C H A P TER I

Introduction
to 21st
Century
Literacies
NEX
T
Introduction to 21st
Century Literacies
Objectives: At
the end of this chapter, you should be able to develop a clear
and practical understanding of the following: definitions of
conventional literacy explanded views of literacy in the 21st
century
Introduction to
21st Century
Literacies
L ITERA C Y

defined by dictionaries as the state of being able

to read and write

this definition no longer suffices in the information

age
Traditional or
the word literacy comes stems from the word "literate" which appeared
Conventional in the 15th century and is in turn derived from the Latin word litteratus

LIteracy meaning "a person distinguished and identified by letters- and it

carried with it the idea that such a person was cultured and educated
Since the subjects of time (e.g. grammar, logic, arithmetic, geometry,
etc.,) all had written texts which were composed of letters, that had to
be studied, the ability to read and write was therefore of prime
importance, leading to strong association of being literate with the
ability to read and write.
Traditional or
Conventional MIller (1973) divides the conventional concept of literacy into three sub-

LIteracy categories:
1.Basic Literacy- the abillity to correspond visual shapes to spoken sounds
in order to decode written materials and translate them into oral
language or the ability to put letters and words. This would be akin to
recognizing that the equence of letters "b-a-s-a" forms the word basa in
FIlipino, even without understnading what it means.
Traditional or
Conventional MIller (1973) divides the conventional concept of literacy into three sub-
categories:
LIteracy 2. Comprehension Literacy - the ability to understand the meaning of what
is being read. to capitalize on the example above, this would be like
knowing that basa can mean either "to read" or "to be wet."
3. Functional of Practical Literacy - the ability to read (i.e., decode and
comprehend) written materials needed to perform everyday vocationals
tasks. this is the equivalent of reading the text "Ang bata ay nagbabasa."
and being able to understand that basa here refers to reading and not to
being wet.
Traditional or
Conventional
LIteracy Based on this conventional view of literacy, we notice two things for
reading, (and therefore literacy) to exist: (1) a text (consisting of symbols
and grammar) to be read; and (2) an meaning or message being
communicated bby the text for the rader to extract. without a text, there
would be nothing to read; wihtout meaning, the text is reduced to series of
incomprehensible doodles.
Traditional or
Conventional
LIteracy in MIller's definition of literacy, the act of reading implies a reading of
understanding. simpy knowing how to say a word (or a series of words) is
not the same as being able to understand what it means. wihtout
understanding of the meaning of the words, reading has not taken place.
Schlechty (2001) defines the concept of fucntional literacyas the state of
being able to read, but not well enough to manage daily living and
employment tasks that require reading skills beyond a basic level.
 Roberts (1995) notes that in the past fifty years,

Exapnded Views hundreds of definitions of 'literacy" have been

advanced by scholars, adult literacy workers, and
of Literacy program planners," with even the United National
Educational, Scientific, and Cultural Organization
(UNESCO, 2006), acknowledging that literacy as a
concept has proven to be complex and dynamic, it
being continually defined and interpreted in multiple
ways.
 In 2004, UNESCO formallly defined literacy as "the

Exapnded Views ability to identify, understand, interpret, create,

communicate, and compute, using printed and written
of Literacy materials associated with varying contexts. literacy
involves a continuuum of learning in enabling
individuals to achieve their goals, to develop their
knowledge and potential, and to participate fully in
their community and wider society."
 Mkandawire (2018) posits that literacy is "a form of
Exapnded Views knowledge, competence, and skills in particular field
or area," being supported by UNESCO (2006), Barton
of Literacy (2007), and Mkandawire, Simooya-Mudenda & Cheelo
(2017), which acknowledged that - as we have just
pointed out - modern views appear to equate literacy
and knowledge.
Literacy in the
21st Century
Throughout history, humans have
communicated on levels apart from the
spoken and written word, for example,
visually, using the long-distance
communication system of smoke signals
used by the ancient Chinese, the Greeks,
and the indigenous people of North America.
Literacy in the
21st Century
in the Victorian era, there was such a thing as the
"Language of Flowers." where the kind, color, and
arrnagement of a bouquet of flowers were used to
communicate messages that could not otherwise be
spoken aloud in Victoriansociety (Greenaway 1884). FOr
example, a bouquet of oak leaves (representing strength)
purple roses (sorrow), white lilies (resurrection), and pale
yellow tulips and rosemary (memory of remembrance)
would altogether communicate a message of sympathy,
usually over the death of a loved one.
Literacy in the
21st Century
successfully interpreting these "visual languages" required
a kind of of "visual literacy" to understand the message
being presented and to manage the information
encoded therein - skills which are coming into use again
in the 21st century literacies. the difference is that now
we are not analyzing smoke signals or bouquets, but
rather sounds, texts, and images from a hundred different
sources at a nearly non- stop rate to the point where
accuracy, validity, and reliability of the messages we
interpret form the basis for some very important personal
and collecitve decision -making.
Literacy in the
21st Century

Another difference involves the quesiton of necessity; one

did not need to be literate in the language of flowers to
live a fruitful and fulfilled life in Victorial-era England, but
to be not media or digitally literate in the 21st century
makes one vulnerable to manipulation by those who are,
and such manipulation can easily cost an individual time,
money, property and even life.
Literacy in the
21st Century
The so-called "new" literacies arose from the increasing availability
of comunication technologies that were once unavailable to the
average individual. technologies like blogging and vlogging, social
networking, and even text-messaging change and expand both
the extent and the form of our communication - blending, text,
sound, and images in ways unforeseen and unprecendented
(Richardson, 2014). Never before have the opinions of a twelve-
year old child in an unheard-of town in an unheard-of country
been available for everyone on Eaearth to read and hear, and
while adults might scoff at a child's opinions, that child might
have more than a thousand online subscribers who certainly think
his or her opinions are important, maybe even more so than the
Literacy in the
21st Century
Simply put, three things have been critical in the rise of the
new literacies:
1. Increased Reach - We are communicating with more
people, from more diverse cultures, across vaster
distances than ever before.
2. Increased means of Communication - we are
communicating in more ways and at faster speeds tha
ever before.
3. Increased Breadth of Content - We are communicating
about more things than ever before.
Literacy in the
21st Century
How do we work together with people of different cultures who might
have vastly different perspectives on comunication, work ethics, values,
religious beliefs, and worldviews? What do we we do when some of
these might be mutually exclusive to our own? in an age where
information is power - where knowing more and knowing first can spell
the difference between success and failure - how do we leverage both
current and emergent technologies so that our endeavors are both
productive and profitable? Moreover, how do we navigate and manage
the veritable minefield of information that was once considered taboo
and private and is now online, for all the world the world to see and
judge, whether we like it or not?
Literacy in the
21st Century

answering such complex questions requires new sets of skills and

knowledge - ones that our school system have never had to teach
before. with these changes in with whom, how, and why we
communicate, new literaciesare required not only to make sense of the
changes, but also to use these new technologies and paradigms in
meaningful and productive ways - something required not only of
students, but of teachers as well.
one of the ways students can be trained in the new literacies is to engage them in the
digital storytelling, wherein the students take part in the traditional proess of storytelling,
but with some digital enhancement. they choose a topic, conduct a research, write a script,
develop a story and thorugh the use of multimedia, create something that can be played
online or on a computer.

Digital Storytellingcan be broken down into following six steps.

1.Writing - Write a particulat story from your life. The story must ahve a central
theme.
2.Developing a Script - Develop a script that identifies the important points of your story.
3. Creating a storyboard - create a storyboard that visually organizes the flow of the story.
assign a particular image to portions of the script.
4. Locaitng Multimedia - use search engines to locate photos and videos. photos and
videos form one's personal colleciton may also be used.
5. Creating the Digital Story - Record the voice over for your movie. create the movie using
the software that is available to you.
6. Sharing and Upoading - Share your story in class and upload your work online.
 Chapter 2
Globalization and Cultural and
Multicultural Literacies
GLOBALIZATION
What is Globalization?
 Is the process of interaction and
integration between people,
business entities, governments,
and cultures from other nations,
driven by international trade and
investment and supported by
information technology.
 The formation of a global village
closer contact between different
parts of the world, with
increasing possibilities of
personal exchange mutual
understanding and friendship
between “world citizens”.
The Importance of
Globalization:
 Globalization changes the way nations,
businesses and people interact. Specially, it
changes the nature of economic activity
among nations, expanding trade, opening
global supply chains and providing access to
natural resources and labor markets.
 Peaceful relations- Most of the countries have to
trade relations with each other in order to boost
their economy, leaving behind any better past
experiences if any.

Employment- Globalization has led to the

generation of numerous employment opportunities.
Companies are moving towards the developing
ADVANTAG countries to acquire labor force.
ES
Education- With numerous educational
institutions around the globe, one can move out
from the home country for better opportunities
elsewhere.

Product Quality- The product quality has been

enhance so as to retain the customers. Today the
customers may compromise with the price range
but not with the quality of the product.
 Health Issues- Globalization has given rise to more
health risk and presents new threats and challenges for
epidemics.
-food item are also transported to various countries, and
this is a matter of concern, especially in case of
perishable items.

