Topic 2: Introduction of Key Concepts- Part 1

Weeks 2-3 (Aug. 16-20; Aug. 23-27)

I. What is this lesson about?

This lesson will provide you with an overview of the key concepts in this course in two parts. For this first part,
you will know better the definition of traditional literacy, functional literacy, early or emergent literacy ,and basic
literacy and skills. Initially, you will also be acquainted with the 21st century literacies which will be discussed more
thoroughly in the coming sessions.

II. What will you learn?

At the end of this topic, you will be able to:

a. demonstrate content knowledge on the different traditional and 21st century literacies and skills and its
application within an/or across curriculum teaching areas

III. Let’s Try This.

First Impressions
Complete the table below with your own understanding of each term identified. You may write your ideas in
1-2 sentences.

Key Concept My Own Definition

Traditional Literacy

Functional Literacy

Early/ Emergent Literacy

Basic Literacy and Skills

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 Globalization and
Multi-cultural Literacy

Social Literacy

Media Literacy

Financial Literacy

Cyber/ Digital Literacy

Eco-Literacy

Arts and Creativity Literacy

IV. Let’s Read!

What is Literacy?

Literacy is indeed a broad and evolving concept. From our activity in the previous part, you can see that
there are really many ways of understanding literacy and there are also many kinds. Let us go over its
definitions and categories.

Traditional literacy

Traditionally, when someone is literate, it means that the person can read and write, but given the
increasing complexity of the world and the greater demand for various skills and competencies to meet
different challenges, the term has also come to mean “the ability to identify, understand, interpret, create,
communicate and compute, using printed and written materials associated with varying contexts (Montoya,
2018).
Montoya (2018) also presented definitions from other agencies summarized in this table:

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 International organization Defining literacy International organization Defining literacy

European Literacy Policy Network: European Literacy refers to the ability to read and write at a level
Declaration of the Right to Literacy whereby individuals can effectively understand and use
written communication in all media (print or electronic),
including digital literacy.

OECD: Survey of Adult Skills (PIAAC) Literacy is understanding, evaluating, using and engaging
with written text to participate in the society, to achieve
one's goals and to develop one's knowledge and potential.

World Bank: Skills Towards Employability Cognitive skills are defined as the “ability to understand
and Productivity (STEP) complex ideas, to adapt effectively to the environment, to
learn from experience, to engage in various forms of
reasoning, to overcome obstacles by taking thought”

Note the similarities and differences in the meanings provided by these organizations.

Functional Literacy

In the Philippines, when the Basic Education Curriculum (BEC) was implemented from 2001-2011, the
Department of Education (DepEd) promoted functional literacy which included language fluency, scientific
competence and numerical competence (Bilbao et al., 2015). This is also similar to how UNESCO described a
functionally literate person who, accordingly, can “engage in all those activities in which literacy is required for
effective function of his or her group and community and also for enabling him or her to continue to use
reading, writing and calculation for his or her own and the community’s development” (UNESCO Institute of
Statistics, 2020).

Early/ Emergent Literacy

Early or emergent literacy is determined by identifying behaviors among children indicating their
readiness for reading and writing before they are even taught how to read and write (Ghoting & Martin-Diaz,

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2006 as cited in Early literacy: Frequently asked questions, n.d.). Developmental psychology and early
childhood educators provide a checklist of expectations for children from infancy (age 0) until the
kindergarten age of which parents and teachers should be mindful. We will talk about them more thoroughly
when we discuss teaching strategies that promote the different literacies.

