Building & Enhancing New Literacies

Across the Curriculum

New Literacies
 Competencies
1. Discuss new literacies and their impact on teaching-learning
process
2. Describe a multiliterate teacher
3. Define functional literacy
4. Analyze research abstract on new literacies and their
implications on teaching and learning process
 New Literacies
• Between 1950 and 1970, the development of literacy, both
operational and functional
• literacy was defined as reading and writing skills necessitated
for activities in modern society
• literacy had started to diversify in the light of technological
developments, change of living conditions in cities, and the new
necessities
• Hereafter, literacy then became multi-faceted.
 Exploring New Literacies
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 judgments and
make effective decisions regarding the use and management of
money.
 Exploring New Literacies
5. Digital literacy is the ability to effectively use digital devices for
purposes 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.
 Exploring New Literacies
5. Digital literacy is the ability to effectively use digital devices for
purposes 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.
 Exploring New Literacies
Since success with technology depends largely on
critical thinking and reflection, teachers with
relatively little technological skills can provide less
useful instruction. Therefore, schools must support
the teachers by providing them professional training
and up-to-date technology for utilization in
classrooms.
 Truth in 21st Century Literacies
According to Research

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 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 shows that
they contribute to the emergence of new literacies.
4. Research also shows that digital technology enhances
writing and interaction in several ways.
 Truth in 21st Century Literacies
According to Research
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.
 Functional Literacy
According to UNESCO

1. Literacy programs should be integrated to and correlated with

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

5. Literacy must be an integral part of the over-all educational

system and plan of each country.
6 The financial need for functional literacy should be met with
various resources and provided for economic investments.
7. The literacy programs should. aid in achieving main economic
objectives (i.e. increase in labor productivity, food production
industrialization, social and professional mobility, creation of new
manpower and diversification of the economy).
 Functional Literacy
According to UNESCO

A new functional literacy aspect, called specific literacy, is

becoming a trend, in which the job of the student is analyzed to
see exactly the literacy skills needed and those that are only
taught. This is to prevent job-skill mismatch. In specific literacy,
the student may learn very little but will be of immediate value
that would result in increased learner motivation.
 Functional Literacy
According to UNESCO

Therefore, the specific literacy strategy is a planning tool that

allows the literacy worker to focus on skills that are of 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; and (5) looks
for generic skills.
 Integration of New
Literacies in the Curriculum

To address the call for literacy in today's world, students must

become proficient in the new literacies of 21t century
technologies. 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.

1. The Multiliterate Learner -new literacies need to be integrated

into the curriculum to prepare students for successful civic
participation in a global environment.
Students would desire for:
 Integration of New
Literacies in the Curriculum

(1) teachers who use lCTs 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 policymakers who are committed advocates of
1CTS for teaching and leaning; and
(6) equal access to 1CTs for all classrooms and students.
 Integration of New
Literacies in the Curriculum

(1) teachers who use lCTs 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 policymakers who are committed advocates of
1CTS for teaching and leaning; and
(6) equal access to 1CTs for all classrooms and students.
 Integration of New
Literacies in the Curriculum

(1) teachers who use lCTs 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 policymakers who are committed advocates of
1CTS for teaching and leaning; and
(6) equal access to 1CTs for all classrooms and students.
 Integration of New
Literacies in the Curriculum

2. Impact of new literacies on instruction.

❖ engagement in literacy activities is being transformed today
like at no other time in history
❖ students turn to the Internet and other information
communication technologies (ICTs) at increasing rates to read,
write and interact with texts,
❖ they must develop new skills and strategies, or new literacies,
to be successful in these multimodal, intertextual and
interactive environments
❖ the most important lCT for students to learn how to manipulate
successfully.
 Multiliteracies in the
Educational Reform

• of 21st century skills is motivated by the belief that teaching

students the most relevant, useful, in-demand, and universally
applicable skills
• students need to be taught different skills that should reflect
the specific demands of a complex, competitive, knowledge-
based, information-age, technology-driven economy and society
• Teachers may advocate teaching cross-disciplinary skills, while
schools may require 21st century skills in both instruction and
assessment processes
• Schools and teachers may use educational approaches that
inherently expedite or facilitate the acquisition of cross-
disciplinary skills
 Multiliteracies in the
Educational Reform

• of 21st century skills is motivated by the belief that teaching

students the most relevant, useful, in-demand, and universally
applicable skills
• students need to be taught different skills that should reflect
the specific demands of a complex, competitive, knowledge-
based, information-age, technology-driven economy and society
• Teachers may advocate teaching cross-disciplinary skills, while
schools may require 21st century skills in both instruction and
assessment processes
• Schools and teachers may use educational approaches that
inherently expedite or facilitate the acquisition of cross-
disciplinary skills
 Multiliteracies in the
Educational Reform

1. 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 an important part of the assessment
process, including self-assessment
• students address real- world issues from the environment
• students use the technological and multimedia tools now
available to them to design and produce output
 Multiliteracies in the
Educational Reform

2. Preparing for Multiliteracies

• Biswas (2014) asserted that one challenge for educators is to
help students create a sustainable literacy development
throughout schooling
• students can develop strong literacy skills (Borsheim, et. al,
2008). Certainly, multiple and new literacies require students to
integrate technology-enhanced educational tools into their
work
• 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.
 Multiliteracies in the
Educational Reform

• (Pennington, 2013). Given globalization and technological

changes, teaching multiliteracies is indispensable to literacy
teaching and learning in the 21st century
• Therefore, Newman (2002) suggests that teachers integrate four
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.
 Multiliteracies in the
Educational Reform

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 in the Multiliterate Classroom

1) encourage students to reflect regularly on the role of technology

in their learning
2) create a website bring and in 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 strengths 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 in the Multiliterate Classroom

(6) use wiki develop a multimodal reader's 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 students explicit instruction about how to avoid
plagiarism in a digital environment;
10) refer to partnership for 21st Century skills website.
 Schools and Policymakers in
the Multiliterate Classroom
(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 (broadband
speed and multiple locations) to technology and multiple
software packages;
(4) Ensure that students in literacy classes have regular access to
technology;
 Schools and Policymakers in
the Multiliterate Classroom
(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.