Conflicts- It has given rise to terrorism and other

forms of violence. Such acts not only cause loss of
DISADVA human life but also huge economic losses.
NTAGES
Environment Degradation- Industries are using
natural resources by means of mining, drilling, etc.
which puts a burden on the environment.

Loss Culture- With large number of people moving into

and out of a country, the culture take a backseat.
People may adapt to the culture of the resident
country. They tend to follow the foreign culture more,
forgetting their own roots.
The Effect of Globalization:
1. Change Food Supply- Food supply is no longer
tied to the seasons. We can buy food anywhere in
the world at any
time of the year.

2. Division of Labor- Because MNCs search for

the cheapest locations to
manufacture and assemble components, production
process may be moved from developed to developing
countries where costs are lower
 The Effect of Globalization:

3. Less Job Security- In the global economy jobs are becoming more temporary and
insecure.

4. Damage to the Environment- More trade means transport which

uses more fossils fuels and causes pollution. Climate change is a
serious threat to our future.

5. Cultural Impact- As the world becomes more unified, diverse cultures are being
ignored.
ECONOMIC DEPENDENCE/INTERDEPENDENCE

As used in contemporary development

literature, "economic dependence" captures
the significant structural relationships among
many economies and nation states with
varying degrees of economic, political and
military power; but the effects of their
interaction are constantly changing,
intertemporally and spatially.
Economic dependence refers to the economic dependence of
one person, company, country, or entity on another. For one
thing or aspect to succeed, another must also succeed, deliver
something, or something must happen. There may be no
funding for a project if another project is not a financial
success.

The term may refer to a whole nation, as in “Saudi Arabia’s

economic dependence on oil prices is worrying.”

Farmers may lose their crops if it does not rain. Therefore,

there is economic dependence on something happening,
i.e., rainfall, rather than another entity’s well-being.
Economic interdependence refers to some measure of
the value of economic transactions between two
countries, or between a country and the rest of the
world, perhaps scaled to total national output or to
some measure of total financial assets.

Economic interdependence is the dependence of

countries on one another resources, knowledge, and
labor. It increased with improvements in
transportation and communications and the rise of
free trade.
For example, the auto industry relies on the steel industry and
the computer industry to make many of the components found
in its cars. Another example is Wal-Mart, the largest chain store
in the world.

POLITICAL AND MILITARY DEPENDENCE/INDEPENDENCE

What does interdependence mean in politics?

Interdependence most simply defined means mutual dependence.

Interdependence in world politics refers to situations characterized by
reciprocal effects among countries or among actors in different
countries” (Keohane & Nye, 1977, p. 8).
Military globalization is defined by David Held as “the process which
embodies the growing extensity and intensity of military relations among
the political units of the world system. Understood as such, it reflects both
the expanding network of worldwide military ties and relations, as well as
the impact of key military technological innovations (from steamships to
satellites), which over time, have reconstituted the world into a single
geostrategic space.

Military globalization implies firmer integration of armed forces around

the world into the global military system. For Robert Keohane and
Joseph Nye military globalization entails “long-distance networks of
interdependence in which force, and the threat or promise of force, are
employed.”
 EXPANDED FLOW OF EXPRESSIVE AND INSTRUMENTAL CULTURE

Expressive culture is processes, emotions, and ideas bound within the

social production of aesthetic forms and performances in everyday life. It
is a way to embody culture and express culture through sensory
experiences such as dance, music, literature, visual media, and theater.

Globalization of culture contributes to the exchange of cultural values

of different countries, the convergence of traditions. For cultural
globalization characterized convergence of business and consumer
culture between the different countries of the world and the growth
of international communication.
Good examples of cultural globalization are, for instance, the
trading of commodities such as coffee or avocados. Coffee is
said to be originally from Ethiopia and consumed in the Arabid
region. Nonetheless, due to commercial trades after the 11th
century, it is nowadays known as a globally consumed
commodity.

Instrumental culture
has defined instrumental policy in the context of
cultural policy as being 'to use cultural ventures
and cultural investments as a means or
instrument to attain goals in other than cultural
areas'.
How culture is instrumental for social development?
It is well known that culture is a key factor in sustainable
development and in securing the success of social change.

Cultureshapes people's identities and strengthens social

cohesion - and it divides societies. It builds bridges between
groups and peoples, it creates peace, and it is a significant
economic player.
 EXPANDED FLOW OF PEOPLE AMONG SOCIETIES

Human beings have created and lived in several types of societies

throughout history. Sociologists have classified the different types of
societies into six categories, each of which possesses their own
unique characteristics:

•Hunting and gathering societies

•Pastoral societies
•Horticultural societies
•Agricultural societies
•Industrial societies
•Post-industrial societies
Earliest Societies

Hunting and gathering societies are the earliest form of society. The
members survive primarily by hunting, trapping, fishing, and gathering
edible plants. The majority of the members' time is spent looking for
and gathering food. A hunting and gathering society has five
characteristics:

1. Family is the society's primary institution. Family determines the

distribution of food and how to socialize children.
2. These societies are small compared to the others. They generally
have less than 50 members.
3. Hunting and gathering societies are nomadic, which means that
they move constantly in order to find food and water.
4. Members of hunting and gathering societies are mutually
dependent upon each other.
5. Although there is an equal division of labor among the members of
hunting and gathering societies, there is a division of labor based on sex.
Men are typically responsible for hunting, and women are typically
gatherers.

Pastoral societies began around 12,000 years ago. These

societies rely on products obtained through the domestication
and breeding of animals for transportation and food. Pastoral
societies are common in areas where crops cannot be supported,
for example in North Africa.
Unlike hunting and gathering societies, pastoral societies only have to
move when the land in which the animals graze is no longer usable.
Pastoral societies also allow for job specialization, since not everyone
is needed to gather or hunt for food.

For example, while some people breed animals, others are able to
produce tools or clothing, which allows for specialization in these
areas.
Developing Societies

Horticultural societies emerged between 10,000 and 12,000 years

ago in Latin America, Asia, and parts of the Middle East. These
societies rely on the cultivation of fruits, vegetables, and plants in
order to survive.
Horticultural societies are often forced to relocate when the
resources of the land are depleted or when the water supplies
decrease.

Also referred to as agrarian societies, agricultural societies rely on

the use of technology in order to cultivate crops in large areas,
including wheat, rice, and corn. The technological advances led
to an increase in food supplies, an increase in population, and
the development of trade centers. This period of technological
changes is referred to as the Agricultural Revolution and began
around 8,500 years ago. Agricultural societies developed roughly
in this order:
1. Animals are used to pull plows.
2. Plowing allows for the cultivation of larger areas of land.
3. Soil aeration caused by plowing leads to higher crop
yields over longer periods of time.
4. High volumes of food production allow people to build
permanent homes in a single location.
5. Towns develop, which eventually grow into cities. Job
specialization increases as high-yield crops allow people
to focus on skills and crafts other than farming.
6. Fewer people are involved with food production, and
economies diversify as a result.
Advanced Societies

Industrial societies were developed with the Industrial Revolution

that started around 1769. The Industrial Revolution began with
England's improvement and use of the steam engine as a way to
power machines. Industrial societies rely on advanced energy
sources in order to run machinery.

In sociology, industrial society is a society driven by the use of

technology and machinery to enable mass production, supporting
a large population with a high capacity for division of labour.
Industrial societies are generally mass societies, and may be
succeeded by an information society.
Post-industrial societies focus on theoretical knowledge, creating
new scientific disciplines and technological advances. Some of the
effects of post-industrialization are outsourcing manufacturing jobs
to other countries, working from home, global communities, and
global networking.