21st Century Literacies

Great changes have occurred in the way we live and because of these, we are all expected to adapt by
developing the new literacies as shown in this illustration:

Source: http://iflex.innotech.org/GURO21/module1/l1_25.html

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 The table, lifted from the online module on 21st century teaching and learning offered by SEAMEO
Innotech, presents an overview of these literacies which we will also discuss more deeply in the next sessions:
21st Century Literacies
1. The Arts and Creativity
2. Ecoliteracy
3. Cyberliteracy/Digital
Literacy (Information
and ICT Knowledge)
4. Financial Literacy
5. Media Literacy
Description
This literacy can be manifested in creative ways of problem-solving and
expressed through the production of various art works. Teachers and
students need to be more adept in the arts and manifest creativity in
various activities.
This entails acquiring knowledge about climate change, pollution, loss of
natural habitats and biodiversity as well as the impacts of environmental
problems on human lives. Moreover, solutions on how these environmental
problems could be addressed must also be practiced. Teachers and
students need to develop awareness of the environment.
This competency is based on the reality that societies and workplaces have
now become more information-driven. Workplaces of the 21st century rely
heavily on electronic (digital) forms of data storage and management as
well as in the area of communications. Teachers and students need to
develop familiarity and skills in the use of computers, the internet and
other information technologies.
Teachers and students are expected to be knowledgeable about the basics
of economics and financial management. This way, you as a teacher, can
extend the skill into livelihood activities, entrepreneurship, and wise
handling of personal finances.
Teachers and students are expected to be knowledgeable and skilled in
the area of communications particularly the media. Teachers and students
must learn how to discern news and information based on the form and
content as to how these information are transmitted via various forms of
media.
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 6. Social/Emotional You and your students need to acquire social skills that are attuned to the
Literacies norms of your current society. Emotional intelligence must also be
developed to be able to effectively manage the stresses of a fast-paced 21st
century society.

7. Globalization and
Multicultural Literacy
You and your students need to develop a culture of respect for cultural
diversity. There is value in having a perspective as a global citizen whose
local actions can have an impact on the wider global arena. You also have
to understand how world events may also affect you and your community
at the local level.

Source: http://iflex.innotech.org/GURO21/module1/l1_25.html
V. Let’s Try This!

Now that you know the varied definitions of literacy and you are aware of the 21st century literacies that we
need to understand and possess, let us do a self-check. Please check (/) the response that applies to you regarding
each literacy.

21st Century Literacies I do not have this literacy I have some literacy in My literacy in this area is
yet. this area but still need well-developed.
improvement.

The Arts and Creativity

Ecoliteracy

Cyberliteracy

Financial Literacy

Media Literacy

Social/Emotional Literacy

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 Globalization and
Multicultural Literacy

Source: http://iflex.innotech.org/GURO21/module1/l1_25.html
Feedback

We are just beginning with the course, and you have learned a lot about the most important concept which
is literacy. Also, you were able to evaluate the 21st centuries that you already have and those that you still need to
work on. Keep the result of the self-check in mind and answer the activity again at the end of the semester to
track the changes. Remember that as teachers and citizens of the 21st century, we, too, must possess these
literacies if we really want to be effective in promoting them and in meeting the challenges of the times.

VI. Let’s Reflect.

Of the varied definitions and kinds of literacies you have learned in this session, what is/are the most significant to
you? Why? Please answer the questions in 5-10 sentences only.

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Reminder: Please submit this module fully accomplished on or before August 31, 8:00 pm via Google classroom.
It can be in doc/ docx. form, PDF, screenshots, or the answers may be neatly handwritten and captured via
photo.

References

Bilbao, Purita P. et. al. (2015). The teaching profession, 3rd Ed., Metro Manila: Lorimar Publishing Co. Inc.
Early literacy: Frequently asked questions. (n.d.). Retrieved from https://www.bcpl.org/docs/ys/early-literacy-faq.pdf
Montoya, S. (2018 October 17-18). Defining literacy. GAML Fifth Meeting. Hamburg, Germany: UNESCO Institute for
Statistics . Retrieved from
http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2018/12/4.6.1_07_4.6-defining-literacy.pdf
SEAMEO Innotech. (2012). Course 1: Facilitating the development of 21st century skills for Southeast Asian teachers.
Gearing Up Responsible and Outstanding Teachers in Southeast Asia for the 21st Century [Guro21]. Retrieved
from http://iflex.innotech.org/GURO21/module1/l1_26.html
UNESCO Institute for Statistics. (2020). Functional literacy. Retrieved from
http://uis.unesco.org/en/glossary-term/functional-literacy

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