MODULE IN ED 206

BUILDING and ENHANCING

NEW LITERACIES
ACROSS the CURRICULUM

by
Nancy A. Arellano
Andrew P. Cabardo
Marian Argie Daradar
Leny A. Quintilla
NILO L. Masbano
NOTES TO STUDENTS

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 Hello, welcome to the second semester! This is your module in ED 206 – Building

and Enhancing new Literacies Across the Curriculum. This course is made up of nine units.

Please read and study the lessons carefully and answer the application and

assessment activities. You are required to use intermediate pads as your answer sheet

for the activities. Units 1-5 will cover the midterm and Units 6-9 is for the final term.

Take care of your OTG. Incase of loss, you will be liable to pay for it and no

replacement will be given. Be patient in answering your modules. We have no choice

because of this pandemic. Remember you will have your licensure examination later on, so

be responsible and do more readings not only in this subject but for all your subjects.

LEARNING is a LIFELONG PROCESS!

Ma’am Arellano

Sir Cabardo

Ma’am Daradar

Ma’am Quintilla

Sir Masbano

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 Unit 1: Literacy in the
21st Century

LEARNING OUTCOMES:

At the end of the unit, the students must have:

a. Defined the 21st Century learning
b. Compared and contrast the 21st Century learners with the 19th-20th century
learners
c. Described the teaching and learning environment changes overtime
d. Identified the challenges to learning in the 21st Century
e. Discussed the drivers of change in the 21st Century
f. Categorized the 21st Century skills according to the Five Pillars of Education
g. Described the specific pedagogies and perspectives that will promote learning
in the 21st Century

In a paragraph of not more than ten sentences, discuss how you understand
the following quote: Do this in your answer sheet.

“The illiterate of the 21st century will not be those

Activate Prior Knowledge

who cannot read and write, but those who cannot

learn, unlearn, and relearn.” (Alvin Toffler)

Acquire New Knowledge

The Changing Nature of Knowledge

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 It is a must read for anyone interested in building a modern context for thinking

about and discussing change in schools at the systems level. Brown (2017) is especially

adept at articulating the changes that we’re undergoing right now is when it comes to

knowledge and how we think about the role of knowledge when it comes to learning and

education in classrooms and schools. Throughout his work, Brown makes a compelling case

that because of the way that knowledge is moving away from fixed libraries to fast-changing

flows, we have to fundamentally revise our practice.

For the last 200 to 300 years, the primary concerns in education had been with skill

efficiency and scalable efficiency, that is how to

optimize the transfer of expert-generated knowledge to students, even across a nation.

However, the world is moving into a state not of fixed essence but of constant flow. In this

world, much of the knowledge that is created is tacit because there is no time for it to be

distilled, encoded and communicated before the next shift happens. This greatly challenges

the relevance of standard pedagogies that have to do with explicit, rather than tacit,

knowledge.

What that means, in essence, is that memorizing knowledge that has been codified

over time is increasingly an irrelevant effort in a moment where the half-life of that

knowledge is getting shorter by the day. An emphasis on texts and facts in school, that stuff

that has been made explicit over time, will not serve students as well as developing their

ability to tap into the tacit expertise that individuals accrue in their day to day dealings in

the actual world, not the past. That means an emphasis not on standard curriculum as much

as it means building literacy in connecting, creating, and curating within the global networks

and communities that we now have access to online. This is not a simple shift. Schools have

been forever focused on the “know-what” side of knowledge. But the emphasis now has to

be on the “know-how” side which Brown says is “bast manifested in work practices and

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skills.” It’s a move away from learn by reading and memorization to learn by doing.  He

writes:

People don’t learn to become physicists by memorizing formulas; rather it’s the

implicit practices that matter most. Indeed, knowing only the explicit, mouthing the

formulas, is exactly what gives an outsider away. Insiders know more. By coming to inhabit

the relevant community, they get to know not just the “standard” answers, but the real

questions, sensibilities, and aesthetics, and why they matter.

In all of this, my mind keeps coming back to a twist on the last quote. Instead of

physicists, substitute learners, as in “People don’t learn to become learners by memorizing

formulas; rather it’s the implicit practices that matter most.” And in this case, those implicit

practices are changing as well, given the affordances brought about by technologies and the

Web. Modern learning practice is different. For one, it’s more transparent; the people in my

networks who are teaching me how to learn are doing so because they are learning in the

open. They reflect, they question, and they share their successes as well as their failures.

They are engaged in riding a very large wave of change when it comes to learning, and they

are willing to model their own process in profoundly important ways. They don’t say “this is

what I’ve learned.” Instead, they show “this is how I learn.” The distinction is huge.

Our students need to see us as learners, not as knowers . Teachers who continually

model their own learning processes for their students in their physical space classrooms are

transferring the types of tacit knowledge about learning that is arguably going to be the coin

of the realm moving forward. Teachers who can model that practice in the online classroom

are arguably doing even more to prepare their students for what comes next.

On the Changing Nature of Learning Context: Anticipating

the Virtual Extensions of the World

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 Contextual learning starts from the premise that learning cannot take place in a

vacuum, but should somehow be connected with real world attributes to make sense to

learners. Today, digital media tend to bring about new dimensions of context: internet

connections and mobile devices enable learners to overcome restrictions of time and

location, and neglect the physical boundaries and limitations of the learning environment.

This calls for reconsidering contextual learning.

Today, it is widely accepted by teachers and researchers that learning becomes more

effective and meaningful when it takes place within an appropriate context that displays real

world attributes. Topical pedagogies like problem-based learning (Barrows & Tamblyn,

1980), action learning (McGill & Beaty, 1995), situated cognition (Brown, Collins & Duguid,

1989; Lave & Wenger, 1991), and experiential learning (Kolb, 1984) all stress the

importance of context for learning. Such context enables learners to directly link concepts

with their real world counterparts and put knowledge into action. Dynamic memory theory

(Schank & Cleary, 1995) stresses the importance of the extralinguistic information that is

implicitly carried by the context and that provokes subconscious learning. Also, the more

general model of competence-based learning that is highly topical today supports this, since

it deals with the combined application of knowledge, skills, and attitudes within real world

contexts (Westera et al, 1999; Westera, 2001).

Contexts for learning can be established in many different ways, for instance by

arranging a fully immersive internship where learners are challenged to adopt professional

roles under real world conditions, or, alternatively, by simply providing the learners with a

written case description. These approaches are not of equal standing: the context for

learning is highly dependent on the mode of delivery. Today, new learning technologies are

an utmost driver for context, while they enable the effortless cross linking between different

locations, different resources, and different users and organizations. Indeed, internet

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connections overcome the restrictions of time and location, and neglect the physical

boundaries and limitations of the learning environment. The arrangement of learning

context is no longer under the exclusive control of teachers. Abundant, new online tools,

web services and resources are usually not well integrated within official school practice,

even though learners dedicate most of their time to them (Cannata, 2009). These tools can

be accessed by learners without any principal barriers and produce a great diversity of the

individual contexts of learning, while at the same time their impact on the processes of

learning remains unclear.

Digital media tend to bring about new dimensions of context. It is of great

importance to establish the nature of this digitally enhanced context and its importance for

learning. Importantly, digital media not just act as neutral communication channels, but also

provide important attributes of context themselves. The basic premise underlying this claim

is that media cannot be regarded as simple, exchangeable tools (cf. the instrumental view

on technology) but, following Borgmann (1984), Heidegger (1977), McLuhan (1964), and

many others, different media produce different modes of expressions in their own right, and

hence they greatly contribute to the process of making meaning. Each medium reinforces its

own communication codes and communication modes. Therefore media cannot be regarded

neutral carriers of information, since they inherently produce distortion, filtering or even

enhancement of messages. Consequently, media are important determinants of the user’s

context.

In view of the ever-growing importance of digital media for learning any approach or

theory of context should include the media presentation and delivery attributes. So far,

however, no theory or framework that accounts for these virtual extensions of context is

available. This paper aims to contribute to the development of such theoretical framework

by conceptualizing the notion of learning context in the light of its virtualized extensions.

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First, the paper will explain the historical and pedagogical backgrounds of contextual

learning. Next, technology’s role as a driver for contextual learning will be discussed, and

existing approaches for describing context will be evaluated. Building on these

considerations the paper describes the key characteristics of context, while explaining the

ways these characteristics influence learning contexts.

The basic premise of contextual learning (or context-based learning) is that learning

cannot take place in a vacuum, but should somehow be connected with real world attributes

to make sense to learners. Such practical context allows learners to relate symbolic learning

content like concepts and principles to their real world referents. Hull (1993) gave a more

general statement about contextual learning, by claiming that learning occurs only when

learners are able to connect information to their own frame of reference, which is supposed

to reflect their inner world of memory, experience, and response. Naturally, such personal

frame of reference is largely fostered by the individual’s experiences and interactions with

the real world so far.

Contextual learning is not a new phenomenon: for many thousands of years

apprenticeship in real world practice has been the natural and predominant model of human

learning: novices in a field learn their craft in the real world workplace under the guidance

of an experienced master. However, when human knowledge accumulated over subsequent

generations it gradually incorporated higher levels of abstraction, generalized theories, and

codified knowledge representations. Disconnections between practice and theory became

apparent, possibly amplified by the different skills that were required for these, but probably

also supported by the different social classes linked with craftsmen and scientists,

respectively. Until today this divide between theory and practice is apparent, for instance via

the proverbial distinction between white-collar workers and blue-collar workers.

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Technology as a Driver for Contextual Learning

Topical technological developments tend to blur the notion of learning context.

Various network and media technologies procure that learning is no longer restricted to

fixed locations like schools, but can be widened to include different contexts, while

supporting workplace learning, learning at home, location-based learning, or learning on the

move. Learners have unrestricted access to any knowledge resource, debates in discussion

boards, case study descriptions, topical reports, real world video recordings etc. Firmly

grounded in constructivism, exploration-based learning, and inquiry-based learning have

gained popularity among teachers. Web 2.0 technologies at large tend to redefine the

process chain of content creation while these enable learners to create, share, and adapt

their own content and evaluate these in social media networks of peers, colleagues or

others that not necessarily share the same lesson or classroom. New information and

communication technologies like mobile devices, geopositioning services, ambient

environments, and ubiquitous access literally extend the learner’s physical range of

operation by enabling augmented reality layers superimposed on existing contexts. Sensors

as well as tracking and tracing technologies provide the inputs for context dynamics through

adaptive systems behaviour and personalization. Due to these developments the context of

learning becomes more dynamic and more responsive but also greatly intangible and

incontrollable.

While its significance for effective learning remains, the role of context appears to change

from an independent variable into a dependent variable of the learning process. Whereas

the creation of an appropriate learning context for learners used to be one of the main

challenges of teachers and education designers, learning context tend to include more and

more emergent components that are induced by the learners themselves, dependent on the

media they use and the conditions for learning they create themselves.

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Context Induced by Pedagogy

Next to the knowledge domain, pedagogy itself is a powerful contextual agent.

Marton and Ramsden (1988) claim that pedagogical context strongly determines the

learning strategies of students. For instance, the way testing and grading is arranged

appears to be a most critical situational influence on learners. Also, enforced high workload

in a curriculum promotes rote learning. As has been explained above, pedagogical

approaches imply various principles and beliefs as to what requirements the learning context

should meet. Notwithstanding the variety of pedagogical approaches available, they all

share the basic pedagogical concern of addressing certain learning needs or goals by

providing appropriate learning tasks, learning scenarios, learning content and tools, learner

testing, learner guidance, and feedback. The involved pedagogical approaches and the

associated boundary conditions have a strong contextual impact (Elton & Laurillard, 1979).

Context induced by Virtual Spaces

Increasingly, learning environments include digital communication media (virtual

spaces). These media contribute to learning context in two different ways. First, interaction

with real world objects, phenomena, ideas, and subjects is replaced with accessing digital

representations. Communicating via an avatar rather than face-to-face would be an example

of such replacement. Digital media offer new opportunities for individuals to include entities

from the outside world, and hence procure the extension of context. Second, digital media

actively contribute to context themselves because of their distorting and filtering nature and

their potential of enhancement and augmentation (Baudrillard, 1995). The progressing

virtualization of life thus changes the modes of interaction and produces a media context

which not only provides new communication opportunities but also creates its self-induced

constraints (Borgmann, 1984; McLuhan, 1964). Salomon (1979) found that symbol systems

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in media play an important role in cognition and cognitive processing: symbolic operations help

learning since they have a direct impact on the underlying mental structures. Not taking into account

the context of media would make it impossible to compare different pedagogical approaches

(Westera, 2005).

