PANGASINAN STATE UNIVERSITY

BAYAMBANG CAMPUS
BAYAMBANG, PANGASINAN
COLLEGE OF TEACHER EDUCATION

NAME: CHRIS JOHN LIGNES

Course Name and Title: PROF. ED 110: Building and Enhancing New Literacies across the
Curriculum
Year and Section: BSE SST 3-1

ASSESSMENT

1. Draw relevant life lessons and significant values from personal application of
functional literacy.
Literacy incorporates more than simply the ability to read; it also incorporates how you
can use written knowledge to function in today's society. Individuals with strong reading skills
are much more likely to find well-paying jobs. According to UNESCO, 1978, “a person
is functionally illiterate who cannot engage in all those activities in which literacy is required for
effective functioning of his group and community and also for enabling him to continue to use
reading, writing, and calculation for his own and the community’s development.” People who are
literate can retrieve the data, maximize their potential, and develop professionally. Literacy and
English language competency are resources that can assist people in overcoming poverty and
obtaining effectively employment to meet their basic needs. Stronger literacy skills enrich all of
us in our community, regardless of the age, ethnicity, sexuality, or status.
As I learned through these days, I understand that functional literacy is not just only
reading, writing, or solving mathematical problems. In this time, voting is near so many of us are
thinking how to vote, what are we going to do? But when you are a literate in Civic, we know
how government works and what citizens and voter's rights and responsibilities are. With this
pandemic, blended learning happened so functional literacy is useful today. Computer literacy
helps us to use computer properly and wisely. Also, becoming conscious on our health- making
lifestyle decisions about eating, exercise, sleep, and other aspects that influence physical and
mental health makes us health literate persons. Another is financial literacy, we need to
understand how to manage our finances and make financial decisions so that we don't have any
financial difficulties because most of us spend money, we will have nothing to spend in the next
days, and this is where poverty begins.
The goal of functional literacy is to build and improve the abilities that our entire society
requires to function. We cannot have functioning communities, businesses, or governments if we
do not have persons with mathematical knowledge, reading and writing skills, or analytical
talents.

2. Answer the following questions based on the research abstract.

a. Give 3 implications to teaching-learning situation.
1. Assist pupils in integrating their knowledge by having them rethink previously learned
concepts in light of critical notions.
This encourages pupils to think of their learning as a process of constructing a logical
structure. We need to create exercises that emphasize the importance of key principles and
strategies while also allowing for the review of previously learned concepts. The importance of
the difference between money and income in macroeconomics may only become apparent when
students begin to comprehend the connection between the goods and money markets. Students
may only develop in their comprehension if they do this, and we must encourage them to do so
both in actual teaching circumstances and in their active learning.
2. By exposing diversity in the use of important processes, expose how scholars in the
subject apply modeling threshold notions.
Students must comprehend why we use models and the significance of certain features of
modeling. Understanding the nature of equilibrium in economic reasoning is a key part.
Equilibrium is the final resting position to which markets will return after a shock, as well as the
forces that resolve the model's disequilibrium.
3. To work toward acquisition of the limit concepts, emphasize variation to ensure that there
is an adequate foundation of basic concepts.
 Students must obtain specific key fundamentals before moving on to the integration
provided by the minimum concepts, and while they are unlikely to achieve a complete, profound
understanding of these concepts at this stage, progress cannot be made without obtaining some
basic knowledge, as we discussed above. Highlighting differences in perceptions of a subject and
providing feedback on which dimensions are relevant and which is not may serve as a foundation
for further research. Pang and Marton (2003), for example, distinguish between distinct student
conceptions of price in terms of what is connected to the inherent worth of the commodity in
question, demand conditions, supply conditions, and demand and supply conditions.

b. How are new literacies integrated by (b.1 students; and b.2 by instructors) in their
schools?
B.1. Students
As countries endeavor to develop the skills required for their career in a digital world, the
Internet and other technologies have emerged to be strong new tools in the classroom. Because
of the rapid advances in technology, learners starting school this year are expected to face even
more significant changes in their literacy experiences. According to Leu, et.al, Changes to
literacy are defined by regular and continuous change. While emerging ICTs arise among a more
worldwide community of learners, today's new literacies will be substituted by even newer
literacies future. Furthermore, changes in literacy are occurring at a quick speed. Students,
according to the International Reading Association, have the right to: have a literacy curriculum
that allows students to read, share, and create content with people from all over the world, having
a literacy program that incorporates critical and culturally responsive thinking into physical and
digital literacy, and new literacies are included in state reading and writing exams.

B.2. Instructors
To educate children for meaningful civic involvement in a global world, literacy
educators must integrate these new literacies into the curriculum. New Literacies are
characterized as cultural structures that change throughout time as a result of advancements in
technology. The continued advancement, implementation, and then obsolescence of
communication and information technologies pose a dilemma. If new literacies are to attain their
maximum capabilities for educating children, research must integrate the teacher's expertise and
experiences. According to Bruce, et.al, new teachers should participate in technology-based
planning and teaching to meet their students’ academic needs in all content areas. Instructors
must be ready in using technology to encourage students, create a connection across social and
academic applications of technology, and give students with access to technology. State and
national technology standards should be infused throughout all aspects of teacher education so
that new teachers are prepared to teach with technology.

3. How did the results of the study on new literacies in a Midwestern public university
impact the students teaching design?
In a large Midwestern public school district, where many student teachers from a public
university finish their student teaching experience, researchers looked into how student teachers,
cooperating teachers, and coaches collaborated in the integration of new literacies. The ability to
efficiently locate, integrates, assess, and create relevant information for a number of reasons is
referred to as the "digital literacy." New digital approaches of learning, planning, and teaching
are required by emerging processes. Teachers must obtain continual professional development in
order to integrate 21st century skills into the curriculum.
Today's students are allowed to ascertain issues using both print and digital sources and
to present their understanding in a holistic manner. According to Leu, 2010, new technologies
are emerging almost daily, each requiring literacy skills and strategies to fully utilize their
potential. The competences, approaches, and behaviours needed to successfully use and respond
to the constantly changing information and communication technologies and situations that
emerge in our world and impact all aspects of our personal and professional lives are included in
the new literacies of the Internet and other ICTs. Teacher education must adapt to meet new
needs as students' use of technology outside and inside classrooms grows. Applying effective
professional development strategies to technology integration helps teachers learn in ways that
respect their current teaching. Trusted mentors and peers provide support to meet specific
curriculum needs while collaborating to compose meaningful lessons, (McKenzie, 1999).
Teachers modify their performance in the context of professional development when it is
integrated into classroom instruction. Teachers build confidence in new literacies as new
practices are scaffold and supported. Teachers must have opportunities to try out new ideas in
their classrooms and assess student outcomes if desired changes in new literacies integration are
to occur.