A post-industrial society is born on the heels of an industrialized

society during which time goods were mass-produced utilizing
machinery. Post-industrialization exists in Europe, Japan, and the
United States, and the U.S. was the first country with more than 50
percent of its workers employed in service sector jobs.
Cultural Literacy
Cultural Literacy is a term coined by Hirsch (1983), referring to the ability to
understand the signs and symbols of a given culture and being able to
participate in its activities and customs as opposed to simply being a passive
(and outside) observer. The signs and symbols of a culture include both its
formal and informal languages, its idioms and forms of expression,
entertainment, values, customs roles, traditions, and the like most of which
are assumed and unstated, thus they are learned by being part of the
culture, rather than by any formal mean.
 To illustrate this, consider the following statement: "The
classroom in was absolute bedlam. Without any sort of background, the
reader is forced to guess the meaning of the word "bedlam" from its
context within the sentence as it turns out, “bedlam" refers to a scene
of uproar, confusion, and chaos, the form is British in origin, referring
to a psychiatric hospital in London by the name of St. Mary Bethlehem
that was once representative of the worst excesses of Insane asylums
during the 14th century and "bedlam" is a corruption of the word
"Bethlehem" in the name. While it is one thing to know that meaning
of the word, note that it is knowledge of its cultural origins that better
enables e person to both appreciate and participate in conversations
and activities.
Cultural Literacy in the Philippines
The National Commission for Culture Designed to make cultural education
and the Arts (NCCA) is the government accessible to all sectors of Philippine society.
body tasked with the documentation, the PCEP held national consultative
preservation, and dissemination of meetings, conferences, workshops, art
Philippine culture, both locally and camps, and festivals on culture-based
abroad. Part of how the NCCA is teaching and good governance from 2003 to
addressing this and related matters is 2007. As a result of Republic Act 10066 (2010),
through the establishment of the PCEP has been designated as the
Philippine Cultural Education Program body, together with the Department of
(PCEP), which "envisions a nation of Education (DepEd), tasked to "formulate the
culturally literate and empowered cultural heritage education programs both for
Filipinos" (NCCA. 2015). local and overseas Filipinos that are to be an
integral part of Philippine education in all its
aspects.
Cultural education - and thus cultural literacy-
in the Philippines is quite a challenge, given that
Philippine culture is a complex blend of many
indigenous and colonial cultures and varies
widely across regions, and the average citizen is
almost as ignorant of other Philippine cultures
as foreigners are. To point out, consider the
question. "What makes something or someone
"Filipino’?”
The average reader will be hard-pressed to pin down a
definite answer. De Leon 2011) argues that this is in
part due to a colonial mindset among Filipino artists
that inhibits the full development and realization of
Filipino artistic creativity a kind of artistic and cultural
creativity that is fully Filipino.
 De Leon (2011) coins this propensity for Filipinos to look
at their culture and themselves through Western lenses as the
Doña Victorina Syndrome, a kind of inferiority complex wherein
anything and everything natively Filipino is considered by the
Filipinos themselves as being inferior, backward, and worthless
in comparison to their Western counterparts, and therefore a
source of embarrassment and unease. As De Leon puts it, our
low self- esteem borders on self-contempt, the results of which
are doubt in the Filipino capacity for achievement, perverse
delight in belittling ourselves. lack of respect and even outright
contempt for one another, and blind dependence on foreign
goods, concepts, techniques, approaches, and expertise (2011).
The biggest challenge then, according to him, is the
deconstruction of the negative self-images and notions of
ourselves that we have imbibed over generations through "a
workable, effective program of education that can make
Filipinos more responsive and sensitive to Filipino dignity, needs,
values, and cultural potentials and assets"
MULTICULTURAL
LITERACY
MULTICULTURAL LITERACY

as a set of skills and knowledge is difficult to define because

of how it changes on the contexts in which it is discussed.
For Example: multicultural literacy as defined in American literature is
different from how it is deployed in a more European context.

In America, multicultural literacy has very strong learnings toward

knowing or identifying the poly ethnic origins of knowledge with the
express goal of fastening equality, diversity and social justice.
This is in direct response to the "euro-centric" and
"white-dominant" traditions of educations that in the
eyes of American cultural minorities is a form of racial
injustice.

In European Multicultural literacy comes more in the

form of Intercultural Communication Competence
(ICC), which is defined by Dusi, mesetti and steinback
(2014)as a composite of skills, abilities, attitudes,
personality patterns and etc.necessary for clear and
productive communication with cultures other than
our own.
FANTINI(2006) defined it as " a complex of abilities
needed to perform effectively and appropriately
when interacting with others who are linguistically
and culturally different from oneself".

A "different culture" is not just limited to "someone

from another country" but could also include
someone whose gender, economic background,
religious beliefs, sexual orientation, or even sense of
fashion is different from our own.
MULTICULTURAL LITERACY consists of perspectives, attitudes
and beliefs about other cultures that affect the manner in
which we can communicate and the motives behind our
communication.

Here are some examples:

1. Be selfless
2. Know that good and useful things can ( and do ) come
from those different from us.
3. Be willing to compromise
4. Accept that there limits.
 Issues in Teaching
and Learning 1. Conflicting
Requirements for
Peace

Multicultural Literacy in 2. Nationalistic and

Rationalistic
Pushback

the Philippines 3. The Persistence

of the Problem
 Conflicting
Requirements
for Peace
The heart of multicultural
literacy is peace among
different cultures – productive
and non-violent interaction. It
is easy to assume that all
cultures value peace to the
same degree and are therefore
willing to make the same
compromises order to attain it,
but this is not necessarily true.
Take for example the
Israeli/Palestinian conflict, which
is really a conflict over territory:
Both sides desire peace, but they do
not desire it enough to be willing to
compromise. In a very real sense,
both sides would rather live in
perpetual conflict with one another
rather than give-up their claim to
the land which each side believes is
rightfully theirs.
 Nationalistic and
Rationalistic Pushback
The increasing demand for multicultural
sensitivity, inclusion, and diversity in the
recent years has also given rise to
resistance from groups who believe that
their identity is being “watered-down” by
the needed compromises.
Case in point is the very recent proposal of “Ortograpiya ti Pagsasao nga
Ilokano” by officials of the Komisyon ng Wikang Filipino (KWF) in October of
2018. The proposal was met the intense backlash from the group of Ilokano
writers and language advocate. Claiming that the proposed orthography
was based on Tagalog and no Ilokano and that the commission’s attempts to
compel the regional language to conform to the standards of the
Orthographiyang Pambansa (National Orthography would destroy the
identity of the Ilokano language (Dumlao, 2018)
We see here that while multicultural inclusiveness is by and
large a good thing, it comes at a cost. Part of the Identity of
the host culture becomes diluted and lost –the inevitable
result of the compromises necessary for it to have some
form of multicultural understanding.
In effect, pushing for
multicultural inclusion might
very well be asking some
cultures to decide which has
more value:
The Persistence
of the Problem
On the surface, multicultural literacy
might seem to just be a matter of
“good common sense,”
and understandably so, no one actively
desires to experience discrimination
regarding what they know and what
they can and cannot do simply on the
basis of race, ethnicity, or in the case
of the Philippines, region of origin.
 Bouttle (2008) suggests that issues of discrimination in all its forms
(racial, religious, tribal, cultural, etc.) are really issues of hatred, which she
defines in an educational setting as “the lack of compassion and lack of
respect for the rights of others,” and that such hatred must be fought and its
roots must be attacked, because for as long as hatred exists in the human
mind, real peace will be impossible (Vreeland, 2001).
Boutte (2008) suggests that, at least in an educational context, such
hate is often unintentional, but is usually the result of a lack of education.
Now if a lack of education is to
blame, then a lack of education
in what, exactly? Is it awareness
of the existence of those
different from us? Is it
awareness that those different
from us are worthy of respect?
Thanks to the Internet; we are very much aware of
the existence of people and cultures that are
fundamentally different from us, yet this has
done nothing to mitigate the hatred that Boutte
speaks of.

The latter question is more promising, but presumes

that something exists in all individuals – regardless
of color, language, religion, education, social
status, etc. –that is worthy of respect.
The Question of Value
Another issue in teaching and learning multicultural literacy is better
posited as a question. “Why should I treat people of another culture
with respect?”

It might seem that the answer to the question is a simple one; for
peace, But as we have seen earlier, not everyone values peace to the
same degree. What if, for a certain culture, it is easier to just destroy
anyone who opposes them rather than expend the effort needed to
come to a mutual undentanding?
In other words “Why should I value another culture, another
society, another person, more than myself and my own?”

• If we subscribe to Dawkins (2016) concept of a “selfish

gene”- where on a genetic level, the more two individual are
genetically similar to one another, the more sense it make to
behave selflessly toward one another and selfishly toward
others who are different-then we can easily frame the issue of
discrimination of cultural discrimination and injustice as one of
both genetics and survival.
A majority of research on multicultural literacy
stems from the West specifically the United States
and focuses on teaching teachers to be more
multicultural in their pedagogies.

o Learn about other cultures. Banks (1991a) post that

the first step to teaching multiculturalism is knowing
about cultures that are not your own. It follows that
if you, the teacher know only your own culture, then
you will be unable to teach your students to
appreciate a culture that is different from your own.
o Familiarize yourself with how discrimination and prejudice appear in your
own culture. Boutte (2005) and Banks (1991b) agree that teachers must be
able to identify and confront patterns of discrimination and prejudice in
their own lives before they can teach their students to do the same.

o As you are, so will you behave, Key to genuine multicultural literacy is core
values - that is, what you, the teacher, really believe about people who are
different from you; not the kind of belief that you can just say you possess
when taking to your class, but the kind that determines your behavior when
you think no one is watching.
o Model more. Tell more. Young students, by nature, will have difficulty in
exercising empathy toward those who are different from them. The ability
is there, but it will naturally lack practice, It is therefore not enough that
teachers tell them to be more compassionate- you the teacher, must
model for them what empathy and compassion to often look like on a
day-to-day basis.
Globalization is the process of interaction and integration between people business
entitles,governments, and cultures from other nations, driven by international trade and
investment and supported by information technology.

Cultural Literacy is the knowledge and undentanding of the life of a culture to the point
where one can fluently participate in the activities of the said culture. This includes, but is not
limited to, its languages, traditions, values, beliefs , forms of entertainment, and worldviews.