Literacy in the 21st Century

Since the beginning of recorded history, the concept of “literacy”meant having

the skill to interpret “squiggles” on a piece of paper as letters which, when put

together, formed words that conveyed meaning. Teaching the young to put the

words together to understand (and, in turn, express) ever more complex ideas

became the goal of education as it evolved over the centuries.

Today, information about the world around us comes to us not only by words

on a piece of paper but more and more through the powerful images and sounds of

our multi-media culture. Although mediated messages appear to be self-evident, in

truth, they use a complex audio/visual “language” which has its own rules

(grammar) and which can be used to express many-layered concepts and ideas

about the world. Not everything may be obvious at first; and images go by so fast!

If our children are to be able to navigate their lives through this multi-media culture,

they need to be fluent in “reading” and “writing” the language of images and sounds

just as we have always taught them to “read” and “write” the language of printed

communications.

In the last 40 years, the field of media literacy education has emerged to

organize and promote the importance of teaching this expanded notion of “literacy.”

At its core are the basic higher-order critical and creative thinking skills-- e.g.

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knowing how to identify key concepts, how to make connections between multiple

ideas, how to ask pertinent questions, formulate a response, identify fallacies-- that

form the very foundation of both intellectual freedom and the exercising of full

citizenship in a democratic society.

Indeed in a time when candidates are elected by 30-second commercials and

wars are fought real-time on television, a unique role of media literacy is to prepare

citizens to engage in and contribute to the public debate.

It also expands the concept of “text” to include not just written texts but any

message form -- verbal, aural or visual (or all three together!)-- that is used to

create and then pass ideas back and forth between human beings.

New Ways of Learning

This explosion in information has presented a major challenge to the world of

formal education. For centuries, schooling has been designed to make sure students

learned facts about the world-- which they proved they knew by correctly answering

questions on tests. But such a system is no longer relevant when the most up-to-

date facts are available at the touch of a button. What students need today is to

learn how to find what they need to know when they need to know it-- and to have

the higher order thinking skills to analyze and evaluate whether the information they

find is useful for what they want to know.

How will schools do this? First, schools and classrooms must be transformed

from being storehouses of knowledge to being more like portable tents providing a

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shelter and a gathering place for students as they go out to explore, to question, to

experiment, to discover!

Secondly, to use a phrase from the great Brazilian educator, Paulo Freire,

teaching must be distinguished from “banking.” No longer is it necessary for

teachers to deposit information in students’ heads. Retaking the principles of

democratic pedagogy dating back to Socrates, wise teachers realize they do not

have to be a “sage on the stage.” Instead their role is to be a “guide on the side:”

encouraging . . . guiding . . . mentoring . . . supporting the learning process.

Creative classrooms today are ones where everyone is learning, including the

teacher!

Thirdly, curriculum, classes and activities must be designed that will engage

students in problem solving and discovery. And today’s multi-media culture, which

includes print but is not limited to it, provides a nearly limitless resource for real

world learning -- from how to identify “point of view” by exploring how camera

angles influence our perception of the subject being photographed to how to

determine whether information on an Internet site is bogus or legitimate.

The transformation of our culture from an Industrial Age to an Information

Age is why a new kind of literacy, coupled with a new way of learning, is critical in

the 21st century.

”Most of what we have called formal education has been intended imprint on

the human mind all of the information that we might need for a lifetime. Education is

geared toward information storage.

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 Today that is neither possible nor necessary. Rather, humankind needs to be

taught how to process information that is stored through technology. Education

needs to be geared toward the handling of data rather than the accumulation of

data.”

What a Difference a Century Makes!

The following chart provides a quick comparison of how traditional education

has been organized in the past and how it needs to change in order to prepare

students for living all their lives in a 21st century media culture. Media literacy

education, with inquiry as its core, provides the engaging bridge over which students

can pass to learn the critical process skills they’ll need to not just survive but to

thrive as adults in the 21st century.

C.1 Apply Your Knowledge: Do this in your answer sheet.

Activity 1: Identify by classifying into two columns whether the characteristic

belongs to 19th-20th century learning or 21st century learning. Do this on your
answer sheets:

19th-20th Century Learning 21st Century Learning

19th – 20th Century Learning vs 21st Century Learning

1. Limited access to knowledge and information (i.e.‘content’) primarily through print

2. Infinite access to knowledge and information (‘content’) increasingly through the
Internet

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 3. Emphasis on learning content knowledge that may or may not be used in life
4. Emphasis on process skills for lifelong learning
5. Goal is to master content knowledge (literature, history, science, etc)
6. Goal is to learn skills (access, analyze, evaluate, create) to solve problems
7. Facts and information are “spoon-fed” by teachers to students
8. Teachers use discovery, inquiry-based approach
9. Print-based information analysis
10. Multi-media information analysis
11. Pencil / pen and paper or word processing for expression
12. Powerful multi-media technology tools for expression
13. Classroom-limited learning and dissemination
14. World-wide learning and dissemination
15. Textbook learning from one source, primarily print
16. Real-world, real-time learning from multiple sources, mostly visual and electronic
17. Conceptual learning on individual basis
18. Project-based learning on team basis
19. Flexible individualized exposure to content knowledge
20. “Lock-step” age-based exposure to content knowledge
21. Mastery demonstrated through papers and tests
22. Mastery demonstrated through multi-media
23. Teacher selecting and lecturing
24. Teacher framing and guiding
25.Students learn to set criteria and to evaluate own work
26.Teacher evaluates and assesses work and assigns grade
27.Teaching to state education standards with testing for accountability
28.Teaching with state-adopted textbooks for subject area with little
accountability for teaching

Activity 2. Prepare a plan of action on the things that you will stop
doing, start doing and continue doing in relation to your role as
student of the 21st century.
Use this format:

STOP START CONTINUE

1.
2.
3.

"The greatest sign of a success for a teacher...is to be able to say, "The children are
now working as if I did not exist.“
– Maria Montessori

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New Literacies in a Digital World: Literacy and Technology
These two words strike a chord within every educator. They evoke a myriad

of emotions, ideas, and dispositions. As pillars of modern education, each stands to

be an essential tenet of any educational movement or initiative. Together, they hold

the power to impact not only the educational system but an entire society. This is

not a book about building a vision for an idealistic educational utopia. Instead, this

book acknowledges the realities and challenges that educators face every day and

presents practical strategies for producing real results. In the business world, results

typically focus on customer satisfaction, return on investment (ROI), and of course

the bottom line. In education, the bottom line is student learning. Realizing an

increase in student performance indicators requires a strategic, concerted effort

toward instructional improvement. This usually involves teacher professional

development. This book describes a framework for planning and implementing an

authentic, job-embedded professional development program for in-service teachers

that focuses on incorporating digital literacies into the comprehensive curriculum of

a school or organization. The framework is modular and highly adaptable in order to

meet the unique needs of diverse contexts. It capitalizes on personnel and resources

that are already available internally, and it is within reach of anyone who is willing to

put the necessary time and effort into implementing it within his or her institution.

Literacy At the core of literacy are reading and writing. They are essential

tenets of literacy in any society. Any other aspect of literacy builds upon the ability

to read and write. However, this just barely scratches the surface. A broader look at

literacy reveals that it includes not only reading and writing but truly the ability to

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engage in all types of communication—whether textual, graphical, auditory, or

otherwise. Furthermore, literacy involves not just communication but also managing

the information that is transmitted by any communication medium. The discernment

to choose the appropriate means—whether print, digital, or otherwise—by which to

communicate and manage information in a given context is also essential to active

citizenship and individual prosperity in a literate society. A partial and very

incomplete list of digital communication mediums might include blogs, text

messages, Internet memes, social networks, and multiuser virtual environments

(MUVEs). Often overlooked print-based communication formats include comic books,

recipes, and appliance service manuals, just to name a few. Indeed, even these

items, which have traditionally been available primarily in printed format, are now

migrating to the digital realm in the form of web content, e-books, and more. Surely

by now it is apparent that teaching students to read, write, speak, and listen is not

nearly sufficient in order to prepare them for success in the highly digital world that

is the 21st century.

Defining Digital Literacies

Digital literacies represent in whole the essential skills for managing information and

communication in the rapidly changing and increasingly digital world that is the 21st

century. The term digital literacies is plural (e.g., literacies) because it encompasses

a broad spectrum. There is not merely one single digital literacy. Furthermore, digital

is the most appropriate descriptor because it acknowledges the irrevocable impact

that technology has made—and will continue to exert—on literacy. The term new

literacies is being used increasingly in a similar context to that which is being

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described here. However, to replace the word digital with new would risk implying

that something might fall off the list at some point when it is no longer on the

cutting edge. Any other substitute would only narrow the scope of literacy and

further exclude essential elements that cannot be overlooked in a comprehensive

treatment of literacy.

Developing Digital Literacies. There might be a tendency to approach digital

literacies from the angle of technology skill acquisition. Teachers and students alike

struggle to stay abreast of new technologies and chase frantically as rapid

advancements leave them behind.

Digital literacies are not merely about gaining new technology skills, learning

to use new tools, or even simply applying those tools in teaching and learning.

Instead, digital literacies are the highly adaptable skills that actually enable us to

leverage those technical skill sets and navigate the information superhighway.

Rather than locking us into skills and techniques that are relevant now but may

change tomorrow, digital literacies make us ready for the present and the future,

regardless of what it looks like. Indeed, digital literacies are not static benchmarks

that can be arrived at and maintained. The ability to constantly adapt existing skills

and develop new ones when appropriate is essential in a rapidly changing society

with technologies that are advancing at an unfathomable pace.

Standards Digital literacies have played a part in the inspiration of numerous

sets of standards established by as many experts and professional organizations.

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The International Society for Technology in Education (ISTE) has its National

Educational Technology Standards (NETS) for students, teachers, and

administrators. The American Association of School Librarians (AASL) authored its

own set of Standards for the 21st Century Learner. The Partnership for 21st Century

Skills (P21) supports a Framework for 21st Century Learning. These are just three

examples among many more that could be mentioned here. Subject-matter and

discipline-specific organizations often develop standards related to digital literacies

(often with slightly different terminology) which complement their content-area

standards. All of these can be located easily online, as can pages and pages of

search results with blogs, wikis, and articles that attempt to encapsulate digital

literacies (again, usually under a different banner) in a list of competencies. Digital

literacies represent in whole the essential skills for managing information and

communication in the rapidly changing and increasingly digital world that is the 21st

century.

Lifelong Learning in the 21st Century and Beyond

Lifelong learning is now recognized by educators, governing bodies,

accreditation organizations, certification boards, employers, third-party payers, and

the general public as one of the most important competencies that people must

possess. Promoting lifelong learning as continuous, collaborative, self-directed,

active, broad in domain, everlasting, positive and fulfilling, and applicable to one’s

profession as well as all aspects of one’s life has emerged as a major global

educational challenge. Meeting this challenge will require changes in the way

teachers teach and learners learn, as teachers take on a more facilitative role and

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learners take more responsibility for setting goals, identifying resources for learning,

and reflecting on and evaluating their learning. For physicians, this will require less

dependence on traditional educational venues, such as passive continuing medical

education activities, and greater participation in self-assessment, peer assessment,

evaluation of performance in practice, documentation of practice-based learning and

improvement activities, and learning at the point of care. Radiologists in an

academic setting are exposed to multiple opportunities for practicing lifelong

learning, such as teaching others, participating in multidisciplinary conferences and

journal clubs, and engaging in research. All radiologists can participate in self-audits

and group audits of performance and become active participants in national

radiology societies, where they can learn from each other. Participation in the

American Board of Radiology’s Maintenance of Certification program reflects a

commitment to actively engage in lifelong learning and is one way of demonstrating

to the general public a commitment to maintaining competence.

The great enemy of the truth is very often not the lie—deliberate,
contrived and dishonest—but the myth—persistent, persuasive and
unrealistic.(John F. Kennedy)

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“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
What Are 21st Century Skills?

21st Century skills are 12 abilities that today’s students need to succeed in their careers
during the Information Age.

The twelve 21st Century skills are: 

1. Critical thinking
2. Creativity
3. Collaboration
4. Communication
5. Information literacy
6. Media literacy
7. Technology literacy
8. Flexibility
9. Leadership
10. Initiative
11. Productivity
12. Social skills

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“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
The Three 21st Century Skill Categories

Each 21st Century skill is broken into one of three categories:

1. Learning skills
2. Literacy skills
3. Life skills

Learning skills (the four C’s) teaches students about the mental processes required to
adapt and improve upon a modern work environment.
Literacy skills (IMT) focuses on how students can discern facts, publishing outlets, and
the technology behind them. There’s a strong focus on determining trustworthy sources and
factual information to separate it from the misinformation that floods the Internet.
Life skills (FLIPS) take a look at intangible elements of a student’s everyday life. These
intangibles focus on both personal and professional qualities.
Altogether, these categories cover all 12 21st Century skills that contribute to a student’s
future career.
This is not an exhaustive checklist of career readiness skills — but they're the career
readiness skills that overlap with 21st Century skills!
Let’s take a closer look at each category.

