New literacies,

Functional literacy and Multi

literacy
Jecember Lyn Malagkit
Juvie Hicalao
Yolly Esteban
Nergie Resurrecion
 New Literacies
Refers to new forms of literacy made possible by digital
technology developments. Commonly recognized
examples include instant messaging, blogging, social
networking, podcasting, photo sharing, digital
storytelling and connecting online searches.

Between 1950 and 1970, the development of literacy,

both operational and functional, was established.
• During this period, literacy was defined as reading and writing skills
necessities for activities in modern city (Gunes, 2020).

• At first, literacy was used in various types, such as computer literacy,

technology literacy, internet literacy, and media literacy, respectively
(Altu, 2005).

• Literacy is not confirmed only to knowing how to read and write rather, it
is a matter of applying knowledge for specific purposes in particular
contexts.

• Lankshear & Knobel (2006) averred that literacies intend to generate and
communicate meanings through the medium of encoded texts within
contexts in various discourses.
• Kress (2003) posited that literacy can only happen when having of
potential content through interaction with the text.
• A particular text can be perceived for being connected or related.
Although such meaning can be more rational than literal or expressing
solidarity or affinity with particular people.

• Literacy can bear a coding system that can capture the meaning, such
as “letterracy”(i.e.,within language and recognition of alphabetic
symbols).

• Primary English teaching association on Australia (2015) asserts that

21st century literacy has expanded to include social change, increasing
field expertise and digital technologies.
• Subject-specific literacies rea recognized to require
the application of specialized knowledge and skills,
information skills and the creative and imaginative
language.
• 21st century literacy combines cross curricular
capabilities. Also called ‘multi literacies’ and now
commonly referred to as ‘new literacies’
• These new literacies are fused with traditional print literacy to
create opportunities and enable students to understand and use
new text types, while exploring knowledge and information with a
wide array of technological tools, such as blogging, fanfic writing,
manga producing, meme-ing, photo shopping, anime music video
(AMV), podcasting, vodcasting, and gaming running a paper based
zine, reading graphic novels and comics, and reading bus
timelines. (primary English teaching Association Australia, 20015)

• Leander (2003) noted that new literacies are often flexible,

continuous and open, where online and offline lives
and”literacyscapes” merge.
 Exploring the New Literacies

There are seven New literacies that are

stressed in the 21st century curriculum.
1.Multicultural Literacy is about understanding ethnic groups
that comprise the population and focuses on complex
issues of identity, diversity and citizenship.

2.Social Literacy is the development of social skills,

knowledge and positive values in human beings to act
positively and responsibly in sophisticated complex social
settings.

3.Media Literacy is the ability to access, analyze, evaluate

and create media.
4. Financial literacy is the ability to make informed
judgements and make effective decisions regarding
the use and management of money.

5. Digital literacy is the ability effectively use digital

devices for purpose of communication, expression,
collaboration, and advocacy in a knowledge-based
society.
6. Ecological literacy is understanding the
principles of ecosystems toward sustainability.

7. Creative literacy is the ability to make

original ideas that have value, and the ability
to see the world in new ways.
 Truth on 21 Century
st

Literacies According to
Research
Success with technology depends largely on critical thinking
and reflection, teachers with relatively little technological skills
can provide less useful instruction.

Global economies, new technologies, and experimental

growth in information are transforming our society.

Teachers need to prepare students for this world with problem

solving, collaboration, and analysis, as well as skills with word
processing, hypertext. LCDs, Webcams, podcasts, smartboards,
and social networking software that are central to individual
and community success.
The National Council of Teachers of English (2013) came up with a research that
reveals the following:
1. As new technologies shapes literacies, they bring opportunities for
teachers to foster reading and writing in more diverse and participatory
contexts.

2. Sites, like literatures voice of the shuttle, online fanfiction, and the internet
public library, expand both the range of available texts and the social
dimension of literacy.

3. Research on electronic reading workshops show that they contribute to

the emergence of new literacies.

4. Research also shows that digital technology enhances writing and

5. K-12 students, who write with computers, produce compositions
of greater higher quality are more engaged with and motivated
toward writing than those who do not write with computer.

6. College students, who keep e portfolios, have a higher rate of

academic achievement and overall retention rate than who do not
keep e portfolios. They also demonstrate a greater capacity for
metacognition. Reflection and audience awareness.

7. Both typical and atypical students, who receive an online

response to writing revise their works better than those
participating in traditional method.
FUNCTIONAL LITERACY
Functional literacy – it stresses the acquisition of appropriate verbal,
cognition and computational skills to accomplish practical results in
specific cultural settings dubbed as survival literacy and reductionist
literacy.

Gunes (2000) – functionally literacy constitute the second level of

literacy next to basic literacy.

Capar(1998) – a functional literate person is someone who is one step

a head literacy and maintains literacy activity throughout his/her life.

UNESCO – defines functional literacy as the ability of individual to take

part in significant activities in professional, social, political, and cultural
aspects in a society.
 Referring to functional literacy, UNESCO
states the following:
 Literacy program should be integrated to an
correlated with economic and social development
plans.