Muticultural Literacy is the knowledge and skills necessary to ensure that any communication
with a culture different from our own is clear productive, and respectful such that their
differences are celebrated and neither culture is demeaned or treated as inferior.
The skills and knowledge required to be multi-culturally
literate are:
• 1.selfness:
• 2. knowledge that good and useful things can (and do) come from
those different from us:
• 3. willingness to compromise:
• 4. acceptance that there are limits; and
• 5. idea that we cannot be friends with everyone.

The issues in teaching and learning multicultural literacy in the

Philippines are the nationaistic/regionalistic pushback, the
persistence of the problem, and the question of value
SOCIAL LITERACY
-Jovie S. Torremocha
What is Social Literacy?

Social Literacy means the achievement of positive social skills, knowledge

and positive human values ​that support people‘s ability to behave
responsibly and with a commitment to complex social processes and their
ability to successfully and deliberately mediate his or her world as a family
member, employee, citizen and student for life. It‘s a knowledge of how we
treat other people in a way that is morally upright, just, and equitable, with a
view of promoting positive and productive relations that are free from unfair
prejudices, hate and descrimination
  By morally upright , morally upright, we refer to thoughts,
speech, actions, and behaviors that arein-line with a fixed
standard of justice—a system that promotes and rewards good
and at the same time punishes wrongdoing. Any system of
justice, whether national, regional,or local, requires a body of
rules or laws by which to measure and administer rewards and
punishment.
 Equitable are the speech, actions, behaviors, and decisions that treat
othersfairly, regardless of background or circumstances. Not to be
confused with equality,which connotes a fixed standard treatment for all
people , equity seeks the good ofothers, and labors to findmeans by which
everyone gets ―what they need‖ rather thansimply ―everyone gets the same
thing in the same amount.
By: JOAN CURATO BTLE-HE-3
 Children must develop relationship with peers by
interacting with them.
Greetings others is done not only with words like “
HI” or “How are you or a simple wave.
Means talking a first step in a process or series that
is to continue.
In order to carry on a conversatin a child must be
able to initiate ot maintain and close converstion
appropriate. But also requires good listening and
attention skills as well as the ability to take tuns
and probe for missing information.
Understanding or Comprehension is shared meaning
between parties in a communucation transaction. This is
the stage during when the listener determines the context
and meanings of the words he/she hears.
Once a conversation is iniated it has to be maintaned in
order to do that. It is important to understand the
audience one is talking to. A misread of the listener often
leads to a misunderstand.
Empathizing is more than
perspective taking it means that
one is able to feel what the
other person feels . Also allows
one to really connnet with other
people.
Is very important to read social cues in the conversation
CUES- are the hint and signals that guide us to the next things
to say or do.
SOCIAL CUES- can be verbal or non verbal
VERBAL CUES- are the words that other person is saying
tone of voice is an important part of verbal cues and include
the body laguange or expression
Conversations also required that
one previews or thinks about what
effects. The words or actions may
be have on the listener before she
says or done them. If the impact
will be negative one can adjust
what she might say to do.
Problem and conflict are often a
part of social interactions.
You should know how to solve
different situation by listening
both deffirent situation by
listening both side conflict idea,
Everyone make social
mistakes at on time or
another. A person with
goods social skills confident
enough to make a sincere
apology.
The Role of Parents and Teachers in
Teaching Social skills to children

90
What is Social skills?
Social skills are the skills we use to communicate
and interact with each other, both verbally and
non-verbally, through gestures, body language
and our personal appearance. Human beings are
sociable creatures and we have developed many
ways to communicate our messages, thoughts
and feelings with others.

91
Parents typically play the
major role in teaching
children social skills.
Parents can directly teach
social skills by modeling,
role playing, and providing
opportunities for their child
to rehearse and practice
new skills. They should
encourage and praise the
child for successfully using
a new skills.
92
School is the place where
children spend the majority of
their time with peers. It is,
therefore, a natural and perfect
setting for children to learn and
practice social skills. While
teacher do not have to to teach
a class in social skills they can
take advantage of every
opportunity to help children
improve their social skills.
93
Pairing socially inept child with a
socially adept one involving children
in cooperative instead of competitive
learning exercises identifying and
acknowledging the strenghts of all
children, understanding social
weaknesses and creating an
environment in which diversity is
accepted and celebrated can greatly
enhance at children’s social abilities,
sense of belongingness and self-
esteem, not just in classroom but in
life as well.

94
How children develop their
social literacy is intrinsicaly a
contextual matter and is not
something that can be easily
fraced in a linear or
developmental fashion. The
acquisition at social literacy is
a complex process that is
historically and culturally
conditioned and context-
specific.

95
- There are two distinct ways of
answering the question on how
children learn to live socially with
each other and with adult.
- The first view is normative and
cummunal.
- The second view is pragmatic and
individualistic.

96
 SUBJECTIVE
STANDARDS OF
MORALITY
HANNAH MAE T. LUCAS
reporter
 The natural outcome of postmodern philosophies
is that truth and morality are considered
subjective and open to individual interpretation.

 Can be seen in the current culture , where

actions and behavioral patterns that were once
considered bad have now became acceptable .
What is Morality?
 is set of principles guiding us to evaluate that what is
right or wrong, and it builds the personal character,
reasonable behavior and choices of a person as well as
helps people to justify decisions, goals, and actions all
through the life.

 Refers to the quality of human action by which we call right

or wrong, good or evil ( panizo,1964) human action is right
when it comes with the norm,rule,or law of morality
Objective Morality?

Objective morality, in the simplest terms,

is the belief that morality is universal,
meaning that it isn't up for interpretation.
 Subjective Morality?

 The opposite of objective morality is subjective

morality. Subjective morality says that our morals
are all human-made, and can vary from person to
person. While there are strong morals shared by
most of humanity, such as killing, many morals are
subjective as to whether or not they are correct.
 Human nature

is a concept that denotes the fundamental

dispositions and characteristics—including
ways of thinking, feeling, and acting—that
humans are said to have naturally. The term is
often used to denote the essence of humankind,
or what it 'means' to be human.
  we would like to believed that people are inherently good,
experience has taught us that the inherent goodness of
humanity is at best unrealiable.
 We are quick to champion the cause of moral uprightness,
justice and equity, but back when our words and actions
come under their security.
(we insist that others be judged according to a fixed moral
standard, but invoke a subjective one when our own behavior
is questioned.
 We demand justice when we perceive ourselves to be victims of
wrongdoing, but we surround ourselves With excuses when we
do wrong.
 We insist that others treat us equitably, but we are reluctant
when treating others with equity costs that we expected.
 SITUATIONAL AWARENESS
IN THE WORKPLACE
 While casual office attire has become the norm in the
many offices, job interviews typically require more
formal dress and behavior or demonstrate a level of
respect.
 Stories prevail of young adults showing up to the interviews
in casual clothing , texting, or using phones during job
interviews or even bringing their parents with them. Such
behavior demonstrate a lock of social situational awareness
about what is appropriate to do in different social
circumstances.
What is norm?

 also called Social Norm, rule or standard

of behaviour shared by members of a
social group. are shared standards of
acceptable behavior by groups.
While email has taken over as the primary method of
communication. traditional modes of discourse still exist, For
example, many employers stil expect cover letters in addition to
resumes, and the lack of a thank-you note for a gift is often
perceived as more than a simple social oversight. An ability to
craft these types of documents illustrates an understanding of
social expectations and denotes a level of respect or
appreciation. While not related to the traditional educational
canon, learning to properly write a cover letter or business letter or
a thank-you card not only teaches students that these documents
exist and are often necessary but also shows them how to craft
such documents, saving them time and energy in the future.
 Chapter 4
FINANCIAL LITERACY
National Endowment for Financial Education – Financial
Literacy as
“ The ability to read, analyze, manage and communicate about the
personal financial conditions that affects material well-being. Includes the
ability to discern financial choices, discuss money and financial issues
without (or despite) discomfort, plan for the future, and respond
competently to life events that affects everyday financial decisions,
including events in the general economy.”- (Incharge Education
Foundation, 2017)
Hastings, et al. (2013) refers to Financial literacy as:
1. Knowledge of financial products (e.g. a stock vs. a bond, fixed vs.
adjustable rate mortgage);
2. Knowledge of financial concepts (e.g. inflation, compounding,
diversification, credit scores);
3. Having the mathematical skills or numeracy necessary for
effective financial decision making and
4. Being engaged in certain activities such as financial planning.
Republic Act 10922 otherwise known as the ― Economic and Financial
Literacy Act.‖ mandates DepEd to ― ensure that economic and financial
education becomes an integral part of learning.‖

The Council of Economic Education focuses on the economic and financial

education of students from kindergarten through high school developed six
(6)standard gearing towards deepening students understanding of
personal finance through an economic perspective.
STANDARDS • Income earned or received by people or Different
types of jobs as well as different forms of income
earned or received
Earning Income
• Benefits and costs of increasing income through
the acquisition of education and skills.
• Government program, taxes, and labor market that
affect income.
Buying Goods and • Scarcity, choice, and opportunity cost
Services • Comparing the cost and benefits of spending
decisions
• Basics of budgeting and planning
• Payment methods, cost and benefits of each,
budgeting and classification of expenses