Category 1. Learning Skills (The Four C’s)

The four C’s are by far the most popular 21st Century skills. These skills are also
called learning skills.

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More educators know about these skills because they’re universal needs for any career.
They also vary in terms of importance, depending on an individual’s career aspirations.

The 4 C's of 21st Century Skills are:

 Critical thinking: Finding solutions to problems

 Creativity: Thinking outside the box
 Collaboration: Working with others
 Communication: Talking to others

Arguably, critical thinking is the most important quality for someone to have in

health sciences.
In business settings, critical thinking is essential to improvement. It’s the mechanism that
weeds out problems and replaces them with fruitful endeavors.
It’s what helps students figure stuff out for themselves when they don’t have a teacher at
their disposal.

Related Resources:
Creativity is equally important as a means of adaptation. This skill empowers
students to see concepts in a different light, which leads to innovation.
In any field, innovation is key to the adaptability and overall success of a company.
Learning creativity as a skill requires someone to understand that “the way things have
always been done” may have been best 10 years ago — but someday, that has to change.
Collaboration means getting students to work together, achieve compromises,
and get the best possible results from solving a problem.
Collaboration may be the most difficult concept in the four C’s. But once it’s
mastered, it can bring companies back from the brink of bankruptcy.
The key element of collaboration is willingness. All participants have to be willing to sacrifice
parts of their own ideas and adopt others to get results for the company.
That means understanding the idea of a “greater good,” which in this case tends to be
company-wide success.
Finally, communication is the glue that brings all of these educational qualities
together.

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Communication is a requirement for any company to maintain profitability. It’s crucial for
students to learn how to effectively convey ideas among different personality types.
That has the potential to eliminate confusion in a workplace, which makes your students
valuable parts of their teams, departments, and companies.

Effective communication is also one of the most underrated soft skills in the United States.
For many, it’s viewed as a “given,” and some companies may even take good
communication for granted.

But when employees communicate poorly, whole projects fall apart. No one can clearly see
the objectives they want to achieve. No one can take responsibility because nobody’s
claimed it.

Without understanding proper communication, students in the 21st Century will lack a
pivotal skill to progress their careers.

But the four C’s are only the beginning. 21st Century skills also require students to
understand the information that’s around them.

Category 2. Literacy Skills (IMT)

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Literacy skills are the next category of 21st Century skills.

They’re sometimes called IMT skills, and they’re each concerned with a different element in
digital comprehension.

The three 21st Century literacy skills are:

 Information literacy: Understanding facts, figures, statistics, and data

 Media literacy: Understanding the methods and outlets in which information is
published
 Technology literacy: Understanding the machines that make the Information Age
possible

Information literacy is the foundational skill. It helps students understand facts,

especially data points, that they’ll encounter online.More importantly, it teaches them
how to separate fact from fiction.
In an age of chronic misinformation, finding truth online has become a job all on its own.
It’s crucial that students can identify honesty on their own.
Otherwise, they can fall prey to myths, misconceptions, and outright lies. 
Media literacy is the practice of identifying publishing methods, outlets, and
sources while distinguishing between the ones that are credible and the ones
that aren’t.
Just like the previous skill, media literacy is helpful for finding truth in a world that’s
saturated with information.
This is how students find trustworthy sources of information in their lives. Without it,
anything that looks credible becomes credible.
But with it, they can learn which media outlets or formats to ignore. They also learn which
ones to embrace, which is equally important.
Last, technology literacy goes another step further to teach students about the
machines involved in the Information Age.
As computers, cloud programming, and mobile devices become more important to
the world, the world needs more people to understand those concepts.

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 Technology literacy gives students the basic information they need to understand
what gadgets perform what tasks and why.
This understanding removes the intimidating feeling that technology tends to have. After all,
if you don’t understand how technology works, it might as well be magic. But technology
literacy unmasks the high-powered tools that run today’s world. As a result, students can
adapt to the world more effectively. They can play an important role in its evolution. They
might even guide its future. But to truly round out a student’s 21st Century skills, they need
to learn from a third category.

Category 3. Life Skills (FLIPS)

Life skills is the final category.  Also called FLIPS, these skills all pertain to someone’s
personal life, but they also bleed into professional settings.

The Five 21st Century life skills are:

 Flexibility: Deviating from plans as needed

 Leadership: Motivating a team to accomplish a goal
 Initiative: Starting projects, strategies, and plans on one’s own
 Productivity: Maintaining efficiency in an age of distractions
 Social skills: Meeting and networking with others for mutual benefit

Flexibility is the expression of someone’s ability to adapt to changing

circumstances.

This is one of the most challenging qualities to learn for students because it’s based on two
uncomfortable ideas:

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 1. Your way isn’t always the best way
2. You have to know and admit when you’re wrong

That’s a struggle for a lot of students, especially in an age when you can know any
bit of information at the drop of a hat. Flexibility requires them to show humility and accept
that they’ll always have a lot to learn — even when they’re experienced. Still, flexibility is
crucial to a student’s long-term success in a career. Knowing when to change, how to
change, and how to react to change is a skill that’ll pay dividends for someone’s entire life.
It also plays a big role in the next skill in this category.

Leadership is someone’s penchant for setting goals, walking a team through the
steps required, and achieving those goals collaboratively.

Whether someone’s a seasoned entrepreneur or a fresh hire just starting their

careers, leadership applies to career. Entry-level workers need leadership skills for several
reasons. The most important is that it helps them understand the decisions
that managers and business leaders make. Then, those entry-level employees
can apply their leadership skills when they’re promoted to middle management (or the
equivalent). This is where 21st Century skill learners can apply the previous skills they’ve
learned.  
It’s also where they get the real-world experience they need to lead entire
companies.
As they lead individual departments, they can learn the ins and outs of their specific careers.
That gives ambitious students the expertise they need to grow professionally and lead whole
corporations.

True success also requires initiative, requiring students to be self-starters.

Initiative only comes naturally to a handful of people. As a result, students need to

learn it to fully succeed. This is one of the hardest skills to learn and practice. Initiative often
means working on projects outside of regular working hours.

The rewards for students with extreme initiative vary from person to person.
Sometimes they’re good grades. Other times they’re new business ventures.

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Sometimes, it’s spending an extra 30 minutes at their jobs wrapping something up before
the weekend.
Regardless, initiative is an attribute that earns rewards. It’s especially indicative of
someone’s character in terms of work ethic and professional progress. That goes double
when initiative is practiced with qualities like flexibility and leadership.

Along with initiative, 21st Century skills require students to learn

about productivity. That’s a student’s ability to complete work in an appropriate
amount of time.

In business terms, it’s called “efficiency.” The common goal of any professional —
from entry-level employee to CEO — is to get more done in less time. By understanding
productivity strategies at every level, students discover the ways in which they work best
while gaining an appreciation for how others work as well. That equips them with the
practical means to carry out the ideas they determine through flexibility, leadership, and
initiative. Still, there’s one last skill that ties all other 21st Century skills together.

Social skills are crucial to the ongoing success of a professional. 

Business is frequently done through the connections one person makes with others
around them. This concept of networking is more active in some industries than others, but
proper social skills are excellent tools for forging long-lasting relationships. While these may
have been implied in past generations, the rise of social media and instant communications
have changed the nature of human interaction.

As a result, today’s students possess a wide range of social skills. Some are more socially
adept than others. Some are far behind their peers. And some lucky few may be far ahead,
as socializing comes naturally to them. But most students need a crash course in social skills
at least. Etiquette, manners, politeness, and small talk still play major roles in today’s world.

That means some students need to learn them in an educational setting instead of a social
setting. For them, it’s another skill to add to their lives.

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Now that we’ve established what 21st Century skills are, let’s answer the next big question.

Do employers actually want people with 21st Century skills?

What’s the Demand for 21st Century Skills?

While 21st Century skills have always been important, they’ve become essential in a

worldwide market that moves faster by the day. These skills all double back to one key
focus.

Someone’s ability to enact and / or adapt to change. 

This is because any industry is capable of changing at a moment’s notice. Industries

are now regularly disrupted with new ideas and methodologies. Those industries that

haven’t been disrupted aren’t immune though. They just haven’t been disrupted yet. With

that in mind, the world has entered an era where nothing is guaranteed. As a result,

students need to learn to guide the change that’ll inundate their lives. At the very least, they

need to learn how to react to it. Otherwise, they’ll be left behind.

This is especially true as customer demand accelerates in all industries along with

expectations for newer features, higher-level capabilities, and lower prices. In today’s

marketplace, falling behind means becoming obsolete. That’s a familiar concept to all of

today’s students as tomorrow’s advancements make today’s miracles quaint or

unimpressive.

Today, the only consistency from year to year is change.

With 21st Century skills, students will have the adaptive qualities they need to keep up with
a business environment that’s constantly evolving. This is the time when students need to
hone their career readiness skills before they enter the workforce!

21st CENTURY LEARNERS

Learning occurs throughout life:

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 1. Education cannot be envisioned as a finite thing, a “preparation” for life, but must be
viewed as a part of life itself.

2. People can no longer view the end of compulsory education with relief or value

freedom from educational obligation more highly than the continuation of intended

learning.

3. As recently as the 1980s, education was not universally approached as a lifelong

process

4. Except to maintain certification, most people did not have a conscious attitude about

being lifelong learners. Malcolm S. Knowles, the “father of adult learning,” predicted

in 1980 that lifelong learning would become the organizing principle of all education

and now the term lifelong learning is part of everyday conversation in educational

parlance. Presently, there are education departments with the title Lifelong Learning,

university appointments such as Director of Lifelong Learning, and university courses

on lifelong learning.

Lifelong learning has emerged as one of the major challenges for the worldwide

knowledge society of the future. A variety of events support this claim: (a) 1996 was the

“European Year of Lifelong Learning”; (b) the United Nations Educational, Scientific and

Cultural Organization (UNESCO) included “Lifetime Education” as one of the key issues in its

planning; and (c) the G7-G8 group of countries named “Lifelong Learning” as a main

strategy in the fight against unemployment.

5. The importance of preparing students to become lifelong learners has received

widespread attention by professional organizations. Developing lifelong learning

habits has been a consistent recommendation in virtually all proposals for medical

education reform.

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 6. The original physician covenant, the Oath of Hippocrates, addresses the teaching of

medicine to willing pupils: “I will regard his sons as my brothers and teach them the

science, if they desire to learn it, without fee or contract. I will hand on precepts,

lectures, and all other learning to my sons, to those of my master, and to those

pupils duly apprenticed and sworn, and to none other”

7. There is no mention of furthering one’s education for the good of the patient.

Despite this, the altruistic manner of the oath implies a level of self-improvement

that submits the physician to continued learning

In addition to public accountability, the importance of lifelong learning is reflected

by the explosion of information. The Space Age has become the Information Age.

An operational environment of mass markets, simple products and processes, slow

change, and certainty has been replaced by customer orientation, complex products and

processes, rapid and substantial change, uncertainty, and conflicts. In today’s competitive

global marketplace, lifelong earning demands lifelong learning. In the past, hard work and

loyal service led to a secure future. Today, employers and third-party payers place a

premium on those who continually acquire skills and knowledge and who have the resilience

and flexibility to adjust to the evolving needs of the global labor market. Thus, the ability to

engage in lifelong self-directed learning is the single most important competence that people

must possess

Lifelong Learning: A Definition

“A continuously supportive process which stimulates and empowers individuals...to

acquire all the knowledge, values, skills and understanding they will require throughout their

lifetimes...and to apply them with confidence, creativity, and enjoyment in all roles,

circumstances, and environments.”

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 This definition emphasizes lifelong learning as (a) continuous (it never stops); (b)

supportive (it isn’t done alone); (c) stimulating and empowering (it’s self-directed and

active, not passive); (d) incorporating knowledge, values, skills, and understanding  (it’s

more than what we know); (e) spanning a lifetime (it happens from our first breath to our

last); (f) applied (it’s not just for knowledge’s sake); (g) incorporating confidence, creativity,

and enjoyment (it’s a positive, fulfilling experience); and (h) inclusive of all roles,

circumstances, and environments (it applies not only to our chosen profession, but to our

entire life)

Lifelong Learning and Traditional Learning

Lifelong learning is more than adult education, which often is restricted to providing

people with opportunities to engage in (school-like) learning activities during their adult life.

