EDUC 108: Building & Enhancing New Literacies Across the Curriculum

Instructor: Phyll Jhann Gildore

MODULE 1: 21ST CENTURY EDUCATION

21st Century Schools 21st Century Learning Implications
● Focuses on project-based curriculum ● Teachers should practice teaching cross-disciplinary
● Teachers will transform their role from being dispensers of skills in related courses.
information to becoming facilitators of learning. ● Accrediting organizations and regulatory bodies may
● Leaners will become adaptive to changes and are viewed require 21st century skills in the curriculum.
in a more progressive context. ● Schools and teachers should use a variety of applied
skills, multiple technologies, and new ways of analyzing
21st Century Curriculum
and processing information.
● Has critical attributes that are interdisciplinary, project- ● Students need to be taught how to process, analyze and
based, and research-driven. use the information and they need adaptable skills that they
● The classroom is filled with self-directed students, who can apply in all facets of life.
work independently. PARADIGM SHIFT FOR 21ST CENTURY EDUCATION
● Designed imbued with the concept of differentiation. Thus,
Before 21st Century Educ. The 21st Century Educ.
instead of focusing on textbook-driven or fragmented
Time-based Outcome-based
instruction, instruction turns to be more thematic,
project-based and integrated with skills and Focus: what students
Focus: memorization of
competencies. Know, Can Do, and Are
discrete facts
Like are forgotten
21st Century Learning Environment Lower order thinking skills Higher order thinking skills
in Bloom’s Taxonomy, such (metacognition), such as
● A learning environment where students collaborate with as knowledge and application, analysis,
their peers, exchange insights, coach and mentor one comprehension synthesis, and evaluation
another and share talents and skills with other students. Textbook-driven Research-driven
● Considers the kind of spaces needed by students and Passive Learning Active Learning
teachers in conducting investigations and projects by Learners work
diverse groups for independent work. Learners work in isolation
collaboratively (global
(walled classroom)
Technology in the 21st Century Pedagogy classroom)
Teacher-centered Student-centered
● Technologies are not ends in themselves but these are Little to no student freedom More student freedom
tools students use to create knowledge for personal and Fragmented Curriculum Interdisciplinary curriculum
social change. Grades based on formal Grades based on students’
● 21st Century learning recognizes full access to assessment measures performance
technology: internet access, various laboratories and Assessment is for marking Assessment is an aspect to
learning centers, and accessible technological devices. purposes gauge learning outcome
Low expectations High expectations
Understanding the 21st Century Learner Only the teacher is judge Others can evaluate
● Today’s students are referred to as “digital natives”, while Curriculum is irrelevant to Curriculum is connected to
current educators as “digital immigrants” (Prensky, the students students’ interest, etc.
2001). Print is the primary vehicle Performances, projects and
● Although today’s students understand how to access and of learning and assessment multiple forms of media
utilize these tools, they use them only for entertainment Student diversity is ignored Addresses student diversity
purposes. Students just follow orders Students pushed to lead
● Students should be prepared and assisted to become Literacy = 3 R’s (Reading, Multiple literacies aligned to
media literate as they function in an online collaborative Writing, ‘Rithmetic) living and working today
research-based environment with the advent of Factory model, based upon Global model based upon
researching, analyzing, synthesizing, critiquing, the needs of the Industrial the needs of a globalized
evaluating and creating new knowledge. Age of the 19th Century high-tech society

