foundation found that young people (ages 8-18)
spend on electronic media an average of six hours a day. In addition, many are multitasking, such as
listening to music while surfing the Web or instant-messaging friends while playing a video game.
The preschoolers easily navigate electronic multimedia resources on games, in which they
learn colors, numbers, letters, spelling, and more complex tasks, such as mixing basic colors to create
new colors, problem-solving activities, and reading.
However, as Dr. Michael Wesch points out, although today’s students understand how to
access and utilize these tools, they use them only for entertainment purposes. Thus, students should be
prepared and assisted to become media literate as they function in an online collaborative research-
based environment with the advent of researching, analyzing, synthesizing, critiquing, evaluating and
creating new knowledge.
21st Century Skills Outcome and the Demands in the Job Market. The 21st Century skills
are a set of abilities that students need to develop to succeed in the information age. The Partnership
for 21st Century Skills lists three types, namely: (1) Learning Skills which comprise critical thinking,
creative thinking, collaborating, and communicating; (2) Literacy Skills which is composed of
information literacy, media literacy, and technology literacy; and (3) Life Skills that include flexibility,
initiative, social skills, productivity and leadership. These skills have always been important in an
information-based economy.
Likewise, skills demanded in the job market include knowing a trade, following directions,
getting along with others, working hard and being professional, efficient, prompt, honest, and fair.
More so, to adapt to these jobs in this information age, students need to think deeply about issues,
solve problems creatively, work in teams, Communicate clearly in many media, learn ever-changing
technologies and deal with the influx of information. Amidst rapid changes in the world, industry
requires students to be flexible, take the initiative, lead when necessary, and create something new and
useful.
According to Partnership for 21st Century Skills (P21), various industries look for employees
who can think critically, solve problems creatively, innovate, collaborate and communicate. Therefore,
for a perfect match between academe and industry demands, schools need to embed time-tested
industry-demanded work skills in the curriculum.
The 21st Century Learning Implications. 21st Century skills are viewed relevant to all
academic areas and the skills may be taught in a wide variety of both in-campus and community
settings.
Teachers should practice teaching cross-disciplinary skills in related courses, such as
integrating research methods in various disciplines; articulating technical scientific concepts in verbal,
written, and graphic forms; presenting laboratory reports to a pool of specialists, or use emerging
technologies, software programs and multimedia applications as an extension of an assigned project.
Likewise, accrediting organizations and regulatory bodies may require 21 st century skills in
the curriculum. In doing so, the assessment tools should also contain these skills. They may design or
adopt learning standards that explicitly describe multi-disciplinary skills that students should acquire
and master.
Schools and teachers should use a variety of applied skills, multiple technologies, and new
ways of analyzing and processing information, while also taking initiative, thinking creatively,
planning out the process, and working collaboratively in teams with other students.
More so, schools may allow students to pursue alternatives, in which students can earn
academic merits and satisfy graduation requirements by completing an internship, apprenticeship or
volunteer experience. It is in this manner that students can practice a variety of practical, career-based,
work-related skills and values while equally completing the academic coursework and meeting the
same learning standards required of students.
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In today’s world, information and knowledge are continuously increasing at a certain rate that
no one can learn everything about every subject. What may appear true today could be proven to be
false tomorrow and the jobs that students will get after they graduate may not yet exist. For this
reason, students need to be taught how to process, analyze and use the information and they need
adaptable skills that they can apply in all facets of life. Thus, merely teaching them ideas and facts
without teaching them how to use them in real-life settings is no longer enough.
Schools need to adapt and develop new ways of teaching and learning that reflect a changing
world, The purpose of school should be to prepare students for success after graduation and therefore,
schools need to prioritize the knowledge and skills that will be in the greatest demand, such as those
deemed to be most important by college professors and employers. Hence, teaching students to
perform well in school or pass the test alone is no longer sufficient.
Henceforth, teachers must realize and students must understand that no one can move toward
a vision of the future unless he/she understands the socio-historical context of where they are now,
whet events led them to be where they are, how this can inform development of a vision for the future
and how they want to get there. Thus, a clear articulation of the purpose of education for the 21 st
Century is the place to begin.
The Paradigm Shift for 21st Century Education
Before 21st Century Education 21st Century Education

Time-based Outcome-based
Focus: memorization of discrete facts Focus: what students know, can do and
are like after all the details are forgotten.
Lower order thinking skills in Bloom’s Higher order thinking skills
Taxonomy, such as knowledge and (metacognition), such as application,
comprehension analysis, synthesis, and evaluation
Textbook-driven Research-driven
Passive learning Active learning
Learners work in isolation and confined in the Learners work collaboratively with
classroom (walled classroom). classmates and others around the world
(global classroom).
Teacher-centered: teacher is dispenser of Student-centered: teacher is
knowledge, information and attention. facilitator/coach of students’ learning.
Little to no student freedom. Great deal of student freedom.
“Discipline problems” — No trust between “Discipline problems” — Students and
educators and students. Little student motivation. teachers have mutual respect and
relationship as co-learners. High student
motivation.
Fragmented curriculum Integrated and Interdisciplinary
curriculum
Grades taken from formal assessment measures Grades are based on students’
entered in the class record for reporting purposes performance as evidence of learning
outcome
Assessment is for marking purposes and placed Assessment is important aspect of
as part of lesson plan structure instruction to gauge learning outcome
Low expectations. What students receive is what High expectations that students succeed
they get. in learning to high extent.
Teacher is judge. No one else sees student work. Self, peer and others serve as evaluators
Outputs are assessed using structured metrics. of student learning using wide range of
metrics and authentic assessments.
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Curriculum is irrelevant and meaningless to the Curriculum is connected to students’

students. interests, experiences, talents and the real
world.
Print is the primary vehicle of learning and Performances, projects and multiple
assessment. forms of media are used for learning and
assessment.
Student diversity is ignored. Curriculum and instruction address
student diversity.
Students just follow orders and instructions Students are empowered to lead and
while listening to teacher's lecture. initiate while creating solutions and
solving problems.
Literacy is the 3 R's (reading, writing and Multiple literacies of the 21st Century
arithmetic). aligned to living and working in a
globalized new society.
Factory model, based upon the needs of Global model based upon the needs of a
employers for the Industrial Age of the 19 th globalized high-tech society.
century
.
The Critical Attributes of 21st

Century Education
Education continuously
changes dramatically throughout
time. There is a paradigm shift in
the way teaching and learning is
delivered. Therefore, the 21st
Century teacher needs to develop
essential knowledge, skills and
values in order to cope with these
changes and address students’
need (21st Century Schools, 2011).
The paradigm shift from the 20th to the 21st Century, shows that the structure and modalities
of education have evolved. Students become the center of teaching-learning process in the 21 st Century
using wide array of technological tools to assist them in exploring knowledge and information needed
in surviving the test of time and preparing for future career endeavors. Assessment has been made
varied to address multiple literacy development in diverse contexts. Teachers turn to become
facilitators rather than lecturers and dispensers of information. As such, curriculum is designed in a
way that it connects to life in the real world, interconnected with other disciplines and reshapes the
students’ holistic perspectives.
The following are eight attributes of 21st Century education and their implications:
1. Integrated and Interdisciplinary. Education in the 21ST Century is characterized by
interfacing various disciplines in an integrated manner rather than compartmentalizing its
subsequent parts. This critical attribute implies the need to review the curriculum and create
strategies infusing different subjects toward enhancing the learning experiences of students.
2. Technologies and Multimedia. Education in the 21ST Century makes optimum use of
available Information and Communication Technology (ICT), as well as multimedia to improve the
teaching and learning process, including online applications and technology platforms. It implies a
need to acquire and use computers and multimedia equipment and the design of a technology plan to
enhance learning at its best.
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3. Global Classrooms. Education in the 21ST Century aims to produce global citizens by
exposing students to the issues and concerns in the local, national and global societies. This critical
attribute implies the need to include current global issues/ concerns, such as peace and respect for
cultural diversity, climate change and global warming in classroom discussions.
4. Creating/Adapting to Constant Personal and Social Change and Lifelong Learning.
Education in the 21ST Century subscribes to the belief that learning does not end within the four
walls of the classroom. Instead, it can take place anywhere, anytime regardless of age. This means
that teachers should facilitate students’ learning even beyond academics. Therefore, it should not
end with requirement compliance and passing the exams, but also for transferring and applying
knowledge to a new context or real-life situations. As such, the curriculum should be planned in
such a way that students will continue to learn even outside the school for life.
5. Student-Centered. Education in the 21ST Century is focused on students as learners while
addressing their needs. Differentiated instruction is relevant in the 21 st Century classrooms, where d
diversity factors and issues are taken into account and addressed when planning and delivering
instruction, including their learning styles, interests, needs and abilities.
6. 21st Century Skills. Education in the 21st Century demonstrates the skills needed in becoming
productive members of society. Beyond learning the basic skills of reading, writing and numeracy,
students should also develop life and work skills in 21 st Century communities, such as critical and
creative thinking, problem-solving and decision-making and ICT literacy and skills. Therefore, it
implies that teachers should possess these skills first before their students.
7. Project-Based and Research-Driven. 21st Century education emphasizes data, information
and evidence-based decision-making through student activities that encourage active learning. This
implies the need for knowledge and skills in research, such as self-directed activities, learning
projects, investigatory projects, capstones and other research-based output.
8. Relevant, Rigorous and Real World. Education in the 21st Century is meaningful as it
connects to real-life experiences of learners. It implies the use of current and relevant information
linked to real-life situations and contexts.
The Characteristics of a 21st Century Teacher
The 21st Century teaching-learning environment becomes more complicated brought by

technological changes. Therefore, teachers should be able to cope with and adapt to these changes.
Thus, teachers must be equipped with attributes, knowledge and skills critical to 21 st century
education so that they may be able to integrate them in their teaching. 21 st Century teachers are
characterized as:
1. Multi-literate. Teachers know how to use various technologies in teaching.
2. Multi-specialist. Teachers are not only knowledgeable in the course subject they teach but also in
other areas so that they can help the learner build up what they gain in the classroom and outside the
school and make sense of what was learned.
3. Multi-skilled. Teachers cope with the demand for widening learning opportunities by being skillful
not just in teaching but also in facilitating and organizing groups and activities.
4. Self-directed. Teachers are responsible for various aspects of school life and know how to initiate
action to realize the learning goals of the students and the educational goals of the country, at large.
5. Lifelong learner. Teachers embrace the ideal that learning never ends. Therefore, teachers must be
constantly updated on the latest information related to their subject and pedagogic trends. They should
also share what they are learning with their students and colleagues with a high sense of
professionalism.
6. Flexible. Teachers are able to adapt to various learning styles and needs of the learners. They can
facilitate learner-centered teaching with flexibility using alternative modes of delivery.
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7. Creative problem solver. Teachers create innovative ideas and effective solutions to the arising
problems in the field, be it in the classroom, in the school or the profession as a whole.
8. Critical thinker. Teachers are critical thinkers as they encourage students to reflect on what they
have learned, and rekindle in them the desire to ask questions, reason out, probe, and establish their
own knowledge and belief.
9. Has a passion for excellent teaching. Teachers possess passion in the teaching profession to ensure
that students are motivated to learn under their guidance and care.
10. High Emotional Quotient (EQ). Teachers do not just have the head but also the heart to teach.
Teaching is emotionally taxing but an influential job as it involves interaction with human beings.
Common 21st Century Technology Tools for Learning
As teacher for the 21st Century, no one can escape from the reality that we are now in a
borderless society. It is, therefore, important that we should know different technology tools for
learning to respond to the needs of 21 st Century learners’ and the demands of the times. The following
are common 21st Century technology tools.
1. Affinity Groups. These are groups or communities that unite individuals with common interests.
Electronic spaces extend the range of possibilities for such groups.
2. Blogs. Web logs or “blogs” are interactive websites, often open to the public that can include Web
links, photographs and audio and video elements.
3. E-portfolio. It refers to student's works that are generated, selected, organized, stored and revised
digitally. Often, electronic portfolios are accessible to multiple audiences and can be moved from one
site to another easily. It can document the process of learning, promote integrative thinking, display
final work, and/or provide a space for reflective learning.
4. Hypertext. These are electronic texts that provide multiple links and allow users to trace ideas in
immediate and idiosyncratic directions. Hypermedia adds sound, video, animation, and/or virtual
reality environments to the user’s choices.
5. Podcasts. These are digitalized audio files that are stored on the Internet and downloaded to
listeners’ computers or most likely to MP3 players. The term “podcast” comes from iPod, the popular
MP3 player.
6. Web 2.0. This refers to a second generation of Web-based communities that demonstrate the
participatory literacies that students need for the 21st-century.
7. MySpace (http://www.Myspace.com). It is a social networking website that offers an interactive
user-submitted network of friends, personal profiles, blogs, groups, photos, music and videos
internationally. Students can rate professors, discuss books, and connect with high school and college
classmates here.
8. Second Life (http://www.secondlife.com). It is an Internet-based 3-D virtual world that uses avatars
(digital representations) to explore, socialize, participate in individual or group activities, create and
trade items (virtual property) and services.
9. Semantic Web. It is an extension of the current Web that puts data into a common format so that
instead of humans working with individual search engines (e.g., Google, Ask Jeeves) to locate
information, the search engines themselves feed into a single mechanism that provides this searching
on its own. Sometimes called Web 3.0, this technology enables integration of virtually all kinds of
information for more efficient and comprehensive retrieval.
10. Webkinz (http://www.webkinz.com). It is an Internet simulation wherein children learn pet care
and other skills.
11. Wiki. It refers to software that fosters collaboration and communication online. Wikis enable
students to create, comment upon, and revise collaborative projects. One of the most prominent is
Wikipedia (http:/Awww.wikipedia.org), an online multilingual free-content encyclopedia, which has
7.9 million articles in 253 languages.
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12. Youtube (http://www.Youtube.com). It is a popular website for video sharing where users can
upload, view and share video footage, including movie clips, TV clips, and music videos, even
student-produced videos.
13. Google Docs. It allows students to collaborate with other people and the document materials that
need to be compiled, processed, transacted and analyzed.
14. Prezi. It allows individuals to use pre-made, creative presentation templates.
15. Easybib. It allows individuals to generate citations in any given format.
16. Social media platforms (Facebook, Twitter, Edmodo, Schoology, Instagram, etc.). These are
means to communicate and share ideas among users.
17. Smartboards and audience response systems. These are replacement for traditional chalkboards or
whiteboards in classrooms.
18. ReadWriteThink.org. (www.readwritethink.org). It is a repository of standards-based literacy
lessons that offer teachers instructional ideas for Internet integration.
19. WebQuest Page (www.webdquest.org). It provides Webquests on an array of topics across content
areas with a template for creating one’s own.
20. Literacy Web (http://www.literacy.uconn.edu). It is an online portal that includes a large number of
new literacy’s resources for new literacies for teachers.
LET’S DO THIS!
Task 1: Directions: Answer the questions below. ( 5 points each)

1. What are the critical attributes of 21st Century education? Explain them.
2. Describe a 21st Century teacher and discuss some innovative tools for learning?
3. Explain how you can integrate 21st Century education in the curriculum.
Task 2: Directions: Share a personal experience or observation on 21 st Century teaching and teaming
being practiced in the classroom or in the school. What life lessons and values have you realized and
learned? (25 points)
EVALUATION
Directions: Read and analyze each item carefully. Choose and encircle the letter of the best answer.
1. The following concepts refer to the implications of 21 st Century education for teachers except one.
Which is the exception?
a. Teachers must maintain students’ interest by helping them see the connection of what they
learn for life with the real world.
b. Teachers must instill curiosity in students because it is fundamental to lifelong learning.
c. Teachers must be consistent in how they teach.
d. Teachers must excite learners to become even more resourceful so that they will continue to
learn outside the formal school.
2. The new breed of teachers takes advantage of technology that enables them to understand, integrate
create, communicate and compute printed and written materials. Which best describes the 21 st Century
teachers?
a. multiliterate b. multispeialist c. multiskilled d. multitasked
3. The following are contexts and perspectives of 21 st Century education as paradigm shift from that of
the 20th Century, except one. Which is the exception?
a. integrated and multidisciplinary
b. technology and multimedia-driven
c. global and classroom –oriented
d. relevant and real-world
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4. The lesson presented in class must be selected and designed to respond to the learner’s life survival
today and his career preparation in the future. This implies which critical attribute of the 21 st Century
education?
a. integrated and multidisciplinary
b. technology and multimedia
c. global classroom
d. relevant and real world
5. In the context of 21st century education, the teachers and the learners are branded as digital
immigrants and digital natives, respectively. How will you differentiate them in terms of aspect?
a. Thinking style: The teachers think randomly, while the learners, consequently,
b. Learning perspectives: The teachers prefer experiencing while the learners opt
intellectualizing.
c. Use of senses: The teachers utilize emotion and touch while the leaners, hearing and seeing.
d. Manner of response: The teachers tend to reflect, while the learners usually react.
Chapter 2:
21ST Century Skills
INTROUCTION
21st Century skills refer to a broad set of knowledge, skills, work habits, and character traits
that are deemed necessary in coping with today's world and future careers and workplaces. Thus, it can
be applied in all academic subject areas and educational settings throughout a student's life.
OBJECTIVES:
 identify the categories of 21st Century skills;

 apply the 21st Century skills in preparing, planning and delivering a lesson;
 cite ways on how to enhance the 21st Century skills of learners;
 explain how 21st Century skills be integrated in the teaching-learning process;
 give implications of 21st Century skills to educators and to pre-service teacher preparation; and
 share relevant life lessons and significant values from the personal experience in attaining 21 st
Century skills
LET’S FIND OUT!
The 21st Century Skills
The 21st Century skills may include the following: (1) critical thinking, problem-solving,
reasoning, analysis, interpretation, synthesizing information; (2) research skills and practices,
interrogative questioning; (3) creativity, artistry, curiosity, imagination, innovation, personal
expression; (4) perseverance, self-direction, planning, self-discipline, adaptability, initiative; (5) oral
and written communication, public speaking and presenting, listening; (6) leadership, teamwork,
collaboration, cooperation, facility in using virtual workspaces; (7) information and communication
technology (ICT) literacy, media and Internet literacy, data interpretation and analysis, Computer
programming; (8) civic, ethical, and social justice literacy; (9) economic and financial literacy,
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entrepreneurialism; (10) global awareness, multicultural literacy, humanitarianism; (11) scientific

literacy and reasoning, the scientific method; (12) environmental and conservation literacy, ecosystem
understanding; and (13) health and wellness literacy, including nutrition, diet, exercise, and public
health and safety.
Framework for 21st Century
According to the Partnership

for 21st Century Skills, this
concept encompasses a wide
array of a body of knowledge
and skills that have to be
categorized. Moreover, this
concept has been
interconnected with applied
skills, cross-curricular skills,
cross-disciplinary skills,
interdisciplinary skills,
transferable skills, transversal
skills, non cognitive skills and
soft skills.
The 21st Century skills concept is grounded on the belief that students must be educated in a
more relevant, useful, in-demand and universally applicable manner. The idea simply lies in the fact
that students need to be taught different skills and reflect on the specific demands that will be placed
upon them in a complex, competitive, knowledge-based, information-age and technology-driven
society. Therefore, 21st Century education addresses the whole child or the whole person (AACTE,
2010).
Hence, the curriculum should be designed to be interdisciplinary, integrated and project-based.
Tony Wagner (2010), in his book “The Global Achievement Gap”, advocated the seven survival skills,
namely: (1) critical thinking and problem-solving; (2) collaboration across networks and leading by
influence; (3) agility and adaptability; (4) initiative and entrepreneurialism; (5) effective oral and
written communication; (6) accessing and analyzing information; and (7) curiosity and imagination. .
The term “21st Century skills” refers to certain core competencies, such as collaboration,
digital literacy, critical thinking, and problem solving that schools need to teach the students for them
to thrive in today’s world.
The Partnership for 21st Century Skills presents the following sets of skills that are categorized
accordingly with different strands of expected outcomes.
Learning and Innovation Skills
These are the primary skills orchestrated in the 21st Century. They are attributes that
differentiate students who are prepared for a complex life and work environment from those who are
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not. Therefore, there is a need to stress on creativity, critical thinking, communication and
collaboration in preparing learners for the future.
A. Critical Thinking and Problem Solving. These may include effectively analyzing and
evaluating evidence, arguments, claims and beliefs; and solving different kinds of non-familiar
problems in both conventional and innovative ways.
Skills Sub-skills
1. Work together Establish clear definitions and agreements on the roles of partners in the
effectively in team collaborative process
Keep communication open within teams to carry out tasks
Carefully identify obstacles and address problems cooperatively
2. Reason effectively Analyze how parts of a whole interact with each other to produce overall outcomes
in complex systems
Use various types of reasoning (inductive, deductive, etc.) as appropriate to the
situation
Use systems thinking
3. Make judgments and Effectively analyze and evaluate evidence, arguments, claims and beliefs
decisions Analyze and evaluate major alternative points of view
Synthesize and make connections between information and arguments
Interpret information and draw conclusions based on the best analysis
Reflect critically on learning experiences and processes
4. Solve problems Solve different kinds of non-familiar problems in both conventional and innovative
ways
Identify and ask significant questions that clarify various points of view and lead
to better solutions
B. Communication. This pertains to articulating thoughts and ideas effectively using oral and written
communication skills in a variety of forms and contexts.
Skill Sub-skills
1.Communicate clearly Articulate thoughts and ideas effectively using oral, written and nonverbal
communication skills in a variety of forms and contexts
Listen effectively to decipher meaning, including knowledge, values,
attitudes and intentions
Use communication for a range of purposes (e.g. to inform, instruct,
motivate and persuade)
Utilize multiple media and technologies, and judge their effectiveness a
priori, as well as assess their impact
Communicate effectively in diverse environments (including multi-
lingual)
Use technology as a tool to research, organize, evaluate and communicate
information
Use digital technologies (computers, PDAs, media players, GPS, etc.),
communication/networking tools and social networks appropriately to
access
Exercise flexibility and willingness in making necessary compromises to
accomplish a common goal.
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C. Collaboration. It entails demonstrating ability to work effectively and respectfully with diverse
teams.
Skill Sub-skills
1. Work together Establish clear definitions and agreements on the roles of partners in the
effectively in team collaborative process
Keep communication open within teams to carry out tasks
Carefully identify obstacles and address problems cooperatively
D. Creativity and Innovation. It denotes use of wide range of idea creation techniques to create new
and worthwhile ideas.
Skills Sub-skills
1.Think creatively Develop, implement and communicate new ideas to others effectively
Be open and responsive to new and diverse perspectives; incorporate group
input and feedback into the work
2.Work creatively with others Demonstrate originality and inventiveness in work and understand the real
word limits to adopting new ideas
View failure as an opportunity to learn; understand that creativity and
innovation is a long-term, cyclical process of small successes and frequent
mistakes
3.Implement innovations Act on creative ideas to make a tangible and useful contribution to the field
in which the innovation will occur
INFORMATION, MEDIA AND TECHNOLOGY SKILLS
People .in the 21st century live in a technology and media-saturated environment marked by
the following: (1) access to an abundance of information; (2) rapid changes in technology tools; and
(3) the ability to collaborate and make individual contributions on an unprecedented scale.
Therefore, to be effective in the 21st Century, everyone must be able to exhibit a range of
functional and critical thinking skills related to information, media and technology (AACTE, 2010).
A. Information Literacy. It refers to accessing and evaluating information critically and

competently and managing the flow or information from a wide variety of sources.
Skills Sub-skills
1. Access and Evaluate Access information efficiently (time) and effectively (sources)
information Evaluate information critically and competently
2. Use and manage Use information-accurately and creatively for the issue or problem at hand
information Manage the flow of information from a wide variety of sources
Apply a fundamental understanding of the ethical/legal issues surrounding
the access and use of information
B. Media Literacy. It underscores understanding both how and why media messages are
constructed; creating media products by understanding and utilizing the most appropriate media
creation tools, characteristics and conventions.
Skills Sub-skills
1. Analyze media Understand both how and why media messages are constructed, and for
what purposes
Examine how individuals interpret messages differently, how values and
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points of view are included or excluded, and how media can influence
beliefs and behaviors
the access and use of media
2. Create media products Understand and utilize the most appropriate media creation tools,
characteristics and conventions
Understand and effectively utilize the most appropriate expressions and
interpretations in diverse, multicultural environments
C. Technology Literacy. It pertains to the use of technology as a tool to research, organize,

evaluate and communicate information.
Skill Sub-skills
1. Apply technology Use technology as a tool to research, organize, evaluate and communicate
effectively information
Use digital technologies (computers, PDAs, media players, GPS, etc.),
communication/networking tools and social networks appropriately to
access, manage, integrate, evaluate and create information to successfully
function in a knowledge economy
the access and use of information technologies
D. Life and Career Skills. Today's life and work environments both require more than thinking skills
and content: knowledge. Cultivating the ability to navigate the complex life requires students to
develop the following life and career skills: (1) flexibility and adaptability; (2) initiative and self-
direction; (3) social and cross-cultural skills; (4) productivity and accountability; and (5) leadership
and responsibility (AACTA, 2010).
Flexibility and Adaptability
Skills Sub-skills
1. Adapt to change Adapt to varied roles, job responsibilities, schedules and contexts
Work effectively in a climate of ambiguity and changing priorities
2. Be flexible Incorporate feedback effectively
Deal positively with praise, setbacks and criticism
Understand, negotiate and balance diverse views and beliefs to reach
workable solutions, particularly in multi-cultural environments
Initiative and Self-Direction
Skills Sub-skills
1. Manage goals and time Set goals with tangible and intangible success criteria
Balance tactical (short-term) and strategic (long-term) goals
Utilize time and manage workload efficiently
2. Work independently Monitor, define, prioritize and complete tasks without direct oversight
3.Be self-directed learner Go beyond basic mastery of skills and/or curriculum to explore directed
and expand one’s own learning and opportunities to gain learner expertise
Demonstrate initiative to advance skill levels towards a professional level
Demonstrate commitment to learning as a lifelong process
Demonstrate integrity and ethical behavior in using influence and power
4. Be responsible to others Act responsibly with the interests of the larger community in mind
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Consider others’ ideas and view points

Look for others’ welfare and safety in all circumstances
Assist others in times of their downfalls and setbacks
Social and Cross-Cultural Skills
Skills Sub-skills
1. Interact effectively with Know when it is appropriate to listen and when to speak
others Conduct one’s self in a respectable, professional manner
2. Work effectively in Respect cultural differences and work effectively with people effectively
diverse teams from a range of social and cultural backgrounds
Respond open-mindedly to different ideas and values
Leverage social and cultural differences to create new ideas and increase
both innovation and quality of work
Productivity and Accountability
Skills Sub-skills
1. Manage project Set and meet goals, even in the face of obstacles and competing pressures
Prioritize, plan and manage work to achieve the intended result
2. Produce results Demonstrate additional attributes associated with producing high quality
products, including the abilities to:
- Work positively and ethically
- Manage time and projects effectively
- Multi-task
- Participate actively, as well as be reliable and punctual
- Present oneself professionally and with proper etiquette
- Collaborate and cooperate effectively with teams
- Respect and appreciate team diversity
- Be accountable for results
LEADERSHIP AND RESPONSIBILITY
Skills Sub-skills
1. Guide and lead others Use interpersonal and problem-solving skills to influence and guide others
toward a goal
Use interpersonal and problem-solving skills to influence and guide others
toward a goal
Inspire others to reach their very best via example and selflessness
Demonstrate integrity and ethical behavior in using influence and power
2. Be responsible to Act responsibly with the interests of the larger community in mind
others
Integrating 21st Century Skills in Teaching-Learning Process
The 21st Century support systems. The following elements are the critical systems necessary
to ensure student mastery of 21st Century skills: (1) 218 Century standards; (2) assessments; (3)
curriculum and instruction; (4) professional development; and (5) learning environments. These must
be aligned to produce a support system that produces 21 st Century outcomes for today’s students
(Partnership for 21st Century Skills, 2008).
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1. 21st Century Standards