The challenge for lifelong learning is to fundamentally rethink learning, teaching, and

education for the information age in an attempt to change mind-sets. Lifelong learning

involves and engages learners of all ages in acquiring and applying knowledge and skills in

the context of authentic, self-directed problems. By integrating working and learning,

people learn within the context of their work on real-world problems.

Evaluation of learning in life is directed toward achieving life goals. Evaluation is not

an end product, but leads to renewed orientation, other learning activities, or a change in

goals. The learner decides if and why the gained knowledge and skills were satisfactory. At

school, the teachers and administrators decide on the criteria and also decide whether the

students have satisfied the criteria or not. Traditionally, criteria are often related to the

learning goals, but not to life goals. In real life, learners decide on the type of activities in

which to engage, often with input from others, but the final responsibility is with the learner.

In traditional learning, most of the regulating is done by the teacher and educational

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system. This makes learning look like a neat, step-by-step procedure, from the beginning of

the book to the end, from the start of the program to the examination. Learning processes

in real life are much less predictable and straightforward.

Traits and Skills of Lifelong Learners/21st century Learners

Lifelong learning is largely self-directed learning. Hammond and Collins describe self-

directed learning as “a process in which learners take the initiative, with the support and

collaboration of others; for increasing self- and social awareness; critically analyzing and

reflecting on their situations; diagnosing their learning needs with specific reference to

competencies they have helped identify; formulating socially and personally relevant

learning goals; identifying human and material resources for learning; choosing and

implementing appropriate learning strategies; and reflecting on and evaluating their

learning.” This humanistic characterization of self-directed learning implies a sense of social

awareness and responsibility, self-actualization, and the acceptance of personal

responsibility for one’s own learning

An individual’s learning potential and the development from novice to expert depend

on the development of expertise in learning to learn (knowing what and how to learn),

having access to a relevant knowledge base to build on, and being motivated to learn. When

competency in a domain increases, the learner begins to develop his or her own domain-

related goals, chooses and employs more adequate strategies, and shows increasing ability

to operate independently. An expert does not only possess a vast amount of domain

knowledge, but is also expected to contribute knowledge to the domain. The expert’s

motivation comes from strong internal goals such as a desire for personal growth,

capitalizing on existing knowledge to supplement professional competence, and ensuring

accountability for practice through renewed clinical competence

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 What teaching, learning, and knowledge each mean is learned by experience in the

social context. Significant others (eg, teachers, parent, peers) model what learning is. If

students have come to see knowledge as factual “objective truth,” they will not be inclined

to adopt a critical and constructive attitude toward learning. Learning is an active, goal-

oriented, cumulative, and constructive activity, in which prior knowledge plays an important

role in hindering or facilitating further learning. A prerequisite for learning is to activate and

make explicit prior concepts that are relevant to the topic and process of learning. Without

this prerequisite, the learning will result in inert knowledge and lack transfer to other

situations.

Attributes common among lifelong learners relate to an ability and willingness to be

self-critical, self-correcting, and flexible in thinking and acting. Lifelong learning is

attitudinal—that one can and should be open to new ideas, decisions, skills, or behaviors.

Skills for lifelong learning relate to the need to acquire, process, and transfer knowledge.

Lifelong learners need to be able to determine what they need to learn and how to make

and carry out a learning plan. They need to know how to locate appropriate information,

evaluate its quality, organize it, and use it effectively. They need to be critical and creative

thinkers, problem solvers, and decision makers, and they need to practice regular self-

reflection.

An abundance of adult learning research supports the role of experience and

reflection in continuing education. Personal reflection allows learners to uncover gaps in

knowledge and skills that form the basis of learning goals. Steps to lifelong learning can be

articulated as (a) reflection, (b) setting goals, (c) assessing knowledge and

skills, (d) creating a learning plan, (e) putting the plan into action, and (f) evaluating and

refocusing. An important lifelong learning skill is the ability to use evidence at the point of

care. Medical students, residents, and practitioners build an extensive database of clinical

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experience and medical knowledge. Like any database, though, it can grow out-of-date.

Regularly reflecting on decisions and practices will stimulate clinical questions. Answering

these clinical questions by using valid, relevant information will keep a database up-to-date.

A simple method is to record questions that cannot be answered immediately. Then,

make a commitment to answer at least one or two of the most compelling questions each

week . The ideal evidence-based physician will critically reflect on his or her practice on a

regular basis, asking whether there is a better way to do things. The physician will then

answer the questions generated by a process of critical reflection using relevant, valid

information, rather than anecdote or opinion, whenever possible. The evidence-based

practice movement set out primarily to improve healthcare, but its aims provide an excellent

model for learning from practice.

Further, residents are expected to develop skills and habits to meet the following

goals: (a) identify strengths, deficiencies, and limits in one’s knowledge and

expertise; (b) set learning and improvement goals; (c) identify and perform appropriate

learning activities; (d) systematically analyze practice by using quality improvement

methods, then implement changes with the goal of practice improvement; (e) incorporate

formative evaluation feedback into daily practice; (f) locate, appraise, and assimilate

evidence from scientific studies related to their patients’ health problems; (g) use

information technology to optimize learning; and (h) participate in the education of

patients, families, students, residents, and other health professionals.

The use of self-assessment for professional development must ultimately involve

review of performance in real settings or assessment at work. For this reason, MOC includes

a mandatory evaluation of performance in practice. Evaluation of practice performance

requires a broad view, and relevant data must be compiled from numerous sources (eg,

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medical records, claims data, patient registries, ancillary laboratory and pharmacy data,

patient surveys). Guidelines for effective self-assessment are outlined in 

Barriers to Learning

Certain obvious issues, such as lack of motivation, time, and adequate resources,

can interfere with an individual’s success as an independent adult learner. In addition, more

subtle problems, such as a lack of awareness of knowledge deficit, personal reluctance to

change, ambivalence, and group mentality, can also be significant barriers to positive

educational change. Skills must be developed, and efforts must be undertaken for learners

to develop a positive attitude, enjoyment, and motivation toward learning because no one

will engage in processes and attitudes during their whole life for goals and objectives that

they do not like.

Medical students face obstacles toward lifelong learning before they even enter

medical school, as the American educational culture often promotes passive rather than

active learning. In fact, Wilcox reported that only 13% of college professors responding to a

survey were supportive of self-directed learning. Thus, the majority of medical students in

their preclinical years learn through the same didactic lecture format used in undergraduate

coursework. Individual learning experiences and support should improve as the six core

competencies are integrated into medical education.

Learning often comes from confusion, problems, the uneasy realization of lacking

adequate skills and knowledge, and discomfort. Learning means change and change implies

risks. Therefore, learning asks for the courage to take risks. At least temporarily, the learner

needs a certain amount of tolerance of uncertainty. However, people differ in their tolerance

of uncertainty. People with a strong certainty orientation (a low tolerance of uncertainty)

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tend to stick to what they (believe to) know and do not like to investigate what is unknown

to them. On the other hand, uncertainty-oriented people feel challenged by new,

contradictory information and unclear situations. Traditional learning environments often

reduce uncertainty for students as much as possible. The structure and curriculum

organization tend to afford a kind of certainty (about what to do and when) that is seldom

seen in real life.

Learning is now recognized by educators, governing bodies, accreditation

organizations, certification boards, employers, third-party payers, and the general public as

one of the most important competencies that people must possess. Promoting lifelong

learning as continuous, collaborative, self-directed, active, broad in domain, everlasting,

positive and fulfilling, and applicable to one’s profession as well as all aspects of one’s life

has emerged as a major global educational challenge. Meeting this challenge will require

changes in the way teachers teach and learners learn, as teachers take on a more

facilitative role and learners take more responsibility for setting goals, identifying resources

for learning, and reflecting on and evaluating their learning.

Redefining the Content and Methods

in the 21st Century
Digital Learning in the Workplace – Six Key Challenges to Learning
(McCoshan 2019)
  The opportunities presented by new technologies in workplace learning grow almost

by the day. Digital learning is throwing up an array of questions that are confronting

practitioners.

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1. How can we get the most pedagogical benefit from digital

technologies?
Digital learning technologies have enormous potential to support changes in

pedagogies in the workplace. The mere presence of technology is not by itself sufficient to

innovate, Nor should innovation be assumed to be synonymous with going digital, as this

may only be reproducing traditional methods and pedagogies with a different format.’

Online learning resources can enable teachers and trainers to access more resources whilst

not necessarily having much impact on learning processes. But the same resources can be

used to shift pedagogies in new directions, e.g. more blended learning and ‘flipped

classrooms’. How can we make sure we grasp such opportunities? Which opportunities do

we want or need to grasp and why?

The answers to such questions are not easy. But with teachers and trainers in the

‘front line’ of any pedagogical changes, it’s clear we need to make sure they have the

requisite knowledge, skills and competences through appropriate training. We also

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need to help providers to have the strategies to accommodate technological change

and ensure opportunities are maximized in a coherent and planned way. But how

should such developments play out in practice?

2. How do we know when online resources are good quality?

The rapid growth of digital learning raises important questions about quality: there

are so many online resources available, how do we know what’s ‘good’ and what is not? It’s

an issue teachers and trainers often raise. Even though they will use their professional

judgement – as they would to select a textbook – they frequently seem to lose confidence in

the face of so much overwhelming choice. Interestingly, as we saw in the accompanying

blog post, the vast majority of companies mix off-the-shelf content with their own

customized content, which is one way of addressing issues of quality and relevance. But

online learning also massively expands opportunities for self-directed learning. In a such an

environment, how can learners make sure they access relevant and high quality provision?

Here, it might help to develop the reputational side of things on the internet. Stay in a hotel

and you get invited to post a review online. Buy something from an online provider and

you’re asked to rate it. Perhaps such ‘market mechanisms’ also need to develop for online

learning - a ‘LearningAdviser’ equivalent of ‘TripAdvisor’ perhaps? But maybe other

mechanisms would be better?

3. Who should be validating online learning and against what standards?

Online learning also opens up the issue of who validates learning and against what

standards. Online learning is shifting the boundaries between formal and non-formal

vocational education and training. Alternative modes of validation are emerging, such as

‘digital badges’. But where do these leave the learner in relation to qualifications that are

recognize ed and validated by the state and social partners?

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The response to such a challenge might be different in different countries. Where validation

systems are long established and deeply embedded socially and economically, accepting

new validation methods may be difficult. In contrast, countries that are individualising their

learning pathways and embedding opportunities to validate prior learning, as in Finland,

may be well suited to cope with these new challenges.

4. Private provision is growing – do public providers need to respond?

Many digital products and online resources are created on a commercial basis by

specialist firms. Whilst it is difficult to estimate the size of the private sector, its presence is

increasing(link is external). Adult learning in the workplace has always been supported by

the private training sector, with employers purchasing programmes or small one-off training

activities to meet their skill needs. We probably have quite a ‘mixed economy’ now emerging

with, on the one hand, an ever-increasing amount of free, open access learning resources,

and, on the other hand, expensive products, like learning tools based on virtual and

augmented reality, that require substantial upfront investment and therefore are available

only for purchase from private providers.

However this may play out in coming years, the ability to access training so easily

online is a growing challenge to traditional boundaries in vocational education and training

and to the position of formal, public sector providers. Adaptation to these new conditions

will be important to vocational education and training providers, especially in the adult

workplace learning market, and it would be interesting to hear of examples from Europe

where this is being done – maybe you have some examples you can share in the comments

section below.

5. How can we make sure new learning tools are developed in small as
well as big markets?
In all markets there is market failure – and the market for workplace learning is no

exception. Some business sectors are too small to make the development of online learning

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and digital tools commercially viable. The same goes for languages spoken by comparatively

small numbers of people. International commercial providers will work in dominant

languages to maximize sales. Is some form of public intervention needed to ensure all

sectors and countries benefit? Open access to resources and the ability of teachers and

trainers to tailor learning resources to their needs may be some of the tools that could help

all sectors and linguistic groups to benefit from new learning technologies.

6. Might digital learning lead to more inequality in learning?

We have to face the possibility that digital learning may have the unintended

consequence of widening the gap between people who learn as adults and those who don’t.

There is an unfortunate logic here …

Question: If online learning opens up more and easier opportunities for people to

learn (not least through self-directed learning), who is likely to benefit most?

Answer: Those who are already most likely to learn, i.e. those who are already

socially and economically advantaged.

This is a worrying thought when Europe already has many social divisions. We already know

there is a ‘digital divide’: although it has been reduced in Europe, it persists(link is external).

Lack of access to digital technology is most prominent amongst those with fewest

educational qualifications. Overlay upon this poor access to digital learning opportunities,

and this emerges as a challenge policy-makers need to grasp urgently.

There must be other challenges too!