21st Century Outcomes and Job Demands

Eight Attributes of 21st Century Education
● The 21st Century skills are a set of abilities that students ● Integrated and Interdisciplinary
need to develop to succeed in the information age. ● Technologies and Multimedia
● Learning Skills which compromise the critical thinking, ● Global Classrooms
creative thinking, collaborating, and communicating. ● Creating/Adapting to Constant Personal and Social
● Literacy Skills which are composed of information literacy, Change and Lifelong Learning
media literacy, and technology literacy. ● Student-Centered
● Life Skills that include flexibility, social skills, productivity ● 21st Century Skills
and leadership. ● Project-Based and Research Driven
● According to Partnership for 21st Century Skills (P21), ● Relevant, Rigorous, and Real-World
various industries look for employees who can think
critically, solve problems creatively, innovate, Characteristics of a 21st Century Teacher
collaborate and communicate. ● Multi-literate. Using various technologies in teaching.
● Perfect match between academe and industry demands = ● Multi-specialist. Knowledgeable in other areas.
schools need to embed time-tested industry-demanded ● Multi-skilled. Facilitating groups and activities
work skills in the curriculum.
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● Self-directed. Realize learning goals of students and the ▪ Social and cross-cultural skills
educational goals of the country. ▪ Productivity and accountability
● Lifelong Learner. Embrace that learning never ends. ▪ Leadership and responsibility
● Flexible. Adapt to learning styles and needs of learners.
● Creative problem solver. Making innovative solutions. Flexibility and Adaptability
● Critical thinker. Encourage students to reflect.
• Skills present:
● Has a passion for excellent teaching.
▪ Adapt to change
● High Emotional Quotient (EQ). Teachers do not just
▪ Be flexible
have the head but also the heart to teach.
Initiative and Self-Direction
MODULE 2: 21ST CENTURY SKILLS
• Skills present:
CATEGORIES ▪ Manage goals and times
▪ Work independently
21st Century Skills ▪ Be self-directed learner
Refers to the broad set of knowledge, skills, work, habits ▪ Be responsible to others
and character traits that are deemed necessary in coping
with today’s world and future careers and workplaces. Social and Cross-Cultural Skills
• Skills present:
▪ Interact effectively with others
▪ Work effectively in diverse teams
Productivity and Accountability
• Skills present:
▪ Manage products
▪ Produce results
Leadership and Responsibility
• Skills present:
▪ Guide and lead others
▪ Be responsible to others

MODULE 2: 21ST CENTURY SKILL

CATEGORIES
Elements of the 21st Century Support System
1. 21st Century Standards
Sets of Categorized Skills → 21st Century skills, content knowledge and expertise.
1) Learning and Innovation Skills → Build understanding among core subjects, as well as 21st
2) Information Media and Technology Skills Century interdisciplinary themes.
3) Flexibility and Adaptability → Deep understanding > Shallow Knowledge
4) Initiative and Self-Direction → Engage students with real-world data, tools, and experts
5) Social and Cross-Cultural Skills they’ll encounter, making them learn best when actively
6) Productivity and Accountability engaged in solving meaningful problems.
7) Leadership and Responsibility → Allow for multiple measures of mastery
2. Assessment of 21st Century Skills
Learning and Innovation Skills
→ Balance of assessments: high-quality standardized
A. Critical Thinking and Problem Solving testing along with effective formative and summative
▪ Work together effectively in team classroom assessment.
▪ Reason effectively → Useful feedback on students’ performance that is
▪ Make judgements and decisions embedded into everyday learning.
▪ Solve problems → Balance of technology-enhanced formative and
B. Communication summative assessments that measures student mastery
▪ Communicate clearly of 21st Century Skills.
C. Collaboration → Enables development of portfolios of student work that
▪ Work together effectively in team shows mastery of 21st Century skills to educators.
D. Creativity and Innovation → Enabled a balanced portfolio of measures to assess
▪ Think creatively educator system’s effectiveness in reaching high levels
▪ Work creatively with others of student competency in 21st Century Skills
▪ Implement innovation
3. 21st Century Curriculum and Instruction
Information, Media, and Technology Skills → Teaches 21st Century skills discretely in the context of
A. Information Literacy core subjects and 21st Century interdisciplinary themes
▪ Access and evaluate information → Focuses on providing opportunities for applying 21st
▪ Use and manage information Century skills across content areas and for a
B. Media Literacy competency-based approach to learning.
▪ Analyze media → Enables innovative learning methods that integrate the
▪ Create media products use of supportive technologies, inquiry – and problem-
C. Technology Literacy based approaches and higher-order thinking skills.
▪ Apply technology effectively → Encourages the integration of community resources
D. Life and Career Skills beyond school walls.
▪ Flexibility and adaptability
▪ Initiative and self-direction

