BUHI ST. JOSEPH’S ACADEMY INC.

SAN PEDRO, BUHI, CAMARINES SUR

COLLEGE OF EDUCATION
S/Y 2022-2023

Name of Student: Jhonnica G. Salamanque Date: Feb. 11, 2023

Subject: Prof Ed 9; Building and Enhancing New Literacies Across the Curriculum
Course and Level: 3-BPED
Activity 1.1: Introduction to 21st Century Literacies Instructor: Mr. Irvin Carlo Noble, MAED

Chapter 1
Introduction to 21st Century Literacies

Introduction:

Literacy, in my mind, is "the capacity for reading and writing." This term has been used
for many generations and is still taught today in schools. The most recent technology
developments have created a new type of learning, one that is not limited to books and writing.
The dependence on technology in every aspect of life and fresh innovations are what set the
21st Century apart. The need of having digital literacy has therefore increased. Digital literacy,
which calls for both cognitive and technical abilities, is defined by the American Library
Association (2017) as "the ability to use information and communication technologies to access,
analyzed, create, and convey information." It's critical to recognize that technology is pervasive
in today's world. As a result, keeping abreast of technology changes around them is becoming
increasingly important, if not essential. People need to be technologically literate whether they
work at a fast food restaurant, a school, a hospital, or even an art studio. Reading, writing, and
even the capacity to flourish in the technological environment of today are not the only
components of literacy. A person must be willing to continuously learn about and adapt to a
wide range of topics, themes, and situations in order to be literate in the twenty-first century.

Objectives:

The mastery of information, ingrained knowledge and understanding, and enhanced

technological usage in society are the aims of education in the twenty-first century. The
students should be able to grasp the educational process, interact with their curriculum, and
take charge of and control over their learning in their own unique and adaptable methods.
Reading, writing, and even the capacity to flourish in the technological environment of today
are not the only components of literacy. A person must be willing to continuously learn about
and adapt to a wide range of topics, themes, and situations in order to be literate in the twenty-
first century.

Definition of Literacy:
Literacy has traditionally been thought of as reading and writing. Although these are
essential components of literacy, today our understanding of literacy encompasses much more.
Literacy is defined as having the capacity, assurance, and willingness to use language to
understand, create, and communicate meaning in all facets of daily life. The concept of
language as a socially and culturally produced form of communication is explained.

Traditional or Conventional Literacy:

Traditional Literacy
The classic definition of literacy is the capacity for language use, including the ability to read,
write, listen, and talk. Writing, reading comprehension, and effective communication have
traditionally been the main topics of literacy education.

Conventional Literacy
Conventional Literacy Skills refers to such skills as decoding, oral reading fluency, reading
comprehension, writing, and spelling. These abilities are used in all aspects of literacy and are
easily identifiable as being important or practical elements of literacy. Although it is not
commonly used in the field, the term "conventional literacy skills" is used here to distinguish
between those aspects of literacy that are clearly the focus of the reading, writing, and spelling
instruction given to elementary and secondary students and those earlier-developing precursor
skills that may not themselves be used within literacy practice but that may presage the
development of conventional literacy skills.

3 sub-categories of conventional concept of literacy, miller (1973):

1. Basic Literacy - According to Miller, basic literacy means the ability to use visual forms of
correspondence, to speak sounds, to decipher written materials and to translate them
into oral language. Miller (1973: 3) noted that "literacy of understanding means being
able to understand the meaning of verbal materials."
2. Comprehension Literacy - The comprehension and perception of what is read is
understanding. Children need to be able to first decipher what they read in order to be
able to interpret written content accurately; second, draw correlations between what
they read and what they already know; and third, think deeply about what they have
read.
3. Functional or Practical Literacy - "Functional or practical literacy means the ability to
read (decode and understand) the materials needed to perform daily vocational tasks"
Most literacy concepts are stated in terms of a person becoming literate in order to
perform the real-life tasks necessary in our society to live.

Reflection:

Everyone can read and write but not everyone can comprehend. Just like in today’s
generation, kids can read but they don’t understand or connect to what they are reading. As a
future educator, we play a crucial role in helping our students develop their comprehension
skills.
If we observed in our society the level of comprehension to the learners are quite low that is
why the education system must conduct action research in order to solve this problem in our
education.