These are just six of the challenges in digital learning in the workplace that I’ve

identified. I’m sure there are more.

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Drivers of Change

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III. Competencies and Skills for the 21st Century

The Four/Five Pillars of Learning in the 21st Century

A desire to learn continuously through one’s lifetime is a mark of a 21st century

learner. The International Commission on Education for the Twenty-first Century to

UNESCO, headed by Jacques Delors, identified learning throughout life as a key to meet the

challenges of the 21st century. The Commission’s 1996 report, Learning: The Treasure

Within, highlighted the need for individuals to"learn how to learn” to cope with the rapid

changes and challenges of the present and the future. It describes a holistic approach to

learning that encompasses more than what occurs in the classroom. This is referred to

as lifelong learning - a philosophy that involves the development of knowledge, skills,

attitudes, and values throughout one’s life—from early childhood through adulthood.

Learning is seen not just as an intellectual process, but one that encompasses all aspects of

an individual’s life, including their role in the community, performance in the workplace,

personal development, and physical well-being.

The report presented a framework that organized lifelong learning into four pillars:  learning

to know, learning to live together, learning to do, and learning to be. The four

pillars of learning are seen as fundamental principles for reshaping 21st century education.

The Four Pillars of Learning is proposed as a framework to understand what students need

to acquire and develop in themselves. Knowing these pillars and applying them to your own

learning can help you develop the KSAVs required to fulfill your tasks and roles as a provider

of quality and relevant education to your students.

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 An Overview of the Four Pillars of Learning

Source: Graphics adapted from “Four Pillars of an Effective Sales Service (2011)."
The following are brief descriptions of the four pillars of learning.

Learning to Know
Learning to Know involves the acquisition and development of knowledge and skills that are
needed to function in the world. Examples of skills under this pillar of learning include
literacy, numeracy, and critical thinking.
Learning to Live Together
Learning to Live Together involves the development of social skills and values such as
respect and concern for others, social and inter-personal skills and an appreciation of the
diversity among people. These skills would enable individuals and societies to live in peace
and harmony.
Learning to Do
Learning to Do involves the acquisition of skills that would enable individuals to effectively
participate in the global economy and society. These skills are often linked to occupational
success, such as vocational and technical skills, apprenticeships, and leadership and
management competencies.
Learning to Be
Learning to Be involves activities that promote holistic personal development (body, mind
and spirit), for an all-round ‘complete person.’ These include cultivating one’s self analytical
and socials skills, creativity, personal discovery and an appreciation of the inherent value
provided by these pursuits. An example under this pillar is a teacher who participates in
training workshops that will enhance his/her knowledge and skills in the teachinglearning
process.

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Did you notice the arrow that spans across the four pillars of learning? What do you think
does this arrow represent? If you mentioned “lifelong learning,” you are correct! The
framework takes into account that learning in the 21st century is a continuous building of
skills and knowledge throughout the life of an individual. It occurs through experiences
encountered in the course of a lifetime.

New Parameters for Teaching and Learning in the 21st Century

You have learned earlier that education in the 21st century is characterized by

changes that teachers like you should be aware of to effectively guide your students and

help your school adapt to and make the most of these changes.

The changes and developments in the 21st century education fall into the following key

categories (Zhou, 2006):

1. New environment of learning,

2. New content of learning,
3. New process of learning,
4. New types of learners, and
5. New spaces/dimensions of learning.
New Environment of Learning

What comes to your mind when you hear the phrase “new learning environment”? If

you mentioned that the term refers to innovative and modern ways of teaching and

learning, such as the use of technology as a teaching/learning tool, then you are correct.

But, new learning environment is more than the use of technology in instruction. The 21st

century learning environment is also characterized by being more student-centered than

teacher-centered. It also entails learning that goes beyond the confines of the classroom.

This is in contrast with the traditional learning environment, which is usually characterized

by rote memorization in a teacher-centered classroom, and the “chalk and talk“ lecture

method that predominates instruction.

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 Foremost in the new learning environment in the 21st century is the availability of

new Information and Communication Technologies (ICTs), such as mobile phones,

computers, and the internet, in the classroom and in schools. These are breaking barriers of

time and space for global access to updated information by anyone, anytime, and anywhere.

These ICTs provide new learning environments that offer opportunities for teachers and

learners to explore new ways of delivering and receiving instruction. Instead of the usual

instruction being done inside the “four walls of the classroom,” interactive technologies allow

for exchange of ideas between teachers and students in various schools in “real time.”

The availability of the new ICTs also encourages new types of learning interactions:

between teacher-learner, teacher-teacher, learner-experts, and between learners-computer.

Learning to Know as a 21st Century Teacher

“What do I have to teach?” and “What do I have to cover?” are questions foremost

in many teachers’ mind when they enter the classroom. These concerns mainly dwell on

learning content. However, in this day and age, it is not enough to teach for content alone.

When one considers that information can be easily accessed via the internet (e.g., Google or

Wikipedia) and from other sources, students may not appreciate the value of going to

school if content is the only thing that schools offer.

In the 21st century, there is more emphasis, not on “what there is to know,” but on

“learning to know.” The former implies acquisition of information or factual knowledge, as is

often stressed in traditional curriculum and in ‘rote learning’. Traditional curriculum, as you

have learned in Activity 1.6 on pages 35-38, is characterized by a heavy emphasis on

content and oftentimes, it is not seen as relevant or responsive to students’ needs. Also,

traditional curriculum tends to encourage rote learning — studying facts and recalling them

at will.

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 In Learning to Know, emphasis is on the learning tools and processes used for acquiring

knowledge. This pillar focuses on developing an autonomous learner. An autonomous

learner is one who has affective attributes combined with a sense of self-worth and has

developed skills and strategies of operation and metacognition (Atkin, 1999). These

attributes and skills are discussed in detail as follows:

1. Affective attributes. This quality of autonomous learners include the following

characteristics:
a. Can relate well with others – tolerant, supportive, independent, and interdependent.
b. Reflective and purposeful – purposeful in questioning, initiative, open-minded,
reliable, self-motivated, organised, risk-taker
c. Possesses a positive outlook – enthusiastic, curious, balanced and with broad
interests, loves learning
2. Sense of self-worth, which is associated with self-respect, refers to learners’ overall
sense of value, worth, goodness, and deservedness. A sense of self-worth enables
learners to believe that they are capable of learning, doing their best with their
talents, of contributing well in society, and that they deserve to lead a fulfilling life.
3. Skills and strategies of –
a. Operation. This includes activities and behaviors such as cooperation and
collaboration, communication, adapting one’s learning style, evaluation, using
resources (physical, personal, technical, temporal), organization and planning,
and decision making.
b. Metacognition. This involves the selection and use of appropriate strategies for
active learning, memory, concentration, problemsolving, creative expression, and
thinking.

4. New Types of Learners

Teaching in the 21st century has to evolve and adapt to the changing needs of our new
generation of learners, who:
 have different sets of values, languages, and pop-cultures, and different ways
of thinking, reacting, responding, and getting motivated;
 are techno-savvy - their internet and digital technology skills and
competencies, as well as their use of ICT as powerful learning tools,
 come from more diverse backgrounds and cultural identities (age, ethnicity,
 have new traits of independence, creativity, open-mindedness, and
enterprising minds.

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Do you see these characteristics as students?/as future teachers? How do you relate to
them considering these characteristics? In 5 sentences, write your reflections on your
answer sheet.

5. New Spaces/Dimensions of Learning

The 21st century also allows the exploration of learning outside the four walls of the
classroom. While most traditional classes are held in the confines of the classroom,
modern-day classes are now also being held in such places as parks, school yards,
museums, workplaces, homes, and other venues to enhance the real life experience
of learners. Changes in the learning environment are observed to be of three types:
6. Horizontally: from schools to work-places, communities, mass media, and other
social learning environments. For example, learning, whether formal, nonformal, or
informal, can now happen in any place - in community centers, in offices, at home,
or in parks, and through various media such as radio or television lessons, and the
like.
Longitudinally: from early childhood through adulthood to postretirement years
(lifelong). Opportunities to learn are not limited to the school-going population, and
one’s age should not be a hindrance for anyone to continue learning.
Vertically: from real to digital and virtual learning environments. Learning in the
21st century cuts across various media - from lessons done in real life, to computer-
based, or online learning via the internet.

UNESCO’S FIVE PILLARS OF EDUCATION

How could we create educational environments that are able to provide learning

opportunities that are authentic, relevant, integrative and more relevant for the 21st
Century?

UNESCO’S Education for Sustainable Development Initiative (2012) presented a conceptual

framework for ongoing, lifelong learning .This model organizes learning into
the following five pillars:

1. Learning to Know – the development of skills and knowledge needed to function in

this world e.g. formal acquisition of literacy, numeracy, critical thinking and general
knowledge.
Knowledge, values and skills for respecting and searching for knowledge and wisdom
• learn to learn
• acquire a taste for learning throughout life
• develop critical thinking
• acquire tools for understanding the world
• understand sustainability concepts and issues
Education for Sustainable Development:
• recognizes the evolving nature of the concept of sustainability.
• reflects the ever growing needs of societies.
• acknowledges that fulfilling local needs often has international effects and
consequences.

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 • addresses content, context, global issues and local priorities.

2. Learning to DO – the acquisition of applied skills linked to professional success.

Knowledge, values and skills for active engagement in productive employment and
recreation
• be an actor as well as a thinker
• understand and act on global and local sustainable development issues
• acquire technical and professional training
• apply learned knowledge in daily life
• be able to act creatively and responsibly in one’s environment
Education for Sustainable Development:
• is locally relevant and culturally appropriate.
• must become a concrete reality for all our daily decisions and actions.
• is about helping build a sustainable and safe world for everyone.

3. Learning to Live Together – the development of social skills and values such as
respect and concern for others, and the appreciation of cultural diversity.
Knowledge, values and skills for international, intercultural and community
cooperation and peace
• participate and co-operate with others in increasingly pluralistic, multi-cultural
societies
• develop an understanding of other people and their histories, traditions, beliefs,
values and cultures
• tolerate, respect, welcome, embrace, and even celebrate difference and diversity in
people
• respond constructively to the cultural diversity and economic disparity found
around the world
• be able to cope with situations of tension, exclusion, conflict, violence, and
terrorism
Education for Sustainable Development:
• is interdisciplinary. No one discipline can claim ESD for its own, but all disciplines
can contribute to it.
• builds civil capacity for community-based decision-making, social tolerance,
environmental stewardship, adaptable workforce and quality of life.

4. Learning to BE – the learning that contributes to a person’s mind, body, and spirit.
Skills include creativity and personal discovery, acquired through reading, the Internet,
and activities such as sports and arts.
Knowledge, values and skills for personal and family well-being
• see oneself as the main actor in defining positive outcomes for the future
• encourage discovery and experimentation
• acquire universally shared values
• develop one’s personality, self-identity, self-knowledge and self-fulfillment
• be able to act with greater autonomy, judgment and personal responsibility
Education for Sustainable Development:
• builds on the principles and values that underlie sustainable development.

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 • deals with the well-being of all three realms of sustainability – environment,
society, and economy.
• contributes to a person’s complete development: mind and body, intelligence,
sensitivity, aesthetic appreciation and spirituality.

5. Learning to Transform Oneself and Society – when individuals and groups gain
knowledge, develop skills, and acquire new values as a result of learning, they are
equipped with tools and mindsets for creating lasting change in organizations,
communities, and societies.
Knowledge, values and skills for transforming attitudes and lifestyles
• work toward a gender neutral, non-discriminatory society
• develop the ability and will to integrate sustainable lifestyles for ourselves and
others
• promote behaviors and practices that minimize our ecological footprint on the
world around us
• be respectful of the Earth and life in all its diversity
• act to achieve social solidarity
• promote democracy in a society where peace prevails
Education for Sustainable Development:
• integrates the values inherent in sustainable development into all aspects of
learning
• encourages changes in behavior to create a more viable and fairer society for
everyone
• teaches people to reflect critically on their own communities
• empowers people to assume responsibility for creating and enjoying a sustainable
future

These five pillars are linked together by a social constructivist approach to individual

learning and a social constructionist approach to the development of learning communities

that significantly influences how students learn and how faculty and staff support their

learning. According to a social constructivist approach, learning is an active social process –

an individual’s acquisition of new knowledge and skills is heavily

influenced and supported by the social environment in which the learning occurs. Students

make meaning from their experiences by being actively engaged with others and the

environment in which they are situated rather than passively receiving information from

their professors or texts.