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4. The 21st Century Professional Development use curriculum for deep understanding and mastery of
→ Highlight ways teacher can seize opportunities for academic subject knowledge and 21st Century skills.
integrating 21st Century skills and teaching strategies ● A teacher education program can be aligned with student
into their classroom practice and help them identify what and teacher standards in ways that blend thinking and
activities can replace/de-emphasize. innovation skills, ICT literacy and life and career skills in
→ Direct instruction w/ project-oriented teaching methods. the context of all academic subjects and across
→ Illustrates how a deeper understanding of subject matter interdisciplinary themes.
can enhance problem-solving, critical thinking, and etc. ● An effective 21st Century skills approach to curriculum, in
→ Enables 21st Century professional learning communities other words, is designed to produce deep
for teachers that model the kinds of classroom learning understanding and authentic application in all subject
the best promotes 21st Century skills for students. areas.
→ Cultivates teachers’ ability to identify students’ learning
styles, intelligences, strengths and weaknesses. Instructional Models
→ Helps teachers handle various strategies to reach 1. Integrating “teach for understanding” principles
diverse students and create environments that support 2. Creating rich practice teaching and experiences
differentiated teaching and learning. 3. Creating dynamic learning communities and peer
→ Support the continuous evaluations of students’ 21st mentoring networks
Century skills development. 4. Examining the role of content pedagogy and technologies
→ Encourages knowledge sharing among communities of in developing higher-order thinking skills.
practitioners using FTF, virtual, and blended ways. → Supports a range of high-quality standardized testing
→ Uses a scalable and sustainable model of professional along formative and summative assessment.
development. → Emphasizes useful feedback on student’s performance.
→ Requires balance technology-enhanced, formative and
5. The 21st Century Learning Environment summative assessments.
→ Create learning practices, human support and physical → Development of student portfolios that demonstrate
environments that will support the teaching and learning mastery of 21st century knowledge and skills.
of 21st Century skill outcomes. → Enables a balanced score card to assess the
→ Support professional learning communities that enable educational system’s effectiveness.
educators to collaborate, share best practices and 5. Teacher preparation program plays a vital role in
integrate 21st Century skills into classroom practice. developing education leaders who understand and can
→ Enable students to learn in relevant, real-world 21st influence current trends in assessment through:
Century contexts. → Research & evaluation test for innovative approaches.
→ Allow equitable access to quality learning tools, → 21st Century knowledge & skills assessment strategies.
technologies, and resources. → Mastery of wide range of student assessment methods.
→ Provide 21st Century architectural and interior designs
for group, tea, and individual learning.
Learning Environments
→ Support expanded community and international
involvement in learning, both face-to-face and online. Initiatives in creating 21st Century teacher-education
learning environment
Implication to Educators 1) Establish a 21st Century vision for learning
● Successfully complementing technologies to content and environment in the program and the university.
pedagogy and developing the ability to creatively use 2) Ensure that the physical infrastructure supports 21st
technologies to meet specific learning needs. Century knowledge and skills.
● Aligning instructions with standards, particularly those that 3) Practice flexibility in time for project-based work and
embody 21st Century knowledge and skills. competency-based assessment.
● Balancing direct instruction strategically with project- 4) Ensure technical infrastructure that sufficiently
oriented teaching methods. supports learning.
