BUILDING AND

ENHANCING
LITERACIES ACROSS
CURRICULUM
MEDIA AND CYBER OR DIGITAL LITERACIES

IN THE CLASSROOM
Defining New &
Emerging
Media Literacies
JACKY CHAN
BECED 1
 MEDIA ◦ The term “media” refers to all
electronic or digital means and print
or artistic visuals used to transmit
messages–you can read it (print
media), see it (visual media), hear it
MEDIA MEDIA
MEDIA (audio media), or change and play
MEDIA
MEDIA MEDIA MEDIA with it (interactive media), or some
MEDIA MEDIA MEDIA
combination of each.
 It is the ability to
encode and
decode symbols
and to synthesize
and analyze
messages
Media literacy is used to teach students to analyze,
understand, and express their views through various media in the classroom.
 What Media
Literacy is Not

RIZZA JOY U. VALLE

BSNED 1
• Media ‘bashing’
• Merely producing
• Just teaching with videos or CDRoms or other
mediated content
• Simply looking for political agendas,
stereotypes or misrepresentations
• Looking at a media message or a medrated
experience from just one perpective
• Media Literacy does NOT mean ”don’t
watch;” it means “watch carefully, think
critically.”
CHALLENGES TO
MEDIA LITERACY
EDUCATION

RIZZA JOY U. VALLE

BSNED 1
 One glaring challenge to teaching Media Literacy is, “how do we teach it”
Teaching it as a subject in itself might not be feasible given how
overburdened the curriculum is at the moment, while integrating it into the
subjects that are currently being taught might not be enough to teach what
are essentially media consumption habits, skills and attitudes that are learned
by doing repetition rather than by mere classroom discussion ( Kolta,2011).

Media literacy can be defined as the capacity to access, analyze and

evaluate the power of the images, sounds and messages with which we are
faced every day. It also become the center of gravity for countering fake
news and a diverse array of stakeholders from educators to legislators to
technologists have pushed significant resources toward media literacy
programs.
 THEORETICAL,
RESEARCH,
AND PRACTICAL
PERSPECTIVE OF NEW
MEDIA LITERACY
ABBIEGAILE PAGATPATAN
BECED 1
Theory of Media Literacy is an essential resource to a
wide audience within the media discipline. The book
provides empirical researchers with direction to test the
theory and extend our understanding of how the media
affect individuals and society. Practitioners will find it
helpful in developing strategies to achieve goals and, at
the same time, avoid high risks of negative effects. In
addition, new scholars will find it to be an excellent
introduction to various media literacy research.
PRACTICAL PERSPECTIVE
is a good way to determine whether text or
graphics should be used is to examine existing
documents used to present the information.
Eight Essential Elements Of Digital Literacy:
◦ 1.Cultural- requires technology use in different contexts and awareness of the values
and practices specific to varying contexts.
◦ 2.Cognitive- enables mastery of the use of technological tools, software, and platforms.
◦ 3.Constructive- requires reusing and remixing existing resources depending on need, or
possibly adapting them into new resources.
◦ 4.Communicative- requires awareness of different communication devices that are
both digital and mobile.
◦ 5.Confidence- places emphasis on gaining competence with digital technologies and
the ability to create n environment for practicing skills and self-learning.
◦ 6.Creative- creates new data in digital environments while taking risks, developing skills,
and producing new things.
◦ 7.Critical- requires the digital learner to develop various perspectives while actively
taking different circumstances into account.
◦ 8.Civic- develops and helps acquire the concepts of democracy and global
citizenships as individuals become participants in society.
RESEARCH
•is careful and organized study or
gathering of information about a
specific topic.
•is defined as to track down information
or gain knowledge about a specific
subject.
 USING NEW
TECHNOLOGIES
TO ENHANCE
READING AND
WRITING
INSTRUCTION
FOR ALL
STUDENTS
ABBIEGAILE PAGATPATAN
BECED 1
Enhance students reading abilities with technology. Discover how
technological resources can improve the effectiveness of reading
instruction to build student knowledge.