A social constructivist orientation includes the following key elements

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 1. Self-Responsibility
2. Complex Problems
3. Collaborative Inquiry
4. Open Ended Learning Activities
5. Discussion and Reflection
6. People Learn in a Diversity of Ways

The study program is designed, the courses are developed and taught, and students are
supported inspired the below teaching philosophy:

 Demonstrate passion for learning

 Value students
 Focus on applied research-informed learning
 Share expertise
 Know how to use learning technologies
 View teaching and learning as critically reflective practices
 Create learning conditions that are respectful, welcoming and inclusive
 Support lifelong transformative education
 Facilitate authentic, challenging, collaborative and engaging learning experiences
 Model and encourage academic integrity
 Actively participate in the learning community

Learning-by-doing is generally considered the most effective way to learn. The

Internet and a variety of emerging communication, visualization, and simulation

technologies now make it possible to offer students authentic learning experiences ranging

from experimentation to real-world problem solving. This white paper explores what

constitutes authentic learning, how technology supports it, what makes it effective, and why

it is important.

Students say they are motivated by solving real-world problems. They often express a

preference for doing rather than listening. At the same time, most educators consider

learning-by-doing the most effective way to learn. Yet for decades, authentic learning has

been difficult to implement. Certain experiments are too dangerous, difficult, or expensive to

conduct in the classroom; many are simply impossible to perform. After all, educators

cannot expect their students to set the tectonic plates in motion, summoning up an

earthquake at will, or to travel back in time and replay decisive moments in the American

Civil War, can they? Well, perhaps they can. Thanks to the emergence of a new set of

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technological tools, we can offer students a more authentic learning experience based on

experimentation and action. With the help of the Internet and a variety of communication,

visualization, and simulation technologies, large numbers of undergraduates can begin to

reconstruct the past, observe phenomena using remote instruments, and make valuable

connections with mentors around the world. With access to online research communities,

learners are able to gain a deeper sense of a discipline as a special “culture” shaped by

specific ways of seeing and interpreting the world. They begin to grasp the subtle,

interpersonal, and unwritten knowledge that members in a community of practice use (often

unconsciously) on a daily basis. “Learning becomes as much social as cognitive, as much

concrete as abstract, and becomes intertwined with judgment and exploration,”1 just as it is

in an actual workplace. Developmental psychologist Jerome Bruner reminds us that there is

a tremendous difference between learning about physics and learning to be a physicist.

Isolated facts and formulae do not take on meaning and relevance until learners discover

what these tools can do for them.2 As George Siemens suggests, learning to be a physicist,

a chemist, or an historian is all about forging concrete connections—interpersonal

connections between apprentices and mentors, intellectual connections between the familiar

and the novel, personal connections between the learner’s own goals and the broader

concerns of the discipline.3 Connection-building will require new forms of authentic learning

—forms that cut across disciplines and bring students into meaningful contact with the

future employers, customers, clients, and colleagues who will have the greatest stake in

their success. Without a doubt, technology will play an essential supporting role

Apply Your Knowledge

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 I. What do the four pillars of learning mean for as an individual? The
following table provides Zhou’s descriptions for each of the four pillars. The
list shows some of the competencies and skills associated with the four
pillars. In the last column, place a check mark (√) against the elements that
you think you are already good at. Put a cross mark (X) if the elements do not
apply to you. Try to be as honest as you can in completing this checklist.

Four Pillars of Learning

I think I am
good at this
Pillars Involves...
√ X
 mastering the skills and strategies of knowing and
understanding          

 learning to learn and discover

         
 understanding about one’s environment
         

Learning to Know thinking in a coherent and critical way

         
 acquiring a knowledge of the scientific method and
instruments          

 developing a scientific spirit and an inquiring mind

         
 acquiring independence of judgement
         
 knowing oneself
         
 discovering others
         
 appreciating the diversity of the human race
         

Learning to live  being receptive to others and open to others’ ideas

together during dialogues and debates          

 caring and sharing

         
 working toward common objectives in cooperative
undertakings          

 managing and resolving conflicts

         
Learning to do  shifting from skill and ‘practical knowhow’ to
competence          

 applying in practice what has been learned

         

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  developing the ability to transform knowledge into
innovations and job-creation          
Assess Your Knowledge
 developing competence, a mix of higher skills, of social
behaviour, of an aptitude for team work, and          
initiative/readiness to take risks
 acquiring new types of skills, more behavioral than
intellectual          

 learning that is no longer limited to work but responds

to participation in development          

 communicating, working with others, and managing

and resolving conflicts          

 developing the mind and body, intelligence, sensitivity,

aesthetic sense, personal responsibility, and spiritual          
values
 nurturing imagination and creativity
         
Learning to be
 being complete in oneself, in all the richness of one’s
personality          

 developing one’s full potentials and tapping the hidden

treasure within oneself          

How did you fare in the activity? How is your profile as a learner in
relation to the four pillars of learning? If you have many check marks in the
table, it means that you are as much an all-around learner as you are a teacher
fit for the 21st century. You have done well. If you only have a few check marks
in the table, do not feel bad; this module will help you develop the competencies
under each pillar. Once you have developed these in yourself, you can help equip
your own students so that they will also be prepared for the 21st century and
beyond.

You will start by learning more about the first pillar, Learning to Know, in the light of
literacies expected or are required to be developed in you and among your students
in the 21st century.

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 A. To find out how much you already know about the concepts discussed in
this module, try to answer the following:
1. Identify at least three attributes or characteristics of 21st century education. (3
points)
2. Give at least three characteristics of teaching and learning in the 21st century?
Describe each. (3 points)
3. Identify three attributes of a teacher who is a leader in 21st century schools. Briefly
explain each attribute. (3 points)
4. Describe a person who is: 5 points)
a. information and communications technology (ICT) literate
b. media literate

B. Would you like to find out how much you have learned from this module?
Try and complete the following:

Who among the following teachers are NOT in tune with 21st century education? Explain
briefly your choice in your answer sheet:

a. Ms. Amina, a science teacher, taught a unit on medicinal plants. She brought her students
to a nearby community herbal garden, where the students became more familiar with the
different kinds of herbs and their uses for various ailments.

b. Mr. Tum helped his fourth grade students to set up a simple Webquest on how people
from different countries say common phrases like “hello,” “thank you,” or “good day” in their
own language. This way, his students were able to connect with students from different
races and cultures and learn from them.

c. Mrs. Singh is very knowledgeable about the subject matter that she is teaching. This is
the reason her students sometimes refer to her as a “walking encyclopedia.” Thus, in the
classroom, she usually serves as the primary dispenser of information and knowledge to her
students.

d. Mr. Boon collaborates with his co-teachers on a thematic unit about water. In science, the
students learned how water forms and the importance of the water cycle. In math, they
tried to convert units used to measure liquid, e.g., from milliliter (mL) to liter (L). In English
class, they composed a poem about water. The students had fun learning about water!

C. Assess your Knowledge

Multiple Choice. Write the letter of your answer in the space provided before the number.
Do this in your answer sheet:

1. What is the meaning of ESD?

a) Educational Sustainable Development

b) Electrostatic Discharge
c) Elementary School District

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 d) Endoscopic Sub mucosal Dissection

2. The following are the major thrusts of ESD, except one?

a) improving quality basic education;

b) reorienting educational programmed
c) developing public understanding and awareness
d) acquire a taste for learning throughout life

3. What year does the sustainable development was first endorsed?

a) 1988
b) 1986
c) 1987
d) 1984

4. What is learning to know?

a) Knowledge, values and skills for personal and family well-being

b) Knowledge, values and skills for respecting and searching for knowledge and wisdom
c) Knowledge, values and skills for international, intercultural and community
cooperation and peace
d) Knowledge, values and skills for active engagement in productive employment and
recreation

5. This are the skills of learning to do except one.

a) Be an actor as well as thinker
b) Acquire technical and professional training.
c) Develop an understanding of other people and their histories, traditions, beliefs,
values and cultures

d) Be able to act creatively and responsibly in one's environment.

D. Matching Type
Column A Column B Answers

1. Learning to know a) Acquire universally shared Write your answers in

2. Learning to be values your answer sheet.
3. Learning to live together b) Participate and cooperate
4. Learning to do with others in increasingly
5. Learning to transform pluralistic, multi-cultural
one societies
self and society c) Develop critical thinking
d) Work toward a gender
neutral, nondiscriminatory
society
e) Apply learned knowledge in

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 daily life

C.
A. Take Home Points:

The line below tells something about learning and the learners. Discuss it
carefully in not more than 100 words: Do it in your answer sheet:
1. “Learning is not finite, but a lifelong process.”

UNIT 2: GLOBALIZATION and

MULTILITERACY
LEARNING OUTCOMES:

At the end of the unit, the students must have:

a. discussed the meaning, dimensions of globalization,

b. discussed the impact of globalization on the society and on education,
c. discussed the importance, aims, concepts and methodologies of global education,
d. illustrate the impact of globalization to real life situations
e. discussed the meaning, dimensions, goals, levels, components, importance and
benefits of multicultural education

Activate Prior Knowledge

Do this in your answer sheet.

1. Create a ten-word concept map on how you understand globalization (10 points)

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 Globalization

Acquire New Knowledge

Globalization

Globalization, or globalisation, is the process of interaction and integration among

people, companies, and governments worldwide. Globalization has accelerated since the

18th century due to advances in transportation and communication technology.

What is Global Education?

A global education is one that incorporates learning about the cultures,

geographies, histories, and current issues of all the world's regions. It emphasizes the

interconnectedness and diversity of peoples and histories. Global education develops

students' skills to engage with their global peers and highlights actions students can take as

citizens of the world. It is a lens that can be applied to all disciplines and all grade levels as

well as the broader school community.

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 Global education isn't a course you can register for. Instead, it is an overall

approach to education that focuses on developing students' understanding of other cultures,

the history and geography of different countries and people and the current events faced in

various parts of the world. In particular, it focuses on helping students understand these

things and how each culture is interconnected to the next. It also encourages learners to

embrace the diversity around them.

Global education is not about learning about the food, flags, festivals and famous

faces of other places, though those items can certainly be incorporated. Instead, it is a

broader focus on the attitude, values, challenges, similarities and differences of other

cultures and how we're all interdependent on one another.

At the end of receiving a global education, the hope is to have developed globally

competent people who can appreciate different cultures, embrace other perspectives and be

successful and responsible global citizens.

Why now?

Global learning is essential in the 21st century as barriers between nations and

people continue to fade. From the information we consume to the business we conduct to

the people we meet, our lives are becoming ever more global. The diversity of our

communities reflects this reality as well. It follows that students need to become more

informed and compassionate citizens, and teachers are critical to making this happen.

What can you do?

All educators have a responsibility to create a globally inclusive environment for

students. Schools, for example, can promote a more nuanced understanding of the multiple

perspectives held by the world's people. A global classroom can enable students to connect

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with other ideas and cultures as they navigate and evaluate a variety of information.

Teachers of all disciplines can create meaningful learning opportunities that explore cross-

cultural perspectives, draw from international examples, and encourage analytical thinking

about global issues. Together, these global learning experiences prepare students to engage

the larger world with greater confidence, thoughtfulness, and empathy. All students deserve

a high-quality global education. Working together with educators and schools, Primary

Source seeks to make this possible.

Global education, or global studies, is an interdisciplinary approach to learning

concepts and skills necessary to function in a world that is increasingly interconnected and

multicultural. The curricula based on this approach are grounded in traditional academic

disciplines but are taught in the context of project-and problem-based inquiries. The learner

examines issues from the vantage point of the individual, the local community, the nation,

and the world community. As social conditioning, an essential component of schooling,

global studies takes an international stance that respects local allegiances and cultural

diversity while adhering to the principles of Human Rights.

There is, however, no standard definition among proponents of global education. Kenneth A.

Tye and Barbara Benham Tye (2009) defines it as an educational training program that

emphasizes global awareness, constructed the following working definition:

Global education involves learning about those problems and issues that cut across

national boundaries, and about the interconnectedness of systems—ecological, cultural,

economic, political and technological. Global education involves perspective taking—seeing

things through the eyes and minds of others—and it means the realization that while

individuals and groups may view life differently, they also have common needs and wants.

Global education is distinct from the concept of globalization, that is, the forces of

market capitalism, which tend to focus discussion on global economic systems and

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information technologies. From a pedagogical standpoint, economic prosperity and

technological progress are part of a broader emphasis on planetary interconnectedness,

interdependency, and sustainability. Key concepts in global education include human rights,

environmental responsibility, cultural studies, and sustainable economies. Global education

views national politics and transnational economic policies with an eye toward international

accountability. It stresses the role of global ethics in shaping humane, environmentally

sound attitudes toward the world as a single ecosystem, and it teaches that a globally

conscious citizenry can effectively overcome such problems as climate change, ocean

pollution, and resource depletion with ingenuity, leadership, and cooperation.