Saving • Concept of saving and interest

• HOW, WHERE and WHY people save money
• The role government agencies such as the Federal
Deposit Insurance Corporation play in protecting
savings deposits
• Role of markets in determining interest rate, the
power of compound interest, present vs. future
value, financial regulations and saving for
retirement.
Using Credit • Why people use credit and the sources of credit
 • Why interest rates vary across borrowers
• Basic calculations related to borrowing
• Impact of Credit reports and credit scores on
consumers
• Consumer protection laws
Financial Investing • Variety of financial investments
• Calculates rates of return, real and after- tax-
rates of return
• How diversification can reduce risk
• How financial markets react to changes in
market conditions and information
Protecting and • Concepts of financial risk and lost
Insuring • Insurance
• Managing risk
• Identity theft
• Life insurance products
• How to protect one self against identity theft.
 Benefits of
Financial
Literacy

01
Benefits of Financial Literacy
1 Financial literacy Increased personal
2
enables people to financial literacy
understand and apply affects one’s
knowledge and skills to financial behavior.
achieve a lifestyle that is
financially balanced,
sustainable, ethical and
responsible.
117
Benefits of Financial Literacy

Financial literacy does That responsibility is

not totally eliminate the easier for adults to
need for a social safety bear when they have
that because even the learned the basics of
most prudent individual personal finance in
can encounter financial their youth.
difficulties.
118
Financial
Literacy in
the
Philippines

119
“State of Financial
Education in the
Philippines”, Go (2017)
indicated several findings
of researches with
regards to the state of
financial literacy in the
country including the ff:
120
World Bank Study in 2014 estimated 20 million Filipinos
saved money but only half had bank account.

Asian Development Bank (ADB) study in 2015 revealed that

PH does not have a national strategy for financial education
and literacy..

In 2016, Bangko sentral mg Pilipinas (BSP) released the

national strategy for financial inclusion, stating that while
institutions strive to broaden financial services, financial
literacy should also complement such initiatives.
121
As per Standard and Poor‘s (S&P) Ratings services survey
last year, only 25% of Filipinos are financially literate.

Ten years after discovery of the stock market, still less than
one percent of PH population is invested in it.

More than 80 percent of the working middle class have no

formal financial plan.

122
Financial Literacy in the Philippines

Public and private sectors November 27-28, 2018, more than

alike recognized the need to 1000 leaders, decision-makers,
strengthen financial influencers, and representatives
education in the country. from public and private
institution, civic society and the
academe gathered for the first
ever.
123
Financial Literacy in the Philippines

Financial Education It is the BSP’s conviction that a

Stakeholders Expo is financially educated Filipino is
designed to build an an empowered Filipino who is
organized network players able to make wise financial
that share the vision of decisions that positively impact
financially literate citizenry personal financial
and cohesively implement a circumstances, and,
variety of initiatives to consequently, contribute to 124
Financial Literacy in the Philippines

Expo supports the Republic Act no. 10922 which

designates second week of November as Economic and
Financial Literacy Week. It is also aligned with the
objectives of the Philippine National Strategy for
Financial inclusion particularly the pillar on Financial
Education and Consumer Education.
125
DEVELOPING PERSONAL
FINANCIAL LITERACY
REPORT BY ALVIN LLAGAS
THERE ARE 6 MAJOR CHARACTERISTIC, TYPES IN HOW PEOPLE
VIEW MONEY
1. Frugal – people seek financial security by living below their means and saving
money. They rarely buy luxurious items, they save money instead. They save
money because they believe that money will offer protection from unprecedented
events and expenses.
2. Pleasure – pleasure seekers use money to bring pleasure to themselves and to
others. They are more likely to spend than to save. They often live beyond their
means and spend more than they earn, if they are not careful and do not change,
they may fall into deep debt.
3. Status – some people use money to express their social status. They like to
purchase and show all their branded items.
• Indifference – some people place very little importance on having
money and would rather grow their own food and craft their own
clothes. It is as if having too much money makes them nervous and
uncomfortable.
• Powerful – powerful people use money to express power or control
over others.
• Self-worth – people who spend money to self worth, value how much
they accumulate and tend to judge others based on the amount of
money they have.
 SPENDING PATTERNS

1. FIXED VS. VARIABLE EXPENSES

Fixed expenses remain the same year round. Car payment is an
example. Variable expenses occur regularly but the amount you pay
values. Electric and gas bills are examples of these.
2. NEEDS VS. WANTS

• Financial discipline starts with an ability to recognize whether

expenses are needs or wants and followed by ability to prioritize
needs over wants. Needs are essential to our survival. Wants are
things that you would like to have but you can live without, such as a
new clothes or a new cellphone model. You want them but do not
necessarily need them. Too many wants can run a budget.
SETTING FINANCIAL
GOALS
 SETTING FINANCIAL GOALS

Setting financial goals is the first step to managing one‘s financial life. Goals
may be short, medium, and long-term, short term goals can be measured in
weeks and can provide instant gratification and feedback, ‗‘i will ride on the ilrt
instead of taxi ‗‘i will bring lunch every day ‗‘ are examples of short-term goals.
Medium-term goals should be accomplished within one to six month. These goals
provide opportunity for reflection and feedback and require discipline and
consistency, long-term financial goals can take years to achieve. These include
saving money for a down payment on a name, a chid‘s college education, and
retirement they may also include paying off a car, students loans of credit card
debt.
 DEVELOPING A SPENDING PLAN

• TIME AND EFFORT ARE NECESSARY TO BUILD A SUSTAINABLE

SPENDING PLAN .THREE EASY STEPS ARE PROPOSED BELOW
WHEN DEVELOPING YOUR PERSONAL SPENDING PLAN;
• 1. REORD- KEEP A RECORD OF WHAT YOU SPEND.
• 2. REVIEW - ANALYZE THE INFORMATION AND DECIDE WHAT YOU
DO.
• 3. TAKE ACTION - DO SOMETHING WHAT YOU HAVE WRITTEN
DOWN.
 IMPORTANCE OF
SAVING
Because no one can predict the future with certainly, we need to
save money for anything that might happen. Here are same
reasons why saving is important;
• Emergency bolster - you should save money to avoid going to debt just to pay emergency
situations, unexpected medical expenses and damage caused by calamities or accident
• Retirement - you will need savings/investment to take the place of income you will no longer
receive when you retire.
• Future events - you need to save for future events like weddings ,birthdays , anniversaries and
travels so as not sacrifice your fixed expenses.
• Instability of social security - pensions from social security should only serve as supplementary
and not the primary source of income after retirement.
• A little goes a long way - small consistent savings go along way.
THERE ARE TWO WAYS TO SAVE

• SAVE BEFORE YOU SPEND; AND

• SAVE AFTER YOU SPEND WISELY
 IN ORDER OF STICK TO THE
SAVINGS HABIT,YOU SHOULD;

• 1. COMMIT TO A MONTH
• 2. FIND AN ACCOUNTABILITY PARTNER,
• 3. FIND A SAVING ROLE MODEL WHO IS SUCCSESFUL WITH HIS/HER
MOSTLY , THROUGHT FRIED AND TRUE SAVINGS
• 4. WRITE YOUR GOAL DOWN AND TRACK IT; AND
• 5. AVOID TEMTING SITUATION ( DON‘T GO TO THE MAL TO ‗‘TO HUNG OUT ‗‘
 WRAP UP

• Financial literacy is the ability to use knowledge and skills to manage one‖s financial
resources effectively for lifetime financial security.
• Financial literacy enable people to understand and apply knowledge and skills to
achieve life lifestyle that is financial balance, sustainable ethical and responsible.
• One‘s attitude about money is heavily influenced by the parents attention and
behavior about money.
• Standards for developing understanding of financial literacy include earning income,
buying goods and services savings. Using credit , financial investing protecting
and/insuring.
 Chapter 5
MEDIA AND CYBER OR DIGITAL LITERACIES
Objectives:

At the end of this chapter, you should be able to:

• Develop a working understanding of media and cyber/digital literacy and

how they relate to one another

• Appreciate the importance of developing media and cyber/ digital literacy

both in ourselves and one another in the information age; and

• Realize that practical steps must be taken to develop these literacies early
children and cannot wait “until they are older”.
Media literacy - consists of practices that allow people to
access, critically evaluate, and create or manipulate
media.
Aufderheide (1993) – define it as the ability to access, analyze, evaluate,
and communicate message in a wide variety of forms”.

Christ and potter (1998) – define it as “the ability to access, analyze and
create message across a variety of contexts”.

Hobbs (1998) - posits that it is a term used by modern scholars to refer to

the process of critically analyzing and learning to create one’s own
messages in print, audio, video, and multimedia.
Perhaps in its simplest sense, media literacy can this be defined as “the
ability to identify different types of media and understand the
messages they are communicating”. (Common sense media, n,d.)