Conclusion:

The education system has the major role on how to make the system they built become
more effective. However the educators and learners has the connection to help each other to
implement the literacies that they must learn not just inside the classroom but also outside
school because the educators did not just have to base on the books that they read but to
comprehend and understand the purpose of it.
 BUHI ST. JOSEPH’S ACADEMY INC.
SAN PEDRO, BUHI, CAMARINES SUR
COLLEGE OF EDUCATION
S/Y 2022-2023

Name of Student: Jhonnica G. Salamanque Date: Feb. 11, 2023

Subject: Prof Ed 9; Building and Enhancing New Literacies Across the Curriculum
Course and Level: 3-BPED
Activity 1.2: Globalization and Cultural and Multicultural Literacies Instructor: Mr. Irvin Carlo Noble, MAED

Chapter 2
Globalization and Cultural and Multicultural Literacies

Introduction:

People from many parts of the world interacting and integrating is a common definition
of globalization. This wide phrase encompasses interactions on the political, social, and
economic levels. Human communities have cultivated various forms of globalization from
antiquity. The Silk Road originally allowed for trade and cultural contact between China, Central
Asia, Persia, and Europe. But the level of globalization we are currently experiencing is
unprecedented in human history. The spread of goods, technologies, information, and jobs
across national boundaries and cultural boundaries is known as globalization. In terms of
economics, it refers to a global interdependence facilitated by free trade. Positively, it can
boost living standards in underdeveloped and impoverished nations by facilitating job
opportunities, modernization, and better access to goods services. The negative is that as
industry shifts across borders, it might eliminate job prospects in more industrialized and high-
wage nations. Despite the idealistic and opportunistic motivations behind globalization, many
Western-based firms have benefited from the emergence of a worldwide free market. Its
effects on workers, cultures, and small enterprises continue to be uneven both in industrialized
and developing countries.
According to Colby & Lyon, 2004, Students' minds can be opened by using multicultural
literature. It promotes multicultural awareness in the classroom and fosters an appreciation for
and respect for individuals from diverse cultural backgrounds. Moreover, racism can be studied
through multicultural literature.

Objectives:
The goal of teaching kids about globalization is to empower them to take positive action
against racism, discrimination, and social injustice. Teaching about different cultures involves
educating about the world. Encourages students to examine the world critically, by exposing
students to current cultural concerns, multicultural literature can aid in the development of
global awareness.

Globalization:
Globalization is the connection and integration of individuals, organizations,
governments, and cultures from other countries that is fueled by trade, investment, and
information technology (Levin Institute, 2017). It is the process by which companies or other
organizations gain international clout or begin conducting business globally. Moreover, it refers
to the acceleration of global trade in commodities, services, capital, technologies, and cultural
activities. Sociologists define globalization as an ongoing process that affects linked shifts in
society's political, social, cultural, and economic realms. It is a process that requires a constant
blending of different elements across borders, communities, and even seemingly remote areas.

The Effect of Globalization:

The Negative Effects of Globalization on Cultural Loss
In addition to all the advantages that have made it possible for cross-cultural
encounters, globalization has also tended to homogenize cultures around the world. Because of
this, certain cultural traits from some nations are vanishing from dialects to customs or even
particular businesses. According to UNESCO, this is the reason that balancing the advantages of
globalization with the need to preserve the distinctiveness of local cultures demands caution.

The Negative Effects of Globalization on the Environment

Also, a lot of detractors have cited how globalization harms the environment. As a
result, the huge transportation expansion that has served as the foundation for globalization is
also to blame for grave environmental issues like greenhouse gas emissions, global warming, or
air pollution. Global economic expansion and increased industrial productivity are both the
main causes of globalization and its main effects. While they contribute to the depletion of
natural resources, logging, ecosystem devastation, and biodiversity loss, they also have
significant negative effects on the environment. A significant rubbish issue is being caused by
the global distribution of commodities, particularly with regard to plastic pollution.