One of the aims of global education is a shared international global ethic that would

be used to govern socioeconomic decision-making. The value and utility of global education

derives from the sense that international events require all societies and their citizens to

become knowledgeable about the world beyond their national borders. Usually, this

imperative is cast in economic terms. Business and political leaders warn that, as the world's

economies and financial systems are incredibly interconnected, our material well-being

depends on professionals and workers with sophisticated knowledge of the global economy.

In their view, family and local community can no longer define our values. Rather,

community-based values must be integrated into the large-scale social institutions that

govern our lives.

The heart of global education is enabling young people to participate in shaping a

better, shared future for the world.

Global education emphasises the unity and interdependence of human society,

developing a sense of self and appreciation of cultural diversity, affirmation of social justice

and human rights, as well as building peace and actions for a sustainable future in different

times and places.

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 Global education promotes positive values and assists students to take responsibility

for their actions and to see themselves as global citizens who can contribute to a more

peaceful, just and sustainable world.

Impact of Globalization in Education

Globalization is a broad and complex concept.

It is a widely defined word with several connotations to many different people. There

has been a hot debate about globalization. Some people believe globalization is a dangerous

phenomenon which has changed the world in negative ways. To them, globalization has

brought undesirable consequences to society, affecting its peace. On the other hand,

another group of people regard globalization as a fruitful phenomenon, making the world

more connected and informed than ever before. They look at it as a novel source for

optimism in the world. It is clear that this group see various advantages of globalization.

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 In describing both views, Jan Aart Scholte states that ‘ Some people have associated

“globalization” with progress, prosperity and peace. For others, however, the

word has conjured up deprivation, disaster and doom. ’

Having said so, it is obvious that the impact of globalization has been both positive and

negative in the sector of education.

Listed below are some points that highlight the positive and negative impacts
globalization in education has led to:

1. Globalization has radically transformed the world in every aspect. But it has especially
transformed the world economy which has become increasingly inter-connected and inter-
dependent. But it also made the world economy increasingly competitive and more
knowledge based, especially in the developed western countries

2. Global education interconnects methods of teaching from worldwide systems to

encourage the international development of environmental sustainability, as well as
contribution toward fortifying global industries. These educational initiatives prioritize global
access to school from the primary to the university levels, instigating learning experiences
that prepare students for multinational leadership roles.

3. As education serves as foundational to global stability, the development of multicultural

awareness from an early age may integrate ideologies sourced from various societies in
order to arrive at well-balanced conclusions regarding issues that surround the world as a
whole. Globalization and education then come to affect one another through mutual goals of
preparing young people for successful futures during which their nations will grow
increasingly connected.

4. With globalization some of the challenges for knowledge, education and learning will
provide today’s learners the ability to be more familiar and comfortable with abstract
concepts and uncertain situations.

5. Information society and global economy requires a holistic understanding of systems

thinking, including the world system and business eco-system. Globalization uses a holistic
approach to the problems. The interdisciplinary research approaches are seen as critical to
achieving a more comprehensive understanding the complex reality currently facing the
world system.

6. It enhances the student’s ability to manipulate symbols. Highly productive employment in

today’s economy will require the learner to constantly manipulate symbols, such as political,
legal and business terms, and digital money.

7. Globalization enhances the student’s ability to acquire and utilize knowledge. Globalization
enhances the ability of learners to access, assess, adopt, and apply knowledge, to think
independently to exercise appropriate judgment and to collaborate with others to make
sense of new situations.

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8. Globalization produces an increased quantity of scientifically and technically trained
persons. The emerging economy is based on knowledge as a key factor of production and
the industries demand the employees remain highly trained in science and technology.

9. It encourages students to work in teams. To be able to work closely in teams is the need
for employees. Working in teams requires students to develop skills in-group dynamics,
compromise, debate, persuasion, organization, and leadership and management skills.

10. Globalization breaks the boundaries of space and time. Using advanced information and
communications technologies, a new system of knowledge, education and learning should
apply a wide range of synchronous and asynchronous activities that aid teacher and student
in breaking boundaries of space and time.

11. Globalization meets the knowledge, education and learning challenges and opportunities
of the Information Age. Knowledge based businesses often complain that graduates lack the
capacity to learn new skills and assimilate new knowledge. Globalization makes it easier for
businesses.

12. Globalization creates and supports information technologists, policy makers, and
practitioners for the purpose of rethinking education and supports mechanisms for the
exchange of ideas and experiences in the use of educational technologies.

13. Globalization encourages explorations, experimentation to push the frontiers of the

potential of information technologies and communications for more effective learning.

14. Global sharing of knowledge, skills, and intellectual assets that are necessary to multiple
developments at different levels.

15. Mutual support, supplement and benefit to produce synergy for various developments of
countries, communities and individuals.

16. Creating values and enhancing efficiency through the above global sharing and mutual
support to serving local needs and growth.

17. Promoting international understanding, collaboration, harmony, and acceptance to

cultural diversity across countries and regions.

18. Facilitating communications, interactions, and encouraging multi-cultural contributions at

different levels among countries.

19. The potential fallback of globalization in education can be the increased technological
gaps and digital divides between advanced countries and less developed countries.

20. Globalization in education may end up creating more legitimate opportunities for a few
advanced countries for a new form of colonization of developing countries.

The Importance of Global Education

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 The 21st century has seen an explosion in research, curricula, and organizations

dedicated to promoting global education. Why, then, are educators, NGOs, and international

organizations becoming so interested in this field?

 Newfoundlanders and Labradorians are

interconnected with a globalized world. New

communication technologies have allowed students

to connect with global cultures, and many students

will have already traveled outside of Canada before

graduation. An increasing number of immigrants

and refugees within the province’s classrooms have

underscored the globalized reality of Newfoundland

and Labrador. Provincial issues such as the fate of the seal hunt and the mill in

Grand Falls are now explicitly tied to international institutions such as the EU and

NAFTA. At the same time, the most pressing world problems, such as climate

change, terrorism, and arms control, will require unprecedented levels of

international cooperation. Globalization has affected students on a local, national,

and international level, and our education system must prepare students for these

new realities.

 Globalization has dramatically impacted Canada’s job market and post-

secondary institutions. Programs in International Relations and Development

have become some of the most popular degrees across Canada, while the majority

of university departments- from political science to geography to business- have

begun offering an increasing number of globally-oriented courses. This

internationalization is perhaps even more pronounced within the job market, as

youth are presented with international job opportunities in virtually any field of work.

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 If students are to take advantage of these emerging opportunities, it is crucial that

they are prepared for these international realities through the education system.

 Global education promotes skills, values, and knowledge that are crucial to

a student’s development. By learning about controversial issues, students acquire

critical thinking skills and effective communication tactics. By learning about the

global realities of others, students gain an appreciation for diversity and

multiculturalism. By engaging with social issues, students build self esteem and

compassion and are empowered to become active citizens.

 Global education promotes many of the priorities identified in the

Foundation of Atlantic Canada Social Studies Curriculum. Many of the key

stage curriculum outcomes for grade nine can be most effectively met by addressing

global issues. For more information on these curriculum connections, please see

page 59 of this report.

 Students, teachers, and schools have expressed an increasing demand and

interest in global education. In a 2006 survey of Canadian youth1, a considerable

majority expressed a concern for global issues. Within Newfoundland and Labrador,

the growing number of extracurricular social justice committees testifies to the rising

interest in these global affairs. Teachers are taking the initiative to address current

affairs in their classrooms. Furthermore, a number of school administrations are

acknowledging the importance of global issues by holding school assemblies

dedicated to these issues.

 A number of community stakeholders have reinforced this demand and

interest in global education. The Eastern School District has identified social

justice as one of its six main values. Within the provincial government, the Provincial

Immigration Strategy has underscored the importance of fostering diversity and

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 global awareness within the classroom. Lastly, a number of organizations, ranging

from the Association of New Canadians to Oxfam to the Council of Canadians have

all expressed a strong interest in having their causes promoted within the school

system.

 Schools must assist in fostering this global awareness and tackling

political apathy. While many students have expressed an interest in global issues,

these same youth lack the knowledge, skills, and resources necessary to effectively

educate themselves and become active citizens. According to a War Child survey of

Canadian youth2, students felt that their teachers were the most important source of

information on global issues. However, these same youth reported receiving most of

their global information from the internet and television. Perhaps as a result of

relying on informal means of education, students lacked a comprehensive

understanding of global issues: of those students surveyed, roughly half were

unfamiliar with developing world debt, were unable to name a country in which

human rights abuses take place, and could not name an NGO that is actively

addressing global issues. Furthermore, rising levels of political apathy among youth

mean that the majority of today’s students do not vote, do not follow current affairs,

and do not take action on social issues. This can be altered, however, if courses such

as Empowerment seek to engage students with contemporary problems and

encourage students to start taking action.

 AIMS OF GLOBAL EDUCATION

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 Global education aims at opening a global dimension and a holistic perspective

in education in order to help people understand the complex realities and processes of

today's world and develop values, attitudes, knowledge and skills that will enable them to

face the challenges of an interconnected world.

Global Education: Definition, Purpose & History

Global education is an approach to learning that helps create better global citizens. In this

lesson, you'll learn more about what global education means, what it includes (and doesn't)

and key components.

A Globally Minded Curriculum

Imagine going to a school where the entire curriculum, not just a single language

class, is centered on global content and experiences. It's actually happening in many

locations, including an elementary school in Durham, North Carolina, that has teamed with

VIF International Education to become a Passport School. VIF International Education helps

train educators to shape curriculum in such a way that students receive a more global

education.

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 Global education helps shape students to be better global citizens in society.

But, what exactly does ''global education'' mean? At this North Carolina elementary

school, it means not only becoming proficient in one or more additional languages, but also

exploring other cultures and countries and how societies are interconnected.

Of course, not all schools have this type of learning experience, but many experts and

educators are advocating for a move toward a more global education for all students.

Global Education's Roots

This shift toward a more global education is not a new concept. Experts believe that

global education actually has roots that date back to the 1920s, when comparative studies

crossing cultural boundaries started to take off. Over the next few decades, studies turned

toward learning about different ethnicities and race relations. By the 1960s, the focus had

grown to include studies in human rights and intercultural exploration. The liberation

movements for both women and African-Americans brought more diversity to education in

the 1970s.

But it was the period of World War II that is believed to have had the biggest impact

on where global education is headed today. People started to realize that in order to prevent

another potential world war, we needed to do a better job truly understanding people in

different cultures. Now, with more people working and communicating on an Internet that

makes someone on the other side of the world as close as our next-door neighbor, the push

toward global education is gaining more steam.

Multicultural Literacy

Multicultural literacy refers to the skills involved when uncovering bias in regards to

culture, as well as the ability to take different perspectives to gain a more humane

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perspective. It is important for students to be multiculturally literate because Canada itself is

very multicultural. Students need to be able to take the perspectives of different cultures to

allow themselves to grow into responsible citizens, who consider other people's opinions. 

   One of the challenging classes to incorporate multicultural literacy is physical

education and health. Where would you even begin?  Mrs. Jeynes did a great activity with

her class that involved multicultural literacy. The full lesson plan was not posted, but she did

share a picture of her students presenting different genres of dance which originate from

different cultures.

Definitions of Multicultural Education

Numerous definitions of multicultural education have been proposed or espoused by

scholars, researchers and organizations over the past 30 years. To assist researchers,

teachers, educators, and parents in understanding and implementing multicultural

education, the National Association for Multicultural Education defines multicultural

education below.

Multicultural education is a philosophical concept built on the ideals of freedom,

justice, equality, equity, and human dignity as acknowledged in various documents, such as

the U.S. Declaration of Independence, constitutions of South Africa and the United States,

and the Universal Declaration of Human Rights adopted by the United Nations. It affirms our

need to prepare students for their responsibilities in an interdependent world. It recognizes

the role schools can play in developing the attitudes and values necessary for a democratic

society. It values cultural differences and affirms the pluralism that students, their

communities, and teachers reflect. It challenges all forms of discrimination in schools and

society through the promotion of democratic principles of social justice.

Multicultural education is a process that permeates all aspects of school practices,

policies and organization as a means to ensure the highest levels of academic achievement

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for all students. It helps students develop a positive self-concept by providing knowledge

about the histories, cultures, and contributions of diverse groups. It prepares all students to

work actively toward structural equality in organizations and institutions by providing the

knowledge, dispositions, and skills for the redistribution of power and income among diverse

groups. Thus, school curriculum must directly address issues of racism, sexism, classism,

linguicism, ablism, ageism, heterosexism, religious intolerance, and xenophobia.