1.1 Focus on 21st Century skills, content knowledge and expertise
1.2 Build understanding across and among core subjects, as well as 21 st Century
interdisciplinary themes
1.3 Emphasize deep understanding rather than shallow knowledge
1.4 Engage students with the real-world data, tools and experts they will encounter in college,
on the job, and in life; students learn best when actively engaged in solving meaningful problems
1.5 Allow for multiple measures of mastery
2. Assessment of 21st Century Skills

2.1 Supports a balance of assessments, including high-quality standardized testing along with
effective formative and summative classroom assessments
2.2 Emphasizes useful feedback on student performance that is embedded into everyday
learning
2.3 Requires a balance of technology-enhanced, formative and summative assessments that
measure student mastery of 21st Century skills
2.4 Enables development of portfolios of student work that demonstrate mastery of 21 st
Century skills to educators and prospective employers
2.5 Enables a balanced portfolio of measures to assess the educational system's effectiveness
in reaching high levels of student competency in 21st Century skills (AACTE, 2010)
3. 21st Century Curriculum and Instruction

3.1 Teaches 21st Century skills discretely in the context of core subjects and 21 st Century
interdisciplinary themes
3.2 Focuses on providing opportunities for applying 21 st Century skills across content areas
and for a competency based approach to learning
3.3 Enables innovative learning methods that integrate the use of supportive technologies,
inquiry-and problem-based approaches and higher-order thinking skills
3.4 Encourages the integration of community resources beyond school walls (AACTE, 2010)
4. The 21st Century Professional Development

4.1 Highlights ways teachers can seize opportunities for integrating 21 st Century skills, tools
and teaching strategies into their classroom practice and help them identify what activities they can
replace/de- emphasize
4.2 Balances direct instruction with project-oriented teaching methods
4.3 Illustrates how a deeper understanding of subject matter can enhance problem-solving,
critical thinking, and other 21st Century skills
4.4 Enables 21st Century professional learning communities for teachers that model the kinds
of classroom learning that best promotes 21st Century skills for students
4.5 Cultivates teachers’ ability to identify students’ particular learning styles, intelligences,
strengths and weaknesses
4.6 Helps teachers develop their abilities to use various strategies (such as formative assessments) to
reach diverse students and create environments that support differentiated teaching and learning
4.7 Supports the continuous evaluation of students’ 21st Century skills development
4.8 Encourages knowledge sharing among communities of practitioners using face-to-face,
virtual and blended communications
4.9 Uses a scalable and sustainable model of professional development (AACTE, 2010)
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5. The 21st Century Learning Environments

5.1 Create learning practices, human support and physical environments that will support the
teaching and learning of 21st Century skill outcomes
5.2 Support professional learning communities that enable educators to collaborate, share best
practices and integrate 21st Century skills into classroom practice
5.3 Enable students to learn in relevant, real-world 21 st Century contexts (e.g., through project-
based or other; applied work)
5.4 Allow equitable access to quality learning tools technologies and resources
5.5 Provide 21stCentury architectural and interior designs for group, team and individual
learning
5.6 Support expanded community and international involvement in learning, both face-to-face
and online (AACTE, 2010)
Implications to Educators
The advents of 21st Century skill enhancement among learners bring the following
implications to educators in:
1. Successfully complementing technologies to content and pedagogy and developing the
ability to creatively use technologies to meet specific learning needs
2. Aligning instruction with standards, particularly those that embody 21 st Century knowledge
and skills
3. Balancing direct instruction strategically with project oriented teaching methods
4. Applying child and adolescent development knowledge to educator preparation and
education policy
5. Using a range of assessment strategies to evaluate student performance and differentiate
instruction (including but not limited to formative, portfolio-based, curriculum-embedded and
summative)
6. Participating actively in learning communities, tapping the expertise within a school or
school district through coaching, mentoring, knowledge-sharing, and team teaching
7. Acting as mentors and peer coaches with fellow educators
8. Using a range of strategies (such as formative assessments) to reach diverse students and to
create environments that support differentiated teaching and learning
9. Pursuing continuous learning opportunities and embracing career-long learning as
professional ethics (AACTE, 2010)
10. Establishing a conducive learning environment where learners can freely express
themselves and explore their potentials and capacities
Implications to Pre-service Teacher Preparation
There is a need to understand the key elements of optimum curricula that will help pre-service
teachers develop the dispositions, habits of mind and confidence to enable students to develop 21 st
Century skills in a range
Since schools get rid of a one-size-fits-all system, therefore, pre-service teachers are expected
to play an active role in developing and organizing content and instruction for their students.
AACTE (2010) asserts that a 21st Century approach to curriculum is about more than just
adding an extra course or extra class time in the curriculum. Thus, pre-service teachers benefit from
the ability to fully explore and understand how to develop and use curriculum for deep understanding
and mastery of academic subject knowledge and 21st Century skills.
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As a starting point, a teacher education program can be aligned with student and teacher
standards in ways that blend thinking and innovation skills, ICT literacy; and life and career skills in
the context of all academic subjects and across interdisciplinary themes.
An effective 21st Century skills approach to curriculum, in other words, is designed for
understanding (McTighe and Wiggins, 2005 in AACTE, 2010). The program’s curriculum will be
most beneficial to pre-service teachers if it is designed to produce deep understanding and authentic
application of 21* Century skills in all subject areas.
Instructional models. Instructional models are an important component of any teacher
preparation program. AACTE (2010) pointed out that the integration of innovative and research-
proven teaching strategies, modern learning technologies and _ real-world resources and contexts are
all imperative in:
1. Integrating “teach for understanding” principles. When pre-service teachers can prepare and
present lessons that can develop students’ essential concepts and skills with the integration of
technologies, the latter can reciprocally demonstrate critical thinking and problem-solving in class.
2. Creating rich practice teaching experiences. Strong practice teaching experiences allow pre-
service teachers to connect theory and practice.
3. Creating dynamic learning communities and peer mentoring networks. Pre-service teachers
benefit greatly from service-learning as part of their experiential learning courses. It provides time to
reflect on relevant pedagogic strategies that enhance 21* Century skills in classroom practice.
4. Examining the role of content, pedagogy and technologies in developing higher-order thinking
skills. The ability to teach for content mastery is a challenging task for most pre-service teachers.
Teaching for content mastery (1) supports a range of high-quality standardized testing along formative
and summative assessments; (2) emphasizes useful feedback on student performance; (3) requires
balanced technology enhanced, formative and summative assessments; (4) enables development of
student portfolios that demonstrate mastery of 21 st Century knowledge and skills; and (5) enables a
balanced score card to assess the educational system’s effectiveness.
Teacher preparation programs can play a vital role in developing education leaders who
understand and can influence current trends in assessment through: (1) research and evaluation test for
innovative approaches; (2) 21st Century knowledge and skills assessment strategies; and (3) mastery of
a wide range of student assessment methods.
Learning environments. The teaming environment within the teacher preparation program is
a key component of any systemic reform initiative. Determining the enabling structures, policies and
strategies that can best support 21 st Century skills acquisition among pre-service teachers is a step
towards creating a kind of environment that will promote 21 st Century learning.
The following are initiatives in creating 21 st Century teacher education learning environment:
(1) Establish a 21st Century vision for learning environments in the program and the university; (2)
Ensure that the physical infrastructure supports 21 st Century knowledge and skills; (3) Practice
flexibility in time for project-based work and competency-based assessment; (4) Ensure technical
infrastructure that sufficiently supports learning; and (5) Strengthen networking engagement in the
learning environment.
Partnerships. Partnerships are extraordinarily important in the work of transforming 21*
Century teacher preparation programs. Along the line, teamwork within the program and the
institution is imperative for sustainability and development. The partnership forged with community
leaders, business industry, professional associations, government agencies, non-government
organizations, other institutions, parents, other stakeholders and the community creates high impact
outcome.
The powerful partnerships are created through strong collaboration towards enabling
innovation in the teaching and learning for the 21st Century.
Continuous improvement. Continuous improvement represents willingness to commit to
revisiting the process over time. For AACTE (2010), any implementation effort should include
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continuous improvement steps. to wit: (1) Clearly identify measurable goals; (2) Track progress
regularly against these goals; (3) Communicate progress to all stakeholders; and (4) Engage all
participants in refining and improving success over time (AACTE, 2010)
LET’S DO THIS!
Task 1: Directions: Answer the following questions. (5 points each number)
1. Describe the categories of 21st Century skills.

2. How can the attainment of 21st Century skill contribute to the realization of educational goals?
3. How can you prepare, plan and deliver a lesson with an end goal of attaining the 21 st Century skills?
4. How can you integrate 21st Century skills in the teaching learning process?
5. What activities can help learners enhance their 21 st Century skills?
Task 2: Directions: Share a personal experience in which you were able to develop any of the 21 st
Century skills. What life lessons and values have you realized and learned? (25 points)
EVALUATION
Directions: Read and analyze each item carefully. Choose and encircle the letter of the best answer.
1. The design of tracks and strands in the senior high school curriculum that stresses exit competencies
to be attained by every K to 12 completer strongly adheres to which 21 st Century skill category?
a. Learning and Innovation b. Information, Media and Technology
b. Life and Career d. Leadership and Responsibility
2. If I intend mu students to attain this competency: “effectively analyze, and evaluate evidence,
arguments, claims and beliefs”, which teaching strategy should I employ?
I. Socio-drama: Students will present scene that portrays a current social issue.
II. Dilemma: Students will examine and resolve a given dilemma and report to class their
propositions.
III. Jury trial: Teacher will lay down an issue and two students will act as defense lawyers
who will weigh two sides of it.
IV. Parliamentary procedure: Students will be given an issue in which they will express
their thoughts using parliamentary procedures
a. I and II only b. I, II and III c. II, III and IV d. I, II, III, and IV
3. Which is the most recommended mode of instructional delivery today that addresses gaps on
distance to increase learning opportunities?
a. modular approach b. blended learning c,. Internet-based d. face-to-face meeting
4. Which is the most appropriate technique for this givel learning outcome: “Solve problems in both
conventional and innovative ways as a 21st Century skill?
a. Students will make research capstone on developing that would reduce traffic along EDSA
road.
b. Students will answer an essay on the topic: “A Solution to Graft and Corruption”.
c. Students will critique a documentary film on solutions to conflict in Mindanao.
d. Students will answer the survey questionnaire on problem-solving skill assessment.
5. To attain the 21st Century skills among learners, the following are relevant approaches and prospects
that school should impose. If you arrange the following approaches based on effectiveness in terms of
developing 21st Century skills, which one come last?
a. Bring learners to the real world where action is.
b. Expose them to researches and other inquiry-based modalities using technology.
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c. Provide them information on direct instruction principles and perspectives.

d. Guide them in searching for truth and exploring their own learning experience
Chapter 3- NEW LITERACIES
INTRODUCTION
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) assert that a person, who is literate, can comprehend
and write simple and short sentences related to his/her daily life. However, today there are additional
literacies stressed in the 21st century curriculum. Hence, this module is provided.
OBJECTIVES
At the end of this module, you must have:
 Discuss new literacies and their impact on the teaching-learning process;

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 Describe a multiliterate teacher;

 Define functional literacy;
 Cite how functional literacy and new literacies can be integrated in the ‘curriculum and
practiced in the classroom;
LET’S FIND OUT!
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 in modern society (Gunes, 2000). Beyond the 1990s, literacy had started 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 literal or expressing solidarity or
affinity with particular people, like understanding the Internet, online practices and online content.
Hence, anything available online can become a resource 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 21 st
Century literacy has expanded to include social change, increasing field expertise and digital
technologies. To be literate requires comprehension, selection and use of multimodal codes and
conventions to interpret and express ideas, feelings and information. Subject-specific literacies are
recognized to require the application of specialized knowledge and skills, information skills, and the
creative and imaginative language. Literacy in the 21 st 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).
The increasing complexity of modern communication gives rise to a number of distinct
capabilities and possibilities. Hence, 21 st Century literacy combines cross-curricular capabilities also
called ‘multiliteracies’ and now commonly referred to as ‘new literacies’. These broad skills include
visual literacy, information literacy, cultural literacy and digital literacy dynamics. These new
literacies are fused with traditional print literacy to create opportunities and enable: students to
understand and use new text types, while exploring knowledge and information with a wide array of
technological tools, such as blogging, fanfic writing, manga producing, meme-ing, photoshopping,
animé music video (AMV), podcasting, vodcasting, and gaming, running a paper-based zine, reading
literary novels and wordless picture books, reading graphic novels and comics, and reading bus
timetables (Primary English Teaching Association Australia, 2015).
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Leander (2003) noted that new literacies are often flexible, continuous and open, where online
and offline lives and “literacyscapes” merge. Thus, when a literacy practice becomes a mindset with
the concept of Web 2.0, it can be regarded as a new literacy. New technologies enable and enhance
these practices in a way that is highly complex and exciting for students.
Exploring the New Literacies
There are seven new literacies that are stressed in the 21 st 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 is understanding the principles of 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 engage with a technology-driven, diverse, and quickly changing world,
teachers need to prepare students for this world with problem-solving, collaboration, and analysis, as
well as skills with word processing, hypertext, LCDs, Webcams, podcasts, smart boards, 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 fan fiction, 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-portfolios, 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.
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7. Both typical and atypical students, 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 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
plans.
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 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-term intervention; and (5) looks for generic skills.
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.
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In context, Gapar (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 daily 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 girls 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
learning environments, active participation of local stakeholders, capacity 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.
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
23
17.36% short of the 80% threshold 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.
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 21% century technologies. The International Reading Association (IRA) 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, the Internet and other forms of information and
communication technologies (ICTs) are redefining the nature of reading, writing, and communication.
New literacy skills 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
participation in a global environment.
Students would desire for: (1) teachers who use ICTs skillfully for teaching and learning; (2):
peers who use ICTs 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 ICTs for teaching and learning; and (8)
equal access to ICTs 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 (ICTs) 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, intertextual and interactive environments. The Internet has become the defining
technology for today’s youth and may be the most important ICT for students to learn how to
manipulate successfully.
Although, there are multiple ways to view the changes: in literacy and communication
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 students’ literacy journey. Hence, Leu, et. al (2004) posited that changes in literacy are
confronted by innovation, that the new literacies of today will be replaced by even newer ones
tomorrow as new ICTs continuously emerge in a more globalized community of learners. And such
changes bear important implications to instruction, assessment, professional development and
research.
Multiliteracies in the Educational Reform
24
In a broader essence, the concept of 21 st century skills is motivated by the belief that teaching
students the most relevant, useful, in-demand, and universally applicable skills should be 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 21 st 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 allow students to pursue alternative learning pathways, in which
students earn 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 level and develop their basic skills by constant application throughout their
schooling.
Preparing teachers for multiliteracies. New London Group (1996) underscored multi-
literacies as multimodal ways of communication that include 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 is a critical gap
between multiliteracies and classroom pedagogy (Pennington, 2013). Given globalization and
technological changes, teaching multiliteracies is indispensable to literacy teaching and learning in the
21st century.
Therefore, Newman (2002) in Biswas (2014) suggests that teachers integrate four components of
multiliteracies in teaching:
25
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.
4. Transformed action teaches students to apply the lessons they learn to solve real-life
problems.
Thus, teaching multiliteracies can inform, engage, and encourage students to embrace the
multiplicity of learning practices (New 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 21 st Century literacies takes an integrated
approach, helping students understand how 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 instruction about how to avoid plagiarism in a
digital environment; and (10) refer to the Partnership for 21 st 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 result of this
new literacy integration in the curriculum for teacher education (New London Group, 1996).
LET’S DO THIS!
Task 1: Directions: Answer the following questions. (5 points each number)

1. What is meant by new literacies? What is their impact on the teaching-learning process?
2. Describe a multiliterate teacher.
4. Distinguish between basic and functional literacy.
26
5. How can we integrate new literacies and functional literacy in the curriculum and in classroom
practice?
EVALUATION
Directions: Read and analyze each item carefully. Choose the letter of the correct answer.
1. What are the possible causes of lack of reading comprehension skill among Grade 4 pupils?
I. The use of Mother-Tongue from grades 1-3
II. Inability to master the prerequisite skills in reading in thy previous level
III. Reduced time allotment - for developing reading Skills
IV. Non-contextualized strategies and reading materials to address indigenization
perspective.
A. I and Il only C. III and IV only
B. II and III only D. I, II,III and IV
2. Which instructional material is the best self-directed means of attaining functional literacy?
A. Community resources and real-life fields B. Simulation laboratory apparatuses
C. Audio-visual tools and films D. Research survey facts and data
3. Which of the following activities in the curriculum help develop functional literacy to its
optimum?
I. Industry immersion. TechVoc students are sent to the food production company and trained
in processing meat, a culminating activity in their food technology subject.
II. Service Leaming. The Education students render free teaching services to street kids on
weekends as part of their Edukalye, an extension program.
III. Research/Capstone. The Criminology students share the findings of their study with the
city government for consideration regarding traffic reduction management.
IV. Experiential/Participatory Learning. AB Political Science students join a public forum
where they lay down their insights and perspectives on the given issue being discussed.
A. I, Il and Ill B. I, ll, and IV C. II, III and IV D. I, II, III and IV
4. The K to 12 curriculum aims at raising the quality of Filipino learners and graduates while
empowering them for lifelong learning that requires functional literacy. Towards this end, the
following are the perspectives of this new curriculum EXCEPT:
A. Providing more focus on the total learning areas towards the development of metacognitive
skills
B. Implementing a unidisciplinary approach in treating every facet and component of the
curriculum
C. Providing experiential learning areas wherein learners can apply knowledge and life skills
D. Making values development integral across disciplines.
5. The teacher instills to the students the Filipino value of respect for the elderly that is shown through
the provision of spaces in the building, granting of discount privileges and prioritizing them in the |
grocery stores and LRT stations. What literacy is being implied?
A. Multicultural Literacy C. Financial Literacy B. Social Literacy D. Media Literacy.
27
Chapter 4
INTEGRATING NEW LITERACIES IN THE
CURRICULUM
INTRODUCTION
Innovative educators concerned with improving student achievement seek ways to create
rigorous, relevant, and engaging curriculum as a way to realize curriculum integration. Today, the
subjects in the curriculum should not be taught singly and compartmentally but rather become integral
towards total development of the child.
OBJECTIVES
 Discuss the concept of integrated curriculum;

 Distinguish the different | curriculum integration approaches, methods and types;
 Identify lessons or course disciplines that may be appropriate for curriculum integration; and
 Design a lesson plan with thematic integration across related disciplines.
LET’S FIND OUT!
The Concept of Integrated Curriculum
In retrospect, the introduction of an integrated curriculum gained greatest support in the

1960s. Based on the essential organization of content, the design emphasizes the role of diverse
entities called academic disciplines clearly defined in terms of knowledge, skills and values.
Thus, an integrated curriculum…
 focuses on basic skills, content and higher-level thinking;

 encourages lifelong learning;
 structures learning around themes, big ideas and meaningful concepts;
 provides connections among various curricular disciplines;
 provides learners opportunities to apply skills they have learned;
 encourages active participation in relevant real-life experiences;
 captivates, motivates and challenges learners;
 provides a deeper understanding of content;
 offers opportunities for more small group and industrialized instruction; and
 accommodates a variety of learning styles/theories (i.e., social learning theory, cooperative
learning, intrinsic motivation, and self-efficacy) and multiple intelligences.
Approaches to Integration
28
The Association for Supervision and Curriculum Development (2004) presents three
approaches to integration and these are multidisciplinary, interdisciplinary and transdisciplinary.
Multidisciplinary Approach.
A multidisciplinary approach focuses primarily on different disciplines. Teachers, who

employ this approach, may create standards from the disciplines within a theme. There are many
different ways to create a multidisciplinary curriculum, and they tend to differ in the level of intensity
of the integration effort. It can be recalled that the previous Restructured Basic Education Curriculum
(RBEC) is a best depiction of a multidisciplinary approach. The four disciplines (Araling. Panlipunan,
Values Education, MAPEH and TLE) were integrated along with a theme termed Makabayan as an
integrated subject served as a laboratory of life. Makabayan was a learning area that stressed the
development of social awareness, empathy and commitment for common good. Grades in these four
disciplines were usually computed to comprise the general grade in Makabayan as a discipline. At the
end of the week, the four disciplines collaborated to design a ‘culminating activity along with the
given theme that connected these four discipline areas. The following is the structure of Makabayan
that used the multidisciplinary approach centered on a given theme.
When a teacher integrates sub disciplines within a subject area, he/she is practicing intra-disciplinary
approach. For example, one integrates reading, writing and oral communication in the English subject.
Likewise, teachers often integrate Philippine history, world history, geography, economics and
government in an intra-disciplinary social studies program. Likewise, science integrates sub-
disciplines, such as earth science, biology, chemistry and physics that responds to spiral curriculum
approach. This connection is presented in the structure below.
Through this integration, teachers expect students to understand the connections between the
different sub-disciplines and their relationship to the real world. In fact, this approach brings a positive
impact on the achievement of students.
In using the multidisciplinary integration approach, there is a need to organize a list of
standards from various disciplines around one common theme. Likewise, come up with a list of
standards from related disciplines, such as earth science, biology, chemistry and physics to focus on a
common intra-disciplinary science program. Another way of doing it is by fusing skills, knowledge
and attitudes into the school curriculum or utilizing technology across the curriculum. In this way,
students learn other subjects while enhancing their computer skills. Additionally, schools can utilize
service-learning projects in the classroom.
29
Interdisciplinary Approach.
In this approach to integration, teachers organize and capsulize the curriculum around
common learning across disciplines to emphasize interdisciplinary skills and concepts. The disciplines
are identifiable, but they assume less importance than in the multidisciplinary approach. For example,
in teaching Filipino as a discipline, the teacher hones students’ language skills while resorting to
content and topics in Araling Panlipunan. Below is an illustration of interdisciplinary structure.
Therefore, there are times that a teacher in Filipino teams up with a teacher in Araling Panlipunan to
teach a lesson in Araling Panlipunan while she teaches the needed skills in the Filipino 1 subject.
In addition, in using the interdisciplinary integration approach, there is a need to structure the
curriculum around common learning areas across disciplines. For example, incorporate
interdisciplinary skills, such as thinking skills, problem solving and analytic skills in teaching Science,
Math and English. The purpose is to learn the skills and concepts that are beyond the immediate lesson
(www.theclassroom. com).
Transdisciplinary Integration. In the transdisciplinary approach to integration, teachers

design a curriculum within student needs and concerns. Students develop life skills as they apply
disciplinary and interdisciplinary skills in a real-life context. Two routes lead to transdisciplinary
integration, namely: project-based learning and negotiating the curriculum.
In using the transdisciplinary integration approach, there is a need to plan out the curriculum
around student needs and concerns. Transdisciplinary integration is utilized through project-based
learning, which involves allowing the students to present a problem. Project-based learning allows
students to make connections among different subjects by solving social problems and answering
open-ended questions. It can also be done by utilizing student questions as a basis for curriculum
design. Learning how to solve problems and to ask questions enables students to apply the skills in
real-life situations. .
Interconnecting the Three Approaches
These approaches offer an excellent fit for standards through a backward design process as
teachers integrate standards-based planning with effective teaching and learning practices. Thus, the
multidisciplinary, interdisciplinary, and transdisciplinary perspectives offer different maps to begin the
30
design process. Teachers can use any of the approaches at any level of education in a single classroom
or in a team approach.
Despite some differences in the degree and the intent of integration, the three approaches
share many similarities. AS such, the centrality of standards and the need for accountability bring the
three approaches closer together in practice (ASCD, 2004).
Comparing and Contrasting the Three Approaches to Integration
Aspect Multidisciplinary Interdisciplinary Transdisciplinary

Organizing Center Standards of the Interdisciplinary skills Real-life context
disciplines and concepts embedded Student questions
Organized around a in disciplinary standards
theme
Conceptualization Knowledge best Disciplines connected by All knowledge

of Knowledge learned through the common concepts and interconnected and
structure of the skills interdependent
disciplines Knowledge considered to Many right answers
Aright answer be socially constructed Knowledge considered to
One truth Many right answers be indeterminate and
ambiguous
Role of Disciplines Procedures of Interdisciplinary skills Disciplines identified if
discipline considered and concepts stressed desired, but real-life
most important context emphasized
Distinct skills and
concepts of
discipline taught
Role of Teacher Facilitator Facilitator Co-planner
Specialist Specialist/generalist Co-learner
Generalist/specialist
Starting Place Disciplinary Interdisciplinary bridge Student questions and
standards and Know/Do/Be concerns
procedures Real-world context
Degree of Moderate Medium/intense Paradigm shift
integration
Assessment Discipline-based Interdisciplinary Interdisciplinary
skills/concepts skills/concepts stressed
stressed
Learning to Know Concepts and essential understandings across disciplines
Learning to Do Disciplinary skills as Interdisciplinary skills as Interdisciplinary skills
the focal point the focal point and disciplinary skills
Interdisciplinary Disciplinary skills also applied in a real-life
skills also included included context
Learning to Be Democratic values
Character education
Habits of mind
Life skills (e.g., teamwork, self-responsibility)
Planning Process Backward design
Standards-based
Alignment of instruction, standards and assessment
Instruction Constructivist approach
Inquiry
31
Experiential learning
Personal relevance
Student choice
Differentiated instruction
Assessment Balance of traditional and authentic assessments
Culminating activity that integrates disciplines taught
(Source: Association for Supervision and Curriculum Development, 2004)
Methods of Curriculum Integration
Anchored on approaches to curriculum integration, there are methods that are processed and
devised for this purpose.
1. Project-Based Learning. It engages students in creating knowledge while enhancing their skills in
critical thinking, creativity, collaboration, communication, reasoning, synthesis and resilience (Barron
and Darling-Hammond, 2008 in Corpuz, 2014). As such, it entails an output which involves
accomplishing a complex task, performing a presentation and producing a project, a craft or an
artifact. Here, students start by defining the purpose of creating the end-product; identify the audience;
do research on the topic; design the product; implement the design; solve the problems that arise; and
come up with the product guided by a plan or a model. It usually culminates with product presentation,
and product evaluation while reflecting on the entire production process (Schneiderman, et. al, 1998 in
Corpuz, 2014).
Implementation Outcome. As a result, Curtis (2002) revealed that project-based programs show that
students go far beyond the minimum effort, make connections among different subject areas to answer
open-ended questions, retain what they have learned, apply learning to real-life problems, have fewer
discipline problems, and have lower absenteeism. Student assessment considered teamwork, critical
thinking skills, problem-solving, and time management.
2. Service Learning. It refers to learning that actively involves students in a wide range of
experiences, which often benefit others and the community, while also advancing the goals of a given
curriculum. Community-based service activities are paired with structured preparation and student
reflection. What is unique about service learning is that it offers direct application of theoretical
models. As such, the real-world application of classroom knowledge in a community setting allows
students to synthesize course material in more meaningful ways. It impounds integrative: reflective,
contextualized, strength-based, reciprocal, and lifelong learning (Clavenger-Bright, et. al, 2012).
Implementation Outcome. As a result, Glenn (2001) found that more than 80 percent of the schools
that integrate service learning into the classroom report an improvement in grade point average of
participating students. On the other hand, such programs foster lifelong commitment to civic
participation, sharpen “people skills,” and prepare students for the work force. Students also gain a
deeper understanding of the course/curricular content, a broader appreciation of the discipline and an
enhanced sense of civic responsibility (ASCD, 2004). -
3. Learning Centers/Parallel Disciplines. A popular way to integrate the curriculum is to address a
topic or theme through the lenses of several subject areas. In an elementary classroom, students often
experience this approach at learning centers. As students move through the learning centers to
complete the activities, they learn about the concept being studied through the lenses of various
disciplines.
In the higher grades, students usually study a topic or theme in different classrooms. This may take the
form of parallel disciplines and teachers sequence their content to match the content in other
classrooms (ASCD, 2004).
Implementation Outcome. As a result, according to a study by Carnegie Mellon University (CMU),

learning centers in the classroom can affect the ability to focus and study among young children. In
fact, learning centers allow children to role-play in order to understand and make sense of the real
32
world and their personal experiences in it. Thus, these help children understand the social world,
develop communication skills, and build relationships.
4. Theme-Based. Some teachers go beyond sequencing content and plan collaboratively and they do it
in a more intensive way of working with a theme dubbed as “theme-based.” Often, three or more
subject areas are involved in the study, and the unit ends with an integrated culminating activity. Units
of several weeks’ duration may emerge from this process, and the whole school may be involved. A
theme-based unit involving the whole school may be independent of the regular school schedule.
Other thematic programs may involve teachers across the same grade, wherein teachers
carefully connect the activities to the standards in each discipline. Over time, they have developed a
long list of possible culminating activities. They also update their Website Continually and use it as a
teaching tool with students. The site offers many interesting options for those interested in this method
of integration (ASCD, 2004).
Implementation Outcome. Using theme-based learning, students can exhibit excellent on-task behavior
and work collaboratively. Also, students are engrossed both as presenters and as an audience for the
half-day performance task presentations as the use a wide range of presentation, such as video, panel,
forum OF colloquium, debate, sculpture, music, etc. They can demonstrate an in-depth understanding
of the topics as a result of the), sustained interest around various questions. In fact, fewer recess
problems occur during this two-week period that made teachers enjoy the process and the results.
5. Fusion. In this method, teachers fuse skills, knowledge, or even -attitudes into the regular school
curriculum. In some schools, students learn respect for the environment in every subject area o, some
incorporate values across disciplines. Fusion can involve basic skills. Many schools emphasize
positive work habits in each subject area. Educators can also fuse technology across the curriculum
with computer skills integrated with in every subject area (ASCD, 2004),
Implementation Outcome. As a result, fusion brings positive gains in student achievement resulting
from integrated instruction in the classroom (Bolack, et al., 2005; Romance & Vitale, 1992 (Campbell
and Henning, 2010). In addition, students make connections among disciplines, values, concepts,
content, and life experiences. Students’ increased critical thinking skills, self-confidence, positive
attitude, and love for learning manifest their effectiveness. Shriner, et al. (2010) also found that
motivated teachers and students allow a classroom to be a positive, fun, and engaging environment in
which to learn.
Other Types of Integrated Curriculum

There are different types of an integrated curriculum as mentioned by ASCD (2004):
1. Connected. This happens when topics surrounding disciplines are connected, which allows
students to review and re-conceptualize ideas within a discipline. However, it has its shortcomings
because the content focus still remains in one discipline.
2. Sequenced. This is observed when similar ideas are taught together, although in different
subjects, which facilitates learning across content areas, but requires a lot of communication among
teachers of different disciplines.
3. Shared. This is when teachers use their planning to create an integrated unit between two
disciplines. Although in some ways, this method of integration requires a lot of communication and
collaboration between two teachers. A teacher presents the structure, format and standards in making
research while collaborating with the science teacher, who focuses on the content area of research that
is related to science.
4. Webbed. This reflects when a teacher plans to base the subject areas around a central theme
that will tend students to see the connection within different subjects.
Doing Curriculum Integration in the Classroom
33
Chhabra (2017) posited that integrating curriculum in the classroom includes combining
different subject areas and then, teaching them in relation to a singular theme or an idea. Innovative
teachers and schools prefer integrating the curriculum in their classrooms as it improves student
achievement and leads to an increase in student standardized scores. Placing student achievement on
top priority, an integrated curriculum utilizes the mentioned three different approaches of integration.
Benefits of Integrated Curriculum Model
1. It focuses on basic skills, content, and higher-level thinking.