● Applying child and adolescent development knowledge 5) Strengthen networking engagement in the learning
educator preparation and education policy. environment.
● Using a range of assessment strategies to evaluate
Partnership
students’ performance and differentiate instruction.
● Participating actively in learning communities, tapping the ● Is extraordinarily important in the work of transforming 21st
expertise within a school, or school district through Century teacher preparation programs.
coaching, mentoring, knowledge- sharing, and team ● Teamwork, within the program and the institution is
teaching. imperative for sustainability and development.
● Acting as mentors and peer coaches with fellow educators. ● Forged with community leaders, business industry,
● Using a range of strategies to reach diverse students and professional associations, government agencies, non-
to create environments that supports differentiated government organizations, other institutions, parents, other
teaching and learning. stakeholders and the community creates high impact
● Pursuing continuous learning opportunities and embracing outcomes.
career-long learning as professional ethics. ● A strong partnership is created through strong collaboration
● Establishing a conducive learning environment where towards enabling innovation in the teaching and learning
learners can freely express themselves and explore their for the 21st Century.
potentials and capacities. Continuous Improvement
Implication to Pre-service Teacher Preparation 1. Clearly identify measurable goals
● Since Schools get rid of one-size-fits all system, therefore, 2. Track progress regularly against these goals
pre-service teachers are expected to play an active role 3. Communicate progress to all stakeholders
in developing and organizing content and instruction 4. Engage all participants in refining and improving success
for their students. overtime.
● 21st Century approach to curriculum is about more than just
adding an extra course or extra class time in the curriculum
which benefits the pre-service teachers from the ability
to fully explore and understand how to develop and
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MODULE 3: NEW LITERACIES, FUNCTIONAL Truth on 21st Century Literacy Based on Research
LITERACY AND MULTILTERACY The National Council Teachers of English (2013) came up
with research that reveals the ff:
Brief History of Literacy 1. As new technologies shape literacies, they bring
▪ Between 1950-1970, literacy was defined as reading and opportunities for teachers to foster reading and
writing skills necessitated for activities in modern society writing in more diverse and participatory texts.
(Gunes, 2000). (Gunes, 2000). 2. Sites, like literature's Voice of the Shuttle, online
▪ Beyond 1990s, literacy begun to diversify in the light of fanfiction expand both the range of available texts
technological developments. and social dimension of literacy.
▪ At first, literacy was used in various types such as 3. Research on electronic reading workshops shows
computer, technology, internet and media literacy. that they contribute to the emergence of new
▪ However, later on it became a lifestyle. literacies.
4. Results shows that digital technology enhances the
What is literacy? writing and interaction in several ways.
▪ Literacy is not confined to knowing how to read and write 5. K-12 students who write with computers, produce
rather, it is a matter of applying knowledge for specific compositions of greater length and higher quality are
purposes in particular contexts. more engaged with and motivated toward writing
▪ Literacy can only happen when having a kind of potential than those who do not write with computers.
content through an interaction with the text (Kress, 2003). 6. College students, who keep e-portfolios, have a
▪ Literacies can bear a coding system that can capture higher rate of academic achievement and overall
meaning, such as "letteracy" (recognition of alphabetic retention rate than those who do not keep e-
symbols) portfolios. They demonstrate a greater capacity for
meta-cognition, reflection and audience awareness.