The Negative Effects of Globalization on Economic Growth

Mishkin (2009) asserts that globalization spurs economic growth by causing institutional
reforms in developing nations, while advanced nations help this process along by making their
markets more open to goods and services from developing nations. Many fundamental articles
emphasize the significance of institutions in the process of economic growth, and institutional
reforms have also been essential to explaining growth variations among countries (Acemoglu,
Johnson, & Robinson, 2004, 2001; Easterly & Levine, 2001, 2003; Hall & Jones, 1999; Rodrik,
Subramanian, & Trebbi, 2004).

Cultural Literacy:
Understanding a group of individuals from a particular culture's traditions, routines, and
history is referred to as cultural literacy. It also entails having access to these customs,
pastimes, and history through venues for culture including galleries, museums, and
performances. You can relate to and understand others better when you are culturally literate.
You can establish deeper ties with others because you are accepting of and understand diverse
cultures. Improved self-reflection and communication are other advantages. They are all
necessary for world citizens.

Cultural Literacy in the Philippines

Language is a necessary element of any cultural identity, but not by any means a
sufficient element to uniquely define a culture. Literacy is a very primary ability, just the ability
to decipher linguistic symbols and hieroglyphics. A literate person can just pronounce what is
written. He may not understand the meanings of the words he pronounces. In this context, I
believe that ‘cultural literacy’ may mean the ability of the Filipinos to understand that a
Philippines has a unique culture, different from that of neighbouring countries. The Filipinos are
definitely aware of their definitive cultural, ethnic and national identities.

Multicultural Literacy:
According to Banks (1996), discovering the assumptions of information, viewing it from
a variety of ethnic and cultural perspectives, and using knowledge to drive action that will
create a compassionate and just world are all components of multicultural literacy. By tackling
challenging themes like racism and other forms of oppression against people of other
ethnicities, multicultural literacy raises knowledge of diversity, equity, and social justice in order
to promote cultural understanding. According to Boutte (2008), instruction in multicultural
literacy should aid students in acquiring the knowledge, skills, and values necessary to become
engaged citizens who will fight for social justice in their communities. Multicultural literacy
must undergo significant transformations in light of the rising racial, linguistic, and ethnic
variety in our nation if we are to adequately educate kids for the 21 st Century.

Issues in Teaching and Learning Multicultural Literacy in the Philippines

Reflection:
When it comes to economics, globalization refers to the expansion of international
trade, which is propelled by advances in communication and technology. Global trade barriers
have decreased as a result of more effective methods of moving goods and services and the
explosive expansion of online business.
A people's manner of life is their culture. According to how I define cultural literacy, it is
the capacity to see and understand the parallels and discrepancies between the traditions,
beliefs, and values of one's own culture and those of other people.
Little adjustments made in the classrooms can have a significant worldwide impact.
Multicultural education that is more representative of the children in today's classrooms must
emerge as diversity increases. By encouraging students to support multiculturalism, we are also
promoting empathy and tolerance in the classroom as a means of deepening students'
appreciation for other people and cultures. As a result, in order for students to acquire these
attitudes and abilities, it is necessary to first teach them the fundamentals of knowledge. Only
then can students be taught to critically analyze and think critically about these significant
cultural issues, which is essentially what multicultural literacy is all about. Instructors should
emphasize to their students the existence of various cultures and the value of respecting and
recognizing them. When different cultural contexts are incorporated into classes and activities,
children learn to see the world from a range of perspectives, develop an appreciation for
diversity, and have access to interesting material. It is crucial for teachers to address diversity
concerns and incorporate multiculturalism lessons into the curriculum as classrooms become
more and more varied.
 BUHI ST. JOSEPH’S ACADEMY INC.
SAN PEDRO, BUHI, CAMARINES SUR
COLLEGE OF EDUCATION
S/Y 2022-2023

Name of Student: Jhonnica G. Salamanque Date: Feb. 18, 2023

Subject: Prof Ed 9; Building and Enhancing New Literacies Across the Curriculum
Course and Level: 3-BPED
Activity 1.2: Philosophy of Teaching Instructor: Mr. Irvin Carlo Noble, MAED

Philosophy of Teaching

What is your philosophy of teaching?

