GOOD AFTERNOON

“ You can’t plant the seed and instantly pull it out to

see if anything is growing. Your role now is to water
your thoughts,habits and beliefs that you want to
manifest,with that you will see what you’ve planted”
 MODULE 3
NEW LITERACIES,
FUNCTIONAL LITERACY
AND MULTILITERACY
 LEARNING OUTCOMES
1. Discuss new literacies and their impact on the teaching-learning process

2. Describe a multiliterate teacher

3. Define functional literacy

4. Cite how functional literacy and new literacies can be integrated in the curriculum
and practiced in the classroom

5. Draw relevant life lessons and significant values from personal application of
functional literacy

6. Analyze a research abstract on new literaciesand their implications on teaching and

learning

7. Make a project plan or action plan that presents functional literacy in action.
 Students are taught to read and write print with
fluency,speed and comprehension of the message of
the writer and the interpretation of the content of the
material. The United Nations Educational,Scientific and
Cultural Organization (UNESCO) asserts that a person
who is literate can comprehend and write simple and
short sentences related to hislher life.
New Literacies
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 necessitated for
activities in modern society
(Gunes,2000). Beyond the 1990’s,
literacy had started to diversity in the light
of technological developments, change of
living conditions in cities and the new
necessities.
“Literacy was used in various types
such as Computer
literacy,Technology
literacy,Internet litracy and Media
literacy respectively. It became a
lifestyle along with a person’s
entire life in a society that
encompasses information
literacy,cultural literacy and
universal literacy”
-Altun (2005)
As such, Lankshear & Knobel (2006)
averred that literacies intend to
generate and communicate
meanings through the medium of
encoded texts within contexts in
various courses.
Kress (2003) posited that literacy
can only happen when having a kind
of potential content through
interaction with the text.
Literacies can bear a coding system
that can capture the meaning such
as letteracy.
The Primary English Teaching
Australia (2015) asserts that
21st century literacy has
expanded to include social
change, increasing field
expertise and digital
technologies.

Subject-specific literacies are

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
Multiliteracies and now
commonly referred to as new
literacies.

Leander (2003) noted that

new literacies are often
flexible,continuous and open
where online and offline lives
and Literacyscapes merge.
 EXPLORING THE 7 NEW
LITERACIES IN 21st
CENTURY CURRICULUM

1. MULTICULTURAL 2. SOCIAL LITERACY

LITERACY
-the development of
-about understanding social skills, knowledge
ethnic groups that and positive values in
comprise the population human beings to act
and focuses on complex positively and
issues of identity, responsibly in
diversity and citizenship. sophisticated complex
social settings.
 EXPLORING THE 7 NEW
LITERACIES IN 21st
CENTURY CURRICULUM

3. MEDIA LITERACY 4. FINANCIAL

LITERACY

- the ability to -the ability to make

access,analyze,evaluate informed judgements
and create media. and effective decisions
regarding the use and
management of money.
 EXPLORING THE 7 NEW
LITERACIES IN 21st
CENTURY CURRICULUM

5.DIGITAL LITERACY 6.ECOLOGICAL

LITERACY
- the ability to effectively use
digital devices for purposes -is understanding the
of principles of ecosystems
communication,expression,c toward sustainability.
ollaboration and advocacy in
a knowledge-based society.
EXPLORING THE 7 NEW
LITERACIES IN 21st
CENTURY CURRICULUM

7. CREATIVE LITERACY
- the ability to make
original ideas that have
value the ability to see
the world in new ways.
THE TRUTH ON 21st CENTURY LITERACIES
ACCORDING TO RESEARCH
Schools must support the teachers by
providing them professional training and
up to date technology for utilization in
classroom.
Since today’s people engage with a technology-
driven,diverse and quickly changing world,
Teachers need to prepare students for this
world with problem-solving,collaboration and
analysis as well as skills with word
processing,hypertext,LCD’s,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
shape literacies,
they bring
opportunities for
teachers to foster
reading and writing
in more diverse and
participatory
contexts.
2. Sites like literature’s
Voice of the Shuffle,
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 shows
that they
contribute to the
emergence of
new literacies.
4. Research also
shows that Digital
Technology
enhances writing
and interaction in
several ways.
5. K-12 students, who
write with
computers,produce
compositions of
greater length and
higher quality are
more engaged with
and motivated toward
writing than those
who do not write with
computers.
6. College students who
keep e-portfolios,have a
higher rate of academic
achievement and overall
retention rate than those
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
The term functional literacy was
initially defined by UNESCO
through William S. Gray in his
Teaching of Reading and Writing
(1956) as adult training to meet
independently the reading and
writing demands placed on
them. It stresses the acquisition
of appropriate verbal,cognitive
and computational skills to
accomplish practical results in
specific cultural settings dubbed
as survival literacy and
reductionist literacy.
 Referring to Functional literacy UNESCO states the following:

4. Literacy
2. The 3. Literacy programs must
eradication of programs impart not only
1. Literacy illiteracy should should be
programs reading and
begin with linked with writing but also
should be population economic
integrated to professional and
sectors, which priorities and technical
and correlated are highly carried out in
with economic knowledge
motivated and areas leading to
and social need literacy undergoing
development greater
for their own rapid economic participation of
plans. and their expansion. adults in
country’s economic and
benefit. civic life.
Referring to Functional literacy UNESCO states the following:

6. The
5. Literacy Financial
7. The
must be an need for literacy
integral part functional programs
of the over- literacy should aid
should be
all
met with
in
educational various achieving
system and resources, as main
plan of each well as be economic
country. provided for
economic
objectives.
investments.
A new Functional Theory aspect,
called Specific Literacy, is
becoming a trend in which
the job of the students is to
analyzed to see exactly the
literacy skills needed and
those that are not only taught.
This is to prevent job-skill
mismatch. Therefore, the
Specific Literacy is a planning
tool that allows the literacy
worker to focus on skills that
are value to the learners.
Significance of this approach includes literacy that:

1. Starts in the workplace

2. Uses a diagnostic approach
3. Identifies turning points in economic life that may
act as an incentive to learning
4. Assesses the limits of a short-term intervention
5. Looks for generic skills
 Gunes (2000) posited that
functional literacy constitutes
the second level of literacy next
to basic literacy in which literary
and mathematical information
and skills can be utilized in
one’s personal,social,economic
and cultural endeavors. The
essence of Functional Literacy
is to learn basic information and
skills and use them in our daily
life. The level of it comprises
both technical and functional
skills while encompasing social
citizenship and economic roles.
Capar (1998) cites that a
functionally literate person is
someone who is one step
ahead of literacy and
maintains literacy activity
throughout his/her life in
order to keep living and
effectively accomodate
him/herself to his/her
surroundings.It is therefore
an ongoing process.
 UNESCO defines
functional literacy as
the ability of an
individual to take part in
significant activities in
professional,social,politi
cal and cultural aspects
in a society where
he/she lives using
his/her literacy skills.
Hatch (2010) defines it based on the
American Heritage College
Dictionary (AHCD). Accordingly, the
word “functional” means “building
capacity” and “Literacy” as “reading
and writing skills”. Therefore,it is the
capability to proficiently read and
write that can be used in daily life
routines.

Likewise Knoblauch and Brannon

(1993) as cited in Jabusch (2002)
distinguished basic literacy and
functional literacy as having the
expression “functional” to indicate
performance with texts, including
mathematics.
The Education for All Global
Monitoring Report
(UNESCO) states that
functional literacy means the
ability to make significant
use of activities involving
reading and writing skills
that include using
information,communicating
with others, and following a
path of lifelong learning
necesary for the ability to
express him/herself in daily
life.
 UNESCO’S definition also adds that
functional literacy includes those
skills essential for both official an
unofficial participation as well as
those which are necessary for
national change and development
that can be used to aid an individual
in contributing his/her own
development and that his/her family
and the society,

The National Statistics Authority defines

functional literacy as the level of
literacy that includes reading,writing
and numeracy skills that help people
cope with the daily demands of life.
 Improving Functional Literacy in the Philippines

Manuyo (2019) reported that based on the 2013 Functional

Literacy,Education and Mass Media Survey (FLEMMS) , the country
registered a 90.3% rate which means that 9 out of 10 Filipinos aged
10-64 were functionally literate. In 2003,there were still gaps at the
community level.

In the study conducted by World Vision,results showed that the

proportion of girls and boys aged 11-13 who were functionally literate,
placed at a critical rate of 44% or below 50% of the students were able
to read with comprehension by the end of their basic education.
 Improving Functional Literacy in the Philippines

An analysis shows that low functional literacy could mean low

resilience to respond to abnormal conditions and increase a child’s
vulnerability to exploitation. This could also result in unpreparedness
for gainful employment and eventually increased dependency on
welfare programs.