What is a literate person? 7. Both typical and atypical students, who receive an
▪ To be literate it requires comprehension, selection and use online response to writing, revise their works better
of multimodal codes to interpret and express ideas, feelings than those participating in traditional method.
and information.
▪ Literacy in 21st century demands the ability to perform and FUNCTIONAL LITERACY
act confidently, efficiently and ethically with a wide range of ▪ The term was initially defined by UNESCO through William
visual, print, live, digital or electronic text types according S. Gray in his Teaching of Reading and Writing as adult
to purpose. training to meet independently the reading and writing
demands placed on them.
Introduction of New Literacies ▪ It stresses the acquisition of appropriate verbal, cognitive
▪ The increasing complexity of modern communication gives and computational skills to accomplish practical results in
rise to a number of distinct capabilities and possibilities. specific cultural settings dubbed as survival literacy and
Hence, 21st century combines cross curricular capabilities reductionist literacy.
also called "multiliteracies" is now commonly referred as ▪ Over the decades, as societies have evolved into technical
"new literacies". innovations, the definition of functional literacy has been
▪ These broad skills include visual literacy, information modified to meet the changing demands (Conise Oxford
literacy, cultural literacy, digital, literacy dynamics. Companion to the English Language,1998)
▪ New literacies are fused with traditional print literacy to
create opportunities and enable students to understand Introduction of New Literacies
and use new text types, while exploring knowledge and 1. Literacy programs should be integrated to and correlated
information with a wide array of technological tools. with economic and social development plans.
▪ Leander (2003) said that new literacies are often flexible, 2. The eradication of literacy should begin with population
continuous and open. sectors, which are highly motivated and need literacy for
their own and their country's benefit.
Exploring the New Literacies 3. Literacy program should be linked with economic
7 new literacies emphasized in 21st Century curriculum: priorities and carried out in areas undergoing rapid
1. Multicultural literacy economic expansion.
: understanding ethnic groups that comprise the 4. Literacy programs must impart not only reading and
population and focuses on complex issues of identity, writing but also professional and technical knowledge
diversity and citizenship. leading to greater participation of adults in economic and
2. Social Literacy civic life.
: development of social skills, knowledge and positive 5. Literacy must be an integral part of the over-all
values in human beings to act positively in sophisticated educational system and plan of each country.
complex social settings. 6. The financial need for functional literacy should be met
3. Media Literacy with various resources, as well as be provided for
: ability to access, analyze, evaluate and create media. economic investments.
4. Financial Literacy 7. The literacy programs should aid in achieving main
: ability to make informed judgements and make effective economic objectives (i.e., increases in labor productivity,
decisions regarding the use and management of money. food production, industrialization, social and professional
5. Digital Literacy mobility, creation of new manpower and diversification of
: ability to effectively use digital devices for purposes of the economy.)
communication, expression, collaboration, and advocacy
in a knowledge-based society. Specific Literacy
6. Ecological Literacy ▪ A new functional literacy aspect.
: is understanding the principles ecosystems towards ▪ It is becoming a trend, in which the job of the student is
sustainability. analyzed to see exactly the literacy skills needed and those
7. Creative Literacy that are only taught.
: is the ability to make original ideas that have value, and ▪ The student may learn very little but will be of immediate
the ability to see world in new ways. value that would result in increased learner motivation.