As a future teacher, I must also comprehend motivation and how peer interactions
affect learning. I avoid classifying and placing my pupils in competition with one another
because I want them to all accomplish at high levels. As I am aware that social
interaction is the primary means of learning, I design my lessons to encourage students
to work cooperatively and successfully with one another for the majority of the class
period. Without being a learner first, a good teacher cannot start or maintain the
inspiration for learning. A good teacher must continuously stay up to date on new
developments in their field. In fact, a skilled instructor frequently contributes to the
development of new information. I have to constantly re-evaluate and develop my
teaching strategies if I want to carry out this idea. I must be a student of society and the
dynamic environments in which students live if I are to stay in touch with them, their
lives, and the institutions where they will pursue their careers. While my pupils learn
with me, I enthusiastically and readily absorb their knowledge. Despite writing a
teaching philosophy, I really find it more enjoyable to consider how I can learn and how I
may help others learn. Giving information is merely the beginning of teaching, and
learning is only a small portion of what is taught, in my opinion, but this is the working
definition that many of us have come to accept. It's simple to mistake learning for
memorization of information when someone is merely imparting knowledge. Because
learning needs thinking, memorization is not necessarily the same as learning. I'm
starting to realize that the teacher's biggest contribution to a student's learning is to
inspire their desire to think critically and pursue more education. As a future educator,
keeping my students in check would be my primary priority. It should not be a job, but
rather a passion, to be a teacher. Instead of focusing on my personal needs, I shall
center my lessons on those of the students. I firmly think that a teacher lives to serve as
a future educator. A teacher is committed to education, to their field, to their pupils,
and to creating the best future it is possible for all of us to live in. These are the
difficulties I choose to face by becoming a teacher.
Culture is a people's way of life. My understanding of culturally literacy is that it is the ability to
understand and appreciate the similarities and differences in the customs, values, and beliefs of
one’s own culture and the cultures of others. Based on the readings, the underlying issue of
cultural literacy in the United States, where our cultural heritage is a smorgasbord of different
cultures from all over the world, is self-identity. This self-identity requires us to dig deep within
ourselves and ask, “Where exactly do I stand in my own culture and how does it relate to other
people’s culture?” Hirsch also questions whether or not the people of the United States, or any
society, necessarily shares common cultural elements and if we do, who gets to decide what
those elements are? This debate impacts the way we educate our children and the way we
write our laws. Also, from what I can gather on E.D. Hirsch’s Cultural Literacy debate, Cultural
Literacy is one of the most controversial books ever written on American education because
Hirsch believes that our schools should be focused around a core of basic knowledge. Hirsch’s
reasoning behind this is that the American educational system has lost its core. He claims that
the core set of common understandings is what every American needs to know to function in
society, and allow people in a common culture to communicate. Hirsch came up with a list of
about five thousand specific items that are the essential core of cultural literacy, and that every
American should know. This cultural literacy is what he calls the “network of information.” I
agree with Hirsch when he said that children need to master the simpler elements of this
content before they can move on to the more difficult ones, and that all children at a certain
grade should receive this material at the same time without “wasteful repetition” from one
year to the next. I don’t necessarily think that all repetition is wasteful though. Hirsch also said
that kids today don’t know enough to read and write effectively or communicate their points of
view. I guess his beliefs stem from the fact that our youth do not seem to be learning much in
school. I do agree with Hirsch that teachers need a more rigorous training in the subject
matters they are to teach, this goes without saying. Hirsch also said that education schools are
to blame for today's education problems, which emphasizes process instead of content. I agree
that new teachers should have detailed knowledge of the subject matter that they are to teach,
but he should not put most of the blame on educational institutions because there are many
factors involved. Every child’s learning styles, temperament, and personal preferences are
different. If children are to be valued as truly free and creative beings, they must learn
fundamental content regardless of the methods used to teach it. Hirsch also advocates the
whole class instruction because he believes that it is often the most efficient way of delivering
knowledge and skills. He also thinks that children must be continually measured by "objective"
tests and that those who fail them should receive remedial work or even repeat the grade. His
ideas of what are really happening in the classroom are not necessarily realistic. He thinks that
children and their teachers do whatever they want whenever they want to do it. Hirsch claims
that the schools that have tried his methods work and that reading scores have risen. Unless I
see actual proof of this, and regardless of his beliefs, I don’t think that standardized curriculum
necessarily produces better long term results.