 The exact type of media varies

 Television
 Radio
 Newspapers
 Books
 Handouts
 Flyers, etc.
According to Bayd ( 2014), Media Literacy education
began in the United States and United Kingdom as a
direct result of war propaganda in the 1930s and the use
of advertising in the 1960s. In both cases media was
being used to manipulate the perspective of those
exposed to it, thereby giving rise to the need to educate
people on how to detect the biases, falsehoods, and half-
truths depicted in print, radio and television.
 What Media Literacy is NOT

• Criticizing the media is not, in and of itself, media literacy. However, being
media literate sometimes requires that one indeed criticize what one sees and
hears.

• Merely producing media is not media literacy although part of being media
literate is the ability to produce media.

• Teaching with media does not equal media literacy. An education in media
literacy must also include teaching about media.

• Viewing media and analyzing it from a single perspective in not media literacy.

• Media literacy does not simply mean knowing what and what not to watch; it
does mean “watch carefully, think critically.”
CHALLENGES TO MEDIA LITERACY
INFORMATION
 WHAT IS
MEDIA
LITERACY?
 Is the capacity to analyze, and evaluate the
power of the images, sounds and messages.

This includes all different types of media from

televisons, radios and articles.
Koltay (2011),

“Teaching it as a subject might not be a feasible

given to how overburdened the curriculum is at the
moment”.

Livingstone and Van Der Graaf in

(2010),

“How to measure media literacy and evaluate the

success of media literacy initiatives” as being one
of the more pernicious challenges facing educators
in 21st century.
Chris and Potter (1998),

“ Is media literacy best understood as a means of

inoculating children agains the potential harms of
media or as a means of enhancing their appreciation
of the literary merits of media?”
DIGITAL LITERACY
 Defined as the ability to locate,
evaluate, create and
communicate information on
various digital platforms.
SKILLS AND COMPETENCIES
LISTED BY SHAPIRO AND
HUGHES (1996)
• TOOL LITERACY - competence in using hardware and software tools;
• RESOURCE LITERACY- understanding forms of and access to
information resources;
• SOCIAL- STRUCTURAL LITERACY- understanding the production and
social significance of information;
• RESEARCH LITERACY- using IT tools for research and scholarship;
• PUBLISHING LITERACY- ability to communicate and publish
information;
• EMERGING TECHNOLOGIES LITERACY- understanding of new
developments in IT; and
• CRITICAL LITERACY- ability to evaluate the benefits of new
 LANHAM (1995)

“digitally literate person” as being skilled at

deciphering and understanding the meaning of
images, sounds and subtle uses of words so that
he/she could match the medium of
communication to the kind of information being
presented and to whom the intended audience is.

PAUL GLISTER (1997

“ the ability to understand and use

information in multiple formats from a wide
range of source when it is presented via
computer”

Reported by: CRISTAL JEAN T. OMALAY

Bawden (2008) collated the skills and competencies
comprising digital literacy from contemporary scholars
on the matter into four groups:

1. Underpinning- This refers to those skills and

competencies that ―support‖ or ―enable‖ everything
else within digital literacy, namely; traditional literacy
and computer/ICT literacy (i.e., the ability to use
computer in everyday life).

2. Background Knowledge – This largely refers to

knowing where information on a particular subject or
topic can be found, how information is kept, and how it is
disseminated a skill taken for granted back in the day
when information almost exclusively resided in the form
of printed text.
3. Central Competencies- These are the skills
and competencies that a majority of scholars
agree on as being core to digital literacy today,
namely;

• reading and understanding digital and non-

digital formats;
•creating and communicating digital
information;
• evaluation of information;
• knowledge assembly;
• information literacy; and
• media literacy.
4. Attitude and Perspective- Bawden (2008)
suggest that it is these attitudes and perspective
that link digital literacy today with traditional
literacy, saying ― it is not enough to have skills and
competencies, they must be grounded in some
moral framework,‖ specifically;

• independent learning- the initiative and ability to

learn whatever is needed for a person‘s specific
situation; and
• moral / social literacy- an understanding of
correct, acceptable and sensible behavior in a
digital environment.
INFORMATION LITERACY WITHIN DIGITAL LITERACY

Given the ease with which digital media ( as opposed to

traditional print media) can be edited and manipulated, the
ability to approach it with healthy amount of skepticism
has become a ―survival skill‖ for media consumers.

Eshet-Alkalai (2004) draws attention to information

literacy as a critical component of Digital Literacy as ― the
cognitive skills that consumers use to evaluate information
in an educated and effective manners.‖ In effect,
Information Literacy acts as a filter by which consumers
evaluate the veracity of the information being presented to
them via digital media and thereupon sort the erroneous,
irrelevant, and biased from what is demonstrably factual.
Along side information Literacy , Eshet-
Alkalai(2004) highlights a kind of Socio-
Emotional literacy needed to navigate the
internet, raising questions such ― How do I
know if another user in a chatroom is who he
says he is? Or ― How do I know if a call for
blood donations on the internet is real or a
hoax?‖
Such questions should make us realize
that there are no hard and fast rules for
determining the answers, instead, there is
a necessary familiar with the unwritten
rules of Cyberspace;
• an understanding that while the internet
is a global village of sorts
• it is also a global jungle of human
communication embracing everything
from truth to falsehoods
• honesty and deceit and ultimately
According to Eshet- Alkalai (2004),
This Socio- Emotional literacy
requires users to be ― very critical,
analytical, and mature ― implying a
kind of richness of experience that
the literate transfers from real life to
their dealings online,
Digital
Natives
The terms Digital native has become
something of a buzzward in the education
sector overbthe past decade. This was
popularized by Prensky (2011) in reference to
the generation that was born during the
information age as opposed to digital
immigrants the generation prior that acquired
familliarity with digital systems only as adults
and who has not known a world without
computer , the internet and connecttivity.
― Digitally literate ― is popularly
defined as the ability to use
computers or use the internet, which
as we have seen earlier forms only
one part of the crucial skills and
competencies required to be digitally
literate.
Our expanded view of the term ― literate ― allows
us to see that while the digital natives in our
classroom are most certainly familiar with digital
system perhaps even more so than their
instructor this does not mean they automatically
know how to read, write , process , and
communicate information on there systems in
ways that are both meaningful and ethical ,
especially when the information involved does
not involve technologys most common use:
personal entertainment.
As no one is truly ― born digital. ― instead,
the determining factor is access to
education and experience ; children born
to poorer families will naturally seem less
digitaly literate for lack of access to
technology and an education in said
technologies while those born to
privileged families will display more of
the literacies discussed earlier.
 CHALLENGES TO DIGITAL LITERACY
EDUCATION

Digital literacy encompasses the art and skill of utilizing

computer browsers, creating blogs, managing social
media accounts, sending emails or texts, generating a
simple PowerPoint presentation, and more.
 4 Disadvantages of Digital Learning

• Lacks social interaction

• Inaccessible to others
• Cheating is unavoidable
• Requires self-motivation and proper time
management skills
5 Advantages of Digital Learning

• Saves time and money

• Better retention
• Personalized learning
• Cost-effective
• Environment-friendly
 TEACH MEDIA AND DIGITAL LITERACY
INTEGRALLY

“Media education is a quest for meaning.

Much of the value of a quest lies in the
search itself as well as in achievement of the
goal”.
- Chris Worsnop
 Media Literacy
that is, the ability to access, analyze, evaluate, and create
media in a variety of forms—has become increasingly
complex over recent years. With such a high volume of
information now at our fingertips thanks to smartphones
and search engines, today’s students will need to become
more efficient at filtering what they see and hear. In other
words, it’s more important now than ever before to teach
media literacy.
 Master your subject matter

 You must not possess a through understanding of

your subject matter, you must also understand why
you are teaching it, and why it is important to learn.

 As educators, we must not shy away from a student

genuinely asking us to explain why something we
are teaching is important.
 Think “multi-disciplinary”

A multidisciplinary approach entails bringing together

experts from a variety of fields to reframe challenges
beyond their traditional bounds and find answers based
on a fresh understanding of complex situations.
 Explore motivations, not just message

 Leverage skills that students already have

 Wrap Up

 Media Literacy
– ability to identify different types of media and
understand the messages.

- Including who is the intended audience and

what is the motivation behind the messages.
 Digital/ Cyber Literacy is a subset of media literacy;

- The ability to locate, evaluate, create, and

communicate information various digital platforms.

- Ability to verify information as factual as well as

identify and avoid communication with deceitful,
malicious, and exploitative content.
 Information Literacy
- Ability to locate, access, and evaluate
information from a variety of media sources.

 Of utmost importance to both literacies (media

and digital)
- Ability to analyze and think critically about what
is being communicated.
 CHAPTER 6
ECOLOGICAL LITERACY
Ecological literacy

• We are now at a critical point with many environmental issues such as climate change
and rampant environmental destruction. Alienation from nature greatly contributes to
the aggravation of these environment problem.