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Therefore, the specific literacy strategy is a planning tool that Improving Functional Literacy in the Philippines
allows the literacy worker to focus on skills that are of value to MANUYO (2O19) REPORTED BASED ON 2O13
the learners. FUNCTIONAL LITERACY, EDUCATION AND MASS MEDIA
Significance of this approach has literacy that: SURVEY (FLEMMS), PHILIPPINES REGISTERED;
▪ Functionally Literate Filipinos:
▪ Starts in the workplace
▪ 90.3% or 9/10 of every Filipinos aged 10-64 years old
▪ Uses diagnostic approach
▪ 44% or below 50% are boys and girls aged 11-13
▪ Identifies turning points in economic life that may act as an
years old are the students who can read with
incentive to learning
comprehension by the end of their basic education.
▪ Assesses the limits of a short-term intervention
▪ School Dropouts: contributed to low functional literacy
▪ Looks for generic skills
▪ Out-of-School-Youth (OSY) - about 4 million Filipino
Gunes (2000) posited that functional literacy constitutes the children and youth in 2013 and;
second level of literacy next to basic literacy, in which literary ▪ 22.9% - got married • 19.1% - lacked interest
and mathematical information and skills can be utilized in ▪ 19.2% - financial instability
one's personal, social, economic and cultural endeavors.
Addressing Illiteracy Issues
Therefore… ▪ Creating of formal and non-formal learning environments.
▪ the essence in functional literacy is to learn basic related ▪ Active participation of local stakeholders.
information and skills and use them in daily life. ▪ Capacity building of teachers.
▪ functional literacy level comprises both technical and ▪ Development of contextualized or indigenized learning
functional skills while encompassing social, citizenship, materials.
and economic roles. ▪ Tracking of improvement of reading, basic math and
essential life skills.
In context…
▪ Improvement of classrooms and several reading facilities
▪ Capar (1998) cites that a functional literate person is
▪ Establishing a culture of reading program
someone who is one step ahead of literacy and maintains
▪ Parental training
literacy activity through his/her life in order to keep living
▪ Learning and skill integration in the curriculum
and effectively accommodate him/herself to his/her
surroundings. It is, therefore, an ongoing process. Follow-up study by world vision in 2016
UNESCO… ▪ The functional literacy rate went up to 76.53%.
▪ defines functional literacy as the ability of an individual to ▪ Community level – went up to 62.64% or around 50%-70%
take part in significant activities in professional, social, of the students can read with comprehension by the end of
political and cultural aspects in a society, where he/she their basic education.
lives using his/her literacy skills (De Castel, 1971; Goksen, Low functional literacy could;
Gulgoz and Kagitcibasi,2000; as sited in Savas 2006).
▪ Mean low resilience to respond to abnormal conditions and
Hatch 2010 defines it based on the American Heritage College increase a child’s vulnerability to exploitation.
Dictionary (AHCD). Accordingly, the word functional means ▪ Result in unpreparedness for gainful employment and
building capacity and literacy as reading and writing skills. eventually increased dependency on welfare programs.
Therefore, it is the capability to proficiently read and write that
can be used in daily life routines.
Alternative Learning System (ALS)
▪ Government initiated this learning system to address
Likewise… functional illiteracy.
▪ Knoblach and Brannon (1993), as cited in Jabusch (2002) ▪ It provides an opportunity for learning among out-of- school
distinguished basic literacy and functional literacy as youth for them to land in better jobs.
having the expression "functional " to indicate performance
with texts, including mathematics. INTEGRATION AND IMPACT OF NEW LITERACIES
IN THE CURRICULUM
The Education for All Global Mentoring Report
▪ To address the call for literacy in today's world, student
(UNESCO,2006) states that functional literacy means the
must become proficient in the new literacies of 21st century
ability to make significant use of activities... and following a
technologies.
path of lifelong learning necessary for the ability to express ▪ The International Reading Association (IRA) believes that
him/herself in daily life.
literacy educators have the responsibility to integrate
UNESCO’s definition also adds… information and communication technologies into the
▪ functional literacy includes those skills essential for both curriculum to prepare students for the future they deserve.
official and unofficial participation, as well as those which
Impact of New Literacies on Instruction
are necessary for national change and development that
can be used to aid an individual in contributing to his/her ▪ Additional changes are taking place in literacy instruction
own development and that of his/her family and the society. (Grisham and Wolsey, 2009)
▪ Henry (2008) restated that engagement in literacy activities
The National Statistics Authority… is being transformed today like at no other time in history.