2. It provides a deeper understanding of content.
3. It encourages active participation in relevant real-life experiences.
4. It provides connections among various curricular disciplines.
5. It accommodates a variety of learning styles, theories and multiple intelligences.
New Literacy Integration in the K to 12 Curriculum
The new literacy can be integrated into the K to 12 curriculum across subject areas as
presented in the table below. However, the integration of new literacy is not limited to the identified
disciplines, the given learning outcomes, suggested strategies and assessment. In fact, each learning
area can integrate as many new literacies as possible depending on the lesson, the nature of the subject
and the objectives or intended outcomes. New literacy integration can take place in as many
disciplines as possible.
Integration of New Literacy in the K to 12 Curriculum
Literacy Subject Area Outcome Strategy Assessment

Output
1. Multicultural Araling Demonstrate respect Role playing Rubric assessment
and Global Panlipunan for cultural diversity Brainstorming result
Literacy Brainstorming
report
2. Social Edukasyon sa Apply ethical and Case analysis Case report
Literacy Pagpapakatao moral standards on Dilemma analysis Narratives
given issues and cases
3. Media Literacy English Use media in Media-assisted E-portfolio
communication instruction
Filipino dissemination and Google clip
transaction
4. Financial Math Solve problems in the Problem solving Scores in problem
Literacy context of business solving drills and
and investment exercises
aspects
TLE Apply effective Business Business plan and
techniques in simulation and inventory
budgeting and income immersion
generating enterprise
5. Computer Subject Examine the Hands-on activity Computer
Digital/Cyber computer virus that Experiential Capstone
Literacy commonly damages learning
computer networks Project-based
and systems
34
Research Cite ways in resolving Exploratory Research output

plagiarism issues and method
determine research
protocols
6. Ecoliteracy Science Suggest ways on to Project-based Project Portfolio
protect nature and Tasked-based Participation Log
address climate Learning
change Reflection journal
7. Arts and MAPEH Create artworks and Manipulative Project design
Creative artistic designs using works Crafts
Literacy indigenous materials Arts Studio
workshop method
LET’S DO THIS!
Task 1: Directions: Answer the following questions: (5 points each number)

1. What is an integrated curriculum?
2 . What are the different approaches, models and types of curriculum integration?
3. How can you apply integration along with multidisciplinary, interdisciplinary and transdisciplinary
approaches?
4. Which curriculum integration approach would best suit to the different types of learners in diverse
classroom contexts?
5. In what lessons or course disciplines is integrated curriculum most appropriate?
Task 2: Directions: Make a lesson plan using thematic integration with related disciplines. Use the
format below.
Components Subject A Subject B Subject C

I. Learning Outcomes
II. Topic/ Subject Matter
Values Integration
III. Materials and
Reference
IV. Strategy
Activities
Thematic Culminating Activity:

Brief Description:
Objective:
V. Assessment
EVALUATION
1. In celebration of Scimatech Month dubbed as “Exploring Wonders of Scimatech in the Modern
World’, the science, math, and computer technology areas converged and culminated an integrative
activity. This is a clear example of which type curriculum integration?
A. Project-based C. Task-based
B. Theme-based D. Topic-based
2. Prof. Miranda incorporates current issues on economic; government expenditures and currency
deflation in teaching business analysis in his ABM class. Which integration mode does he exemplify?
35
A. Intradisciplinary C. Multidisciplinary
B.Interdisciplinary D.Transdisciplinary
3. Research shows a very high correlation between students’ mathematical problem comprehension
and their computational skill. Therefore, a K to 12 teachers should employ
A. more reinforcement exercises
B. collaborative learning strategies
C. interdisciplinary approach
D. seminars on problem-solving and computational skills enhancement
4. In discussing a lesson on procedural knowledge in his English Class, Mr. Vidal invited Ms. Quiroz,
who is a Technology 4 Livelihood Education (TLE) teacher. The former tackled on §skills that
students need to develop the topic while the latter help in laying down the process of baking a cake as
a springboard the given topic. Manifested in this given integration is teaching strategy.
A. Peer C. Team
B. Pair D. Theme
5. How can values be effectively integrated in a highly cognitive 4 academic discipline like
Mathematics?
A. Put additional components in the lesson plan intended for value integration.
B. Cite practical samples and actual situations in the given problems, life applications of math
concepts and then draw the implied values.
C. Post the expected specific values on the board every lesson to remind the students on
imbibing obedience patience, and honesty in solving mathematical problems.
D. Include a portion intended for values in the test prepared every lesson.
Chapter 5
MULTICULTURAL AND GLOBAL
LITERACY
INTRODUCTION
As schools cater to diverse students in class, be it in terms of gender, color, race, nationality,
religious affiliations, cultural, beliefs, ethnic groups, socio-economic status, etc., teachers need to
understand the concept of multicultural literacy to come up with appropriate approaches in class.
OBJECTIVES
 Discussed global and multicultural literacy;

 Illustrate d the Global Competence Framework ;
 Explained the dimensions of multiculturalism;
36
 Elucidated on the assessment strategy for global competence and global understanding;
 Presented effective ways on how to integrate global multiculturalism in the lesson using
appropriate delivery strategies, instructional materials and assessment tools; and
 Drafted relevant policy in addressing multiculturalism in school .
LET’S DO THIS!
Multicultural Literacy
Multicultural literacy consists of the skills and ability to identify the creators of knowledge
and their interests (Banks, 1996) to reveal the assumptions of knowledge, to view knowledge from
diverse ethnic and cultural perspective, and to use knowledge to guide action that will create a humane
and just world (Boutte, 2008).
Multicultural literacy then, brings attention to diversity, equity and social justice to foster
cultural awareness by addressing difficult issues like discrimination and oppression towards other
ethnicities (Boutte, 2008).
Accordingly, education for multicultural literacy should help students to develop the 21 st
century skills and attitudes that are needed to become active citizens who will work toward achieving
social justice within communities. Because of the growing racial, language and ethnic diversity in the
country, multicultural literacy needs to be transformed in substantial ways to prepare students to
function effectively in the 21st Century (Boutte).
Boutte (2008) reiterated that making small changes within the Classrooms can create big
changes globally. As diversity grows, there is a need for the emergence of multicultural education that
is more representative of the students in today’s classrooms. Banks (2003) asserted that teaching
students to be advocates of multiculturalism is also a matter of sending a message of empathy and
tolerance in schools to develop a deeper understanding of others and appreciation of different cultures.
Developing these attitudes and skills require? basic knowledge prior to teaching students how to
question assumptions about cultural knowledge and how to critique and critically think about these
important cultural issues, which is what essentially makes multicultural literacy a 21 st Century literacy
(Banks, 2003).
Global Literacy
Global literacy aims to address issues of globalization, racism, diversity and social justice
(Guo, 2014). It requires awareness and action, consistent with a broad understanding of humanity, the
planet, and the impact of a human decision on both. It also aims to empower students with knowledge
and take action to make a positive impact in the world and their local community (Guo, 2014).
According to the Ontario Ministry of Education (2015), a global citizen should possess the
following characteristics: (1) respect for humans regardless of race, gender, religion or political
perspectives; (2) respect for diversity and various perspectives; (3) promote sustainable patterns of
living, consumption, and production; and (4) appreciate the natural world and demonstrate respect on
the rights of all living things.
Interconnecting multicultural and global literacy. Every classroom contains students of
different races, religions and cultural groups. Guo (2014) averred that students embrace diverse
behaviors, cultural values, patterns of practice, and communication, yet they all share one
commonality, which is their educational opportunity.
Therefore, teachers should teach their students that other cultures exist and that these deserve
to be acknowledged and respected. Integrating a variety of cultural context into lessons and activities
teaches students to view the world from many angles, creates respect for diversity and enables students
to learn exciting information. As Classrooms become increasingly more diverse, it is important for
37
educators to analyze and address diversity issues and integrate multiculturalism information into the
classroom curriculum (Guo, 2014).
The framework depicts the four dimensions of global competence encompassing the
development of knowledge, values, attitude and skills that flow along parameters of attaining such
competency.
Global Competence
The desire to participate in interconnected, complex and diverse societies has become a
pressing need. Recognizing the roles of schools in preparing the youth to participate in the world, the
OECD’s Program for International Student Assessment (PISA) developed a framework to explain,
foster and assess students’ global competence. This design serves as a tool for policymakers, leaders
and teachers in fostering global competence among students worldwide.
Global competence is a multidimensional capacity. Therefore, globally competent individuals
can analyze and rationalize focal, global and intercultural issues, understand and appreciate different
perspectives and worldviews, interact successfully and respectfully with others, and take responsible
action toward sustainability and collective well-being (OECD publication).
Global competence refers to skills, values and behaviors that prepare young people to thrive in
a diverse, interconnected and rapidly changing world. It is the ability to become engaged citizens and
collaborative problem solvers who are ready for the workforce.
Promoting global competence in schools. Schools play a crucial role in helping young
people to develop global competence. They can provide opportunities to critically examine global
developments that are significant to both the world and to their own lives. They can teach students
how to critically, effectively and responsibly use digital information and social media platforms.
Schools can encourage intercultural sensitivity and respect by allowing students to engage in
experiences that foster an appreciation for diverse peoples, languages and cultures (Bennett, 1993;
Sinicrope. Norris and Watanabe, 2007). Schools are also positioned to enhance students’ ability to
understand their place in the community and the world and improve such ability to make judgments
and take action (Hanvey, 1975 in PISA, 2018).
The Need for Global Competence
The following are the reasons why global competence is necessary.

1. To live harmoniously in multicultural communities. Education for global competence can promote
cultural awareness and purposeful interactions in increasingly diverse societies (Brubacker and Laitin,
1998; Kymlicka, 1995; Sen, 2007). People with diverse cultures are able to live peacefully, respect
differences, find common solutions, resolve conflicts and learn to jive together as global citizens
(Delors, et. al., 1996; UNESCO, 2014b). Thus, education can teach students the need to address
cultural biases and stereotypes.
2. To thrive in a changing labor market. Education for global competence can boost employability
through = effective communication and appropriate behavior within diverse teams using technology in
accessing and connecting to the world (British Council, 2013).
3. To use media platforms effectively and responsibly. Radical transformations in digital technologies
have shaped young people’s outlook on the world, their interaction with others and their perception of
themselves. Online networks, social media and interactive technologies give rise to new concepts of
learning, wherein young people exercise to take their freedom on what and how they learn
(Zuckerman, 2014).
4. To support the sustainable development goals. Education for global competence can help form new
generations who care about global issues and engage in social, political, economic and environmental
discussions.
Dimensions of Global Competence: Implications to Education
38
Education for global competence is founded on the ideas of different models of global
education, such as intercultural education, global citizenship education and education for democratic
citizenship (UNESCO, 2014a; Council of Europe, 2016a).
Despite differences in focus and scope, these models share a common goal of promoting
students’ understanding of the world and empower them to express their views and participate in the
society. PISA proposes a new perspective on the definition and assessment of global competence that
will help policy makers and school leaders create learning resources and curricula that integrate global
competence as a multifaceted cognitive, socio-emotional and civic learning goal (Boix Mansilla,
2016).
This definition outlines four dimensions of global competence that people need to apply in
their everyday life just like students from different cultural backgrounds are working together on
school projects.
Dimension 1: Examine issues of local, global and cultural significance
This dimension refers to globally competent people’s practices of effectively utilizing

knowledge about the world and critical reasoning in forming their own opinion about a global issue.
People, who acquire a mature level of development in this dimension, use higher-order, thinking
skills, such as selecting and weighing appropriate evidence to support arguments about global
developments. Most likely, globally competent students can draw on and combine the disciplinary
knowledge and thinking styles learned in schools to ask questions, analyze data and propositions,
explain phenomena, and develop q position concerning a local, global or cultural issue. Hence,
globally competent people effectively use and create both traditional and digital media (Boix Mansilla
and Jackson, 2011).
Dimension 2: Understand and appreciate the perspectives and world views of others
This dimension highlights that globally competent people are willing and capable of
considering other people's perspectives and behaviors from multiple viewpoints to examine their own
assumptions. This in turn, implies a profound respect for and interest in others with their concept of
reality and emotions. Individuals with this competence also consider and appreciate the connections
that enable them to bridge in differences and create common ground. They retain their cultural identity
while becoming aware of the cultural values and beliefs of people around them (Fennes and Hapgood,
1997).
Dimension 3: Engage in open, appropriate and effective interactions across cultures
This dimension describes what globally competent individuals can do when they interact with
people from different cultures. They understand the cultural norms, interactive styles and degrees of
formality of intercultural contexts, and they can flexibly adapt their behavior and communication
manner through respectful dialog even with marginalized groups. Therefore, it emphasizes
individuals’ capacity to interact with others across differences in ways that are open, appropriate and
effective (Barrett, et. al., 2014).
Dimension 4: Take action for collective well-being and sustainable development
This dimension focuses on young people’s role as active and responsible members of society
and refers to individual’s readiness to respond to a given local, global or intercultural issue or
situation. It recognizes that young people have multiple realms of influence ranging from personal and
39
local to digital and global. Globally competent people create opportunities to get engaged to improve
living conditions in their communities and build a just, peaceful inclusive and an environmentally
sustainable world.
The assessment strategy for global competence
The PISA 2018 assessment of global competence contributes development, while considering
challenges and limitations. It has two components: 1) a cognitive test exclusively focused on the
construct of “global understanding”; and 2) a set of questionnaire items collecting self-reported
information on students’ awareness on global issues and cultures, skills (both. cognitive and social)
and attitudes, as well as information from schools and teachers on activities that promote global
competence (OECD, 2018).
Curriculum for global competence: Knowledge, skills, attitudes and values
Schools can provide opportunities for students to explore complex global issues that they
encounter through media and their own experiences. The curriculum should focus on four knowledge
domains: (1) culture and intercultural relations; (2) socio-economic development and interdependence;
(3) environmental sustainability; and (4) global institutions, conflicts and human rights. Teaching
these four domains should stress on differences in perspectives, questioning concepts, and arguments.
Students can acquire knowledge in this domain by reflecting on their own cultural identity and that of
their peers by analyzing common stereotypes toward people in their community or by analyzing
related cases of cultural conflict. Acquiring knowledge in this aspect is important in developing
values, Such as peace, respect, nondiscrimination, equality, fairness, acceptance, justice, non-violence
and tolerance (OECD, 2018).
Skills to understand the world and to take action
Global competence builds on specific cognitive, communication and socio-emotional skills.

Effective education for global competence gives students the opportunity to mobilize and use their
knowledge, attitudes, skills and values together while sharing ideas on global issues in and outside of
school or interacting with people from different cultural backgrounds.
A school community that desires to nurture global competence should focus on clear,
controllable and realizable learning goals. This means engaging all educators to reflect on teaching
topics that are globally significant, the types of skills that foster deeper understanding of the world and
facilitate respectful interactions in multicultural Contexts, and the attitudes and values that drive
autonomous learning and inspire responsible action (OECD, 2018).
Knowledge about the world and other cultures
Global competence is supported by the knowledge of global issues that affect lives locally and
around the globe, as well as Intercultural knowledge, or knowledge about the similarities, differences
and relations among Cultures. This knowledge helps people to challenge misinformation and
stereotypes about other Countries and people, and thus, results in intolerance and oversimplified
representations of the world.
This can be done through the following strategies (OECD, 2018).
Perspective-taking refers to the cognitive and social skills of understanding how other people
think and feel.
40
Adaptability refers to the ability to adapt systems thinking and behaviors to the prevailing
cultural environment, or to situations and contexts that can present new demands or challenges.
Openness, respect for diversity and global-mindedness
Globally competent behavior requires an attitude of openness towards people from other
cultural backgrounds, an attitude of respect for cultural differences and an attitude of global-
mindedness. Such attitudes can be fostered explicitly through participatory and learner-centered
teaching, as well as through a curriculum characterized by fair practices and an accommodating school
climate for all students.
Openness toward people from other cultural backgrounds involves sensitivity towards
curiosity about and willingness to engage with other people and other perspectives on the world
(Byram, 2008; Council of Europe, 2016a).
Respect consists of a positive regard for someone based on judgment of intrinsic worth. It
assumes the dignity of all human beings and their inalienable right to choose their own affiliations,
beliefs, opinions or practices (Council of Europe, 2016a).
Global-mindedness is defined as a worldview, in which one sees him/herself connected to the
community and feels a sense of responsibility for its members (Hansen, 2010).
Valuing human dignity and diversity
Valuing human dignity and valuing cultural diversity contribute to global competence because
they constitute critical filters through which individuals process information about other cultures and
decide how to engage with others and the world. Hence, people, who cultivate these values, become
more aware of themselves and their surroundings: and are strongly motivated to fight against
exclusion, ignorance violence, oppression and war.
Clapham (2006) introduced the four aspects of valuing equality of core rights and dignity. To
wit: (1) the prohibition of all types of inhuman treatment, humiliation or degradation by one person
over another; (2) the assurance of the possibility for individual choice and the conditions for each
individual's self-fulfillment, autonomy or self-realization; (3) the recognition that protection of group
identity and culture may be essential for that of personal dignity; and (4) the creation of necessary
conditions to have the essential needs satisfied.
Global understanding
Understanding is the ability to use knowledge to find meaning and connection between
different pieces of information and perspectives.
The framework distinguishes four interrelated cognitive processes that globally competent
students need to use to understand fully global or intercultural issues and situations (OECD, 2018).
1. The capacity to evaluate information, formulate arguments and explain complex situations and
problems by using and connecting evidence, identifying biases and gaps in information and managing
conflicting arguments
2. The capacity to analyze multiple perspectives and worldviews, positioning and connecting
their own and others’ perspectives on the world
3. The capacity to understand differences in communication, recognizing the importance of
socially appropriate communication and adapting it to the demands of diverse cultural contexts
4. The capacity to evaluate actions and consequences by identifying and comparing different
courses of action and weighing actions on the basis of consequences
Thus, globally competent students should be able to perform a wide variety of tasks utilizing
different cognitive processes, such as: reasoning with evidence about an issue or situation of local,
global and intercultural significance; searching effectively for useful sources of information;
41
evaluating information on the basis of its relevance and reliability; synthesizing information to
describe the main ideas in an argumentative text or the salient passages of a conversation; and
combining their background knowledge, new information and critical reasoning to build multi-causal
explanations of global or intercultural issues (OECD, 2018).
Integrating Global and Intercultural Issues in the Curriculum

For global education to translate abstraction into action, there is a need to integrate global
issues and topics into existing subjects (Klein, 2013; UNESCO, 2014). In practice, content knowledge
related to global competence is integrated in the curriculum and taught in Specific courses. Therefore,
students can understand those issues across ages, starting in early childhood when presenting them in
developmentally appropriate ways (Boix Mansilla and Jackson, 2011; UNESCO, 2015).
Therefore, Gaudelli (2006) affirmed that teachers must have clear ideas on global and
intercultural issues that students may reflect on. They also need to collaboratively research topics and
carefully design the curriculum while giving students multiple opportunities to learn those issues.
Teachers may also engage in professional learning communities and facilitate peer learning.
More so, teaching about minority cultures in different subject areas entails accurate content
information about ethnically and racially diverse groups and experiences. Curricula should promote
the integration of knowledge of other people, places and perspectives in the classroom throughout the
year (UNESCO, 2014a), rather than using a “tourist approach”, or giving students a superficial
glimpse of life in different countries now and then.
Textbooks and other instructional materials can also distort cultural and ethnic differences
(Gay, 2015). Teachers and their students should critically examine textbooks and other teaching
resources and supplement information when necessary.
Connecting global and intercultural topics to the reality, contexts and needs of the learning
group is an effective methodological approach to make them relevant to adolescents (North-South
Centre of the Council of Europe, 2012). People learn better and become more engaged when they get
connected with the content and when they see its relevance to their lives and their immediate
environment (Suarez-Orozco and Todorova, 2008).
Pedagogies for promoting global competence. Various student-centered pedagogies can

help students develop critical thinking along global issues, respectful communication, conflict
management skills, perspective taking and adaptability.
Group-based cooperative project work can improve reasoning and collaborative skills. It
involves topic or theme-based tasks suitable for various levels and ages, in which goals and content
are negotiated and learners can create their own learning materials that they present and evaluate
together. Learners, participating in cooperative tasks, soon would realize that to be efficient, they need
to be respectful, attentive, honest and empathic (Barrett, et. al., 2014).
Class discussion is an interactive approach that encourages proactive listening and responding
to ideas expressed by peers. By exchanging views in the classroom, students learn that there is no
single right answer to a problem, understand the reasons why others hold different views and reflect
on the origins of their own beliefs (Ritchhart, et. al., 2011).
Service learning is another tool that can help students develop multiple global skills through
real-world experience. This requires learners to participate in organized activities that are based on
what has been learned in the classroom and that benefit their communities. After the activities,
learners reflect critically on their service experience to gain further understanding of course content,
and enhance their sense of role in society with regard to civic, social, economic and political issues
(Bringle and Clayton, 2012). Through service learning, students not only “serve to learn,” which is
applied learning, but also “learn to serve” (Bringle, et. al., 2016).
The Story Circle Approach intends students to practice key intercultural skills, including
respect, cultural self-awareness and empathy (Deardorff, n.d.). The students, in groups of 5-6, take
turns sharing a 3-minute story from their own experience based on specific prompts, such as “Tell us
42
about your first experience when you encountered someone who was different from you in some
ways.” After all students in the group have shared their personal stories, students then, share the most
memorable point from each story in a “flash back” activity. .
Other types of intercultural engagements involve simulations, interviews, role plays and
online games.
Attitudes and values integration toward global competence. Allocating teaching time to a
specific subject that deals with human rights issues and non-discrimination is an important initial step
in cultivating values for global competence.
Values and attitudes are partly communicated through the formal curriculum and also through
ways, in which teachers and students interact, how discipline is encouraged and the types of opinions
and behavior that are validated in the classroom. Therefore, recognizing the school and classroom
environments’ influence on developing Students’ values would help teachers become more aware of
the impact of their teaching on students (Gay, 2015).
LET’S DO THIS!
Task 1: Directions: Answer the following:

1. What are multicultural and global literacies?
2. Explain the Global Competence Framework.
3. What are the dimensions of multiculturalism? Explain each.
4. How can global competence and global understanding be assessed in the classroom?
5. How can you integrate multicultural and global literacies in the lesson using appropriate delivery
strategies, assessment tools and instructional materials?
Task 2: Directions: Draft a relevant policy in addressing multiculturalism in school.
Policy on _____________________
Rationale
Objectives
Scope
References
Policies
EVALUATION
1. Which of the following learning outcomes best reflects an integration of multicultural and global
literacies?
A. Discuss multicultural concept and relate to your personal experience
B. Create an artwork that depicts multicultural dynamics
C. Demonstrate care, respect and acceptance of classmate, belonging to indigenous group
D. Suggest ways in promoting multiculturalism and addressing conflict issues
Which 2.of the following is directly a contrast of the concept of multiculturalism?
A. A staff who dislikes a certain food from the other region because it does not suit his taste bud.
B. A dean who refuses a student to enrol a subject that does not adhere to prerequisite requirement
C. A student who does not prefer to have his education in public school
D. A teacher who ignores students who cannot understand the lesson
3. In discussing a lesson on international conflict, Teacher E cites the Scarborough Shoal dispute
between China end Philippines and its economic implications to the region, the national security 8nd
43
foreign relations. In this case, which dimension of global competence is being addressed?
A. Examine local, global and international issues
B. Understand and appreciate the perspectives and world views of others
C. Take action for collective well-being and sustainable development
D. Engage in open, appropriate and effective interactions across cultures
4. Schools have become open to the idea of borderless global society.Which among the following
educational practices support the multicultural perspective towards globalization’?
I. Cultural Exchange Program
II. International School Partnership
III. United Nations Celebration
IV. International Conference on Peace Talks for Students and Teachers
A. I and II only B. I, II and III C. II and IV only D. I II, II and IV
5. Which traditional paper-and-pen test can assess multicultural skills?
A. Identification. Write what is being asked in each item about the concept of multiculturalism.
B. Matching Type. Match the tribes in column A with the cultural practices and traditions in
column B. Write letters only.
C. Enumeration. List down 10 ways in sustaining cultural diversity amidst conflict crisis.
D. Essay. How can we show respect for diversity? Cite a personal experience that brought you to an
instance of conflicts due to differences and elaborate how you managed the incident and processed
respect.
44
CHAPTER 6
SOCIAL LITERACY
INTRODUCTION
The school is a social institution established for the contemplation of reality in a profound,
personal, informal and unstructured way. Teachers facilitate learning, teach students and model certain
types of acceptable behavior while developing them in all aspects: academically, physically,
emotionally and socially. In performing such tasks, teachers also relate to parents and other
stakeholders. That is why understanding and attaining social literacy is imperative among them.
OBJECTIVES
o Define social literacy;
o Discuss social skills, their impact and strategies for improvement;
o Describe an emotionally intelligent person;
o Present ways for enhancing people skills;
o Identify ways on how to integrate social literacy in the lesson;
o give relevant life lessons and significant values from personal experience on practicing social
literacy; and
o Design an instructional material that can be used in integrating social literacy in a related
discipline.
LET’S FIND OUT
Social Literacy
Social literacy entails the development of social skills, knowledge and positive human values
toward desire and ability in human beings to act and react positively and responsibly in a wide range
of complex social settings. It can be acquired through social process of inquiry, values exploration and
social decision-making that relate to the acquisition of knowledge and understanding (Arthur, Davison
and Stow, 2000).
In school, social literacy can be demonstrated by teachers in dealing with their superiors,
colleagues, parents, students and. others, while for students, by way of interaction and interrelation
with the surroundings around them their peers, the media and political influencers, technology agents,
religious groups, school staff, family members, etc.
Social Skills
Social skills are aspects of social literacy. As such, these are an integral part of functioning in
society. It involves good manners, communicating effectively with others, being considerate of others’
feelings and expressing personal needs. In fact, children gain social skills through playing while adults
obtain it by interrelating with others, both verbally (spoken language) and -non-verbally (gestures,
body language, facial expressions, eye contact and appearance).
Social skills are also important in schools because they help build, maintain and grow
relationships of students with classmates, peers, teachers, students, and others, while for teachers, with
their superiors, Colleagues, parents, students, and others. These can be attained through: (1) gaining
ideas, information, techniques and perspectives from people with different areas of expertise; (2)
45
providing their own Perspective for the benefit of others; (3) accomplishing tasks and Working
together toward shared goal; (4) providing mutual support for , difficult situations; (5) expanding
network to learn about and pursue new opportunities; (6) gaining feedback and referrals from people
who fan personally attest to work, skills and qualities; and (7) making the School truly a healthy and
conducive learning environment.
Types of Social Skills
There are types of social skills that teachers can demonstrate among students to attain a
harmonious relationship with them.
1. Effective communication. It is the ability to communicate effectively and share thoughts and ideas
with students through group conversations, discussions, etc.
2. Conflict resolution. It is the ability to get to the source of the problem and find a workable solution
by weighing both sides from those involved with the goal of mediating for reconciliation.
3. Active listening. It is the ability to pay close attention to a student in times of counseling,
introspection and consultation.
4. Empathy. It is the ability to understand and identify the feelings of students in times of difficulty
and trouble.
5. Relationship management. It is the ability to maintain relationships and build key connections
with school Stakeholders for the student's development.
6. Respect. It can be done by knowing when to initiate communication and respond during
interactions or even in times of heated arguments and confrontations.
7. Problem-solving skills. These involve seeking help, making effective decisions and accepting
consequences to derive better solutions to the problem.
8. Interpersonal skills. These include the abilities of sharing, joining activities, asking for permission
and waiting for one’s turn in every facet of school undertakings.
Improving social skills. Social skills can be improved by focusing on sustaining desirable
attitudes and eliminating those undesirable ones through modeling, role-playing and performance
feedback mechanisms.
In addition, one may consider: (1) maintaining eye contact; (2) using proper body language; (3)
knowing the difference between being assertive and being aggressive; (4) selecting effective
communication channels; (5) being flexible; (6) accepting criticism without being defensive; (7)
remaining positive at all times; and (8) being teachable and a good student in most instances
(https:/Avww.skillsyouneed.com/ips/social-skills.html).
Likewise, other ways that may help are as follows: (1) Behave as a social person; (2) Start small if
necessary; (3) Ask open-ended questions; (4) Encourage others to talk about themselves; (5) Create
goals for yourself, (6) Offer compliments generously; (7) Read books about social skills; (8) Practice
good manners; (9) Pay attention to your body language; (10) Join a social skills support group; (11)
Stay up to date on current events; and (12) Identify and replace negative thoughts.
Impact of Social Skills. Possessing social skills results to: (1) better relationships; (2) better
communication; (3) greater efficiency; (4) advanced career prospects; and (5) increased over-all
happiness.
Emotional Intelligence (EQ)

Emotional intelligence can bring about maintaining a healthy and purposeful relationship with
others that may best depict a socially literate person.
Goleman (1996) defines Emotional intelligence (EQ) as the ability to: (1) recognize,
understand and manage own emotions; and (2) recognize, understand and influence the emotions of
others.
46
It is being aware that emotions can drive behavior and impact people (positively and
negatively), and learning how to manage those emotions, both one’s own and others’ when under
pressure, especially in times of: (1) giving and receiving feedback; (2) meeting tight deadlines; (3)
dealing with challenging relationships; (4) not having enough resources; (5) dealing with change; and
(6) experiencing setbacks and failure.
Strategies for Enhancing Emotional Intelligence

Goleman (1995) laid down ways of enhancing emotional intelligence in the light of
understanding and managing emotions that teachers need to know and understand.
1. Think about feelings. A person has to be sensitive to one’s and other's feelings to come up with
the right manner of approach or appropriate response. For example, a teacher has to be aware of
his/her students’ background or situation that may trigger negative emotions. In that case, he/she
would know the right approach when dealing with sensitive issues in class.
2. Pause. This is about taking a moment to stop and think before doing anything to refrain from
resorting to an unsound decision at the height of anger. For example, at the peak of anger with a
student who commits violations, a teacher may gently pause for a while and take a moment of silence
to rethink and cool down before jumping to any decision in order to avoid untoward consequences.
3. Strive to control one’s thoughts. This is controlling the reaction to emotions by focusing on one’s
thoughts in harmony with goals and values. For example, instead of overreacting to a certain incident
or ‘situation in class, try to control negative thoughts to see a myriad of colors at the end of the
rainbow among students. As such, try to find beauty in all things despite not-so-good circumstances
that may happen.
4. Benefit from criticism. Criticism, even not delivered in a favorable way, is an opportunity to learn
and it gives idea on how others think about you. For example, when a senior teacher gives negative
feedback on your work, instead Of taking it personally against him/her, gratefully accept it with
humility and appreciation; just think that it is for your improvement.
5. Show authenticity. This is saying what we mean with what we Say and we have to stick on to our
values and principles. For example, in times of confrontation with parents, as teachers, we should
clearly express our side with respect and sincerity while consistently upholding on to the principle and
truth behind the issue in order to avoid resorting to heated argument and conflict at the end.
6. Demonstrate empathy. Whenever we show empathy to others, such as understanding their
thoughts and feelings, we can easily establish a connection with them. As teachers, we should reach
out to students who are in their worse situation and try to understand them and feel as if we were in the
same boat.
7. Praise others. This is by way of acknowledging and appreciating others toward attaining self-
fulfillment and building trust. For example, teachers should give acknowledgment and praise to
students for their deeds that are worth commending.
8. Give helpful feedback. Although negative feedback may hurt one’s feelings, at some point, it can
be turned constructive for one’s improvement. For example, when we receive negative feedback from
our superiors, we have to take it as a challenge toward becoming a better and stronger person.
9. Apologize. Saying sorry demonstrates humility, a quality that will naturally win others as you value
the relationship more than the ego. For example, whenever we commit mistakes in teaching, whether
big or small, there is nothing to lose when we apologize, even at times, doing it may seem to be very
difficult.
10. Forgive and forget. Forgiving and forgetting prevent others from holding emotions and allowing
one to move forward. For example, when a student or a colleague hurts us, we should be ready to
forgive and let go of the pains that somehow caused us.
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11. Keep our commitments. The habit of keeping one’s word in things, either big or small, develops
a strong reputation for reliability and trustworthiness. For example, when we are given tasks in the
school, make sure that we commit ourselves, our time and efforts into it. Remember, opportunities
may only come once, therefore, grab every opportunity that may come along our way for it may never
come again.
12. Help others. One way to positively win others is through helping them because listening to and
helping them can build trust and inspire them to follow. For example, in every school activity, we have
to find ways to help others accomplish their tasks successfully. In return, they will be grateful to us.
13. Protect ourselves from emotional sabotage. This is being wise enough in protecting ourselves
when others attempt to manipulate our emotions for personal sake. For example: when we feel that
someone has been excessively or wrongly Controlling our actions, feelings and decisions in school,
stop it in any right but subtle and courteous way possible.
Recommended Tools in Enhancing Emotional Intelligence
Emotional intelligence can be enhanced in school with the help of the following tools and strategies.
1. Emotional Literacy Workshop. This will help teachers to communicate with students, recognize and
manage emotions and increase self -awareness.
2. Emotional Literacy Museum. It is a self-directed learning experience that teaches about the
physiology of emotions, emotional regulation, and emotional literacy.
3. Mixed Emotions Cards. It is a beautiful deck of “tarot-like” cards of feelings (labeled with feelings
and synonyms).
4. eMotion Cards. It is an evocative, playful moon face illustration of emotions (open-ended without
labels).
5. Biodots. It is a simple reminder that emotions are part of our physiology.
6. Bingo Emotions. It is typically a classic “bingo” game played with emotions.
7. Feeling Faces. These are photos of real people and data about how survey respondents evaluated
each picture.
8. Six Seconds Emotional Intelligence Assessment. It provides feedback about the way one uses EQ
and how to improve in this area. (http://www.6seconds.org/2018/02/27/emotional-inteliigence-tips-
awareness/)
9. The Zoo: Animal Workshop. It is an activity that intends to imitate an animal behavior and gesture
that ends with reflections and group sharing.
10.Face Workshop. It is an activity, in which partners face each other while showing different facial
expressions and qualities that ends with reflections.
11.The Machine Transformer. Participants in groups have to transform into an assigned machine or
vehicle, of which each member shall comprise different parts, deemed essentials and equally important
that usually ends up with interactions and reflections.
12.Tower Building. Groups will be tasked to build a tower using pop sticks and straws. The goal is to
make the tallest and strongest tower of all. This will end up with interactions, Sharing, open forums
and patching of emotional barriers.
13. Build Me a House. The participants in groups will be tasked to build a house using any available
material around them. The goal is to make the strongest house. Then, the facilitator will suddenly
destroy the house made by the group and observe the members’ emotions and reactions and let them
express their feelings and thoughts. At the end, each one will draw realizations, lessons and values for
reflection.
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14. Internalization Activity. This is an activity that helps participants to reflect on the narrations of the
facilitator with background music in a dim and candle lighted room. Everyone can express his/her
emotions and feelings of resentment, remorse, agony, disappointment, and sadness.
15. Mirroring and Unmasking Activity. Each participant shall prepare a piece of paper and put it at
his/her back. In a circular formation, everyone has to write that person’s negative attitude on that
paper. Everyone will be given time to see those feedbacks and reflect on them while they are also
given q chance to express themselves. These negative feedbacks will be called masks to be torn-off
and burned at the end of the activity and they will be led to a prayer for self-renewal and rejuvenation.
Ten Characteristics of an Emotionally Intelligent Person (Connors, 2018)
The following are indicators and manifestations of an emotionally intelligent person that have
to be considered and demonstrated in schools.
1. Empathy. Empathy is the capacity to understand or feel what another person is experiencing from
within their frame of reference.
Greater Good Science Center in UC Berkeley laid down two different types of empathy, namely: (a)
Affective empathy - refers to the sensations and feelings that one gets in response to others’ emotions
including mirroring what that person is feeling, or just feeling stressed when he/she detects another’s
fear or anxiety; (b) Cognitive empathy (sometimes called “perspective-taking”) - refers to one’s ability
to identify and understand other people’s emotions.
2. Self-awareness. It is the art of understanding one’s self, recognizing the stimuli that he/she faces
and preparing how to manage him/herself, both in a proactive and reactive manner.
3. Curiosity. It is one’s willingness to learn and improve. When one is curious, he/she is passionate
and therefore, he/she is driven to desire to be at his/her best.
4. Analytical mind. It pertains to being critical thinker that analyzes and processes all new
information that comes his/her way and see if they can extract ways to improve.
5. Belief. It is the power of believing in one’s self, both at present and the future. It is a matter of
affirming that people and things in one’s life happen for a reason and that everything will ultimately
turn out to be good.
6. Needs and wants. It is something to discern between things that one needs versus things that he/she
just wants and establishing needs prior to fulfilling wants. ‘
7. Passion. It is the natural desire, instinct, drive, ambition and motivated love for a subject or
someone. More so, it brings positive energy that helps sustain and inspire one to keep going.
8. Optimism. It is about maintaining a positive attitude that may increase one’s opportunities, improve
relationships and think clearly and constructively.
9. Adaptability. It is an important recognition and the ability to make or remake decisions in one’s
best interest. It is also determining when to continue his/her course, or when is the time for a change.
10. Desire to help others succeed. It is becoming interested and appreciative of the success and
achievement of others.
People Skills
Like emotional intelligence and social skills, people skills have been widely used in
demonstrating social literacy at home, in school or anywhere that a person may be.
According to Wikipedia, people skills are patterns of behavior and behavioral interactions. For
Thompson (2009), this is an area of exploration about how a person behaves and how he/she is
perceived irrespective of his/her thinking and feeling. Honey (2001) defines it as the dynamics
49
between personal ecology (cognitive, affective, physical and spiritual dimensions) and its function
with other people's personality styles in numerous environments (life events, institutions, challenges,
etc.).
On the other hand, people skills are tools used to communicate and interact effectively with
others. Therefore, individuals with strong people skills are able to predict behavior, relate to others and
socialize easily.
People skills can also be defined in three sets of abilities: (1) personal effectiveness or about
how one comes across with others; (2) interaction ability or how well one predicts and decodes
behavior; and (3) intercede easily or ability to lead, influence and build bridges between people.
Moreover, people skills are the ability to accept, appreciate and admire others on a personal or
professional level. Good people skills extend to the ability to listen and empathize with others, as Well
as work toward common goals with them. Therefore, these are sets of skills that enable a person to get
along with others, Communicate ideas effectively, resolve conflicts and achieve personal or
professional goals.
In general, Portland Business Journal describes people skills as (Rifkin, 2009):
1. Ability to effectively communicate, understand and empathize
2. Ability to interact with others respectfully and develop productive working relationship to minimize
conflict and maximize rapport
3. Ability to build sincerity and trust, moderate behavior (less impulsive) and enhance agreeableness
Educational Impact of People Skills. People skills are important for teachers in effective classroom
management. Knowing how to communicate and teach people instead of simply teaching their
subjects will help make a difference in the classroom (Bolton, 2009). Accordingly, almost 50 percent
of classroom success lies on effective interpersonal relationships, while the other 59 percent lies
within academic skills (Boyle, 2011). This is because teachers tend to interact and relate with students.
Therefore, they need to learn how to practice these people skills effectively in order to create a healthy
and conducive learning atmosphere in the classroom.
In general, people skills are an essential part of work, life and social success. When one has
strong people skills, he/she is able to: (1) pitch him/her; (2) overcome social anxiety; (3) communicate
ideas; and (4) influence others positively.
Strategies in Obtaining Good People Skills

Mc Querrey (2019) presents the following strategies in maintaining good people skills which
are essential in a meaningful, joyful and purpose-driven life that teachers also need to know.
1. Good communication skills. Strong people skills in the communication area include the ability to
take in information clarify comments and participate in effective verbal and written exchanges.
2. Conflict resolution skills. Having the ability to mediate disputes and resolve conflict among others
is an important personal and professional skill. Hence, conflict resolution involves the ability to clarify
a specific dispute, listen to perspectives in a non-judgmental manner and offer suggestions for action.
3. The value of patience. Patience is an exceptional people skill that is valuable in every profession. It
involves being able to maintain an even temper, repeat and explain information as necessary and
control anger in even the most trying situations.
4. Tolerance and understanding. Waving tolerance and understanding for the differences of others
leads to success. Tolerant people have the ability to accept differences, even when they don’t
personally agree with them.
In general, there are 5 A’s to improve people skills, namely: (1) acceptance; (2) appreciation;
(3) approval; (4) admiration; and (5) attention.
Ten Essential People Skills to Succeed

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The following is the list of soft skills for one’s self-reflection and examination.
1. Being socially assertive. Social assertiveness is essential for conserving social energy in the right
ways. People with high social assertiveness have more focused social energy and more clarity in their
interactions.
2. Crafting a memorable presence. People with great presence take it easy in making connections
and are extremely good at rapport building. Those with a strong presence can attract others, are well-
remembered and are likable.
3. Mastering communication. This is knowing how to present one’s self and, in turn, gets one’s
message across.
4. Sustaining fasting confidence. People, who can sustain lasting confidence, are able to conquer
their shyness, avoid awkwardness and get through their anxiety or overcome any nervous tendencies.
5. Being an excellent conversationalist. This is essential in communicating and interacting with
others. Excellent conversationalists are people whom others may be fond of listening to and discussing
with. Most interactions happen in three levels: (1) The First Five Minutes: This is the first impression
and the time to decide if someone is worth getting to know; (2) The First Five Hours: This is moving
past first impressions into rapport building; and (3) The First Five Days: This is the final and ultimate
level of trust and connection. Thus, a conversation is the key to moving up these three levels.
6. Being highly likable. Likability is an important facet of trust by through being authentic or genuine
with their true selves.
7. Being exceptional at decoding emotions. People, who are good at reading people, are
exceptionally strong at knowing how others think and feel.
8. Pitching ideas. Pitching is a very important people skill because it happens all the time when one is
asked for his/her opinion and in introducing himself/herself.
9. Being charismatic. Charisma is the perfect blend of two essential people skills traits such as
warmth and competence.
10. Being an influential leader. Leaders in personal, social and professional life are able to gain
camaraderie. (Source: www.scienceofpeople.com/people-skills/)
TESTING PEOPLE SKILLS
Direction: Please rate yourself on the following people skill indicators using the intended scale. Check the
column that applies to you.
4 3 2 1
INDICATORS Very Much Not Not
Much Much Really
People Skill 1: Being socially assertive
1. I set limitations and boundaries in interacting with others.
2. I immediately sense and address the needs of others.
3. I know how to say “No” when needed.
People Skill 2: Crafting a memorable presence
1. I leave positive impression to someone I encounter with.
I establish strong connection with people whom I meet.
3. I easily build good rapport with others.
People Skill 3: Mastering communication
1. I am good in public speaking.
2. I present topics, lessons and reports well.
3. I easily discuss big concepts in front of the crowd.
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People Skill 4: Sustaining lasting confidence

1. I am excellent in most social situations.
2. I easily overcome my fear and tension whenever I face the
crowd.
3. I am more excited than anxious when socializing with others.
People Skill 5: Being an excellent conversationalist
1. I know how and when to engage in conversations and keep it
going.
2. I make small talk into big talk during conversations.
3. I use effective conversation for rapport building and
socializing.
People Skill 6: Being highly likable
1. I am invited to join teams, social engagements and groups.
2. I am the ideal one that I want to become.
3. I am always asked for my opinion on issues at hand during
conversations.
People Skill 7: Being exceptional at decoding emotions
1. I sense and determine people's attitude and intentions.
2. I interpret body gestures and facial expressions.
3. I have the ability to understand things even without any proof
or evidence.
People Skill 8: Pitching ideas
1. I can convince people to consider or take my ideas and
opinions.
2. I am confident in insisting on my ideas and opinions during a
conversation.
3. I make my ideas popular to the group during a conversation.
People Skill 9: Being charismatic
1. I accommodate people and approach them, even strangers.
2. I provide my services to others while addressing their needs.
3. I am someone who can be easily depended on.
People Skill 10: Being an influential leader
1. I build excitement in leading people while performing relevant
tasks.
2. I can determine members who can commit themselves to the
team.
3. I make plans and try my best to realize them with others.
Interpretation: 3.25-4.0 Very High 2.50-3.24 High
1.75-2.49 Low 1.0-1.74 Very Low
Legend: 1 - never 2 – sometimes 3 – often 4 – always
Integrating Socio-Emotional Literacy into the Curriculum
Schools that want to teach socio-emotional learning but confined with classroom time can take
a social, emotional and moral inventory of what students are currently learning by involving: (1) a
person's emotional life; (2) an ethical dilemma; (3) a situation calling for compassion; (4) a societal
challenge; (5) the ethical use of knowledge; (6) cross-group interactions; and (7) an implicit prosocial
concept.
By integrating social literacy in the curriculum content, teachers do not only give students
opportunities to practice their social-emotional skills, but also show them how integral these skills are
in their daily lives.
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Hence, reviewing curricula through social, emotional and moral lens is like a habit of mind
that the more it is done, the easier it gets. Obviously, the greatest benefit of teaching lessons like these
is that students can begin to examine their education, their decisions, their interests and their
relationships through this lens, while helping them cultivate a more thoughtful and discerning
approach to life.
LET’S DO THIS!
Task 1: Directions: Answer the questions below (5 points each)

1. What is social literacy?
2. Explain social skills. Cite the impact of social literacy and suggest strategies and tools to improve it.
3. When is a person emotionally intelligent?
4. What are the ways of enhancing people’s skills?
5. How can you practice social literacy in delivering a lesson in the classroom?
Task 2: Directions: Design an instructional material that can be used in integrating social literacy in
your field of discipline or specialization. (30 points)
EVALUATION
Directions: Read and analyse the following item carefully and choose only the letter of the correct
answer.
1. Greg has the ability to lead, influence and build bridges between people. Which of the
following best describe him?
a. Intercede easily b. interaction ability
b. c. personal effectiveness d. desire to help others to succeed
2. Which of the choices below shows acknowledgement and appreciation to others towards
attaining self-fulfillment and building trust?
a. Showing authenticity b. benefit from criticism
b. c. praise others d. demonstrate empathy
3. Manny possesses the ability to recognize, understand and manage one’s emotions, and
influence the emotion of others manifested through various characteristics.
a. Social literacy b. emotional intelligence
c. people skills d. socio-emotional literacy
4. Who is the author of this line, “People skills are dynamic between personal ecology and its
function with other people’s personality styles in numerous environments”?
a. Honey (2011 ) b. Rifkin (2009) c. Goldman ( 1995) d. Mc Querrey (2019)
5. Mrs. Cruz has the ability to identify and understand other people’s emotions. What character
does she possess?
a. Cognitive empathy b. emotional understanding
b. Emotional quotient d. emotional intelligence
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CHAPTER 7: MEDIA LITERACY
INTRODUCTION
Today, information comes through an interwoven system of media technologies. The ability to
read many types of media has become an essential skill in the 21 st Century. Thus, schools are greatly
confronted with this challenge.
OBJECTIVES
o Define media literacy ;

o Cite the important roles of media literacy ;
o Explain Media Information Literacy (MIL) along with various aspects and dimensions ;
o Examine the advantages and disadvantages of media ;
o Demonstrate how MIL can be integrated in the curriculum; and
o Conduct a research survey on media literacy integration and draw findings and
recommendations.
LET’S FIND OUT!
Media Literacy
Lynch (2018) coined the term “media” that refers to all electronic or digital means and print or
artistic visuals used to transmit messages through reading (print media), seeing (visual media), hearing
(audio media), or changing and playing with (interactive media), or some combinations of each. Media
can be a component of active learning strategies, such as group discussions or case studies (Mateer
and Ghent, n.d.).
Media literacy is the ability to access, analyze, evaluate, and create media (Firestone, 1993).
Media literate youth and adults can understand the complex messages received from television, radio,
Internet, newspapers, magazines, books, billboards, video games, music, and all other forms of media.
Therefore, media literacy skills are included in the educational standards in language arts, social
studies, health, science, and other subjects. Many educators have discovered that media literacy is an
effective and engaging way to apply critical thinking skills to a wide range of issues.
54
The Ontario Ministry of Education (1989) stressed that media literacy means helping students
develop an informed and critical understanding of the nature of mass media, the techniques used and
their impact. It aims to enhance students’ understanding and appreciation how media work, how they
produce meaning, how they are organized, and how they construct reality. More so, it intends to,
provide students the ability to create media products Media literacy therefore, is the ability to identify
different types of media from wide array of sources and understand the messages they bring (Hobbs,
1997).
But most of all, these have one thing in common: that someone created it for a reason.
Therefore, understanding that reason is the basis of media literacy.
Media Literacy Concepts
1. It is the ability to critically assess the accuracy and validity of information transmitted by the mass
media and produce information through various forms.
2. Also known as Media Education, it is the ability to realize that all kinds of media show a
representation of reality.
3. It is the process of accessing, decoding, evaluating, analyzing and creating both print and electronic
media (Aufderheide, 1993).
4. It depicts experience of reading texts and designing hypertexts made possible through technology
(Hobbs, 2007). ’
5. It pertains to understanding how to use today’s technology, how to operate equipment, use various
softwares and explore the Internet.
6. As a 21st Century approach to education, media literacy builds understanding of the role of media in
society, as well as the essential skills of inquiry and self-expression necessary for democratic citizens.
7. It represents response to the complexity of the ever-changing electronic environment and
communication channels.
8. Critical evaluation of media requires the ability to analyze and disseminate various features to
others.
9. It is about teaching critical media management, strategies, including ICTs in schools and learning
centers.
10. It includes the ability to perform effective Internet searches, awareness and respect of intellectual
property and copyright law and the ability to identify truth from fake news. \
Roles of Media Literacy
It becomes easy to create media, however, it is difficult to know the Creator of this, his/her
reason, and its credibility. Specifically, it helps individuals to:
1. Learn to think critically. When people evaluate media, they decide if the messages make sense,
including the key ideas before being convinced on the information that they get from it.
2. Become a smart consumer of products and information. Media literacy helps individuals learn
how to determine whether something is credible, especially the advertising before they can be
persuaded with the products on sale.
3. Recognize point of view. Identifying an author's perspective helps individuals appreciate different
ideas in the context of what they already know.
4. Create media responsibly. Recognizing one’s ideas and appropriately expressing one’s thoughts
lead to effective communication.
5. Identify the role of media in our culture. Media conveys something, shapes understanding of the
world, and makes an individual to act or think in certain ways.
6. Understand the author’s goal. Understanding and recognizing the type of influence something
has, people can make better choices.
Social Media
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Social media is a term that describes websites to connect people and involve user-generated
content, which is the hallmark of a social media site. It is sometimes called Web 2.0, which is
currently a huge opportunity to reach target audience and increase online sales (Go, 2019)
Types of Social Media Websites

There are different types of social media websites and the ways of using them to reach the target
audience.
1. Social Media News Websites. It entails users to submit links to Web content like articles, podcasts,
videos, etc. that they find interesting, such as Digg, Reddit and Stumbie Upon.
2. Social Media Networking Websites. !t depicts ability to upload a personal profile that usually
connects with other people, such as LinkedIn (social networking for professionals) and Facebook
(social networking for everyone). These sites serve as avenue for meeting people and developing
relationships that can lead to joint-venture partnerships, career opportunities, and research.
3. Social Media Photo and Video Sharing. It allows users to upload photos through Facebook,
Instagram and Pinterest while videos through YouTube.
4. Micro blogging and Blogging Websites. Sometimes called “presence apps’, these services let
users post very short messages like blogging, and easily keep up with what their friends are posting.
Twitter is the most popular micro blogging service that limits to 280 characters per post and allows to
follow a set of users from one dashboard. Another popular social media app is SnapChat, which is
video-based.
5. Social Media Review Websites. It shows how social reviews can make or break a company or an
organization, such as Amazon and eBay.
Media and Information Literacy (MIL). Media and Information Literacy (MIL) is a combination of
knowledge, attitudes, skills, and practices required to access, analyze, evaluate, use, produce, and
communicate information and knowledge in creative, legal and ethical ways that respect human rights
(Moscow Declaration on Media and Information Literacy, 2012).
The UNESCO defines it as the set of competencies to search, critically evaluate, use and
contribute information and media content wisely; the knowledge of one’s rights online; refraining
from cyber bullying; understanding related ethical issues; and engaging with media and ICTs to
promote equality, free expression, intercultural/interreligious dialog, peace, etc. (UNESCO, 2016).
Aspects of MIL
According to Reineck and Lublinski (2015), MIL is the optimal outcome of media,
information and communication technology (ICT) education along three aspects: technical skills,
critical attitudes and facts about media and ICT. Technical skills involve ability to access and use
computers, mobile and other technical devices that offer media and information content. UNESCO's
(2011) MIL curriculum delves on “accessing information effectively and efficiently” as an aspect put
into practice.
Baacke (1996) included compositional skills in his media competence model that involves
creating new kinds of media content, encouraging self-determination, and increasing individuals’
chances for participation. MIL also involves performative aspect that entails the competence to do
rather than just to know certain things.
Moeller (2009) summarized the facets of MIL from the user perspective, emphasizing media
consumers in identifying news and understanding media’s role in reshaping the global issues. Norbert
Groeben (2002) pointed out the importance of knowledge of the inner workings (contexts, routines,
contents) and the effects of media. Fostering certain attitudes toward media and other information
sources involves both being critical on the negative impact of media and defending it against sources
of influence.
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Seven Dimensions of MIL