Ecological literacy
• Refers to an understanding not only of ecological concepts but also of his place in the
ecosystem( Meena &alison 2005)

• The ecological literacy was first introduced by David Orr in 1959 in his essay "Ecological
literacy" he indicated that knowing, caring and practical competence from the
foundation for ecological literacy

• He pointed out that root of environmental crisis is the individuals inability to think
about "Ecological patterns" system of causation and long term effects of human actions
(ORR 1994)
Ecological literacy

• He also emphasized the importance of experience one's natural environment that

can enable humans to shift perspective from one of an economic emphasis to one
of balance amongst economic economics ecology and cultures

• (ORR 1992) all argued that the ecologically interate person understand the
dynamics of the environment crisis, which includes an understanding of how
people have become so destructive.

• Therefore identifying schools students ecological literacy levels is a necessary step

to investigate their behaviour, attitudes sensitivity, and behavioral intervention.
In order to create awareness amonh students. It is important to faster correct
knowledge to ensure positive approach to the environment.
Characterizing an Ecoliterate Person

• Dr. Tom Puk 2002 of Lakehead University characterized an ecologically literate

person of 21st century.
• The ecologically literate person of the 21st century will be considered as the
responsible, lifelong learner who strives to improve the human condition and
the environment within the context of self, human groups, the biosphere and
the ecosphere. “

• The ecologically literate person in order to achieve the aforementioned

ultimate goal should become:
Characterizing an Ecoliterate Person

• an inquirer by actively securing the basic skills and knowledge (i.e.,

knowledge of the relationships found within the ecosphere, among the
components of solar energy, the air, water, soil, rocks, flora and fauna,
people, animals and all other organisms and components, both biotic and
abiotic) in order to carrying out of ecological responsibilities. This
knowledge and skill will empower the individual to reach her or his own
potential and place in human and natural environments.
• a reflective learner by acquiring the understanding of the value and
limitations of human knowledge, the power and limitations of the natural
world, the role of intuition in real life pursuits, and the role of self as it is
manifested in one's personal narrative.
Characterizing an Ecoliterate Person

• intelligently self-directed by engaging in self-appraisal, setting new

learning objectives, developing plans to achieve those objectives,
carrying out such plans in a flexible inquiry-oriented manner, while
reflecting on the whole process.
• morally responsible person by governing personal action with precepts
which contribute to the maintenance and growth of the relationships that
give life meaning. Such precepts would include responsibility for helping
others, seeking justice and equality for all, performing legitimately
assigned roles to the best of one's ability, and living in harmony with
other people and with nature.
Characterizing an Ecoliterate Person

• ecologically responsible person by embodying ecological ideals in daily

operations and by living in the most competent, informed manner allowed
by natural capabilities.
• seek self-transcendence by moving beyond the limitations of personal ego
by identifying with human groups (past and future), ecological principles,
flora and fauna and the ecosphere, that transcend the individual life in
scope and time.

The ecologically literate person of 21st century has a positive view of life,
grounded in the faith of interconnectedness and has the capacity to
competently perform significant life work and related task. Such a view
enables her to look upon the human experience positively and all loving things
compassionately.
Environmental literacy, eological literacy,
ecoliteracy.

• Frameworks for ecoliteracy exhibit a high degree of similarity with

frameworks for environmental literacy, in that both sets include similar
affective, knowledge, cognitive skills, and behavioral components.
However, what most differentiates ecoliteracy from environmental
literacy is the clear emphasis on sustainability, and the introduction of
spiritual, holistic components expressed in terms of “ celebration of
Creation” {Orr 1992}, “spirit” and “reverence of the Earth” {Capara,
1996,2007} and “expansion of soul” (Wooltorton 2006). An ecoliterate
person is prepared to be an effective member of sustainable society,
with well-rounded abilities of head, heart, hands and spirit, comprissing
an organic understanding of the world and participatory action within
and with the environment.
Environmental
literacy,
eological
literacy,
ecoliteracy.
(table)
Greening initiatives in Colleges and
Universities
• Increased awareness of environmental degradation and concern for its
rehabilitation have promoted colleges and universities to green their campus.
The Green Campus is a place where environmentally friendly practices and
education combine to promote sustainable and eco-friendly practices on
campus. These strategies need to be incorporated into the planning and
budgeting processes of the institution with the aim of developing a clean and
green campus.
• Greening initiative, although challenging and demanding but it also yields
significant benefits such as:
 Greening initiatives in Colleges and
Universities
• Environmental and ecological sustainability – A system-wide culture of
sustainability helps preserve and enhance what the institution values today as
well as for the future.
• Reputations as a leader through example - As colleges and universities offer
courses like agricultural engineering, electrical engineering, laws and
regulations, and assessment , greening initiatives provide them opportunities
to practice what they preach and make their mark as environmental leaders.
Colleges and universities need to examine their own organizations and
implement on their own campuses what they and the public expect their
industry to do.
Greening initiatives in Colleges and
Universities

• Economic Benefits - A routine, curriculum-based, environmental program

that reveals waste and inefficiency associated with campus activities,
coupled with the identification of environment-friendly alternative can
yield significant cost savings for the institution.
• "Real-life" work experience for your students - Environmental adults and
pollution prevention evaluations can be integrated into the curriculum
providing students with hands-on investigate and problem-solving
experience that they can take with them when they enter the workforce.
This experience not only makes your students more marketable, it also
provides, them with the kinds of broad-thinking skills that allow them to
succeed and thrive once they are employed.
 Greening initiatives in Colleges and
Universities
• Improved quality of life in the campus - A green campus is a cleaner safer,
and healthier place to live and work.
Ecological Literacy

is a form of transformative education that requires shifts In three

related areas;
1. perception (seeing)
2. conception ( knowing )
3. action ( doing )

In schools, teachers are also required to shit emphasis through the

following:
Ecological Literacy

• From parts to whole - subjects are to be taught as integrated not as

isolated units in the curriculum.
• From objects to relationships - an ecosystem is a community,
communities are characterized by sets networks as relationships.
Schools put premium on relationship- based processes such as
cooperation, collaboration, and decision making by consensus.
• From objective knowledge to contextual knowledge - this shift requires
one to explain properties of the parts with in the context of the whole
or in terms of environment and system
Ecological Literacy

• From quantity to quality - assessment have traditionally emphasized

standardized testing in terms of quantities . Schools are changed to
adequate than the standardized test.
• From structure to process - systems are dynamic and evolving. The
understanding of living structures is linked to understanding renewal,
change, and transformation. This shift is embodied in project based n
learning.
• From contents to patterns- discover certain configuration of
relationships that appear again and again. We call these configuration
patters . Pedagogically the shift reminds us of the importance of
integrating art into programs of the study. Literature, visual , arts,
performing arts and music.
TO SUM IT UP

• Ecological literacy refers to an individual’s understanding not only

at ecological concepts, but also of his or her place in the
ecosystem.
• Ecological literacy is a form of transformative education that
requires shifts in three related areas : (1) perception (seeing), (2)
conception (knowing), (3) action (doing)
• The ecologically literate person of the 21st century has a positive
view of life, grounded on the faith of interconnectedness, and has
a capacity to competently perform significant life, work, and
related task.
CHAPTER 7

ARTISTIC AND
CREATIVE LITERACY
 OBJECTIVES:
At the end of this chapter, students should be able to:
Characterize artistic literacy;
Discuss the value of arts to education and practical life;
Identify approaches to developing/designing curriculum that
cultivates the arts and creativity among learners;
Formulate a personal definition of creativity; and
Design creative and innovative classroom activities for
specific topic and grade level of students.
IMPORTANT TERMS TO NOTE:

ARTISTIC LITERACY - THE

KNOWLEDGE AND UNDERSTANDING
REQUIRED TO PARTICIPATE
AUTHENTICALLY IN THE ARTS.

CREATIVITY - THE PROCESS OF

HAVING ORIGINAL IDEAS THAT HAVE
VALUE.
 ARTISTIC LITERACY

 NATIONAL COALITION FOR CORE ARTS

STANDARDS; A CONCEPTUAL FRAMEWORK
FOR ARTS LEARNING (2014)
- As the knowledge and understanding required to
participate authentically in the arts. While individuals
can learn about dance, media, music, theatre and
visual arts through reading print texts. Artistic literacy
requires that they engage in artistic creation
processes directly through the use of materials and
specific spaces.
 INDIVIDUALS CAN LEARN ABOUT THE FOLLOWING:
•DANCE ARTS
- is a performing art form consisting
of sequences of movement, either
improvised or purposefully selected.

MEDIA ARTS

- is an art that is created through use

of new media and technology.
VISUAL ARTS
- are art forms that create works
that are primarily visual in nature.
THEATRE ARTS
- a collaborative form of fine art that
uses live performers to present the
experience of a real or imagined event
before a live audience in a specific
place.