▪ defines functional literacy as the level of literacy that ▪ The rates to read, write, interact with text are increasing by
includes reading, writing and numeracy skills that help the help of internet and other ICT.
people cope with the daily demands of life ▪ The internet has become the defining technology for
today's youth and may be the most important ICT for the
Based on this definitions, functional literacy can be concluded
students to learn how to manipulate successfully.
as an activity that contributes to the development of an
▪ although, there are changes in literacy and communication
individual and the society, including the ability to use
emerging from new technologies (Labbo and Reinking,
information and skills related to listening, speaking, reading,
1999), it cannot be ignored that literacy changes
writing and arithmetic necessary for daily life in social, cultural
experiences at school and everyday lives.
and economic aspects effectively.
▪ Leu, et al (2004) posited that changes in literacy are
confronted by the innovation, that today's literacy will be
replace by even newer one's as new ICTs continuously
emerge in a more globalize community learner.
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 MULTILITERACY Multiliteracies can help teachers provide equal learning
is the concept of understanding information and the access to all students as well as it will allow the students to
design of meaning through the manipulation of individual collaborate by sharing their ideas with others in online spaces.
modes. (New London Group, 1996)
▪ Linguistic Meaning
▪ Visual Meaning MODULE 4: INTEGRATING NEW LITERACIES
▪ Audio Meaning IN THE CURRICULUM
▪ Gestural
▪ Tactile APPROACHES TO INTEGRATION
▪ Spatial Meaning Multidisciplinary Approach
Each mode has a different characteristic used for meaning-
making, communication and representation of knowledge and • focus on different principles
ideas. • tend to differ in the level of integration effort
The Multiliterate Learner • Restructured Basic Education Curriculum
• needs a list of standards from various disciplines
Information and Communication Technologies (ICTs) redefine
Aspect:
the nature of reading, writing, and communication, they also
a) organizing center
require new literacy skills and practices as it evolves.
> standards of the discipline organized around a
Students would desire for:
theme
(1) Teachers who use ICTs skillfully for teaching and learning.
b) conceptualization of knowledge
(2) Peers who use ICTs responsibly and who share their
> knowledge best learned through the structure of
knowledge.
the disciplines’
(3) A literacy curriculum that offers opportunities for
> a right answer
collaboration with peers around the world.
> one truth
(4) Instruction that embeds critical and culturally sensitive
c) role of disciplines
thinking into practice, standards and assessments that
> procedures of discipline considered most
include new literacies.
important
(5) Leaders and policymakers who are committed advocates
> distinct skills and concepts of discipline taught
of ICTs for teaching and learning.
d) role of teacher
(6) Equal access to ICTs for all classrooms and students.
> facilitator
The Multiliterate Learner > specialist
FOUR COMMON ELEMENTS AS BROADER DIMENSIONS e) starting place
OF NEW LITERACIES TO WIT (Coiro, 2008) > disciplinary standards and procedures
(1) The Internet and other ICTs require new social practices, f) degree of integration
skills, strategies, and dispositions for their effective use > moderate
(2) New Literacies are central to full civic, economic and g) assessment
personal participation in a global community > discipline-based
(3) New Literacies rapidly change as defining technologies h) learning to know
change > concepts and essential understanding across
(4) New Literacies are multiple, multimodal and multifaceted disciplines
that seeks to understand how to better support students in a i) learning to do
digital age. > disciplinary skills as the focal point
> interdisciplinary skills also included
MULTILITERACIES AND ITS ASSSESSMENT IN THE j) learning to be
EDUCATIONAL REFORM > democratic values
A pedagogy of multiliteracies has been proposed as a way of > character education
explaining a broader view of literacy teaching and learning, > habits of mind
which integrates multimodal “text,” including audio, images, > life skills (e.g. teamwork, self-responsibility)
sound, graphics, and film through technology. k) planning process
This approach enables teachers to be creative in the literacy > backward design
classroom by integrating movies, the Internet, music, art, > standards-based
photos, and a range of other digital resources as part of > alignment of instruction, standards and
literacy learning. assessment
On the other hand, these assessments may produce
authentic, outcome-based, project based, and performance- Interdisciplinary Approach
based learnings for the students as part of teaching cross
disciplinary skills. • organize and capsulize the curriculum
PREPARING TEACHERS FOR MULTILITERACIES • identifiable but less important
Newman (200) & Biswas (2014) suggests that teachers • need to structure the curriculum around common
integrate 4 COMPONENTS OF MULTILITERACIES IN learning areas across disciplines