Shapiro and Hughes (1996) identified the seven dimensions of Media information literacy:
1. Tool Literacy. This is the ability to understand and use practical and conceptual tools of current
information technology, including software, hardware and multimedia that are relevant to education
and the areas of work and professional life.
2. Resource Literacy. This is the ability to understand the form, format, location and access methods
of information resources.
3. Social-Structural Literacy. This is knowing how information is socially situated and produced, fits
into the life of groups about the institutions and social networks.
4. Research Literacy. It is the ability to understand and use IT-based tools relevant to the work of
researchers and scholars that include computer software for quantitative analysis, qualitative analysis
and simulation.
5. Publishing Literacy. It is the ability to format and publish research and ideas electronically, in
textual and multimedia forms.
6. Emerging Technology Literacy. It is the ability to adapt to, understand, evaluate and use emerging
innovations in information technology. .
7. Critical Literacy. It is the ability to evaluate critically the intellectual, human and social strengths
and weaknesses, potentials and limits, benefits and costs of information technologies.
Advantages and Disadvantages of Media
Media are powerful tools of communication which entail positive and negative impacts.
Advantages of Media
1. Media educate people on health matters, environmental conservation and others through various
forms.
2. People get the latest world news in a very short time regardless of distance.
3. People can bring out their hidden talents in the multimedia and visual arts, comedy, acting, dancing
and singing.
4. Media increase knowledge learned from quiz programs, educational shows and other information-
giving programs.
5. People feel convenient in accessing information through mobile phones.
6. They become a vehicle in promoting products toward increased sales.
7. They serve as a good source of entertainment.
8. Television allows electronic duplication of information that reduces mass education costing.
9. Media lead to the diffusion of diverse cultures and cultural practices.
10. They help people around the world understand each other and respect differences.
Disadvantages of Media
1. They lead to individualism. Spending too much time on the internet and watching television usually
impedes socialization with friends, family and others.
2. Some media contents are not suitable for children.
A newspaper is geographically selective.
3. The increase in advertisements in television and radio makes them less attractive.
4. The internet can be a possible way for scams, fraud and hacking.
5. Media can be addictive that may result in people’s decreased productivity.
6. They can cause health hazards, such as radiation effects, poor eyesight, hearing defects, and others.
7. They may induce drugs and alcohol use.
8. They can lead to personal injury by imitating the stunts showcased in media.
9. They can ruin reputation through an anonymous account, malicious scandals, false accusations and
rumors.
Integrating Media Literacy in the Curriculum

57
Although media literacy is now a part of the curricula, it is confronted with a variety of
factors, such as limited access to equipment, teachers’ lack of confidence with the material, and
perception of media education as just an accessory to the curriculum.
Lynch (2018) presents six ways to integrate media literacy into the classroom for students to
become media literate while making media education a meaningful and integrated part of classroom
practice.
1. Teach students to evaluate media. Students learn to evaluate what they are viewing by showing
them that media changes depending on who created it, the intended audience and the biases that may
be attributed to the source.
2. Show students where to find digital resources and databases. Teachers should provide students
with reliable and safe media sources and trustworthy content.
3. Compare/contrast various media sources. In the discussions, distinguish various media sources
and compare elements.
4. Discuss how the media edits and alters. Purposely point out to students examples of media
altering photographs or stories while teaching them to be critical of what they see or read at face value.
5. Examine the “truth” in advertisements. Let students identify what advertisements are trying to
sell and what promises or ideas are they using to convince them to buy the product.
6. Have students create media. Let students create media appropriate to their levels such as
presentations, videos or websites.
Media skills. Although this is given little emphasis in the classroom, Hobbs and Frost (1994)
present the skills that students are able to possess with the media they use in class. To wit: (1) reflect
on and analyze their own media consumption habits; (2) identify the author, purpose and point of view
in films, commercials, television and radio programs, magazine and newspaper editorials and
advertising (3) identify the range of production techniques that are used to communicate opinions and
shape audience's response; (4) identify and evaluate the quality of media’s representation of the world
by examining patterns, stereotyping, emphasis and omission in print and television news and other
media; (5) appreciate the economic underpinnings of mass media industries to make distinctions
between those media which sell audiences to advertisers and those which do not; (6) understand how
media economics shapes message content; (7) gain familiarity and experience in using mass media
tools for personal expression and communication and for purposes of social and political advocacy.
Approaches to teaching media literacy. Kellner and Share (2007) mentioned three approaches to
teaching media literacy that would utilize media in pedagogical practice.
1. Media Arts Education Approach. It intends to teach students to value the aesthetic qualities of
media and the arts while using their creativity for self-expression through creating art and media.
2. Media Literacy Movement Approach. It attempts to expand the notion of literacy to include
popular culture and multiple forms of media (music, video, Internet, advertising, etc.) while still
working within a print literacy tradition.
3. Critical Media Literacy Approach. It focuses on ideology critiquing and analyzing the politics
of representation of crucial dimensions of gender, race, class, and sexuality; incorporating
alternative media production; and expanding the textual analysis to include issues of social
context, control, resistance, and pleasure.
Utilizing Media across disciplines. Media education can be rated in every course discipline. The
following are examples of media in different subject areas using PPPP (Purpose, Process,
Performance, Product)
Subject Lesson MEDIA
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Area Form Tool Purpose Process Performance Product
English Writing a Online/ Email/ To Compose a Letter making Compilation

Letter Chat communicat letter and send of letters in
Interactive e to a friend thru the E-
Media online portfolio thru
Gmail
chatroom/
hangout
Filipino Noli Me Electronic Youtube To present Video shoot a Dramatization Uploaded
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Assessing and evaluating media literacy work. Just like any student outputs, media-oriented works
should also be evaluated to assess quality based on standards. Students need regular feedback to be
able to reflect on their progress and develop mastery and that would remind them that it is an
important part of the course.
However, for some teachers, creating assessment and evaluation tools for media education is
more challenging than traditional means due to the lack of technical skills. Also, it is because media
education is all about finding the right questions to ask, rather than learning previously determined
answers.
Canada’s Center for Digital and Media Literacy prescribed two important steps in creating
objectives, comprehensive and meaningful assessment and evaluation tools for media literacy work,
namely: (1) by using a rubric to assess the work of students; and (2) by framing the expectations
within the rubric in terms of key concepts of media literacy.
In general, media literacy work can be evaluated in three ways:

1. Based on how well the student understands the key concepts of media literacy and the specific
concepts and ideas being explored in the lesson.
2. Based on the depth and quality of the student's inquiry and analysis of the questions raised in
the lesson, as well as his/her thoughtfulness in identifying issues and questions to examine.
3. Based on how well the student applies specific technical skills associated with either the
medium being studied (movies, TV, video games, etc.), the medium used in the evaluation tool, or
both (http.mediasmarts.ca/digital-media-literacy).
However, whenever any form of media is being utilized, there should be a reflection at the end by
asking students how media form has shaped their thinking, decision-making, analysis, choices, values
and interrelationships.
Thus, media educators base their teaching on key concepts for media literacy, which provide an
effective foundation for examining mass media and popular culture. These key concepts act as filters
that any media text has to go through in order to critically respond.
1. Media are constructions. Media products are created by individuals who make conscious and
unconscious choices about what to include and how to present it. It can assess students’ understanding
of how media product was created and the analysis of creators’ beliefs or assumptions reflected in the
content.
2. The audience negotiates meaning. The meaning of any media product is collaboration
between the producers and the audience. It can assess students’ understanding of concepts and the
elements in a relevant medium or product.
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3. Media have commercial implications. Since most media production is a business, it makes
profits and it belongs to a powerful network of corporations that exert influence on content and
distribution. It can assess students’ knowledge and understanding of the commercial factors
influencing the creation of media product and analysis of how media product is influenced by
commercial factors or the owner.
4. Media have social and political implications. Media convey ideological messages about
values, power and authority and they can have a significant influence on what people think and
believe. It can assess students’ knowledge and understanding of how this medium communicates ideas
and values.
5. Each medium has a unique aesthetic form. The content of media depends in part on the
nature of the medium that includes technical, commercial and storytelling demands. lt can assess
students’ knowledge and understanding of the technical elements of the medium and the tropes,
clichés, codes and conventions of the medium and genre (http:// mediasmarts.ca/digital-media-
literacy).
LET’S DO IT!
Task 1: Directions: Conduct a research survey on media literacy integration, and then draw findings
and recommendations. (50 points)
Task 2: Directions: Answer the following questions. (5 points each)

1. What is media literacy? Explain.
2. What are the important roles of media literacy?
3. Discuss Media Information Literacy (MIL), its aspects and dimensions.
4. What are the advantages and disadvantages of media?
5. How can you integrate MIL in the curriculum across disciplines? Cite examples.
EVALUATION
1. Which of the following is an example of bias labeling?

A. A president attends the Muslim wedding of a close friend. He was wearing
casual attire and this became front-page news.
B. A congressman attends the Muslim wedding of a close friend. A newspaper
reports on his attendance as well as the fact that he was present at the
ceremonial opening of construction of a mosque in Chicago.
C. A congressman attends the Muslim wedding of a close friend. A newspaper
reports on his attendance, while not mentioning that the Muslim was a
veteran of the war in Iraq.
D. A congressman attends the Muslim wedding of a close friend. A newspaper
reports on his attendance, calling the congressman an 'Iraqi sympathizer.'
2. Which of these is NOT a form of synchronous computer mediated communications?
A. Instant messaging B. video conferencing
C. voice over chat D. viber chat
3. Which of these is NOT text-based?
A. E-mail B. Text Message C. Video conferencing D. Instant Message
4. Which of the following is associated with bias by selection of sources?

A. A news outlet produces a story about a divisive issue, quoting only people
who support one side of the issue.
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B. A news outlet does not mention facts that are relevant and interprets other
facts in a subjective manner.
C. A news outlet uses critical labels to identify politicians or groups.
D. A news outlet prominently places news stories that coincide with a specific
agenda while 'burying' those that represent an opposing point of view.
5. Several reporters approach the governor as he exits a meeting. They shout questions, asking
about his plan to deal with prison overcrowding. He replies, 'I don't have time for this.' One
reporter prints that the governor isn't concerned about prison overcrowding and won't make the
time to correct the issue. Why is this example of bias by spin?
A. Because this question should only be asked if it is the topic of the meeting
the governor left.
B. Because if the governor didn't have time he should have said, 'No comment.
C. Because the reporter asked a question about a controversial issue
D. Because the reporter interpreted an objective fact in a subjective manner.
2. Which of the following is an example of bias labeling?

E. A president attends the Muslim wedding of a close friend. He was wearing
casual attire and this became front-page news.
F. A congressman attends the Muslim wedding of a close friend. A newspaper
reports on his attendance as well as the fact that he was present at the
ceremonial opening of construction of a mosque in Chicago.
G. A congressman attends the Muslim wedding of a close friend. A newspaper
reports on his attendance, while not mentioning that the Muslim was a
veteran of the war in Iraq.
H. A congressman attends the Muslim wedding of a close friend. A newspaper
reports on his attendance, calling the congressman an 'Iraqi sympathizer.'
2. Which of these is NOT a form of synchronous computer mediated communications?
A. Instant messaging B. video conferencing
C. voice over chat D. viber chat
3. Which of these is NOT text-based?
A. E-mail B. Text Message C. Video conferencing D. Instant Message
4. Which of the following is associated with bias by selection of sources?

E. A news outlet produces a story about a divisive issue, quoting only people
who support one side of the issue.
F. A news outlet does not mention facts that are relevant and interprets other
facts in a subjective manner.
G. A news outlet uses critical labels to identify politicians or groups.
H. A news outlet prominently places news stories that coincide with a specific
agenda while 'burying' those that represent an opposing point of view.
5. Several reporters approach the governor as he exits a meeting. They shout questions, asking
about his plan to deal with prison overcrowding. He replies, 'I don't have time for this.' One
reporter prints that the governor isn't concerned about prison overcrowding and won't make the
time to correct the issue. Why is this example of bias by spin?
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A. Because this question should only be asked if it is the topic of the meeting
the governor left.
B. Because if the governor didn't have time he should have said, 'No comment.
C. Because the reporter asked a question about a controversial issue
D. Because the reporter interpreted an objective fact in a subjective manner.
CHAPTER 8
FINANCIAL LITERACY
INTRODUCTION
In some instances, teachers are confronted with issues and concerns on financial debt, being
victimized by fraud and other related scams, both personal and electronic ways. More so, some
teachers are drowned by emergent financial needs and unexpected debt, especially in difficult times,
sickness and inevitable circumstances and calamities. Others do not prepare for their retirement that
they usually end up highly frustrated. This is the reason why financial literacy has been a subject in
many faculty development programs, seminars, and even becomes a topic for researches, while many
schools have integrated it in the curriculum.
OBJECTIVES
o Define financial literacy ;

o Distinguish among financial plan, budgeting, saving, spending and investing;
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o Present ways on how to avoid financial crises and scams;

o Demonstrate understanding of insurance and taxes ;
o Describe a financially stable person;
o Determine ways on how to integrate financial literacy in the curriculum ;
o give relevant life lessons and significant values from personal experiences on financial crises
and scams ;and
o Make a personal financial plan based on short-term and long-term goals.
LET’S DO THIS!
Financial Literacy
Financial literacy is a core life skill in an increasingly complex world where people need to
take charge of their own finances, budget, financial choices, managing risks, saving, credit, and
financial transactions.
Poor financial decisions can have a long-lasting impact on individuals, their families and the
society caused by lack of financial literacy. Low levels of financial literacy are associated with lower
standards of living, decreased psychological and physical well-being and greater reliance on
government support. However, when put into correct practice, financial literacy can strengthen savings
behavior, eliminate maxed-out credit cards and enhance timely debt.
Financial literacy is the ability to make informed judgments and make effective decisions
regarding the use and management of money. Hence, teaching financial literacy yields better financial
management skills.
The importance of starting financial literacy while still young. National surveys show that
young adults have the lowest levels of financial literacy as reflected in their inability to choose the
right financial products and lack of interest in undertaking sound financial planning. Therefore,
financial education should begin as early as possible and be taught in schools. Akdag (2013) stressed
that in the recent financial crisis, financial literacy is very crucial and tends to be advantageous if
introduced in the very early years as preschool years. Financial education is a long-term process and
incorporating it into the curricula from an early age allows children to acquire the knowledge and
skills while building responsible financial behavior throughout each stage of their education (OECD,
2005).
Likewise, financial literacy is the capability of a person to handle his/her assets, especially
cash more efficiently while understanding how money works in the real world.
Financial Plan
Teachers need to have a deeper understanding and capacity to formulate their own financial
plan. It is wise to consider starting to plan the moment they hand in their first salary, including the
incentives, bonuses and extra remunerations that they receive.
Kagan (2019) defines a financial plan as a comprehensive statement of an individual's long-
term objectives for security and wellbeing and detailed savings and investing strategy for achieving
the objectives. It begins with a thorough evaluation of the individual's current financial state and future
expectations.
The following are steps in creating a financial plan.
1. Calculating net worth. Net worth is the amount by which assets exceed liabilities. In so doing,
consider (1) assets that entail one’s cash, property, investments, savings, jewelry and wealth; and (2)
liabilities that include credit card debt, loans and mortgage. Formula: total assets - minus total
liabilities = current net worth.
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2. Determining cash flow. A financial plan is knowing where money goes every month. Documenting
it will help to see how much is needed every month for necessities, and the amount for savings and
investment.
3. Considering the priorities. The core of a financial plan is the person's clearly defined goals that
may include: (1) Retirement strategy for accumulating retirement income; (2) Comprehensive risk
management plan including a review of life and disability insurance, personal liability coverage,
property and casualty coverage, and catastrophic coverage; (3) Long-term investment plan based on
specific investment objectives and a personal risk tolerance profile; and (4) Tax reduction strategy for
minimizing taxes on personal income allowed by the tax code.
Five Financial Improvement Strategies

Financial literacy shapes the way people view and handle money. The following are financial
improvements suggested by Investopedia as a journey to financial literacy.
1. Identify your starting point. Calculating the net worth is the best way to determine both current
financial status and progress over time to avoid financial trouble by spending too much on wants and
nothing enough for the needs.
2. Set your priorities. Making a list of rated needs and wants can help set financial priorities. Needs
are things one must have in order to survive (i.e. food, shelter, clothing, healthcare and transportation);
while wants are things one would like to have but are not necessary for survival.
3. Document your spending. One of the best ways to figure out cash flow or what comes in and what
goes out is to create budget or a personal spending plan. A budget lists down ay income and expenses
to help meet financial obligations.
4. Lay down Your debt. Living with debt is costly not just because of interest and fees, but it can also
prevent people from getting ahead with their financial goals.
5. Secure your financial future. Retirement is an uncontrollable stage in a worker’s life, of which
counterpart are losing the job, suffering from an illness or injury, or be forced to care for a loved one
that may lead to an unplanned retirement. Therefore, knowing more about retirement options is an
essential part of securing financial future.
Financial Goal Planning and Setting
Setting goals is a very important part of life, especially in financial planning. Before investing
the money, consider setting personal financial goals. Financial goals are targets, usually driven by
specific future financial needs, such as saving for a comfortable retirement, sending children to
college, or enabling a home purchase.
There are three key areas in setting investment goals for consideration.
A. Time horizon. It indicates the time when the money will be needed. To note, the longer the
time horizon, the more risky (and potentially more lucrative) investments can be made.
B. Risk tolerance. Investors may let go of the possibility of a large gain if they knew there was
also a possibility of a large loss (they are called risk averse); while others are more willing to take the
chance of a large loss if there were also a possibility of a large gain (they are called risk seekers). The
time horizon can affect risk tolerance.
C. Liquidity needs. Liquidity refers to how quickly an investment can be converted into cash (or
the equivalent of cash). The liquidity needs usually affect the type of chosen investment to meet the
goals.
D. Investment goals: Growth, income and stability. Once determined the financial goals and
how time horizon, risk tolerance, and liquidity needs affect them, it is time to think about how
investments may help achieve those goals. When considering any investment, think about what it
offers in terms of three key investment goals: (1) Growth (also known a capital appreciation) is an
increase in the value of an investment, (2) Income, of which some investments make periodic
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payments of interest or dividends that represent investment income and can be spent or reinvested; and
(3) Stability, or known as capital preservation or protection of principal.
An investment that focuses on stability concentrates less on increasing the, value of investment and
more on trying to ensure that it never loses value and can be taken when needed.
Budget and Budgeting
A budget is an estimation of revenue and expenses over a specified future period of time and
is usually compiled and reevaluated on a periodic basis. Budgets can be made for a variety of
individual or business needs or just about anything else that makes and spends money. Budgeting, on
the other hand, is the process of creating a plan to spend money. Creating this spending plan allows
one to determine in advance whether he/she will have enough money to do the things he/she needs or
likes to do.
Thus, budgeting ensures to have enough money for the things needed and those important
ones and will keep one out of debt.
Seven Steps to Good Budgeting
The following are seven steps that may help in attaining good budgeting.
Step 1: Set realistic goals. Goals for the money will help make smart spending choices upon deciding
on what is important.
Step 2: Identify income and expenses. Upon knowing how much is earned each month and where it
all goes, start tracking the expenses by recording every single cent.
Step 3: Separate needs from wants. Set clear priorities and the decisions become easier to make by
identifying wisely those that are really needed or just wanted.
Step 4: Design your budget. Make sure to avoid spending more than what is earned. Balance budget
to accommodate everything needed to be paid for.
Step 5: Put your plan into action. Match spending with income time. Decide ahead of time what you
will use each payday. Non-reliance to credit for the living expenses will protect one from debt.
Step 6: Plan for seasonal expenses. Set money aside to pay for unplanned expenses so to avoid going
into debt.
Step 7: Look ahead. Having a stable budget can take a month or two so, ask for help if things are not
getting well.
Spending
If budget goals serve as a financial wish list, a spending plan is a way to make those wishes a
reality. Turn them into an action plan. The following are practical strategies in setting and prioritizing
budget goals and spending plan:
1. Start by listing your goals. Setting budget goals requires forecasting and discussing future needs
and dreams with the family.
2. Divide your goals according to how long it will take to meet each goal
Classify your budget goals into three categories: short-term goals (less than a year), medium-term
goals (one to five years), and long-term goals (more than five years). Short-term goals are usually the
immediate needs and wants; medium-term goals are things that you and your family want to achieve
during the next five years; and long-term goals extend well into the future, such as planning for
retirement.
3. Estimate the cost of each goal and find out how much it costs. Before assigning priority to goals,
it is important to determine the cost of each goal. The greater the cost of a goal, the more alternative
goals must be sacrificed in order to achieve it.
4. Project future cost. For short-term goals, inflation is not a big factor, but for medium and long-
term goals, it is a big factor. To calculate the future cost of the goals, there is a need to determine the
rate of inflation applied to each particular goal.
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5. Calculate how much you need to set aside each period. Upon knowing the future cost of the
goals, next is to determine how much to put aside each period to meet all the goals.
6. Prioritize your goals. Upon listing down all the goals and the estimated amount needed for each
goal, prioritize them. This serves as guide in decision-making.
7. Create a schedule for meeting your goals. It is important to lay down all the goals according to
priority with the corresponding amount of money needed, the time it will be needed, and the
installments needed to meet the goals.
Investment and Investing

As teachers, when you have saved more money than what you expect at a time of need,
consider investing this money to earn more interest than what your savings account is paying you.
There are many ways you can invest your money but consider four aspects:
1. How long will you invest the money? (Time Horizon)
2. How much money do you expect your investment to earn each year? (Expectation of Return)
3. How much of your investment are you willing to lose in the short-term in order to earn more in the
long-term? (Risk Tolerance)
1. What types of investment interest you? (Investment Type)
Savings
In order to get out of debt, it is important to set some money aside and put it into a savings
account on a regular basis. Savings will also help in buying things that are needed or wanted without
borrowing.
Emergency Savings Fund. Start as early, setting aside a little money for emergency savings
fund. If you receive a bonus from work, an income tax refund or earnings from additional or side jobs,
use them as an emergency fund.
10 Reasons Why Save Money