MUSIC ARTS
- music, art concerned with combining
vocal or instrumental sounds for
beauty of form or emotional
expression, usually according to
cultural standards of rhythm, melody,
and, in most western music, harmony.
SIGNIFICANT BENEFITS OF ARTS
LEARNING AND ENGAGEMENT IN
SCHOOLING ESNER, 2002; MENC 1996; PERSO
NUTTON, FRASER, SILBURN AND
TAIT, 2011

• The arts have been shown to create environments

and conditions that result in improved academic,
social, and behavioral outcomes for students, from
early childhood through the early and later years of
schooling.
 THE FLEXIBILITY OF THE FORMS COMPRISING
THE ARTS POSITIONS STUDENTS TO EMBODY A
RANGE OF LITERATE PRACTICES TO:

• Use their minds in verbal and nonverbal ways;

• Communicate complex ideas in a variety of forms;
• Understand words, sounds, or images;
• Imagine new possibilities; and
• Persevere to reach goals and make them happen.
 HELLO!
I am Mari and I will
continue to report
some parts of the
Chapter 7.
SLIDESMANIA
 ❖ Engaging in quality arts education experiences,
provides students with an outlet for powerful
creative expression , communication , aesthetically
rich understanding and connection to the world
around them

❖ The ability to critically read , write and speak about

art should not the sole factors for what counts as
SLIDESMANIA

literacy in the Arts (Shenfield,2015)

 The cultivation of imagination and creativity and the
formation of deeper theory surrounding multimodality
and multi-literacies in the Arts are paramount.
SLIDESMANIA
 So , Eliot Eisner
posited 8 lessons
or benefits of what
education can
learn from art.
SLIDESMANIA
 WHO IS
ELLIOT
EISNER?
SLIDESMANIA
 ELIOT ESNER
Elliot Wayne was a professor of Art
and Education at the Stanford
Graduate School of Education,United
States. He cultivated his passion for
both art and education and he
maintained that the arts are critically
important to the development of
thinking skills in children and that the
arts might offer teachers both a
powerful guide and critical tool in their
practice.
SLIDESMANIA
 8 VALUEABLE
LESSONS AND
BENEFITS
EDUCATION CAN
LEARN FROM
ART.
SLIDESMANIA
 1.Form and content cannot be separated .
How something is said or done shapes the content of
experience.
o In Education , how something is taught, how curricula
are organized and how schools are designed impact
upon what students will learn .
o These side effects‖ may be the real main effects of
practice

2. Everything interacts.
o There is no content without form and no form without
SLIDESMANIA

content
o When the content of the form changed, the form also
 3. Nuance Matters
o To the extent of teaching is an art , attention to
nuance is critical , it can also be said that the aesthetic
lives in the maker can shape in the course of creation.
o All depend upon the modulation of the nuances that
constitute

4. Surprises is not to be seen as intruder in the process of

inquiry but as a part of the rewards one reaps when
working artistically.
o Educators should not resist surprise but create the
conditions to make it happen . It is one of the most
powerful sources of intrinsic satisfaction.
SLIDESMANIA
5. Slowing Down Perception Is The Most Promising Way
To See What Is Actually There.

It is true that we have certain words to designate high

levels of intelligence; we describe somebody as swift, or
bright, or sharp, or fast on the pickup. Speed in its swift
state is a descriptor for those we call smart.
6. The Limits Of Language Are Not The Limits Of
Cognition.

Literacy refers essentially to the ability to read and to

write. But literacy can be re-conceptualized as the
creation and use of a form of representation that will
enable one to create meaning, meaning that will not
take the empress of language in its conventional
form.
7. Somatic Experience Is One Of The Most Important
Indicators That Someone Has Gotten It Right.

Related to the multiple ways in which we

represent the world through our multiple forms of
literacy is the way in which we come to know the
world through the entailments of our body,
sometimes one knows a process or an event
through one’s skin.
 8. Open-ended Tasks Permit The Exercise Of
Imagination, And An Exercise Of Imagination Is
One Of The Most Important Of Human Aptitudes. It
Is Imagination, Not Necessity, That Is The Mother
Of Invention.

Imagination is the source of new

possibilities. In the arts, imagination is a
primary virtue.
Characterizing artistically literate individuals

COMMON TRAITS ARTISTICALLY LITERATE

• Use a variety of artistic media symbols metaphor to communicate
their own ideas and respond to the artistic communications of
others
• develop creative personal realization in at least one art in which
they continue active involvement as an adult.
• Cultivate culture, history, and other connection through diverse
forms genres of artwork.
• Find, inspiration, peace, intellectual stimulation and meaning
when they participate in the arts,
• Seek artistic experiences and support the arts in their
communities.
 Issues in Teaching Creativity
In the famous TED talks on creativity and innovation, Sir
Ken Robinsins (Do schools kill creativity? 2006; How to
escape education’s death valley?2013) stressed
paradigms in the education system that hamper the
development of creative capacity among learners. He
emphasized that schools stigmatize mistakes. This
primarily prevents student from trying and coming up
with original ideas. Because of this painful truth,
Robinson challenge educators to:
• Educate the well-being of learners and shift form the
conventional learnings toward academic ability alone;
• Give equal weight to the arts, the humanities, and to physical
education;
• Facilitate learning toward stimulating curiosity among learners;
• Awaken and develop power of creativity among learners;
• View intelligence as, dynamic, and distinct, contrary to common
best that should be a academic ability-geared.
 “First Literacies, Art, Play, Constructive

Meaning- Making”
McArdie and Wright asserted that
educators should make deliberate
connections with children’s first literacies
of art and play.
 Based on (Dourish, 2001)

this would include a focus on children’s

creation, manipulation, and changing of
meaning through engaged interaction with
arts materials.
 The Four
Essential components to developing or
designing curriculum that cultivates
students artistic and creative literacy.
1. Imagination and pretense, fantasy and
metaphor
A creative curriculum will not simply allow,
but will actively support, play and
playfulness.
2. Active menu to meaning making
 In a classroom where children can choose
to draw, write, paint, or play in the way that
suits their purpose and/or mood, literacy
learning and arts learning will inform and
support each other
SIONILLO’S
REPORT

Intentional teaching is an active process and

a way of relating to children that embraces
and builds on their strengths, interests, ideas
and needs. It requires teachers to be
purposeful in their decisions and actions.
Educator must be reminded of the importance of
understanding children as current citizens, with the
capacities in the here and now. It is vital for teacher to know
and appreciate children and what they know by being mindful
of the present and making time for conversation, interacting
with the children as they draw. Teachers must try to avoid
letting the busy management work of their days take
precedence and distract them from their “being”.
WRAP UP
•
Creativity can be defined as the process of
having original ideas that have value.

All children have capacity for innovation

and creativity.

Schools should work toward educating the

whole- being of the child.
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Four Resources Model
by Freebody and Luke

Reported by: Herbert cabreros

 Levels of the model

• Code breaker
• Text participant
• Text user
• Text analyst and critic
 Code Breaker
• Decoding the codes and
conventions of written,
spoken and visual text
 Text Participant
• Comprehending written,
spoken and visual texts
 Text User

• Understanding the purposes of

different written, spoken and
visual texts for different cultural
and social functions.
Text Analyst and Critic

• Understanding how texts

position readers, viewers and
listeners.
TEXTUAL ANALYSIS

Reported by : GESILLE RACO

• Textual analysis can be guided by asking the learners to make their
way systematically through a list if questions such as the
following:

• What is the subject or topic of this text?

• Why might the author have written it?
• Who is it for? How do you know?
• What value does the author assume the reader holds? How do you know?
• What knowledge does the reader need to bring to the text in order to
understand it?
• Who would feel “left out” in this text and why? Who would feel that the
claims made in the text clash with their own values, beliefs or experiences?
• How is the reader positioned in relation to the author
 CREDIBILITY
• Evidence of authenticity and reliability is very
important. Tests that help the reader judge the
credibility of a text include examining the author’s
credentials and the quality of content.
CRITICAL LITERACY
Gamas REPORT
 Accuracy

• Quality of being true or correct, even in small

details and freedom from mistake or error.
• Verify using real world tests. Devise and
carry out an experiment yourself.
• Information needs to be up to date, factual,
detailed, exact and comprehensive.
 A good information text

Reasonableness
• Involves examining the information for fairness objectivity and
moderation.
• Fairness requires the writer to offer a balanced argument, and to
consider claims made by people with opposing views.
• A good information text will have account, recent tone, arguing or
percenting material thoughtfully. (Comprehensiveness, Objectivity is
difficult to achieve).
• Good writers, however try to minimize bias.
 Support
• Support for the writers argument from other sources strengthens their
credibility, it can take various forms such as writing bibliography and
references and collaboration, it is a good idea to triangulate information
that is to find at least three texts that agree.
• Further research into the range at opinion or disagreement is needed.
• Reader should be careful when statistic are presented without
identifying the source or when they cannot find any other text that are
present or acknowledged the same information.
 Text clustering
• Involves confronting students with tax which obviously
contradict each other.
• The task is to use whatever evidence they can find to
try to make judgment about where the truth actually lies.
• Sometimes this judgments are relatively easy :
• Examples : New report, fairytales, everyday text are
good materials for Text Clustering.