Here are some of the benefits to enhance reading:

• Gain insight into ways to incorporate technology into reading instruction.
• Obtain guidance on choosing progress-monitoring tools to best address your student needs.
• Learn how to use various tools to spark group discussions about literature.
• Discover strategies to engage students in vocabulary instruction, and help students interpret
informational texts.
• Determine, how to continually assess students connections with the assigned reading
material.
• Writing in the 21st century is much more improved than it
has been in the past. As the world develops, the old ways
of doing things are abandoned whilst new methods are
adopted.

• Digital writing has changed the way we work, socialize,

communicate, read, and share, knowledge, but while the
medium has changed, the fundamental skills required to
write well have not.
5 WAYS TO USE TECHNOLOGY TO IMPROVE YOUR
WRITING SKILLS

1.Plagiarism Checker. In order to write a brilliant essay, you need to

ensure that you credit the necessary sources, otherwise you’ll be a
perpetrator of plagiarism.

2.Create your own blog.

3.Use writing enhancement platforms

4.Use of eBooks

5.Noise cancelling Headphones

 USING I-PADS TO SUPPORT LITERACY
ASSESSMENT AND INSTRUCTION

ABIGAIL M. SACRAMENTO
BECED-1
Assessments plays a key role in student achievement within the
classroom. Assessment is the process of gathering evidence of what
the student knows, understands, and is able to do and to identify
the learning needs of students.

Since digital lietracy is a goal for many school districts, students and
teachers need to develop the skills and knowledge to participate
efficiently and ethically in a digital environment

With the iPad teachers can assess the progress of their students in
real time and provide instant feedback to guide instruction. Instead
of traditional pencil and paper assessments, teachers can collect
and analyze data with the iPad to drive future instruction.
 SOCRATIVE
◦ Socrative is a free student response
system/quiz engine that can be run
on multiple devices to encourage
student participation and allow for
formative assessment opportunities.
There are two applications: one for
the teacher to create, and one for
the student to respond. It allows
teachers to create multiple choice,
true/false, and short open-ended
questions and gain instant results from
student responses which are then sent
via e-mail as feedback.
 Explain Everything
◦Explain Everything is an interactive whiteboard tool
that supports the learning process. Students can
present their learning in an environment where
features and capabilities include the ability to
import, insert, draw, annotate, move, animate,
record, export and share.
 Showbie
◦ Showbie is a free app that allows for
teachers to effortlessly assign, collect, and
review student work on the ipad (2).
Showbie allows you to open and save
documents directly from thousands of
apps and give rich feedback by marking
up student work in a an instant through
annotations, voice notes and comments.
Showbie is an effortless way to organize
assignments towards a paperless
classroom and can be seamless used with
thousands of apps.
◦
 Teacher Productivity
◦ Emodo is a free social platform for
education where students can engage
and collaborate. Features include
classroom activity feed, student
progress trackers, educational resource
library, professional learning networks.
This app provides a safe and easy way
for teachers and students to post
assignments, track grades, upload and
share files, and have secure classroom
discussions.
◦ Evernote is a free (premium upgrade option),
easy to use application that allows teachers to
organize, take notes, take photos, record audio,
e-mail, save ideas and tweets, and improve
overall productivity. It also allows teachers to
connect to other apps and products as well as
synchronize across multiple devices.