With credit so easy to get, here are ten practical reasons why it is important to save money that
everyone, including teachers, must know.
1. To become financially independent. Financial independence does not have to depend on receiving
a certain pay but setting aside an amount to have savings that can be relied on.
2. To save on everything you buy. With savings, you can buy things when they are on sale and can
make better spending choices without being compromised on credit card interest charges.
3. To buy a home or a car. Savings can be used in buying a home in full or down payment, especially
in times of promo’ deals, bids and inevitable sale and at a reasonable interest rate.
4. To prepare for the future. Through savings, you can be confident to face the future without
worrying on how you will survive.
5. To get out of debt. If you want to get out of debt, you have to save money.
6. To augment annual expenses. In order to attain a good, stress-free financial life, there is a need to
save for annual expenses in advance.
7. To settle unforeseen expenses. Savings can respond to unforeseen expenses in times of need.
8. To respond to emergencies. Emergencies may happen anytime and these can be expensive so,
there is a need to get prepared rather than potentially become another victim of an emergency.
9. To mitigate losing your job or getting hurt. Bad things can happen to anyone, such as losing a
job, business bankruptcy or crisis, being injured or becoming too sick to work. Therefore, having
savings is the key to resolve such a dilemma.
10. To have a good life. Putting aside some money to spend when needed can bring about quality and
worry-free life at all times.
Common Financial Scams to Avoid
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Financial fraud can happen to anyone, including the teachers at any time. While some forms
of financial fraud, such as massive data breaches, are out of one’s control, there are many ways to
proactively get rid of financial scams and identity theft.
Here are some of the most common financial scams, along with ways to identify them early
and how to protect one’s self from being victimized.
A. Phishing. Using this common tactic, scammers send an email that appears to come from a financial
institution, such as q bank and asks you to click on a link to update your account information. If you
receive any correspondence that asks for your information, never click on the links or provide account
details. Instead, visit the company's website, find official contact information, and call them to verify
the request.
Social Media Scams. Scammers are adept at using social media to gather information about the
traveling habits of potential victims. They also have phishing tactics, including posts seeking charity
donations with bogus links that allow them to keep your money, Therefore, be conscious of the
information you post online, especially personal details and plans for a vacation that you would leave
your house unoccupied.
C. Phone Scams. Another prevalent tactic is scamming phone calls. The scammers pose as a
government agency, such as the Bureau of Internal Revenue or local law enforcement agencies, and
use scare tactics to acquire your personal information and account numbers. Never provide your
account information over the phone. Look for the agency’s contact information, and call them to
verify any request. To note, government agencies will never text or call you to ask for money.
D. Stolen Credit Card Numbers. There are numerous ways that scammers can obtain your credit
card information, including hacking, phishing, and the use of skimming devices, such as small card
readers attached to unmanned credit card readers (i.e. ATMs, gas pumps, and more). These small
devices pull data from your card when you swipe it. Before you use an ATM or swipe your card, look
for suspicious devices that may be attached to the card reader.
E. Identity Theft. Depending on the amount of information a scammer is able to obtain, identity theft
may extend beyond unauthorized charges on a debit or credit card. if scammers are able to obtain your
Social Security number, date of birth, and other personal information, they may be able to open new
accounts in your name without your knowledge. Be aware of information you share and with whom,
and always shred sensitive information before disposing it.
By taking preventative measures and being aware of scams, you can minimize the risks of fraud.
Monitoring your online or mobile banking accounts daily can also help you see fraudulent charges
quickly.
10 Tips to Avoid Common Financial Scams
Every year, fraud cases are getting worse, leaving countless victims in trouble and danger
through data breaches, identity theft and online scams. Unfortunately, new and improved technology
only gives fraudsters an edge, making it easier than ever for scam artists to nab financial data from
unsuspecting consumers (Bell, 2019).
1. Never wire money to a stranger. Although it is one of the oldest Internet scams, there are still
consumers who fall for this rip-off or some variations of it.
2. Don’t give out financial information. Never reveal sensitive personal financial information to a
person or business you don't know, thru phone, text or email.
3. Never click on hyperlinks in emails. If you receive an email from a stranger or company asking
you to click on a hyperlink or open an attachment and then, enter your financial information, delete the
email immediately.
4. Use difficult passwords. Hackers can easily find passwords that are simple number combinations.
Create passwords that are at least eight characters long and that include some lower and upper case
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letters, numbers and special characters. You should also use a different password for every website
you visit.
5. Never give your social security number. If you receive an email or visit a website that asks for
your Social Security number, ignore it.
8. Install Antivirus and Spyware protection. Protect the sensitive information stored on your
computer by installing antivirus, firewall and spyware protection. Once you install the program, turn
on the auto-updating feature to make sure the software is always up-to-date.
7. Don’t shop with unfamiliar online retailers. When it comes to online shopping, only do business
with familiar companies. When purchasing a product from an unfamiliar retailer, do some research to
ensure the business is legit and reputable.
8. Don’t download software from pop-up windows. When you are online, do not trust pop-up
windows that appear and claim your computer is unsafe. If you click on the link in the pop-up to start
the “system scan" or some other programs, malicious software known as “malware” could damage
your operating system.
9. Make sure the websites you visit are safe. Before you enter your financial information on any
website, double-check the website's privacy rules. Also, make sure the website uses encryption, which
is usually symbolized by a lock to the left o¢ the web address which means it is safe and protected
against hackers.
10. Donate to known charities only. If you receive a call or an email for solicitation of charity
donations, critically examine it. Some scammers create bogus charities to steal credit card information.
Financial Scams among Students. Students can also be susceptible to different financial scams
and fraud. Learning how to manage finances and being aware of financial scams are skills that every
student should master.
The following are common financial scams that students should watch out for, and learn to protect
one’s identity and finances.
A. Fake scholarships. While it is beneficial for students to apply for as many scholarships, it is
important to become aware of related scams and frauds. Students should thoroughly check scholarship
sources before applying to verify legitimacy. Never apply for a scholarship that asks for money in
return.
B. Diploma mills. There are schools that offer fake degrees and diplomas in exchange for a fee. Check
from government education agencies the prospective school to enroll in if it is government-recognized,
legitimate or accredited.
C. Online book scams. While students often go for the best deals on textbooks online, scammers can
use this opportunity to get students’ credit card information. When buying anything online, be sure to
do it on a credible site.
D. Credit card scams. Oftentimes, credit card companies go to school campuses to convince students
to fill out card applications. Scammers may also grab this chance to steal Students’ information. It is
important to visit a local credit union or bank for credit card application. Also, regularly check the
credit card statement and once there are any unrecognized charges, contact your banking institution
immediately.
Insurance and Taxes
Insurance is a contract (in the form of a policy) between the policyholder and the insurance
company, whereby the company agrees to compensate for any financial loss from specific insured
events. In exchange for the financial protection offered, policyholder agrees to pay a certain sum of
money; known as premiums to the insurance company insurance is the best form of risk management
against uncertain loss.
There are various types of insurance to choose from, such as life insurance, health insurance,
motor insurance, property insurance, business insurance, etc. Besides, the financial protection derived
from insurance entails tax benefit claim on the paid premiums.
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The following are concepts related to insurance and taxes that every teacher should know.
However, he/she should carefully analyze and critically examine well before pursuing any deal with
them.
1. Employer-Sponsored Insurance. If working in a company with 50 or more full-time employees,
the employer is required to provide employee only insurance that meets minimum guidelines. Examine
the plan offered, but do not pay over 9.66 percent of household income in premiums.
2. Marketplace Plans. Marketplace plans are available based on an area of residence and income
upon meeting minimum coverage requirements. Marketplace plans come in three tiers: bronze, silver
and gold. Generally, bronze plans offer the least coverage at the lowest premiums, while go/d plans
provide the most coverage at the highest price.
Life insurance. Life insurance is a type of insurance that compensates beneficiaries upon the
death of the policyholder. The company will guarantee a payout for the beneficiaries in exchange of
premiums. This compensation is called “death benefit.”
Depending on the type of insurance one may have, these events can be anything from retirement,
to major injuries, to critical illness or even to death.
The following are common risk categories:
1. Preferred Plus — The policyholder is in excellent health, with normal weight, no history of
smoking, chronic illnesses, or family history of any life-threatening disease.
2. Preferred— The policyholder is in excellent health but may have minor issues on cholesterol or
blood pressure but under control.
3. Standard Plus — The policyholder is in very good health but some factors, like high blood
pressure or being overweight impede a better rating.
4. Standard— Most policyholders belong to this category, as they are deemed to be healthy and have
a normal life expectancy although, they may have a family history of life-threatening diseases or few
minor health issues.
5.Substandard -- Those with serious health issues, like diabetes or heart disease are placed on a table
rating system, ranked from highest to lowest. On average, the premiums will be similar to Standard
with an additional 25% lower claim on table ratings.
6. Smokers — Due to an added risk of smoking, the policyholders in this category are guaranteed to
pay more. Aside from health class, age is also a critical factor in determining premiums. Therefore,
older people pay more expensive premiums.
Benefits of Life Insurance
The following are the benefits of life insurance.
1. It pays for medical and funeral costs. Life insurance helps solve the incurred expenses for medical
and funeral services to lessen the grief among family and relatives for being unprepared.
2. For financial support. Life insurance can become a source of temporary income during the
difficult period of adjusting and coping with the loss of a loved one, especially if he/she is the
breadwinner.
3. For funding various financial goals. Life insurance offers additional benefits through the form of
fund accumulation for specific future financial goals.
4. Acts as a retirement secured conform. Modern life insurance also serves as a tool that principal
holders can use to get in a better financial position in the future.
5. It covers costs incurred from taxes and debt. Life insurance can serve as protection since the
premium can be used to pay for unsettled debts and taxes.
Types of Life Insurance
The table below shows a comparative analysis of different types of life insurance along characteristics,
advantages and disadvantages as a reference.
Type Characteristic Advantage Disadvantage
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1. Endowment It grants a lump sum after It It allows for saving up for It requires higher premiums
allows for saving up for a specific purposes. than other types of life
specified amount of time or It guarantees returns upon insurance.
upon death. The policy maturity. It is not the best option for
owner is required to pay the It offers some form of those looking at full life
premium for a predetermined insurance coverage. protection.
number of years or until a
specific age is reached.
2. Term It is the simplest form of life It entails low premium It has no benefit if
insurance to obtain, of which requirements. policyholder outlives the
upon death, the beneficiaries It is a strong option for term period set.
are paid with the benefit. policyholders who need Premium usually gets higher
insurance but cannot afford upon renewal of terms.
whole life or endowment.
It is easy to understand.
3. Whole Life It provides coverage for the It offers permanent It requires higher premiums.
policyholder’s entire life or protection for full life It is difficult to understand
until they reach 100 years or100 years. due to complexity.
old. It acts both as protection It is flexible in terms of
and savings mechanisms payments of premiums.
since a portion of the It entails fixed premiums.
premium is allocated to build It usually comes with
up cash values. additional features and
“living” benefits.
4. Variable It serves as both life It takes dual purpose: Life Cash values and dividends
Universal Life protection and investment insurance plus investment are not guaranteed.
(VUL). vehicle in one package. A tool. Face amount and death
portion of the premium is It has no maturity age. benefit are dependent on
allocated into various The cash value is payable investment performance.
investment vehicles for the along with the assured It includes various
purposes of wealth creation. sum. investment fees.
The contract's earnings are The death component is
based on the performance of not limited to face value.
selected investments. It depicts liquidity,
wherein funds can be
accessed in times of need
and can serve as
emergency funds.
Financial Stability
Like anyone else, teachers also aim to become financially stable if not today, maybe in the
future. Being financially stable means confidence with the financial situation, worriless paying the
bills because of available funds, debt-free, money savings for future goals and enough emergency
funds.
Financial stability is not about being rich but rather more of a mindset. It is living a life
without worrying about how to pay the next bill, and becoming stress-free about money while
focusing energy on other parts of life (Silva, 2019).
10 Strategies in Reaching Financial Stability
Just like any goal, getting the finances stable and becoming financially successful requires the
development of good financial habits. Babauta (2007) suggests 10 habits toward financial stability and
success.
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1. Make savings automagical. Savings should be made a top priority, especially as an emergency
fund and a bill payment from the amount are automatically transferred from the checking account, like
an online savings account.
2. Control your impulsive spending. Control yourself from impulsive spending on eating out,
shopping and online purchases that may ruin your finances and budget.
3. Evaluate your expenses and live frugally. Analyze how you spend your money, see what you can
reduce and determine expenses that are necessary and eliminate the unnecessary.
4. Invest in your future. Start preparing and investing for your future retirement while still young in
your career field.
5. Keep your family secure. Save for an emergency fund, so that you have something to spend if
anything happens with the family emergently.
6. Eliminate and avoid debt. Eliminate credit cards, persona| loans, or other debt forms as it will not
work on you but even pull you down and make you drowned with obligations that may even resort to
surrendering your properties, jewelry and investments as payment.
7. Use the envelope system. Set aside three amounts in your budget each payday, withdraw those
amounts and put them in three separate envelopes. In that way, you can easily track how much
remains for each of the expenses or if you already run out of money.
8. Pay bills immediately. One good habit is to pay bills as soon as they come in and try to get your
bills to be paid through automatic deduction. .
9. Read about personal finances. The more you educate yourself, the better your finances will be.
10. Look to grow your net worth. Do whatever you can to improve your net worth, either by
reducing your debt, increasing your savings, or increasing your income, or all of the above.
(https://zenhabits.net/10-habits-to-develop-for-financial/)
Signs of Being Financially Stable
Teachers, like anyone else, often work to the extent to earn more even through additional jobs
on the side just for their desire for financial stability. Rose (2019) presents some signs of a financially
stable person.
1. You never overdraw your checking account.

2. You don’t lose sleep over finances.
3. You use credit cards for convenience and rewards but never out of necessity.
4. You don’t worry about losing your job.
5. You pay your bills ahead of time.
6. People ask your opinion about financial matters and you inspire them.
7. You're generally happy with your financial situation.
8. You finance your cars over five years or less if you take loans at all.
9. You contribute more to your retirement.
10. You don't feel guilty when you're out for special occasions.
11. You can afford to buy the things you really want.
12. Recreational spending doesn’t appeal to you.
13. You're a natural saver.
14. You're generous with money when it comes to charities or helping others.
15. You're confident about your future.
16. Your net worth grows significantly from year to year.
17. You have substantial equity in your home.
18. You consistently live beneath your means.
19. You could survive for months without a paycheck.
20. You feel in control of your finances and never dominated by them.
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Integrating Financial Literacy into the Curriculum

Financial education in schools should be part of a collaborative national strategy to ensure
relevance and long-term sustainability. The education system and profession should be involved in the
development of the strategy.
In support, Barry (2013) underscored that financial literacy has a wide repercussion outside
the family circle and more precisely, the school. Hence, administrators and professors need to develop
a curriculum that would provide students insights on having the value of financial literacy including
the effect it can bring them.
Moreover, there should be a learning framework, which sets out goals, learning outcomes,
content, pedagogical approaches, resources and evaluation plans. The content should cover
knowledge, skills, attitudes and values. A sustainable source of funding should be identified at the
outset.
Financial education should ideally be a core part of the school Curriculum. It can be integrated
into other subjects like mathematics, economics, social studies, technology and home economics,
values education and others. Financial education can give a range of ‘real-life’ contexts across a range
of subjects.
Teachers should be adequately trained and resourced, made aware of the importance of
financial literacy and relevant pedagogical methods and they should receive continuous support to
teach it or integrate in - their lesson. More so, there should be easily accessible, objective, high-quality
and effective learning tools and pedagogical resources available to Schools and teachers that are
appropriate to the level of study. Students’ Progress should also be assessed through various high
impact modes.
LET’S DO THIS!
Task 1: Directions: Share a personal experience in which you were confronted with financial crisis or
scam. What life lessons and values have you realized and learned? (20 points)
Task 2: Directions: Make a personal financial plan based on short-term and long-term goals. (30
points)
Task 3: Directions: Answer the following questions:
1. What is financial literacy? Explain.

2. Differentiate budgeting, saving, spending and investing.
3. What are ways of avoiding financial scams?
4. How do you understand insurance and what type do you want to avail of?
5. When can we say that a person is financially stable?
6. How will you integrate financial literacy in the curriculum for related disciplines/specializations?
EVALUATION
Directions: Read and analyze each item carefully and choose the correct answer.
1. Which of the following is the cost of dropping out of school?
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A. Not getting an education, lower income and less job opportunities

B. Bad character
C. Family and peer influence
D. Poor grades
2. Which of the choices below is the main reason why you should save money?
A. You will not be in debt.
B. You will become rich.
C. You will be at peace.
D. All of these.
3. Which of the following is not a characteristic of a financially stable?
A. Joe was overdrew his checking account.
B. Shella does not lose sleep over finances.
C. Jane uses credit cards for convenience and rewards but never out of necessity.
D. Anne does not worry about losing your job
4. Liza provides a comprehensive statement of her long-term objectives for security and wellbeing
and detailed savings and investing strategy for achieving the objectives. What type of plan is she
doing?
A. financial plan
B. budget plan
C. spending plan
D. goal plan
5. Which among the choices below does not suggest a good strategy in reaching one’s financial
stability?
A. Savings are top most priorities.
B. Impulsive spending is a big no.
C .Investing for future is good.
D. Spending half of your savings.
CHAPTER 9:
DIGITAL/CYBER LITERACY
INTRODUCTION
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Technology has been part of everyone's life, be it at home, in school, or anywhere with every
facet of our undertaking. However, in many instances, we may not be aware that we have been
misusing or abusing it or in another way around, we may find ourselves being used by other people
with their malicious motives using digital tools. Therefore, we may end up being liable or a victim of
such irresponsible kind of technological processing and utilization. It is in this case that we must gain
further understanding and application of digital/cyber literacy, be it on personal or professional merit.
LEARNING OUTCOMES
o Defined digital/cyber literacy and cybersecurity;

o Elaborated ideas on cyber citizenship;
o Determined netiquette and safety use of digital media;
o Identified common computer threats and the corresponding fixing solutions;
o Explained cyberbullying and cybercrimes;
o Examined Internet exploration, source citation, research and data gathering protocols and
website evaluation;
o Cited how digital/cyberliteracy may be integrated with teaching-learning;
o Drawn relevant life lessons and significant values from personal experiences on digital risks and
consequences; and
o Produced and evaluated a digital tool that may be utilized in the classroom.
INDICATIVE CONTENT
o Digital Literacy
o Cybersecurity
o Internet Safety
o Computer Threats and Fixing Solutions
o Cyberbullying
o Cybercrime
o Exploring the Internet: Researching and Evaluating the Web
o Integrating Digital/Cyber Literacy into the Curriculum
o
POINTS OF DISCUSSION
Digital Literacy
According to Wikipedia, digital literacy is the set of competencies required for full
participation in society that includes knowledge, skills, and behaviors involving the effective use of
digital devices for purposes of communication, expression, collaboration and advocacy.
Simply, it is the ability of an individual to engage with the digital environment and operate
technologies safely by knowing what to do and what not to do and how to avoid unnecessary risks.
Digital literacy is an individual’s ability to access information and methods of communication
through, technological tools, such as Smartphones, tablets, laptops and desktop PCs. While digital
literacy is initially focused on digital skills and stand-alone computers, its focus has shifted to network
devices, including the Internet and the use of social media.
Cybersecurity
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Cybersecurity is the practice of protecting systems, networks, and programs from digital
attacks (Cisco, n.d.). These cyberattacks are usually aimed at accessing, changing, or destroying
sensitive information; extorting money from users; or interrupting normal business processes.
Implementing effective cybersecurity measures is challenging because there are more devices
than people, and attackers are becoming more innovative. Here are some tips on how to protect
yourself against cyber threats.
 Monitor behavior on social networks. Before posting or uploading something online, try to
realize: (a) Does this need to be public?; and (b) Is it worth the risk? Remember, not only what we
share online is available to friends and family, but also to cybercriminals.
 Keep devices safe. Protect your technology tools by installing Anti-virus software, a
configuration of settings on the devices and by completing software updates.
 Understand how best to use passwords. Passwords need to be complex and hard to guess, but
can still be remembered. One strategy is “passphrase” or a password that comes from the first letter
of each word in the phrase. There is also a password manager app to help keep track of all the
passwords called “KeePass” which is free of charge. Importantly, do not use the same password for
all accounts.
 Handle unsafe content. Know exactly how to respond or react to unsafe situations online, such
as (1) suspicious emails; (2) pop-ups claiming that your computer is infected; and (3) BitTorrent
sites.
 Consider safety for the future. Take individual responsibility in using devices with an utmost
care and critical thinking when online (https:/www.esentire.com).
Cyber Citizenship
Citizenship is an old value that is now applied to a new medium, the Internet. Cyber
citizenship refers to being responsible when using the Internet. Doing online when no one is looking
speaks a lot about one’s character and morals. The power of this digital world is associated with
responsibilities and consequences. Therefore, we can explore and navigate all information available
online however, we should observe cyber citizenship or manners and etiquette on the Web.
Ways on How to be a Good Cyber Citizen

The enlisted ways of becoming a good cyber citizen would guide everyone on his/her digital
operations and information processing and would prevent anyone from further consequences,
distractions, moral damages and risks.
 Be careful and critical for whatever you post online that could be visible to the public even if on a
“private” page through tagging by a friend.
 If you have a problem with someone, go to that person of an adult to help work it out, instead of
posting your expression online.
 Use the Internet to help you with your schoolwork, but give credit to the sources you use and
critically analyze everything you search online.
 Use the Internet purposefully to learn more about anything you are interested in, to help you
research relevant and needed data or information and to stay connected with friends throughout
the world.
 Make sure you verify information before you share it or use it in a project and check on accuracy
and truth in the information you search on the web.
 Give out certain information only.
 Don’t answer questions that make you uncomfortable.
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 Always make sure you have told a reliable adult if you decide to meet someone you knew through
the Internet.
 Always be aware of copyright laws and give credit to whom an article or a part of it is due.
 Use only the computers that you are allowed to use. Avoid hacking.
Importance of Cyber Citizenship

 It keeps the Internet free from hurtful statements.
 It creates a culture of more reliable information.
 It gives provisions for people to be given credit for what they have created.
 More criminals or bullies can be caught when kids are honest and talk to adults.
 It keeps information private.
Proper Netiquette
Follow these simple rules to ensure that you make wise choices when sending messages online.
 Make sure you have the correct address (with proper spelling), correct link and you are
sending the information to the right person when doing it online.
 Check information before sending or posting any message and avoid false statements and
information on the web or forwarding junk mail or chain letters to family or friends.
 Re-read what you wrote to make sure it is what you want to Say and the other person would
interpret it the same way.
 Keep your comments clean and don’t confront others online or say anything that could be
hurtful to them.
 Keep your personal and friends’ information private and don’t forward information that was
just given to you without his/her permission.
 Watch out for spam and other fraud e-mails and never reply to them.
 If you are going to write something personal or private, think twice because messages can get
misdelivered.
 Adults should monitor kids’ messages, especially when they are sending e-mails to others
without permission. (http://www. cybercitizenship.org/ethics/ethics.html)
The Ten Commandments of Teacher Cyber Citizenship

At some point, misuse and abuse of technology may also
ppen in schools involving teachers with their students, colleagues and others. The following
are reminders to teachers regarding the use of media tools.
 Thou shall not post any personal matter, confidential information and obscene pictures and
messages online that can be accessed by students and parents.
 Thou shall not respond or thread to any personal message created by students online other than
those school-related.
 Thou shall not lend or let students access your cellphone.
 Thou shall not give your email password to students.
 Thou shall not use concepts and information from texts and references without the author’s
citation.
 Thou shall not post to any social media account, for whatever purposes, the pictures of students
without their or their parents’ consent.
 Thou shall not express sentiments, disappointments and disagreements against superiors,
colleagues, students and their parents using their social media accounts.
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 Thou shall not use data from Internet sources in any documents like lesson plans, researches and
requirements without the consent of the author.
 Thou shall not give any personal data or other’s information to anyone unless for specific
purposes and given the consent.
 Thou shall not post any student data publicly online including academic rankings, school records,
class outputs and record of grades. De Leon (2019)
Internet Safety
Internet safety, online safety or cyber safety means trying to be safe on the Internet. It is
maximizing the user’s personal safety and security risks to private information and property associated
with using the Internet, including self-protection from computer crime. AS the number of Internet
users continues to grow worldwide, issues and concerns also continuously exist.
Information security. Sensitive information, such as personal information, identity and
passwords are often associated with personal property and privacy and may present security concerns
if leaked. Unauthorized access and usage of private information may result in consequences, such as
identity and property theft.
Common causes of information security breaches include:
 Phishing. It is a common type of scam, of which the scammers disguise as a trustworthy
source in an attempt to obtain private information, such as passwords, credit card
information, etc. through the use of fake websites that look identical and legitimate.
 Internet scams. These are schemes that deceive the users in various ways in an attempt
to take advantage of them.
 Malware. It is a malicious software (particularly spyware) disguised to collect and
transmit private information, such as password without the user’s consent or knowledge,
of which it is impossible to determine whether a file is infected.
Personal safety and threats. The growth of the Internet gave rise to many important services
accessible to anyone with a connection, such as digital communication. While it allows
communication with others, it is also being grabbed by malicious users for bad intent. The following
are common threats to personal safety.
 Cyberstalking. It is the use of the Internet or other electronic means to stalk or harass an
individual, group or organization through false accusations, defamation, slander and libel,
intentional monitoring, identity theft, threats, vandalism, solicitation for sex, or gathering
information that may be used to threaten, embarrass or harass.
 Cyberbullying. It is the use of electronic means, such as instant messaging, social media, e-
mail and other forms of online communication with the intent to abuse, intimidate, or overpower
an individual or group.
 Online predation. It is the act of engaging an underage minor into inappropriate sexual
relationships through the Internet. Online predators may attempt to initiate and seduce minors
into relationships through the use of chat rooms or Internet forums. The behavior characteristics
are categorized into three groups: A) Manipulative - typically a child molester; B) Opportunist -
typically a rapist; and C) Coercive - being a mixture of both rapists and child molesters.
 Obscene/offensive content. Various websites on the Internet contain material that may deem
offensive, distasteful or explicit, which may often not be of the user's liking. Such websites may
include the Internet, shock sites, hate speech or otherwise and inflammatory content. Such
content may manifest in many ways, such as pop-up ads and unsuspecting links.
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 Sextortion. It is the use of webcams for flirting and cybersex. Often, this involves a
cybercriminal posing as someone else, such as an attractive person initiating communication of a
sexual nature with the victim. The video is recorded by the cybercriminal to demand money or
other services, threaten to publicly release the video and send to family members and friends of
the victim if they do not comply. (https://en.wikipedia.org/wiki/internet_safety)
Computer Threats and Fixing Solutions
The realm of Information Technology (IT) security professionals and computer security has
become an issue and concern for many people (Honan, 2014).
A threat, in the context of computer security, refers to anything that has the potential to cause
serious harm to a computer system. It is something that may or may not happen, but has the potential
to cause serious damage and can lead to attacks on computer systems and networks
(https://www.techopedia.com).
Cybercrime is now becoming alarming in the life of every individual and the organization as
they intend to steal information that they can sell or trade, such as financial details, credit card
information, personal details, or any other information using computer networks.
Likewise, while email has been the main method for the spread of computer viruses, it can
also enter a network by the USB device, Internet download, visiting an infected website, instant
messaging or messaging in social media platforms, file transfer and file-sharing programs, or by
remote users connecting directly to the corporate network with an infected PC. Once a computer virus
gets into a network, it can spread from computer to computer in multiple ways.
Given the numerous ways a computer virus can spread, the following are ways on how to
ensure that computer networks can be protected.
 Install anti-virus software. Ensure that reputable anti-virus software is installed on all
computers, including all servers, PCs and laptops.
 Ensure that the anti-virus software is up-to-date. New computer viruses are being released
daily and so it is essential that computers are protected by keeping the anti-virus software-up-to-
date.
 Employ a firewall to protect networks. As computer viruses can spread by means other than
email, it is important that unwanted traffic is blocked from entering the network by using a firewall.
 Filter all email traffic. Example of emails with certain file attachments commonly ‘used by
computer viruses to spread themselves, such as .EXE, .COM and .SCR files. These should be
prevented from entering the network.
 Educate all users to be careful of suspicious e-mails. Ensure that all users know to never open
an attachment or to click on a link in an email they are not expecting.
 Scan Internet downloads. Ensure that all files downloaded from the Internet are scanned
against computer viruses from one central point on the network.
 Do not run programs of unknown origin. It is important to use a trusted source for software
requirements to be installed and ensure it can be accounted for.
 Implement a vulnerability management system. It is important to regularly review network and
the applications running on it for new vulnerabilities and a plan on how to manage them, either by
patching or upgrading them using tools, such as firewalls or Intrusion Detection Systems that should
be put in place.
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 Make regular backups of critical data. There is a need to keep important files on removable
media, such as portable drives or tape for back-up in the event that the network is infected with a
computer virus.
 Develop an Information Security Policy. The creation and publication of an Information
Security Policy is key to ensuring that information security receives the profile it requires in order to
secure the systems and data.
 Monitor logs and systems. Regular monitoring of network and system logs can assist in the
early identification of a computer virus infecting the network or other attacks by criminals.
 Develop an Incident Response Plan. The incident response plan outlines the roles and
responsibilities of people in the event of a computer virus infecting the network or any other type of
security breach.
 Restrict end-user access to the systems. Where possible, end users are prohibited from access
to the system so that the virus will also be restricted. (https://bhconsulting.ie/computer-security-
threats-solutions/)
Cyberbullying
Cyberbullying, cyberharassment or online bullying is a form of bullying or harassment using

electronic means usually among minors in a school setting and has become increasingly common,
especially among teenagers.
It is an aggressive, intentional act or behavior that is carried out by a group or individual using
electronic forms of contact, repeatedly against a victim who cannot easily defend him or herself. The
National Crime Prevention Council defines it as a process of using the Internet, cell phones or other
devices to send or post texts or images that intend to hurt or embarrass another person. It may also
include public actions, such as repeated threats, sexual remarks, pejorative labels or defamatory false
accusations, ganging up on a victim by making the person the subject of ridicule in online forums,
hacking into or vandalizing sites about a person, and posting false statements to discredit the targeted
person.
Cyberbullying is similar to traditional bullying; it is just that victims may not know the
identity of their bully and the reason for bullying them. Cyberbullies may disclose victims’ personal
data on websites or forums—called doxing, or may use impersonation, and create fake accounts,
comments or sites for the purpose of publishing material in their names. This can leave the cyberbully
anonymous and difficult to be caught or apprehended for his/her behavior.
Cyberbullying types. There are various types of cyberbullying and research has revealed
serious profound consequences on victims.
 Internet trolling is common forms of bullying over the Internet in an online community to elicit a
reaction, disruption of intentionally provokes and offend others.
 Cyberstalking is another form of bullying or harassment that uses electronic communication to
stalk a victim and pose a credible threat to harass him/her.
Implications of bullying in schools. Schools should initiate various anti-bullying programs

and campaigns to protect students from being threatened or victimized by such offense. More so,
teachers should be oriented and trained in handling bullying cases and executing teaching strategies to
address and reduce bullying cases in class. Also, schools should conduct student empowerment
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activities that can be engaged in by students, including the bullies to divert their attention and energy
into something worthwhile and engagements that they can be busy about.
Cybercrime
Avast defines cybercrime as any criminal activity carried out using computers or the Internet.
Cybercrime uses tools like phishing, viruses, spyware, ransomware and social engineering to break the
law (https:// www.avast.com/c-cybercrime).
On the other hand, cybercrime is defined by Techopedia as a crime with the computer as the
object of the crime (i.e. hacking, phishing, spamming) or is used as a tool to commit an offense (i.e.
child pornography, hate crimes). Cybercriminals may use computer technology to access personal and
confidential information or use the Internet for exploitative or malicious purposes.
There is a wide variety of cybercrimes, which can broadly be placed into two categories: one-
off crimes, such as installing a virus that steals your personal data; and ongoing crimes, such as
cyberbullying, extortion, distributing child pornography or organizing terrorist attacks
(https://www.avast.com/c-cybercrime).
Cybercrime may also be referred to as computer crime practiced by those who have
technological skills and use the Internet to achieve their bad motive. Cybercriminals employ their
diverse skill to access bank accounts, steal identities, blackmail, defraud, stalk, and harass or use a
compromised computer to attack their victims. Criminals can also use computers for communication
and document or data storage and those, who perform these illegal activities, are often referred to as
hackers.
On the other hand, malware downloaded from the computer may slow it down and prompt it
to give error messages. Likewise, phishing attacks usually involve receiving emails from unknown
sources while trying to trick someone into giving up his/her passwords or personal data. Keyloggers
leave their own telltale signs, like strange icons, or duplicating the messages.
Techopedia cites common types of cybercrime that include online bank information theft,
identity theft, online predatory crimes, unauthorized computer access, and the most serious one like
cyberterrorism. Cybercrime encompasses a wide range of activities that can be categorized as: (1)
crimes that target computer networks or devices, including viruses and denial-of-service (DoS)
attacks; and (2) crimes that use computer networks to advance other criminal activities, including
cyberstalking, phishing and fraud or identity theft.
(https://Avww.techopedia.com/definition/2387/cybercrime)
Exploring the Internet: Researching and Evaluating the Web