 The eradication of illiteracy should begin with

population sectors which are highly motivated and
need literacy for their own and their country's
benefit.
Literacy programs should be linked with
economic priorities and carried out in areas
undergoing rapid economic expansion.

Literacy programs must impact not only

reading and writing but also professional and
technical knowledge leading to greater
participation of adults in economic and civic
life.
 Literacy must be an integral part of the overall
educational system and plan of each country.

 The financial need for functional literacy should be

met with various resources. As well as be provided
for economic instruments.

 The literacy programs should aid in achieving main

economic objectives.
 Improving functional literacy in the Philippines

Mauyo (2019) – Functional literacy, Education and Mass Media

Survey (FLEMMS), the country registered a 90.3% rate.

Age 11-13 – the proportion of girls and boys were functionally

literate.

World vision (2016) – the functional literacy rate went up at

76.53%

ALS – provides an opportunity for learning among out-of-school

youth for them to land in better jobs.
 Integration of new literacies in the curriculum
oIRA (International Reading Association) – literacy educators
have the responsibility to integrate information and
communication technologies into the curriculum to prepare
students for the future they deserve

oThe multiple learner – new literacy skills and practices are

required by each new ICT as it emerges and evolves.
 The Multiliterate learner
• The internet and other forms of information and
communication technologies (ICT) are redefining the
nature of reading, writing and communication.

• New literacies need to be integrated into the

curriculum to prepare students for successful civic
participation in a global environment.
 Students would desire for:
1.Teachers who use ICTs
skillfully for teaching and
learning;
2.Peers who use ICTs
responsibly and who share
their knowledge;
3.A literacy curriculum that
offers opportunities for
collaboration with peers
around the world;
4. Instruction that embeds critical
and culturally sensitive thinking
into practice, standards and
assessments that include new
literacies;
5. Leaders and policy makers who
are committed advocates of ICTs
for teaching and learning; and
6. Equal access to ICTs for all
classrooms and students.
 Coiro, et. Al (20080 noted four common elements as broader
dimensions of new literacies, to wit:
1.The internet and other ICTs require new social practices,
skills, strategies, and dispositions for their effective use;
2.New literacies are central to full civic, economic, and personal
participation in a global community;
3.New literacies rapidly change as defining technologies
change; and
4.New literacies are multiple, multimodal and multifaceted,
thus they benefit from multiple lenses seeking to understand
how to better support students in a digital age.
 Impact of new literacies on instruction.
Grisham & Wolsey (2008) – additional changes are taking place in
literacy instruction.
Henry (2008) – engagement in literacy activities is being transformed
today like at no other time in history.
Labbo 7 Reinking (1999) – there are multiple ways to view the changes
in literacy an communication emerging from new technologies your
audience will listen to you or read the content, but wont do both.
Leu (2004) – changes in literacy are confronted by innovation, that the
new literacy of tday will be replaced by ever newer ones tomorrow as
new ICTs continuously emerge in a more globalized community of
learners.
 Multi literacies in the educational reform
EDUCATIONAL STRATEGIES:

1.Authentic
2.Outcome-based learning
3.Project-based learning
4.Performance-based learning
5.Cross-disciplinary learning
 ASSESSMENT OF MULTILITERACIES

Assessment moves from usual memorization of facts and

disconnected processes to demonstration of
understanding through application in a variety of contexts.
 Media literacies skills

Are horned as students address real world issues from

the environment.
Preparing teachers for multi
literacies
 New London Group (1996) underscored multi
literacies are multimodal ways of communication
that include communications between and among
other languages using diverse channels within
cultures and an ability to understand technology
and multimedia. As such, applying multi literacies
to teaching offers a new classroom pedagogy that
extends and helps manage classrooms.
Biswas (2014) asserted that one challenge for educators id to
help students create a sustainable literacy development
throughout schooling, so that students can develop strong
literacy skills.

Ajayi (2011) recommended that teacher education must

prepare teachers to teach multi literacies and classroom
pedagogy(penning 2013).
Four Components of Multi literacies in teaching
Newman, (2002) in Biswas, (2004)

1. Situated practice leads students towards

meaningful learning by integrating primary
knowledge.

2. Overt instruction guides students to the

systematic practice of learning process with tools
and techniques.
3. Critical framing teaches students how to
question diverse perceptions for better
learning experiences.

4. Transformed action teaches students to

apply the lessons they learn to solve real-
life problems.
 Teachers insist to:
1. Encourage students to reflect regularly on the role of technology
In their learning

2. Create a website and invite students to use it to continue class

discussions and bring in outside choices;

3. Give students strategies for evaluating the quality of information

they find on the internet

4. Be open about ones own strength and limitations with

technology and invite students to help
5. Explore technologies students are using outside the classroom and
find ways to incorporate them into ones teaching

6. Use wiki to develop a multimodal readers guide to a class text;

7. Include a broad variety of media and genres in class texts

8. Ask students to create a podcast to share with an authentic

audience

9. Give environment

10. Refers to the partnership for 21st century skills website.