◦ Doceo is a gradebook, diary, timetable, resource

manager, seating plan application: The ultimate
Teacher’s Assistant. No Internet connection is
required. iDoecoo allows teachers to send
personalized feedback to students via e-mail as
well as e-mail parents with the click of a button.
◦The Notability application allows
teachers to sketch ideas, annotate
documents, sign contracts,
complete worksheets, keep a
journal, make a presentation,
audio recording capabilities and
much more. It includes iCloud
support and allows you to
automatically back up work
to Dropbox, Box, GoogleDrive and
WebDAV.
Easy Assessment is a rubric
creation and assessment tool. It
allows teachers to capture and
assess performance by adding
and managing groups,
developing rubrics, adding text
notes, videos, or images, and
uploading and e-mail
assessment results.
The New Literacies of Online Reading
Comprehension Reading comprehension is one
aspect of literacy where change is taking place.
Reading a single webpage is little different from
offline reading comprehension; it represents
reading a fixed and limited text, with little or no
social interaction, no connection to other texts,
no searching for information, and little if any
control by the reader about what to read.
Online reading comprehension, on the other hand,
consists of a process of problem-based inquiry across
many different online information sources, requiring
several recursive reading practices: (a) reading online
to identify important questions (b) reading online to
locate information, (c) reading online to critically
evaluate information, (d) reading online to synthesize
information, (e) and reading online to communicate
information.
 Reading Online to Identify Important
Questions
We read on the Internet to solve problems and
answer questions. How a problem is framed or
how a question is understood is a central aspect
of online reading comprehension. Recent work by
Taboada and Guthrie (2006) within traditional
texts suggested that reading initiated by a
question differs in important ways from reading
that does not.
 Reading Online to Locate Information
A critical component of successful Internet reading is the
ability to read and locate information that meets one’s
needs (Eagleton, Guinee, & Langlais, 2003; Guinee,
Eagleton, & Hall, 2003).
The reading ability required to search for and locate
information on the Internet may very well serve as a
gatekeeper skill, because you will be unable to solve the
problem if you cannot locate information.
 Reading Online to Critically Evaluate
Information
A third component of successful Internet use is the ability to
critically evaluate online information (Graesser et al., 2007;
Sanchez, Wiley, & Goldman, 2006).
Critically evaluating online information involves the ability
to read and evaluate the information’s level of accuracy,
reliability, and bias.
Critical evaluation on the Internet presents challenges
quite different from traditional print and media sources
because the content of online information is even more
diverse and commercially biased (Fabos, 2008) than that
of print sources.
 Reading Online to Synthesize Online
Information
Successful Internet use also requires the ability to read and
synthesize information from multiple online sources (Jenkins,
2006).
Reading Online to Communicate Online Information A fifth
component of successful Internet use is the ability to
communicate via the Internet to seek information, think
together about information, or share what you have learned
(Britt & Gabrys, 2001; Kiili, Laurinen, Marttunen, & Leu, 2011).
Digital Literacy

ARLENE ADOLFO
BECED 1
Digital literacy is the capacity to use digital technology
and knowing when and how to use it. Means having the
skills you need to live, learn and work in a society where
communication and access to information in increasingly
through digital technologies like internet platforms, social
media and mobile devices.
Examples of Digital Literacy
• Understanding how to use web browsers, search engines, email, text, wiki,
blogs, photoshop, PowerPoint, video, creation/editing, software etc. to
showcase learning.
• Evaluation online resources for accuracy/ trustworthiness of information.
• Using online classes to enhance learning in the classroom
• Choosing appropriate media to showcase learning and understand what
platforms will be the best illustrated your message and learning to peers
and educators.
• Using an interaction whiteboard in the classroom and allowing students to
use the interactive whiteboard on daily basis.
• Encouraging students to use technology to showcase their learning
• Using the web(websites video, music) to enhance the learning of your
students
• Students and teachers creating online content to be utilized both in and
out of the classroom.
SOCIO EMOTIONAL
LITERACY
WITHIN
DIGITAL LITERACY
ARLENE ADOLFO
BECED 1
SOCIO EMOTIONAL LITERACY

• It is the term used to described the ability to understand and

express feelings.
• It includes being able to recognize and adapt to the feelings of
other people, at the same time learning how t manage and
express one’s own emotions effectively.