The Internet is a global communication network that allows computers to exchange and share
information worldwide. It makes possible for people around the world to connect and share ideas
across time zones and geographic locations. However, because cyberspace is such a large realm,
sometimes it is difficult to find the needed information. So, the most effective way to explore the
Internet is to have strategies in place for doing research on the Web and for evaluating the websites.
Commonly, this is important among schools in doing researches and other related works.
Therefore, this aspect needs to be explored by teachers and students in doing their works.
Surfing the Web. The following are the three key factors in surfing the web.
 Most surfing sessions start with the user-targeted keywords about the subject into a search
engine.
 Good strategies for searching the Web include writing research questions; extracting
keywords from the questions and typing them into a search engine using synonyms if the keywords
do not bring up desired results; keeping track of keywords and synonyms used; and recording the
results of search.
 Always be cautious about the information shared online and in visiting websites.
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 Assessing credibility. Different websites accessible on the Web can make the job of
researchers very challenging. Carefully evaluate the information searched online. Consider the
credibility, or trustworthiness and reliability of the content before taking it. There are two types of
websites: informational and commercial. Informational websites usually strive to offer credible
content to users, while commercial websites present inaccurate information in order to see
something.
Checklist of credibility criteria. The first step in evaluating the credibility of websites is to review
several important aspects of the site.
 Author. Check the credentials of the author, the company or the expert and determine the
qualifications to provide information on the subject being researched. Some websites do not list
specific authors, but the credibility of a company can be explored by reviewing the site’s “About”
page, if available.
 Date. Look for copyright information at the bottom of a website's $s home page. If the site is
more than a few years old and it has not been updated regularly, look for more up-to-date
information.
 Purpose. Analyze the goals of the website to determine if it is an informational or an
advertisement site.
 Contact. Most credible websites list down contact information, such as telephone number,
email address, or mailing address so that users may get in touch if they have questions.
 Fact vs. Opinion. When doing research for a school paper, go to sites that present factual
information provided by experts, rather than opinions. Be on the lookout for biases, too. If the author
is biased, so as the information on the site.
 URL. The URL may look like ending in .edu (for education), .gov (for government), .org (for
organization), .com (for commercial sites), or .net (for network sites). Different websites have
different URLs. To help determine a site’s credibility, determine if that is a personal website or blog,
a government website, or other types of website.
Common credible URLS. One way of determining the credibility of a website is through the URLS.
Although a website’s URL gives Clues as to credibility, there is still a need to evaluate it carefully.
 When encountering a URL, look at the letters that appear after the “dot” (i.e.
www.whitehouse.gov.) and that is called top-level domain. Thus, the URL's top-level domain helps in
determining a site's credibility.
 Websites ending in .gov are government-related websites, which generally, can be trusted to
provide credible statistical information, articles on many different topics and government news.
 Websites ending in ,edu are the websites of educational institutions, such as colleges and
universities that usually offer a variety of credible data, especially about the school’s operations and
research. Since students may create websites with an .edu top-level domain, but they may contain
inaccurate or biased information.
 Websites ending in .org are the websites of organizations. While many organizations,
especially nonprofit ones, provide credible information, they may sometimes have advertising intent.
Since some organizations show bias in their provided information, so evaluate .org sites carefully.
Recognition of information sources. Similar to the information in print sources, the use of
online sources must be given credit to the authors. This can be done by applying proper referencing
and citation procedures that would get rid of risks, consequences and legal implications because of the
copyright issue, which means that the ideas and words used belong to the author.
Citation. Each entry in the bibliography is called a citation. Proper citation must be applied or
included for every source used, whether it is a website, a newspaper, or a book. Online sources are
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cited differently because they are different from traditional print sources. There are different formats
used to cite the sources.
(To note: The easiest way to create citation of sources is to go to www citationmachine.net. This
website generates citations that can be copied and pasted into the Works Cited page.)
Data privacy implication. The implementation of data privacy in the country is becoming
stronger and powerful, especially in utilizing data for research and other forms of report and paper
works. This has also corresponding legal implications once not processed immediately and properly. It
involves uploading of pictures, designs, graphics, concepts/ideas, frameworks, art work, data, and
other information that are copyrighted without the consent of the author or the source. These are
commonly observed in schools.
The following are practical techniques .in responding to data privacy issues.
 When getting data, put proper citation and source acknowledgment (e.g. Source: National
Statistics Office, 2019).
 When using needed pictures downloaded from the Internet, put acknowledgment (e.g. Photo
credits to PhilPost, 2019). But if possible to have personal pictures taken with your original concept.
Although, there is still a need to seek the consent of those in the pictures.
 If data, concepts and information are copyrighted, ask for the consent of the author, and wait
for his/her response.
 However, if the data and information are for public domain, just acknowledging/citing the
author or the source will do.
 5. If the author doesn't really want anyone to utilize his/her data file or article, learn the value
of respect, anyway that is his/ her property. The author's disapproval usually manifests through
difficulty in downloading the file, some tricky signs that appear on screen, or direct statement or
notice of disapproval contained in the file.
Research and data collection protocols. When researching and collecting data from the
Web, avoid plagiarism, which is the act of taking someone else’s work and presenting it as your own
(Turnitin.com).
Plagiarism is unethical, and it can bring you in trouble. Sometimes, students don’t mean to
plagiarize, but they end up doing it accidentally because they are unaware or unclear about it.
The following are 10 types of plagiarism that teachers, researchers and students should know.
 Clone Plagiarism. It is also called identical copying or copying another work (word-for-word)
without any change and claim as his/her own work.
 Remix Plagiarism. It refers to collecting information from various sources and mixing all
together as a single document then, claiming the work as their own work.
 Ctrl+C Plagiarism. This is when a significant portion of text copied from any single source
without any alteration in a written document.
 Hybrid Plagiarism. Here, perfectly cited source documents are copied and arranged as a new
document without citation.
 Find-Replace Plagiarism. This is changing the most common keywords and phrases in the
copied content but not making any changes in the essential document.
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 Recycle Plagiarism. Also called self-plagiarism, it refers to the act of borrowing from one’s own
previous document without proper citation.
 Mashup Plagiarism. It is when the written document.is copied from more than one source and all
are mixed together without proper citation.
 404 Error Plagiarism. Here, a person creates a document by copying from various sources
prepared as a single document with the citation but inaccurate or leads to non-existing resources.
 Aggregator Plagiarism. Here, the written document includes proper citation but it does not
contain original work.
 Re-Tweet Plagiarism. Here, all written documents look perfect with properly cited mark but
still, the document resembles somewhere the original text's structure or wordings.
Tips to Avoid Plagiarism

Turnitin.com suggests some techniques to avoid plagiarism that teachers, researchers and
students should know.
 Read and understand the original document several times before start explaining about it.
 Do not copy any word or sentence from the original document.
 Give proper citation to all sources (book, journal, website, video, etc.).
 In case of citing online sources, include the retrieval date and appropriate URL in the
reference.
 Common phrases and definitions need to be quoted and cited without any modification.
 Make a practice to include the “references” section whenever you write an academic
document.
 Cross verify all your citations before submitting your document.
 Resort to available plagiarism software to ensure the originality of the written document.
How to Evaluate a Website

Morris (2018) suggests ways on evaluating a website as reference in research.
 Open the site. When looking through Google search results, open sites in new tabs, leave
search results in a tab for easy access later (e.g. right-click on the title and click “Open link in new
tab”).
 Skim read. Determine whether you can read and understand the text. If it is too complicated or
difficult to understand, find another website that may provide the information you need.
 Look for the answer to your question. Find out if the information on the site actually answers
your question. You can use a search box, navigation menu, or pull up your own search box by
pressing Control/Command F and type in the keywords you are searching for.
 Consider the credibility of the author or website. You need to consider the credibility of the
author or website by considering the following: (1) Domain —domains that include .gov or .edu are
trustworthy sources; (2) Author’s information — look at the author's bio or About page regarding the
qualification of the author; (3) Design — avoid sites that are cluttered and difficult to navigate; and
(4) Sources — trustworthy articles usually link to other sources or cite where their facts come from.
 Consider the purpose of the site. Think about the purpose of the site and whether it meets
your needs.
 Look for the date. Consider whether the information is current enough for your topic. You can
look for the date when the article was written or last updated. Sometimes, URLs also include dates.
(http://www.kathleenamorris.com/)
Integrating Digital/Cyber Literacy into the Curriculum

The following are suggested activities to integrate digital literacy, higher-order thinking and
construction of meaning in the classroom.
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 Use an interactive whiteboard to design and deliver lessons. Use Promethean and Smart
Notebook with teacher-created lessons if you are not yet capable of designing your own.
 Allow students to maintain blogs, wikis, web pages related to their learning.
 Engage in email/video chat exchanges with students.
 Utilize storytelling media to allow students to create and publish stories.
 Set-up a blog site, Facebook page, Yahoo or Google group and post weekly discussion
questions for students to respond.
 Use video cameras to dramatize stories, record scientific experiments and expose students to
video editing software to create video production of learning.
 Engage students in discussions about how and why various media work well to showcase
learning and why others do not.
 Thinking critically about the medium use to present a message is as important as the message
itself.
 Require E-Portfolio that would compile their outputs, projects, messages and photo-
documents of group activities and investigations online.
 Allow students to use digital tools, such as mobile phones, lpad and netbooks for Google
search, dictionary Apps, Youtube, Podcast and Spotify applications in class to complement their
learning, especially during group works and concept reporting.
Impact of integrating digital literacy in the classroom on teachers, families and friends.
Integrating digital literacy in the classroom can bring a positive impact on students’ learning as
evidenced by the following:
 It motivates students in their learning due to their enjoyment and ease of use with various
technological mediums.
 It reaches students of various learning styles and multiple intelligences.
 It allows students to create and design their own unique products reflective of their
personalities and learning needs/ styles.
 It encourages students to manipulate media in constructing their own meaning.
 It enables students to share their learning with teachers, families and friends.
 It gives students the chance to explore technological media that inevitably increase the job
skills needed in the workforce.
 (http://purposefultechnology. weebly.com/how-can-we-embed-digital-literacy-in-the-
classroom.html).
LET’S DO THIS!
Task –A. Directions: Answer the following questions. (5 points each)
1. How do you define cyber/digital literacy and cybersecurity?

2. What do you mean by cyber citizenship? Elaborate.
3. What are netiquette and the process of safety use of digital media? Give examples.
4. What is meant by cyberbullying and cybercrimes? Discuss.
5. How can you practice the processes of Internet exploration, source citation, research and data-
gathering protocols and website evaluation?
6. How can cyber/digital literacy be integrated in the teaching-learning process?
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Task B. Directions: Share a personal experience wherein you encountered digital risk and
consequence. What life lessons and values have you realized and learned?
EVALUATION
A. Directions: Choose one dilemma to be resolved in class. (20 points)
Dilemma No. 1:
1. The Bridgeton Academy conducted a United Nations activity by performing cultural
presentations done in different countries, including appropriate costumes and props. After the show,
students were fulfilled and they happily celebrated the success of their presentations through picture
taking. A student, who served as leader of one of the groups, posted their picture online and put a
hashtag (which was the name of the country that they presented) on it. All the while, the student
became unaware of the impact of what he did that the picture online even reached the country
mentioned in the given hashtag. This made the people in the said country react on the posted picture
vehemently, for them, that was an insult and discriminatory to their culture and race. Many citizens
put their negative impressions, comments and ill statements against the person who posted it while the
rest responded in the thread. They were searching for the school where the picture came from and
demanded for an apology to their nation and the people. How would you defend the sides of two
involved in the issue the student who unintentionally posted the picture out of glee and the people who
reacted to it?
Dilemma No. 2:
2. After the swimming class, a student, who was given consent by her classmate, took a video of
the latter in the comfort room while changing her swimsuit. Suddenly, the video came out with the
student's nude body and was viewed by many, including her family and friends. Being affected by
such malicious scandal, the said student’s family immediately confronted the school to hear
explanations from those concerned. Upon investigation, they found out that the one, who took the
video, had mistakenly pressed the button of the cellphone marked “video share” that made it
accessible to all accounts registered in the contacts right away, which caused its immediate spreading.
Who do you think has the main liability on this issue the girl who allowed someone to take the video
of her nude body or the one who caused its widespread? Justify. How should this matter be resolved?
B. Directions: Produce a digital tool that may be utilized in the classroom, then exchange it with your
classmate for evaluation. (30 points)
Note: Use attached criterion/rubric for evaluation.
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OVERVIEW CHAPTER 10:

ECOLITERACY
OVERVIEW
In many places, people are struck and devastated by various natural disasters, locally, nationally
and globally. Thus, disaster preparedness and risk management have been the targets of the
government and educational institutions through various plans and programs. In this case,
environmental awareness has to be reiterated and strengthened in schools and integrated in the
curriculum, while everyone has to be oriented on taking care of and sustaining the environment
through ecoliteracy practices.
LEARNING OUTCOMES
o Explained ecoliteracy in developing a sustainable environment;
o Discussed the seven environmental principles of nature;
o Described a green school;
o Articulated how ecoliteracy can be integrated in the curriculum, practiced in the school and
demonstrated in the classroom;
o Drawn relevant life lessons and significant values from a personal experience on initiating or
participating in an environmental activity; and
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o Made a community service action plan on environmental care and protection.
INDICATIVE CONTENT
o Ecoliteracy and Sustainable Development

o Ecologically Literate Person and Society
o Ways to Develop Ecoliteracy in Schools
o Seven Environmental Principles of Nature
o Green School: The concept and background
o Integrating Ecological Literacy into the Curriculum
POINTS OF DISCUSSION
Ecoliteracy and Sustainable Development
Ecoliteracy considers ecological systems and awareness of how society operates within
natural aspects as an educational imperative. The basic principles of ecoliteracy are good starting
points to explore fundamental lessons that can be learned from nature for the reform of society (Wahl,
2017).
David Orr (1992) posited that by failing to include ecological perspectives in education,
students are taught that ecology is unimportant. Orr and Capra (1990) coined the idea of ‘ecological
literacy’ as creating a new emphasis on the need for education to integrate understanding of the
interdependence between natural processes and human ways of life. Therefore, ecoliteracy is the
ability to understand the organization of natural systems and the processes that maintain the healthy
functioning of living systems and sustain lie on Earth.
In another perspective, ecological literacy is an understanding of the principles of organization
that ecosystems have evolved to sustain the web of life, which is the first step on the road to
sustainability. The second step is the move towards ecodesign, of which there is a need to apply the
ecological knowledge to the fundamental redesign Of technologies and social institutions, to bridge
the current gap between human design and the ecological sustainable systems of nature (Capra, 2003).
Sustainability is a qualitative and quantitative condition that demonstrates the human capacity
to survive over time. It is qualitative in a way that we want well-being although, it is difficult to
measure. But it is also quantitative in that natural capital and ecological carrying capacity can be
measured with foot printing tools. It is a biological and ecological imperative for human society to
exist within the carrying capacity of the ecosystem. Ecological literacy therefore, provides the basis
for integrated thinking about sustainability. It supports the frame of mind, ethics, and the type of
practice that will support the kind of thinking that prioritizes ecological imperatives.
To achieve sustainability, we must trace the roots of our cultural assumptions and work on
ecological illiteracy. Our society has created industries, processes, programs and institutions that are
destroying the ecosystem’s ability to support life. This unsustainable and reckless action is a direct
result of lack of ecological understanding and lack of sense of urgency. With this in mind, ecological
literacy aims to replace fragmented thinking with new cognitive and social capacities necessary for the
design of sustainable ways of living (www.eco-labs.org/about/eco-literacy).
Ecologically Literate Person and Society
For Wahl (2017), an ecologically literate person can apply such understanding to the design
and organization of communities and the creation of a regenerative culture. To be ecoliterate means to
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understand the principles of organization of ecological communities (i.e. ecosystems) and to use those
principles for creating sustainable human communities (www.wikipedia.org). An ecologically literate
person understands the essence of independence and interconnectedness and that we are all part of a
living system. An ecologically literate person translates this understanding into actions that
demonstrate conscious efforts to minimize negative impacts on our life-sustaining systems and
maximize value contribution to our collective well-being, now and for future generations
(http://educationforsustainability.info/general/ecological-literacy/).
On the other hand, an ecologically literate society would be a sustainable society, which does
not destroy the natural environment on which they depend. Thus, ecological literacy is a powerful
concept as it creates a foundation for an integrated approach to environmental problems. Advocates
and catalysts champion eco-literacy as a new educational reform emerging from holism, systems
thinking, Sustainability and complexity. Wahl (2017) claimed that nurturing ecological literacy in
students of a wide range of ages has become the goal of sustainability education programs worldwide.
Ways to Develop Ecoliteracy in Schools
A growing number of educators feel the need to foster learning that genuinely prepares young
people for the ecological challenges Presented by this entirely unprecedented time in human history.
Thus, the goal is to raise students with an important perspective called “socially and emotionally
engaged ecoliteracy”, which is a process that offers an antidote for fear, anger and hopelessness which
result from inaction. Hence, the act of engaging in ecological challenges on whatever scale is possible
or appropriate. It develops strength, hope and resiliency among young people.
In this case, ecoliteracy is founded on a new integration of emotional, social and ecological
forms of intelligence. While social and emotional intelligence extend students’ abilities to see from
another’s perspective, empathize, and show concern, ecological intelligence applies these capacities to
understanding of natural systems and cognitive skills with empathy for all of life.
By weaving these forms of intelligence together, ecoliteracy builds on success from reduced
behavioral problems to increased academic achievement to foster social and emotional learning.
To help educators foster socially and emotionally engaged ecoliteracy, the following are
identified practices in age-appropriate ways for students, ranging from pre-kindergarten through
adulthood, and help promote the cognitive and affective the abilities with the integration of emotional,
social and ecological intelligences.
 Develop empathy for all forms of life. By recognizing the common needs we share with all
organisms, we can extend our empathy to consider the quality of life of other life forms, feel genuine
concern about their well-being and act on that concern.
 Embrace sustainability as a community practice. By learning the wondrous ways that plants,
animals and other living things are interdependent, students are inspired to consider the role of
interconnectedness within their communities and see the value in strengthening those relationships by
thinking and acting cooperatively.
 Make the invisible visible. If we strive to develop ways of living that are more life-affirming,
we must find ways to make visible the things that seem invisible by using web-based tools, such as
Google Earth, GoodGuide and Fooducate Apps.
 Anticipate unintended consequences. Teachers can teach students strategies for anticipating
unintended consequences. These include precautionary principle, that when an activity threatens to
have a damaging impact on the environment or human health, precautionary actions should be taken.
Another strategy is to shift from analyzing a problem by reducing it to its isolated components, to
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adopting a systems thinking perspective that examines connections and_ relationships among various
components of the problem.
 Understand how nature sustains life. Ecoliterate people recognize that nature has sustained
life for long that resulted to turning to nature when their teachers imbibe three crucial tenets to
ecoliterate living: (1) ecoliterate people learn from nature that all living organisms are complex and
interconnected that inhabit a pariicular place for survival; (2) ecoliterate people tend to be more
aware that systems exist on various levels of scale; and (3) ecoliterate people collectively practice a
way of life that fulfills the needs of the present generation while simultaneously supporting nature’s
inherent ability to sustain life in the future.
Seven Environmental Principles of Nature
Considering the key to understanding environmental problems is to learn about ecosystem.

Ecology can be best appreciated in schools through a more practical and more relatable perspectives
and manner of orientation and realization.
The following are basic environmental principles of ecosystem (adapted from Barry
Commoner; cited in Butler, 2012).
 Nature knows best. People need to understand nature and have to abide by the rules it imposes.
In essence, one must not go against the natural processes if he/she would like to ensure a continuous
and steady supply of resources.
 All forms of life are important. Each organism plays a fundamental role in nature therefore, all
living things must be considered as invaluable instruments in maintaining balance in the ecosystem.
 Everything is connected to everything else. In an ecosystem, all components interact with each
other to ensure that the system is sustainable, of which any outside interference may result in an
imbalance and deterioration of the system.
 Everything changes. People must rethink their relationship with the environment through
relevant technologies for positive changes.
 Everything must go somewhere. Since wastes may go back to one’s own backyard in some
other forms, it is important to become aware of the different types of waste, classify and segregate
those that are toxic and potentially hazardous.
 Ours is a finite earth. Awareness of the earth’s limited resources leads to a conscious effort to
change one’s attitude and initiative to recycle them.
 Nature is beautiful and we are stewards of God's creation. Being the most intelligent and
being gifted with reason, humans are capable of controlling and taking care of the creation to their
own advantage.
Towards a Green School and Education for Sustainable Development
Schools play a great role in the development of academics but also environmental ethics and
care for nature among students.
The school environment, therefore, should encourage, support and nurture students’ capacities
on green environment as integrated in the curriculum and instruction. This will allow them to connect
with their surroundings and attend to their health and safety needs, while motivating them to learn and
imbibe a sense of belongingness and sensitivity towards the school, society and even this planet.
Environmental issues and concerns can be effectively addressed when all efforts of staff and
students are geared toward adopting environmentally sustainable principles at all levels, from planning
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and decision-making up to their execution in the school’s functioning as part of the daily routine, such
as creating a Green School.
Green School: The concept and background
The concept of Green School was introduced in Europe in the 1990s while the Rio Earth
Summit of 1992 took cognizance of the need to take action in every area in which human impacts on
the environment. The World Summit on Sustainable Development (WSSD) in Johannesburg in 2002
catalyzed the efforts to bring about a shift in ‘educating about the environment’ to ‘educating for
sustainability’. This shift reflected the international climate of thinking about Sustainable
Development that meets the needs of the present without compromising future generations to meet
their own needs.
There was a continuous misuse and abuse of natural resources in quest for development that
would tend the future to be at stake. Hence, we need a deeper understanding and action to respond to
environmental issues and challenges that our Earth is confronted with.
Recognizing education as a critical means to achieve sustainability, the United Nations

launched the ‘Decade of Education for Sustainable Development (DESD)’ in 2005, to integrate
principles, values and practices of sustainable development into all aspects of education and learning
in order to encourage behavior that will create a more sustainable future in terms of environmental
integrity, economic viability and a just society for present and future generations (UNESCO, 2005). A
key objective of the UNDESD is to foster better quality teaching and learning for ESD. This calls for
reorientation of thinking and practice of formal education, including teaching-learning approaches and
assessment.
Green Schools and ESD. The Green School is visualized as a school guided by the principles
of environmental sustainability. It seeks to create a conducive environment to fully utilize all resources
and Opportunities inside and outside the school and orient teachers and students on environmental
sustainability through active involvement of the community. It demands on-going, continuous and
synergistic efforts of all stakeholders toward improving the environment of the school and its
surroundings.
Students’ learning experiences outside school help them to consolidate and apply knowledge,
gain understanding of environmental Processes, interrelationships and issues, acquire life skills and
help foster attitudes, values and sensitivity toward environmental concerns.
A“Green School” is identified with those elements and practices that inculcate environmental
sensitivity to promote environmental sustainability through various environment-friendly means and
encourage judicious use of resources. It also caters to the physical, mental and emotional needs of a
child by ensuring a school environment that is physically safe, emotionally secure and psychologically
enabling.
Essential aspects of Green School Environment. The ‘greenness’ of a school finds

expression in various aspects of the environment. The Green School has clean, healthy, protective and
green surroundings. It also promotes both the physical and the psychosocial health of Learners and
others in school; ensures a healthy (provision of health services, such as nutritional supplementation
and counseling), hygienic (safe drinking water, neat and clean classrooms, playground and parks, etc.),
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safe learning environment with healthy practices (e.g. a school free of drugs, corporal punishment and
harassment); and brings children closer to nature and involves them in taking care of it.
Thus, a Green School is a school that engages the school community, especially children, in
critical thinking and learning by adopting participatory, practical and collaborative approaches to work
together and make the school environment healthier for students and Staff by involving the whole
community to work towards a sustainable future.
A Green School adheres to the following precepts:
 Learning about the environment. It focuses mainly on acquisition of knowledge and

understanding of the surroundings and related issues.
 Learning through the environment. It refers to the processes of learning while being engaged
with environment inside and outside the classroom.
 Learning for the environment. It aims at developing an informed response and responsibility
towards the environment beyond acquisition of skills and knowledge.
Understanding Green Curriculum. For a curriculum to be ‘Green’, it must include the following
aspects:
 Environment is encompassing, multidisciplinary and dynamic, has scientific, social,
economic, political and technological dimensions.
 Being holistic, a Green Curriculum views environment as all that is around and aims to give a
better understanding of the way the world functions its operations, its alteration because of the
actions of human race and its consequences.
 It holistically addresses sustainability’ concerns, such as protection and conservation of
natural resources, traditions, culture and heritage, safety and security, physical and emotional
assurance, health and sanitation issues, concern for equity and justice and interconnection between
and among natural, social, physical and cultural environment.
 This requires a teaching-learning approach where students are provided time and space to
explore different facets of environment and interconnect them.
 A Green Curriculum is a mutual concern of teachers and students.
Creating a Green School. A Green School is a school that creates a healthy environment conducive
to learning, while saving energy, environmental resources and money.
Therefore, a Green School (1) reduces environmental impacts and costs; (2) improves
occupants’ health and performance; and (3) increases environmental and sustainability literacy
(https://www.centerforgreenschools. org/green-school).
Characteristics of a Green School. Green, healthy, and high-performing are the

characteristics of a green school that provides many benefits to students, teachers, parents and the
community, at large.
 lt protects health. Schools, built with more day lighting, better ventilation, and healthy green
building materials and paints are healthier for students and staff.
 It increases student performance. Student test scores can improve up to 20% when students
learn in green classrooms.
 It saves energy and money. Operating costs for energy and water in a green school can be
reduced by 20% to 40%.
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 It reduces carbon emissions. Green schools significantly reduce carbon dioxide emissions.
 It reduces water usage. On an average, a green school reduces water usage by 32% that has
direct savings for the building.
 It improves teacher retention. A green school can reduce teacher turnover by as much as 5%,
which improves student learning and school community, and can result in financial savings for
the school.
 It improves daily attendance. It reduces absenteeism by 15%.
 lt provides a unique educational opportunity. Schools can become teaching tools and
important features of science, math, and environmental curriculum when green features,
advanced technology and design in schools are used to motivate students about learning real
world applications of green technologies and using schools and schoolyards as living
laboratories.
 It creates green jobs. Investing in creating green schools is an investment in green jobs,
including green construction, building product manufacturing, and green architecture.
 It improves equity. Greening public schools creates an opportunity to improve the health and
educational settings for all students amidst diverse identities and needs
https://bostongreenschools.org/what-is-a-green-school/.
Dark Green School Program: Philippine Environmental Perspective
A Dark Green School (DGS) is a school that delivers Environmental Education through
assimilation of the environmental philosophy by the students in formal lessons, as well as in activities
outside the classroom.
Accordingly, schools must:
 Be clean and neat as evidence of good management and housekeeping.