TEACHING:
(1) Situated practice leads students towards meaningful
Aspect:
learning by integrating primary knowledge.
a) organizing center
(2) Overt Instruction guides students to the systematic
> interdisciplinary skills and concepts embedded in
practice of learning process with tools and techniques.
disciplinary standards
(3) Critical Framing teaches students how to question diverse
b) conceptualization of knowledge
perceptions for better learning experiences
> disciplines connected by common concepts and
(4) Transformed Action teaches students to apply the lessons
skills
they learn to solve real-life problems.
> knowledge considered to be socially constructed
Thus, teaching multiliteracies can inform, engage, and
> Many right answers
encourage
students to embrace the multiplicity of learning practices.
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 c) role of disciplines
> interdisciplinary skills and concepts stressed k) planning process
d) role of teacher > backward design
> facilitator > standards-based
> specialist/generalist > alignment of instruction, standards and
e) starting place assessment
> interdisciplinary bridge
> know/do/be
f) degree of integration METHODS OF CURRICULUM INTEGRATION
> medium/intense
g) assessment a) Project-based learning
> interdisciplinary skills/ concepts stressed b) Service learning
h) learning to know c) Learning centers/ parallel disciplines
> concepts and essential understanding across d) Theme-based
disciplines e) Fusion
i) learning to do
> interdisciplinary skills as a focal point OTHER TYPES OF INTEGRATED CURRICULUM
> disciplinary skills also included
j) learning to be a) Connected
> democratic values b) Sequenced
> character education c) Shared
> habits of mind d) Webbed
> life skills (e.g. teamwork, self-responsibility)
k) planning process Doing curriculum integration in the classroom
> backward design
▪ Integrating curriculum in the classroom includes
> standards-based
> alignment of instruction, standards and combining different subject areas and teaching them in
assessment relation to a singular theme or an idea. (Chhabra, 2017)
▪ Innovative teachers and schools prefer integrating the
curriculum in their classrooms as it improves student
achievement and leads to an increase in student
Transdisciplinary Approach standardized scores.
Benefits of integrated curriculum model
• design a curriculum within students’ needs and
▪ It focuses on basic skills, content and higher-level
concerns
• project-based learning and negotiating the curriculum thinking.
Aspect: ▪ It provides a deeper understanding of content.
a) organizing center ▪ It encourages active participation in relevant real-life
> real-life context experiences.
Student questions ▪ It provides connection among various curricular
b) conceptualization of knowledge disciplines.
> all knowledge interconnected and interdependent ▪ It accommodates a variety of learning styles, theories
> many right answers and multiple intelligences.
> knowledge considered to be indeterminate and
ambiguous
c) role of disciplines NEW LITERACY INTERGRATION IN THE K TO 12
> disciplines identified if desired, but real-life CURRICULUMS
context emphasized ▪ The integration of new literacy is not limited to the
d) role of teacher
identified disciplines the given learning outcomes,
> co-planner
> co-learner suggested strategies and assessment.
> generalist/specialist ▪ In fact, each learning area can integrate as many
e) starting place new literacies as possible depending on the lesson,
> student questions and concerns the nature of the subject and the objectives or
>real-world context intended outcomes.
f) degree of integration ▪ New literacy integration can take place in as many
> paradigm shift
disciplines as possible.
g) assessment
> interdisciplinary skills/concept stressed
h) learning to know Multicultural and Global Literacy
> concepts and essential understanding across
disciplines a) Subject Area
i) learning to do ➢ Araling Panlipunan
> interdisciplinary skills and disciplinary skills b) Outcome
applied in a real-life context ➢ Demonstrate respect for cultural activity
j) learning to be c) Strategy
> democratic values ➢ Role playing/ brainstorming
> character education d) Assessment Output
> habits of mind ➢ Rubric assessment result
> life skills (e.g. teamwork, self-responsibility) ➢ Brainstorming report

NRN | 7
Social Literacy

a) Subject Area
➢ Edukasyon sa Pagpapakatao
b) Outcome
➢ Apply ethical and moral standards on given
issues and cases
c) Strategy
➢ Case analysis
➢ Dilemma analysis
d) Assessment Output
➢ Case report narratives

Media Literacy

a) Subject Area
➢ English
➢ Filipino
b) Outcome
➢ Use media in communication dissemination
and transaction
c) Strategy
➢ Media-assisted instruction
d) Assessment Output
➢ E-portfolio google clip

Financial Literacy

a) Subject Area
➢ Math
➢ TLE
b) Outcome
➢ (math) solve problems in the context of
business and investments aspects
➢ (TLE) apply effective techniques in budgeting
and income generating enterprise
c) Strategy
➢ (math) problem solving
➢ (TLE) business simulation and immersion
d) Assessment Output
➢ (math) scores in problem solving drills and
exercises
➢ (TLE) business plan and inventory

NRN | 8