BUILDING AND ENHANCING NEW

LITERACIES ACROSS THE CURRICULUM

(PROF EDUC 10HE)
Presented by:
Altarejos, Michelle D.
Danao, Faith Jade
Natural, Romabel R.
 NEW LITERACIES,
FUNCTIONAL LITERACY
AND
MULTILITERACY
 Objectives
• Discuss new literacies and their impact on the teaching-
learning process
• Describe a multiliterate teacher
• Define functional literacy
• Cite how functional literacy and new literacies can be
integrated in the curriculum and practiced in the
classroom
NEW LITERACIES
 Refer to new forms of literacy made possible by digital
technology developments.

During 1950 to 1970, literacy was defined reading and writing

skills necessitated for activities in modern society (Güneş, 2000).

Beyond the 1990s, literacy had started to diversify in the light of

technological developments, change of living conditions in cities,
and the new necessities.

New technologies enable and enhance these practices in a way

that is highly complex and exciting for students.
Seven new literacies that are stressed in the
21st century curriculum.

1. Multicultural literacy
2. Social literacy
3. Media literacy
4. Financial literacy
5. Digital literacy
6. Ecological literacy
7. Creative literacy
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

judgments and make effective decisions regarding the use
and management of money.

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.
The Truth on 21st Century 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.

 Teachers need to prepare students for this world with

problem solving, collaboration, and analysis, as well as
skills with word processing and hypertext.
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.

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.

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

response to writing, revise their works better than those
participating in traditional method.
The new literacies of today will be replaced by even newer
ones tomorrow as new ICTs continuously emerge in a more
globalized community of learners.
FUNCTIONAL LITERACY
FUNCTIONAL LITERACY
The word “functional” means “building capacity” and “literacy” means “reading and writing skills”

Therefore, it is the capability to proficiently read and write that can be used in daily routines .
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 demand placed on
them.
Referring to functional literacy UNESCO state the following:
1. Literacy program should be integrated to and correlated with economic and social development plans.

2. The eradication of literacy should begin with the population sectors , which are highly motivated and need literacy for their own and country benefits.

3. Literacy programs should be linked with economic priorities and carried out in areas undergoing rapid economic expansion.
4. Literacy programs must part not only reading and writing
but also professional and technical knowledge leading to
greater participation of adults in economic and civil life.

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

the various resources , as well as be provided for economic
investment.

7. The literacy programs should aid in achieving main

economic objectives.
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.

Therefore, the specific literacy is a planning tool that allows

the literacy worker to focus on skills that are of value to the
learners.
According to Gunes(2000) Functional literacy constitute
the second level of literacy next to basic literacy

UNESCO defines functional literacy as the ability of an

individual to take part in significance activities in
professional , social , political, and cultural aspect in a
society.

Improving functional literacy in the Philippines over the

year the Philippines has continuously is aspired to attain
an increased functional literary rate.
Manuyo (2019) reported that based on 2013 functional
literacy education and mass media survey ( FLEMMS), the
country registered a 90.3% rate, which means that 9 out
every 10 Filipino ages 10-64 were functional literate.

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

literate.

ALS- providing an opportunity for learning among out of

school youth for them to land in better jobs.
MULTILITERACY
MULTILITERACY
Is an approach to Literacy theory and pedagogy coined in the mid-
1990’s by the New London Group. The approach is characterized
by two key aspects of Literacy linguistic diversity and Multimodal
form of Liguistic expressions and presentation.
THE MULTILITERATE LEARNER
The internet and other forms of information and
communication technologies (ICT;s)are redefining the nature
of reading, writing and communication.
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 opportunity for

collaboration with peers around the world
4. Instructions that embeds critical and culturally sensitive
thinking into practice, standards and assessments that
include new literacies

5. Leaders are policy makers who are committed advocates

of ICT's for teaching and learning

6. Equal access to ICT’s for all classroom and students

Multiliteracies 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 process to demonstration of understanding through
application in a variety of context.
Newman (2002) and Biswas (2014) suggest 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

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.
THANK YOU FOR LISTENING!