One of the government initiatives to address this is the Alternative

Learning Sytem (ALS) that provides an opportunity for learning among
out-of-school youth for them to land in better jobs.
 Integration of New Literacies in the Curriculum

The International Reading Association (IRA) believes that literacy

educators have the responsibility to integrate information and
communication technologies into the curriculum to prepare students for
the future they deserve.

THE MULTILITERATE LEARNER. Today,the internet and other forms

of information and communication technologies (ICT’s) are redefining
the nature of reading and writing. New Literacy skills and practices are
required by each of new ICT as it emerges and evolves.
 Integration of New Literacies in the Curriculum

Students would desire for:

(1) teachers who use ICT’s skillfully for teaching and learning
(2) peers who use ICT’s 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 policymakers who are committed advocates of ICT’s for
teaching and learning and;
(6) equal access to ICT’s for all classrooms and students.
 Integration of New Literacies in the Curriculum

Coiro (2008) noted 4 common elements as broader dimensions of new

literacies
(1) the internet and other ICT’s 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 the students in a digital age.
 Assessment of Multiliteracies
Assessment moves from usual memorization of facts and disconnected
processes to demonstration of understanding through application in a
variety of contexts. Real world audiences are important part of the
assessment process including self-assessment.

Media Literacy skills are honed as students address real-world issues

from the environment.Students can freely express their point of views
as they create projects using multimedia and deliver these products to
real-world audiences realizing that they can make a difference and
change the world.

Standardized test scores are higher because as students have

acquired the skills and content in a meaningful connected way with
profound understanding.
 Preparing Teachers for Multiliteracies
New London Group (1996) underscored multi-literacies as multi-modal
ways of communication that include communications between and
among other languages using diverse chanels within culture and an
ability to understand technology and multimedia.

Biswas (2014) asserted that one challenge for educators is to help

students create a sustainable literacy development throughout
schooling.

Ajayi (2011) recommended that teacher education must prepare

teachers to teach multiliteracies in their schools where there is a critical
gap between multiliteracies and classroom pedagogy.
 Therefore, Newman (2002) in Biswas (2014) suggests that teachers
integrate 4 components of multiliteracies in teaching:

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.
 Teaching multiliteracies can help teachers blend and apply the following 4
instructional processes of multiliteracies in classroom to ensure successful
teaching and advancing student’s learning processes.It helps students to
understand how to access,evaluate,synthesize and contribute to information.
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 voices
(3) give students strategies for evaluating the quality of information
they find on the internet
(4) be open about one’s 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 one’s teaching.
 Teachers insist to:
(6) use wiki to develop a multimodal reader’s guide to class
text
(7) include a broad variety of media and genres in class
text
(8) ask students to create a podcast to share with authentic
audiences
(9) give students explicit instruction about how to avoid
plagiarism in a digital environment and;
(10) refer to the Partnership for 21st Century skills website.
 For schools and policymakers:
1. Teachers need both intellectual and material support for effective 21st century
literacy instruction
2. Schools need to provide continuing opportunities for professional
development,as well as up-to-date technologies for use in literacy classrooms
3. Address the digital divide by lowering the number of students per computer and
by providing high quality access
4. Ensure that students in literacy classes have regular access to technology
5. Provide regular literacy-specific professional development in technology for
teachers and administrators at all levels including higher education
6. Require teacher preparation programs to include training in integrating
technology into instruction
7. Protect online learners and ensure their privacy
8. Affirm the importance of literacy teachers in helping students develop
technological proficiency and;
9. Adopt and regularly review standards for instruction in technology.
HOW IS IT GOING TO END?
The integration of new literacies and the
teaching of multiliteracies open new pedagogical
practices that create opportunities for future
literacy teaching and learning.

Students learn to collaborate by sharing

their thoughts with offers in online
spaces where they can engage in
different forms or model of learning.

Students can be expected to become more

confident and knowledgeable in their learning
through participatory and collaborative practices as
a result of this new literacy integration in the
curriculum for teacher education.
 “SOME RISKS ARE NEVER
WORTH TAKING ESPECIALLY
WHEN THOSE RISKS HAVE
FAILED YOU IN THE PAST”
Thankyou
for
Listening!