 WHY IS EMOTIONAL LITERACY IMPORTANT WITHIN THE DIGITAL

LITERACY?
 It is very important because the society has been increasingly
expressing concern over the social and emotional growth of
children. This have even sometimes been said to be replacing the
traditional emphasis placed on the cognitive and physical
development of children.
 Having an ability to understand and express feelings improves a
person’s self-esteem. In modern age, a person’s ability to
emphasize and cooperate with other people can translate into
their social and economic success.
 It has been suggested that more educational and social care professionals
should be trained in understanding and helping children develop Emotional Literacy
through the use of activities which:

 Promote the child’s cooperation with others.

 Create situations for children or the people which helps to build the child’s self-
esteem.
 Model effective social behavior.
 Using hypothetical situations to encourage children to discuss how other people
might be feeling.

5 CATREGORIES:

1. SELF-AWARENESS
2. SELF-MANAGEMENT
3. SOCIAL AWARENESS
4. RELATIONSHIP SKILLS
5. RESPONSIBLE DECISION-MAKING
Digital Natives

STAISY KATHLEEN T. LAURETA

BECED 1
What does Digital Native mean?

A digital native is an individual who was born after the widespread adoption of
digital technology. The term digital native doesn't refer to a particular generation. Instead,
it is a catch-all category for children who have grown up using technology like the
Internet, computers and mobile devices. This exposure to technology in the early years is
believed to give digital natives a greater familiarity with and understanding of technology
than people who were born before it was widespread.
ABOUT MARC PRENSKY

Marc Prensky is an award-winning, internationally-acclaimed speaker, author, and

“practical visionary” in the field of education. He is currently the founder and Executive
Director of The Global Future Education Foundation and Institute.

Marc has spoken in over 40 countries, authored seven books, and published over
100 essays; his writing has been translated into 11 languages. Marc’s latest
book, Education to Better Their World: Unleashing the Power of 21st Century Kids (Columbia
TC Press, 2016), won the FOREWORD INDIES 2016 Book of the Year Award Gold Prize
for Education.

Marc’s background includes teaching at all levels elementary through college, six
years at the Boston Consulting Group, and 10 years as founder and CEO of a
software game development company. He has been a professional musician and has
acted on Broadway. He holds degrees from Oberlin College, Middlebury College, Yale
University and the Harvard Business School.
 NEW WAYS OF SEEING THINGS

Things disappeared ( and are disappearing) right before their eyes, as

the dematerialization of society escalates.

Think about: music, film, books, games, and cards

 NEW WAYS OF COMMUNICATING

We are APPLE and we do FACEBOOK.
To this generation, Facebooks is an indispensable socializing link to
family, friends, and groups, and apple embodies technological progress,
innovation and creativity.

 NEW WAYS OF RELATING WITH OTHERS

100% of the 15-25 have mobile phones

89% have a smartphone
BORN DIGITAL
Born digital, in reference to people, is a description of individuals who have grown
up with the current state of ubiquitous computing and communications, typified by
technology like smartphones, social media and near-continuous Wi-Fi networks.

YOUTH AND MEDIA

The media are a ubiquitous presence in the lives of contemporary youth. The
television shows they watch, the music they listen to, the video games they play, and the
websites they visit all play a major part in young people’s lives, offering them a stream of
different experiences, ideas, and knowledge. Moreover, developments in
communications technology bring the media into young people’s reach as never before.
With the rise of digital platforms and the growth of the Internet, the amount of time young
people spend engaging with the media has risen significantly.
CHALLENGES
TO
DIGITAL LITERACY
EDUCATION
STAISY KATHLEEN T. LAURETA
BECED 1
DIGITAL LITERACY
It is the ability to use information and communication technologies to find, evaluate,
create, and communicate information, requiring both cognitive and technical skills.

 As the Premier’s Technology council (PTC) Noted in its 2010 vision for 21st century,
the world is not just changing, it is becoming increasingly complex as the global
pool of information expands and becomes ever more accessible.
 Students “live in a world that is dramatically more complex than it was just a few
years ago.
 In a remarkably short period of time, the world and its people, economies, and
cultures have become connected, driven largely by the internet, innovations in
mobile computers and devices, and low-cost telecommunications technology.