 Call for green spaces, appropriate land use, planning, conservation of materials and energy,
proper waste management, segregation, use of appropriate materials and avoidance of harmful ones
and respect to others’ right to a smoke-free air.
 Have management policies and guidelines that would create a healthful and ecological
campus.
 Have a well-planned environmental curriculum for all levels, adequately oriented and trained
faculty, and administrative, library and financial support.
 Have faculty and students who are aware of and appreciate the environmental program of the
school.
 Reach out to an outside community to spread concern for Mother Earth and facilitate projects
and programs that improve the environment.
 Engage in research that adds knowledge in the ways of nature and the impact of human
activities (http://119.92. 161.2/embgovph/portals/20/ee/neeap/dark-green schools program.ppt)
Ecological Living Practices
Sustainable ecological living is based on different sets of principles. To assess the impact of
our choices and actions, we need criteria from studying the basic facts of life as follows (Capra, 2003):
(1) Matter cycles continually through the web of life; (2) Most of the energy that drives the ecological
cycles flow from the sun; (3) Diversity assures resilience; (4) One species’ waste is another species’
food; and (5) Life does not take over the planet by combat but by networking.
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The dimensions of sustainability describe the environmental impacts of our activities, the
causes of which come from the socio-economic and political systems of the society. Sustainable
development entails three dimensions: environmental, economic and Social.
Ecological living gives larger understanding of how things connect and are interdependent that
begins with addressing the causes of negative impacts on the environment. Ecological living and
literacy therefore, provide people with the tools, knowledge and wisdom for taking concrete actions on
their immense desire to contribute to a better world and future (Capra, 2003).
Therefore, ecological living means to live in a way that it: (1) respects and replenishes the
carrying capacity of our planet; (2) honors our interrelatedness with all expressions of life; (3)
enhances the qualitative aspects of our relationships; and (4) brings forth the best of our human
capacities for the co-creation of an ecologically sustainable and caring world.
Smitsman (2014) mentioned practical suggestions on how we can support the change for
sustainability through ecological living. In order to sustain outer actions for ecological living, it is
helpful to remember and draw inspiration from the inner or personal development dimensions of
ecological living. The following are inner and outer ecological perspectives. To wit:
A. Inner ecology (Smitsman, 2014).

 Become a catalyst of change to help co-create a better world and future.
 Care for and relate with non-human beings while spending time with nature.
 Make the most of sustainability crisis that forces us to learn, dream, think, design, act and relate
in new ways.
 Join the rest around the world in becoming agents of sustainability.
 Nurture nature by taking care of our body and become aware of our natural body rhythms.
 Become more energy efficient and learn to recycle our own energy.
 Learn to compost our own waste and no need to dump this unto others.
 Become aware of rights, needs and well-being of future generations and explore how we can
support this in our actions.
B.Outer ecology (Smitsman, 2014).

 Educate ourselves about the resources that we, our family and/or organizations utilize to fulfill
and sustain our needs.
 Reduce, reuse, repurpose and recycle.
 Be aware of the real price of goods and services that we use. Cheap products often have hidden
costs (e.g. the cost of child-labor, animal cruelty, or degradation of ecosystems).
 Find out any child labor practices or natural resources that were sacrificed in the process of
producing products and services.
 Recycle grey-water.
 Collect and use rainwater.
 Create an organic vegetable garden.
 Compost organic waste and use the compost in the garden.
 Create a garden (with a balance of endemic/indigenous plants) to support local wildlife
(animals, insects, trees and plants).
 Create a roof garden (green roof) as a natural air-conditioning alternative to increase garden
space.
 Buy organic and local products as much as possible.
 Support local businesses and organizations that care for our planet.
94
Integrating Ecological Literacy into the Curriculum
The Center for Ecoliteracy (2015) promotes a variety of teaching strategies based on practices
that are developmentally appropriate to students’ level and are brain-based to foster knowledge, skills
and values essential to sustainable living (Sly, 2015).
Students learn best when teaching strategies are varied that include hands-on activities, time
for reflection, thoughtful discussion and combined indoor and outdoor environments, including
interdisciplinary projects (Sly, 2015). To wit:
1. Place-based Learning. It is an experiential learning that engages students in their own

environments and a strategy that captures their imagination and advances environmental stewardship
and civic engagement. Activities include mapping the local environment to learn key ecological and
cultural principles, studying the interplay between local society and the environment, supporting
habitat restoration projects, and working with local citizens to improve the quality of life in their
communities. Learning takes students out of the classroom and into the community and natural
environment. It adheres to the following principles:
1.1 Place-based projects are integrated back into classroom lessons.
1.2 Students want to learn in order to apply their knowledge to solving real problems.
1.3 Students play an active role in redefining and recreating projects.
1.4 Students collaborate with local citizens, organizations, agencies, businesses and
government.
1.5 Students help make plans that shape the future of their social, physical and economic
environments.
1.6 Students are encouraged to view their community as an ecosystem and to understand the
relationships and processes necessary to support healthy living.
Research reveals the benefits of place-based learning, such as: (1) higher test scores; (2) better
grade-point averages; (3) improved classroom behavior; (4) increased self-esteem and problem-
solving abilities; and (5) higher-level thinking skills (Sly, 2015).
2. Project-based Learning. It is a strategy that involves students in projects that use a variety of
resources, including the community, technology, outside experts, written resources, and the Web,
while the teacher usually serves as facilitator of learning.
Using this strategy, research shows its impact on learners, such as: (1) increased critical thinking
skills of students; (2) fostered positive attitudes toward subjects (such as mathematics) and exemplary
performance with conceptual questions and applied problems; and (3) Improved positive study and
work habits, problem-solving capabilities and self-esteem.
Likewise, project-based learning bears environmental impact, such as habitat restoration,
modeling the evolution of agriculture, and changing food in schools.
3. Socratic Inquiry. This is named after the Greek philosopher Socrates, who believed that
questions (not answers) stimulate learning. Therefore, rather than teaching facts and information,
teachers encourage students to ask questions about their assumptions, values, and preconceptions.
Therefore, the role of the teacher shifts from direct instruction to facilitating discussion.
Through skilled questioning, the teacher asks students to clarify their statements, identify
weaknesses in their arguments and provide evidence for their reasoning
In return, this strategy impacts student learning as evidenced by the following outcomes. (1)
Students reveal their beliefs, misconceptions and values and eventually, clarify their thoughts related
to the topic being discussed. (2) Students become more adept in critical thinking. (3) Students improve
their listening skills and learn to better articulate their thoughts and ideas and become more tolerant of
diverse opinions.
95
4. Experiential Learning. It promotes students’ involvement in the real world and defines the
teacher's role as a facilitator of learning. The process of learning leads to behavioral outcomes. It is
based on the premise that learning is an active and a continuous process, with experience at its
foundation
It goes along with principles of learning associated with environmental literacy.
o Experiential learning is vital to schooling for sustainability.
o Only through direct contact with the natural world will students develop an in-depth
understanding of fundamental ecological principles.
o By working with others to solve real-world problems, they also develop skills at the heart of
sustainable living.
o When students participate in experiential learning, they frequently follow the learning cycle.
o This is a process that starts with unstructured exploration, followed by concept formation and
application.
5. Interdisciplinary Learning. It emphasizes connections between traditionally discrete
disciplines, such as math, science, history, and language arts, rather than limiting learning to one
content area at a time. The following are advantages of interdisciplinary learning:
o When teaching and learning are organized around themes, problems, or issues, students seek
knowledge and skills from a variety of disciplines to provide an expanded and more complex
understanding of the topics
o When done well, interdisciplinary approach eliminates fragmentation and learning of isolated
skills.
o It allows students to access a particular theme from different entry points as they work with a
range of sources of information and perspectives.
o It also allows teachers to better differentiate instruction and create more interesting and rich
methods of assessment.
o It increases students’ motivation for learning, as well as their level of active engagement.
o Students recognize the value of their learning and become more involved in it.
o Students learn more when they apply a variety of skills to what they are studying and when
they interact with their classmates, teachers, and members of the community.
o Interdisciplinary teaching and learning adheres to the principles that help define sustainable
living (https:/www.ecoliteracy.org/article/teaching-strategies).
LET’S DO IT!
Task 1-Directions: Share a personal experience in which you initiated or participated in any activity
that contributed to environmental sustainability. What life lessons and values have you realized and
learned? (20 points)
Task 2 -Directions: Answer the following questions. ( 5 points each)

1. How can eco-literacy contribute in developing a sustainable environment?
2. What are the seven environmental principles of nature? Discuss each one.
96
3. What are the roles of teachers, learners and the school in attaining sustainable environmental
goals?
4. How can you create a Green School? How can this help and benefit Philippine schools?
5. How can eco-literacy be integrated in the curriculum, practiced in the school and
demonstrated in the classroom?
A. Directions: Make a community service action plan on environmental care and protection. (25
points)
EVALUATION
CHAPTER 11:
ARTS AND CREATIVE LITERACY
OVERVIEW
Teachers need to be creative by all means because teaching entails critical thinking and
creativity not only in presenting lessons but perhaps in all facets of instructional endeavor. Therefore,
students’ creativity potential should be honed through various pedagogic techniques, classroom
activities and student engagement. Teachers have to understand creative literacy deeply to guide them
in assessing their own creativity and that of their students.
LEARNING
OUTCOMES
97

o Defined arts and creative literacy;
o Identified the seven habits of highly creative people;
o Explained eye-hand coordination and some associated disorders, interventions and
developments;
o Compared and contrasted visual and verbal creativity;
o Discussed aesthetics and three approaches from a philosophical perspective;
o Cited ways on how to integrate arts and creative literacy in the curriculum;
o Drawn relevant life lessons and significant values from a personal experience in creating an
artwork or presenting a performance critiqued by others; and
o Created an art work and evaluate it using self-made assessment rubric
INDICATIVE
CONTENT
o Arts and Creative Literacy

o Seven Habits of Highly Creative People
o Visual Literacy
o Verbal Creativity
o Integrating Arts and Creativity Literacy into the Curriculum
POINTS OF
DISCUSSION
Arts and Creative Literacy

Creativity is the process of having original ideas that have value. Moreover, creativity is the
ability to see the world in new ways. Therefore, creative individuals exhibit the ability to switch
between different modes of thinking and shift their mental focus that suggests a connection between
creativity and dynamic interactions of brain networks (Sun, et. al, 2019).
Likewise, creativity is the act of turning new and imaginative ideas into reality. Henceforth, it
is characterized by the ability to perceive the world in new ways, to find hidden patterns, to make
connections between seemingly unrelated phenomena, and to generate solutions. It involves two
processes: thinking, then producing (Naiman, 2011).
As such, creativity is a combinatorial force: the ability to tap into one’s ‘inner’ pool of
resources, such as knowledge, insight, information, inspiration; and the fragments in the mind to
combine them in extraordinary new ways (Popova, n.d. in Naiman, 2011). It is also the process of
bringing something new into being that requires passion and commitment.
Creativity begins with a foundation of knowledge, learning a discipline, and mastering a way
of thinking. It can be learned by experimenting, exploring, questioning assumptions, using imagination
and synthesizing information.
The ability to generate creative and innovative ideas is not merely a function of the mind, but
also a function of five key behaviors that optimize brain for discovery: (1) associating or drawing
connections between questions, problems, or ideas from unrelated fields; (2) questioning or posing
queries that challenge common wisdom; (3) observing or scrutinizing the behavior of others to identify
new ways of doing things; (4) networking or meeting people with different ideas and perspectives; and
98
(5) experimenting or constructing interactive experiences and provoking responses to see what insights
emerge (https://www.creativityatwork.com/2014/02/17/what-is-creativity/).
Developing literacies of the arts and creativity involves design of physical learning
environment, the emotional environment, scheduling, organization and implementation of curriculum
and instruction and attention to the body and the brain. Therefore, teachers should be empowered in
developing these literacies among students with the support of the administrators, parents, and other
stakeholders.
Seven Habits of Highly Creative People

Naiman (2014) opined that if a person makes a habit of the seven practices, he/she will be
highly creative in his/her field. Thus, these would help teachers attain highest possible level of
creativity.
 Prepare the ground. Creativity requires an absorbed mind, a relaxed state of focus and
attention by giving the self sufficient time and space needed while letting the desire to create from
the pleasure of creative expression and inspiration.
 Plant seeds for creativity. It is important to put attention on what you want to create, not on
complaints and set an intention to produce the desired results.
 Live in the question. Ask questions, instead of trying to find immediate answers and pay
attention to questions that other people ask.
 Feed your brain. Get interested in something that later can provide you wisdom and ideas if
you learn to make connections between people, places and things that are not usually connected.
 Experiment and explore. Follow your curiosity, experiment with ideas, and learn from your
mistakes therefore, the quality of your creativity will improve.
 Replenish your creative stock. You must learn to be self-nourishing and translate hobbies,
talents and skills wonderful potentials.
 Liberate your creativity. Your child's play provides the clue to your creativity, potentials and
passion.
In general, creativity takes on many forms in business, art, design, education and science.
When you express your creativity in these domains, you have the ability to make life indeed a work of
art (Naiman, 2011).
Eye-Hand Coordination
In most of our creative activities and endeavors, we integrate eye-hand coordination as we
inhibit our usual body functioning.
Eye-hand coordination (also known as hand-eye coordination) is the coordinated control of
eye movement with hand movement and the processing of visual input to guide reaching and grasping
along with the use of proprioception of hands to guide the eyes. Eye-hand coordination can be
observed in diverse activities, such as the movement of objects, handwriting, catching a ball, sports,
performance, music, reading, computer gaming, typing, and others. In short, it becomes part of the
mechanisms of performing everyday tasks. Without it, people would be unable to carry out even the
simplest actions in daily life.
Eye-hand coordination therefore, is the ability of the vision system to coordinate the
information received through the eyes to control, guide, and direct the hands in the accomplishment of
a given task. It is also a complex cognitive ability as it unites visual and motor skills, allowing the
hand to be guided by the visual stimulation that the eyes receive. It is the ability to do activities that
require simultaneous use of hands and eyes, like an activity that uses the information that eyes
perceive (visual spatial perception) to guide the hands in carrying out a movement.
Hand-eye coordination is important for child development and academic success, which is
equally important among adults to use in countless activities on a daily basis. Most activities in day-to-
99
day life use some degree of eye-hand coordination, the reason why it is really important to develop it
as possible. Obviously, visual information is used to correct an inappropriate behavior in a situation.
We use our eyes to direct attention to a stimulus and help the brain understand where the body
is located in space (self-perception). Reciprocally, we use our hands to simultaneously carry out a
determined task based on the visual information that our eyes receive
(https://www.cognifit.com/science/cognitive-skills/eye-hand-coordination).
Examples of eye-hand coordination
 In writing. When making lines, the eyes send visual information to the brain to tell where the
hand is placed and if handwriting is legible.
 Typing on a keyboard. Although the types of movement are different, but visual information
is used to tell the brain how to guide the hand or if a mistake needs to be corrected.
 When driving. It uses visual information to move the hands on the wheel, keeping the car in
the middle of the lane and avoiding accidents.
 In sports. In any sports, the eyes usually coordinate with the movement of some parts of the
body called “motor coordination”. Depending on the sport, either hand-eye coordination
(basketball, tennis, football, etc.) or foot-eye coordination (soccer, track, etc.) will be more
dominant. (https://www.cognifit.com/science/cognitive-skills/eye-hand-coordination).
Problems and disorders related to poor eye-hand coordination
Hand-eye coordination can also work poorly even if the person’s eyes and vision are not affected
and if their motor control skills work properly. It is possible for someone with a perfect vision to have
hand-eye coordination problems that will only manifest when they use both the visual and motor
systems together.
Any alteration to the visual or motor systems can significantly affect hand-eye coordination, like
visual or muscular problems, such as strabismus (crossed eyes), amblyopia, muscle hypotonia, balance
problems, or crossed laterality. Brain damage to the motor areas or perceptive areas may also cause
eye-hand coordination problems.
Poor hand-eye coordination can affect activities that may lead to developmental disorders,
learning disorders (related to reading, writing and playing sports), in academics (making mistakes
when they take notes, poor hand-writing, poor attention), professional areas (in typing or assembling
objects), and problems with daily activities.
Hence, poor hand-eye coordination can have variety of causes, but the following are two main
conditions for inadequate hand-eye coordination.
 Vision impairment. It is a loss of vision that makes it hard or impossible to perform daily tasks
without specialized adaptations caused by loss of visual acuity, in which the eye does not see
objects as clearly as usual.
 Movement disorders. These are characterized by impaired body movements caused by variety
of causes, such as ataxia, which is characterized by lack of coordination while performing
voluntary movements; and hypertonia, a condition marked by an abnormal increase in muscle
tension and a reduced ability of a muscle to stretch. https:/www.cognitive.com/science/cognitive-
skills/eye-hand-coordination.
100
Hand-eye coordination development stages. Hand-eye coordination development milestones are as

follows:
Between birth and three years

1. Between birth and three years of age, infants can accomplish the following skills and can;
1.1 start to develop vision that allows them to follow slowly moving objects with their eyes;
1.2 begin to develop basic hand-eye skills, such as reaching, grasping objects, feeding, dressing;
1.3 begin to recognize concepts of place and direction, such as up, down, in; and
1.4 develop the ability to manipulate objects with fine motor skills.
Between three and five years

2. Between three and five years of age, little children can:
2.1 continue to develop hand-eye coordination skills and a preference for left or right handedness;
2.2 continue to understand and use concepts of place and direction, such as up, down, under, beside;
2.3 develop the ability to climb, balance, run, gallop, jump, push and pull, and take stairs one at a time;
and
2.4 develop eye/hand/body coordination, eye teaming, and depth perception.
Five to seven years

3. children between five and seven years old can:
3.1 improve fine motor skills, such as handling writing tools, using scissors, etc.;
3.2 continue to develop climbing, balancing, running, galloping and jumping abilities;
3.3 continue to improve hand-eye coordination and handedness preference; and
3.4 learn to focus vision on school work for hours every day. (http://www.healthofchildren.com/G-
H/Hand-Eye-Coordination. htmi#ixzz5xFc4rsqG)
Visual Literacy
In the advent of the Internet, students must develop the necessary visual literacy skills to
navigate the image-intense world.
Therefore, visual literacy refers to interpreting and creating visual images and usually about
communication and interaction.
Visual literacy is the ability to read, write and create visual images. It is a concept that relates
to art and design and has much wider applications. It is about language, communication and
interaction. Visual media is a linguistic tool, with which we communicate, exchange ideas and
navigate our highly visual digital world.
The term was first coined in 1969 by John Debes, who was the founder of the International
Visual Literacy Association Debes explains: “Visual literacy refers to a group of vision-competencies
a human being can develop by seeing, having and integrating other sensory experiences.”
According to Oxford Research Encyclopedia, visual literacy is the ability to interpret,
negotiate and make meaning from information presented in the form of an image, extending the
meaning of literacy, which commonly signifies interpretation of a written or printed text. It is
therefore, based on the idea that pictures can be read and the meaning can be through a process of
reading.
Serafini (2017) asserted that visual literacy is a set of visual competencies or cognitive skills
and strategies one needs to make sense of visual images. These visual competencies ‘were seen as
universal cognitive abilities that were used for understanding visual images regardless of the contexts
of production, reception, and dissemination. More contemporary definitions stress that visual literacy
is a contextualized, social practice as much as an individualized, cognitively based set of
competencies. It is also a process of generating meanings in transaction with multimodal ensembles
that include written text, visual images, and design elements from a variety of perspectives to meet the
requirements of particular social contexts.
101
Theories of visual literacy can be integrated across disciplines. Therefore, visual literacy now
incorporates sociocultural, semiotic, critical, and multimodal perspectives to understand the meaning
that are potential of the visual and verbal ensembles encountered in social environments (Serafini,
2017). Digital technology has greatly impacted our understanding of visual literacy as we now see
children growing up with tablets and computers and what appears to be highly developed visual
literacy instincts. (https:/visualiteracytoday.org/what-is-visual-literacy/)
Verbal Creativity
In view of the rapidly increasing complexity of the world, creativity is more important now
than ever before and is even considered as a useful and effective response to evolutionary changes,
since it allows the individual to flexibly respond to the continuously changing conditions around
(Runco, 2004 in Fink, et. al., 2015). Torrance, (1969) in Hasan (2017) recognized creativity as
important for the development of a fully functioning, mentally healthy, well-educated and vocationally
successful individual. It is because of growing recognition of the importance of creative functioning
and there is sufficient evidence of the universality of creativity.
Scott, et. al (2004) cited that creativity-related skills can be improved by providing specific
rules, techniques or strategies to develop appropriate cognitive skills for the domain at hand. This
could be realized through creative ideation trainings or divergent thinking exercises (Coskun, 2005;
Benedek, et. al, 2006), which aim at stimulating effective search, retrieval, and
integration/combination of remote associations related to a given stimulus word. Divergent thinking is
a useful concept for identifying, supporting and measuring creativity as a process to actualize one ’s
self, manipulate internal and external symbols as creation of illustrative ideas based on his/ her
knowledge senses regarding people and objects to produce on (Hasan, 2017).
The four major components of divergent thinking are fluency, flexibility, originality and
elaboration, which are very useful for an operational concept. Fluency refers to the total number of
ideas, options and solutions generated for an open-ended problem; flexibility is the number of
conceptual categories; originality is the aspect of created or invented works and is about statistical
infrequency of responses related to the task compared with original ideas; and elaboration is the ability
to expand on an idea with details and the ability to create an intricate plan.
Fink, et. al (2012) explained that cognitive stimulation through common or moderately
creative ideas was effective in improving verbal Creativity, and most importantly, stimulation effects
were also apparent at the level of the brain. As such, a widespread creativity-related neural network
includes left middle and superior temporal gyri along with right parietal cortex being sensitive to
cognitive stimulation.
Aesthetics
Britannica defines aesthetics, also spelled esthetics, as the philosophical study of beauty and
taste. It is closely related to the philosophy concerned with the nature of art and the concepts of which
individual works of art are interpreted and evaluated.
In perspective, it is an interesting and puzzling realm of experience: the realm of the beautiful,
the ugly, the sublime and the elegant; of taste, criticism and fine art; and of contemplation, sensuous
enjoyment and charm. In all these phenomena, similar principles operate and similar interests are
engaged.
The nature and scope of Aesthetics
Aesthetics deals not only with the nature and value of arts but also with those responses to
natural objects that find expression in the language of the beautiful and the ugly. The terms beautiful
102
and ugly are too vague in application and too subjective in meaning. Everything on earth may be
perceived as beautiful by someone from his/her point of view while different people may use the word
differently that often may have little or nothing in common but all are simply based on judgment. It
may also be that the term beautiful has no sense except as the expression of an attitude, which in tum,
people may associate it to different matters.
Moreover, in spite of the emphasis of philosophers on the terms beautiful and ugly, aesthetics
becomes an insignificant issue for discussion in the description of what appeals in nature. Just like
when appreciating a poem, it can be described as ironic, moving, expressive, balanced and
harmonious. Likewise, in characterizing a favorite stretch of countryside, it can be noted as peaceful,
soft, atmospheric, harsh, and evocative, rather than beautiful.
Three Approaches to Aesthetics

Britannica laid down three approaches to aesthetics as follows:
 It is the study of aesthetic concepts or the analysis of “language of criticism,” in which

particular judgments are singled out and their logic and justification are presented.
 It is a philosophical study of certain states of mind, responses, attitudes and emotions that are
involved in aesthetic experience.
 It is the philosophical study of the aesthetic object that reflects the view that problems of
aesthetics exist because the world contains special objects toward which people react selectively as
described in aesthetic terms. (https:/www.britannica.com/topic/aesthetics)
Integrating Arts and Creativity Literacy into the Curriculum
The following are strategies and initiatives in embedding arts and creative literacy in the
curriculum.
 Physical environment - Design a physical environment to support creativity, such as castle-
designed school building, well-architecturally designed edifice, roofs and ceilings, creative murals,
beautiful garden landscape, colorful blocks and benches in the math and science garden, structured
music and arts studio, an atelier, student lounge, amphitheater, etc.
 Emotional environment - Take time to create and maintain a climate of respect, caring and
support to someone when making mistakes.
 Project-based learning (PBL) — Provide students time, space and opportunity to express
themselves - their ideas, emotions and insights through arts. Design and plan any projects that are
relevant, rigorous and real-world to attain motivation, engagement and learning.
 Teach creative thinking skills -Teach students about “metacognition” or “thinking about their
thinking” even to the little ones through the process of brainstorming, reasoning, comparing and
contrasting, problem-solving, concept mapping, analyzing, evaluating and more.
 Alternative assessments — Instead of just a worksheet or an assignment, provide different
authentic assessment like performance, systems design, product/output making, visual arts creation,
task-based, project-based, portfolio and others provided with rubrics and other forms of metrics.
 Scheduling-- Project-based curriculum and performance-based assessment need ample time

and proper scheduling in either structured or unstructured manner.
 Student-centered and personalized learning - Provide students freedom: to choose on what
they will learn, how they will learn it and how they will demonstrate what they have learned.
 Incorporate arts — Integrate seamlessly music, art, drama and dance into the curriculum to
develop creativity.
103
 Integration of technologies - Encourage students to create and utilize blogs and websites,
Glogster, Voice Thread, student publishing, video game design, coding, filmmaking, photography,
global collaborative classroom projects using Google Hangouts, etc.
 Preparing the body and brain for creativity - Create activities that induce body-mind
integration, such as yoga, ballet, jazz, zumba, calisthenics, etc.
ACTIVITY
Directions: Share a personal experience in which you created an artwork or presented a performance
that was critiqued by others. What life lessons and values have you realized and learned? (20 points)
EVALUATION
A. Directions: Answer the following questions. (5 points each)

1. What do you mean by arts and creative literacy?
2. What are the seven habits of highly creative people? Provide examples.
3. Explain eye-hand coordination-associated disorders, assessment interventions and
developments.
4. Compare and contrast visual and verbal creativity.
5. Discuss aesthetics as a philosophical perspective and the three approaches.
6. How can arts and creative literacy be integrated in the curriculum?
B. Directions: Create an art work. (with rubric,20 points)
104

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Ed 110 Building and Enhancing New Literacy 2nd Sem SY 2021-2022

This modern society is ushered in by a dramatic technological revolution. It is an increasingly

LET’S FIND OUT!

21st Century Education Contexts

The Paradigm Shift for 21st Century Education

Before 21st Century Education 21st Century Education

Curriculum is irrelevant and meaningless to the Curriculum is connected to students’

The Critical Attributes of 21st

The Characteristics of a 21st Century Teacher

The 21st Century teaching-learning environment becomes more complicated brought by

Task 1: Directions: Answer the questions below. ( 5 points each)

 identify the categories of 21st Century skills;

LET’S FIND OUT!

The 21st Century Skills

entrepreneurialism; (10) global awareness, multicultural literacy, humanitarianism; (11) scientific

Framework for 21st Century

According to the Partnership

Learning and Innovation Skills

INFORMATION, MEDIA AND TECHNOLOGY SKILLS

A. Information Literacy. It refers to accessing and evaluating information critically and

C. Technology Literacy. It pertains to the use of technology as a tool to research, organize,

Flexibility and Adaptability

Initiative and Self-Direction

Consider others’ ideas and view points

Social and Cross-Cultural Skills

Productivity and Accountability

LEADERSHIP AND RESPONSIBILITY

Integrating 21st Century Skills in Teaching-Learning Process

1. 21st Century Standards

2. Assessment of 21st Century Skills

3. 21st Century Curriculum and Instruction

4. The 21st Century Professional Development

5. The 21st Century Learning Environments

Implications to Pre-service Teacher Preparation

Task 1: Directions: Answer the following questions. (5 points each number)

1. Describe the categories of 21st Century skills.

c. Provide them information on direct instruction principles and perspectives.

Chapter 3- NEW LITERACIES

At the end of this module, you must have:

 Discuss new literacies and their impact on the teaching-learning process;

 Describe a multiliterate teacher;

LET’S FIND OUT!

Exploring the New Literacies

The Truth on 21st Century Literacies According to Research

Improving Functional Literacy in the Philippines

Integration of New Literacies in the Curriculum

Multiliteracies in the Educational Reform

1. Situated practice leads students towards meaningful learning by integrating primary

Task 1: Directions: Answer the following questions. (5 points each number)

 Discuss the concept of integrated curriculum;

LET’S FIND OUT!

The Concept of Integrated Curriculum

In retrospect, the introduction of an integrated curriculum gained greatest support in the

Thus, an integrated curriculum…

 focuses on basic skills, content and higher-level thinking;

A multidisciplinary approach focuses primarily on different disciplines. Teachers, who

Transdisciplinary Integration. In the transdisciplinary approach to integration, teachers

Interconnecting the Three Approaches

Comparing and Contrasting the Three Approaches to Integration

Aspect Multidisciplinary Interdisciplinary Transdisciplinary

Conceptualization Knowledge best Disciplines connected by All knowledge

Methods of Curriculum Integration

Implementation Outcome. As a result, according to a study by Carnegie Mellon University (CMU),