Multicultural education advocates the belief that students and their life histories and

experiences should be placed at the center of the teaching and learning process and that

pedagogy should occur in a context that is familiar to students and that addresses multiple

ways of thinking. In addition, teachers and students must critically analyze oppression and

power relations in their communities, society and the world.

To accomplish these goals, multicultural education demands a school staff that is

culturally competent, and to the greatest extent possible racially, culturally, and linguistically

diverse. Staff must be multiculturally literate and capable of including and embracing

families and communities to create an environment that is supportive of multiple

perspectives, experiences, and democracy. Multicultural education requires comprehensive

school reform as multicultural education must pervade all aspects of the school community

and organization.

Recognizing that equality and equity are not the same thing, multicultural education

attempts to offer all students an equitable educational opportunity, while at the same time,

encouraging students to critique society in the interest of social justice.

Multicultural Education

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 History, The Dimensions of Multicultural Education,
Evidence of the Effectiveness of Multicultural Education
Multicultural education is an idea, an approach to school

reform, and a movement for equity, social justice, and democracy.

Specialists within multicultural education emphasize different

components and cultural groups. However, a significant degree of consensus exists within

the field regarding its major principles, concepts, and goals. A major goal of multicultural

education is to restructure schools so that all students acquire the knowledge, attitudes, and

skills needed to function in an ethnically and racially diverse nation and world. Multicultural

education seeks to ensure educational equity for members of diverse racial, ethnic, cultural,

and socioeconomic groups, and to facilitate their participation as critical and reflective

citizens in an inclusive national civic culture.

Multicultural education tries to provide students with educational experiences that

enable them to maintain commitments to their community cultures as well as acquire the

knowledge, skills, and cultural capital needed to function in the national civic culture and

community. Multicultural theorists view academic knowledge and skills as necessary but not

sufficient for functioning in a diverse nation and world. They regard skills in democratic

living and the ability to function effectively within and across diverse groups as essential

goals of schooling.

Multicultural education is highly consistent with the ideals embodied in the U.S.

Constitution, the Declaration of Independence, and the Bill of Rights. It seeks to extend the

rights and privileges granted to the nation's founding elites–the ideals of freedom, equality,

justice, and democracy–to all social, cultural and language groups. Multicultural education

addresses deep and persistent social divisions across various groups, and seeks to create an

inclusive and transformed mainstream society. Multicultural educators view cultural

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difference as a national strength and resource rather than as a problem to be overcome

through assimilation.

History

Multicultural education emerged during the civil rights movement of the 1960s and

1970s. It grew out of the demands of ethnic groups for inclusion in the curricula of schools,

colleges, and universities. Although multicultural education is an outgrowth of the ethnic

studies movement of the 1960s, it has deep historical roots in the African-American ethnic

studies movement that emerged in the late nineteenth and early twentieth centuries.

Initiated by scholars such as George Washington Williams, Carter G. Woodson, W. E.

B. DuBois, and Charles H. Wesley, the primary goal of the early ethnic studies movement

was to challenge the negative images and stereotypes of African Americans prevalent in

mainstream scholarship by creating accurate descriptions of the life, history, and

contributions of African Americans. These scholars had a personal, professional, and

enduring commitment to the uplift of African Americans. They believed that creating positive

self-images of African Americans was essential to their collective identity and liberation.

They also believed that stereotypes and negative beliefs about African Americans could be

effectively challenged by objective historical research that was also capable of transforming

mainstream academic knowledge.

Carter G. Woodson–one of the leading scholars of the early ethnic studies movement–

helped found the Association for the Study of Negro (now Afro-American) Life and History in

1915. The association played a key role in the production and dissemination of African-

American historical scholarship. In addition to writing numerous scholarly works and editing

the association's publications, Woodson initiated Negro History Week (now Black History

Month) to focus attention in the nation's schools on the life and history of African Americans.

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 In 1922 Woodson published a college textbook, The Negro in Our History, which was

used in many African-American schools and colleges. In response to public demand for

classroom materials, he wrote an elementary textbook, Negro Makers of History, followed

by The Story of the Negro Retold for senior high schools. Woodson also wrote, edited, and

published African-American children's literature. In 1937 he began publication of The Negro

History Bulletin, a monthly magazine for teachers and students featuring stories about

exemplary teachers and curriculum projects, historical narratives, and biographical sketches.

When the ethnic studies movement was revived in the 1960s, African Americans and

other marginalized ethnic groups refused assimilationist demands to renounce their cultural

identity and heritage. They insisted that their lives and histories be included in the

curriculum of schools, colleges, and universities. In challenging the dominant paradigms and

concepts taught in the schools and colleges, multicultural educators sought to transform the

Eurocentric perspective and incorporate multiple perspectives into the curriculum.

By the late 1980s multicultural theorists recognized that ethnic studies was

insufficient to bring about school reforms capable of responding to the academic needs of

students of color. They consequently shifted their focus from the mere inclusion of ethnic

content to deep structural changes in schools. During these years, multicultural educators

also expanded from a primary focus on ethnic groups of color to other group categories,

such as social class, language and gender. Although conceptually distinct, the key social

categories of multicultural education–race, class, gender, and culture–are interrelated.

Multicultural theorists are concerned with how these social variables interact in identity

formation, and about the consequences of multiple and contextual identities for teaching

and learning.

During the 1970s a number of professional organizations–such as the National Council for

Social Studies, the National Council of Teachers of English, and the American Association of

Colleges for Teacher Education–issued policy statements and publications that encouraged

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the integration of ethnic content into the school and teacher education curriculum. In 1973

the title of the forty-third yearbook of the National Council for the Social Studies (NCSS)

was Teaching Ethnic Studies: Concepts and Strategies. NCSS published Curriculum

Guidelines for Multiethnic Education in 1976, which was revised and reissued in 1992

as Curriculum Guidelines for Multicultural Education. A turning point in the development of

multicultural education occurred in 1977 when the National Council for the Accreditation of

Teacher Education (NCATE) issued standards for the accreditation of teacher education. The

standards required all NCATE member institutions (about 80% of the teacher education

programs in the United States) to implement components, courses, and programs in

multicultural education.

Over the past two decades more ethnic content has appeared in the textbooks used

in elementary and secondary schools in the United States. An increasing number of teachers

are using anthologies in literature programs that include selections written by women and

authors of color. In addition, the market for books dealing with multicultural education has

gown substantially, and some of the nation's leading colleges and universities, including the

University of California at Berkeley and the University of Minnesota, have either revised their

core curriculum to include ethnic content or have established ethnic studies course

requirements.

The Dimensions of Multicultural Education

James A. Banks's Dimensions of Multicultural Education is used widely by school

districts to conceptualize and develop courses, programs, and projects in multicultural

education. The five dimensions are:(1) content integration; (2) the knowledge construction

process; (3) prejudice reduction; (4) an equity pedagogy; and (5) an empowering school

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culture and social structure. Although each dimension is conceptually distinct, in practice

they overlap and are interrelated.

Content integration. Content integration deals with the extent to which teachers use

examples and content from a variety of cultures and groups to illustrate key concepts,

principles, generalizations, and theories in their subject area or discipline. The infusion of

ethnic and cultural content into a subject area is logical and not contrived when this

dimension is implemented properly.

More opportunities exist for the integration of ethnic and cultural content in some

subject areas than in others. There are frequent and ample opportunities for teachers to use

ethnic and cultural content to illustrate concepts, themes, and principles in the social

studies, the language arts, and in music. Opportunities also exist to integrate multicultural

content into math and science. However, they are less ample than they are in social studies

and the language arts. Content integration is frequently mistaken by school practitioners as

comprising the whole of multicultural education, and is thus viewed as irrelevant to

instruction in disciplines such as math and science.

The knowledge construction process. The knowledge construction process describes

teaching activities that help students to understand, investigate, and determine how the

implicit cultural assumptions, frames of references, perspectives, and biases of researchers

and textbook writers influence the ways in which knowledge is constructed.

Multicultural teaching involves not only infusing ethnic content into the school

curriculum, but changing the structure and organization of school knowledge. It also

includes changing the ways in which teachers and students view and interact with

knowledge, helping them to become knowledge producers, not merely the consumers of

knowledge produced by others.

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 The knowledge construction process helps teachers and students to understand why

the cultural identities and social positions of researchers need to be taken into account when

assessing the validity of knowledge claims. Multicultural theories assert that the values,

personal histories, attitudes, and beliefs of researchers cannot be separated from the

knowledge they create. They consequently reject positivist claims of disinterested and

distancing knowledge production. They also reject the possibility of creating knowledge that

is not influenced by the cultural assumptions and social position of the knowledge producer.

In multicultural teaching and learning, paradigms, themes, and concepts that

exclude or distort the life experiences, histories, and contributions of marginalized groups

are challenged. Multicultural pedagogy seeks to reconceptualize and expand the Western

canon, to make it more representative and inclusive of the nation's diversity, and to reshape

the frames of references, perspectives, and concepts that make up school knowledge.

Prejudice reduction. The prejudice reduction dimension of multicultural education seeks

to help students develop positive and democratic racial attitudes. It also helps students to

understand how ethnic identity is influenced by the context of schooling and the attitudes

and beliefs of dominant social groups. The theory developed by Gordon Allport (1954) has

significantly influenced research and theory in intergroup relations. He hypothesized that

prejudice can be reduced by interracial contact if the contact situations have these

characteristics: (1) they are cooperative rather than competitive; (2) the individuals

experience equal status; and (3) the contact is sanctioned by authorities such as parents,

principals and teachers.

An equity pedagogy. An equity pedagogy exists when teachers modify their teaching in

ways that will facilitate the academic achievement of students from diverse racial, cultural,

socioeconomic, and language groups. This includes using a variety of teaching styles and

approaches that are consistent with the range of learning styles within various cultural and

ethnic groups, such as being demanding but highly personalized when working with

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American Indian and Native Alaskan students. It also includes using cooperative learning

techniques in math and science instruction to enhance the academic achievement of

students of color.

An equity pedagogy rejects the cultural deprivation paradigm that was developed in

the early 1960s. This paradigm posited that the socialization experiences in the home and

community of low-income students prevented them from attaining the knowledge, skills, and

attitudes needed for academic success. Because the cultural practices of low-income

students were viewed as inadequate and inferior, cultural deprivation theorists focused on

changing student behavior so that it aligned more closely with mainstream school culture.

An equity pedagogy assumes that students from diverse cultures and groups come to school

with many strengths.

Multicultural theorists describe how cultural identity, communicative styles, and the

social expectations of students from marginalized ethnic and racial groups often conflict with

the values, beliefs, and cultural assumptions of teachers. The middle-class mainstream

culture of the schools creates a cultural dissonance and disconnect that privileges students

who have internalized the school's cultural codes and communication styles.

Teachers practice culturally responsive teaching when an equity pedagogy is

implemented. They use instructional materials and practices that incorporate important

aspects of the family and community culture of their students. Culturally responsive teachers

also use the "cultural knowledge, prior experiences, frames of reference, and performance

styles of ethnically diverse students to make learning encounters more relevant to and

effective for them" (Gay, p. 29).

An empowering school culture. This dimension involves restructuring the culture and

organization of the school so that students from diverse racial, ethnic, socioeconomic, and

language groups experience equality. Members of the school staff examine and change the

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culture and social structure of the school. Grouping and labeling practices, sports

participation, gaps in achievement among groups, different rates of enrollment in gifted and

special education programs among groups, and the interaction of the staff and students

across ethnic and racial lines are important variables that are examined and reformed.

An empowering school structure requires the creation of qualitatively different

relationships among various groups within schools. Relationships are based on mutual and

reciprocal respect for cultural differences that are reflected in school-wide goals, norms, and

cultural practices. An empowering school structure facilitates the practice of multicultural

education by providing teachers with opportunities for collective planning and instruction,

and by creating democratic structures that give teachers, parents, and school staff shared

responsibility for school governance.

MULTICULTURAL
EDUCATION

Multicultural

education refers to any

form of education or

teaching that incorporates

the histories, texts, values,

beliefs, and perspectives

of people from different

cultural backgrounds. At the classroom level, for example, teachers may modify

or incorporate lessons to reflect the cultural diversity of the students in a particular class. In

many cases, “culture” is defined in the broadest possible sense, encompassing race,

ethnicity, nationality, language, religion, class, gender, sexual orientation, and

“exceptionality”—a term applied to students with specialized needs or disabilities.

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 Generally speaking, multicultural education is predicated on the principle of

educational equity for all students, regardless of culture, and it strives to remove barriers to

educational opportunities and success for students from different cultural backgrounds. In

practice, educators may modify or eliminate educational policies, programs, materials,

lessons, and instructional practices that are either discriminatory toward or insufficiently

inclusive of diverse cultural perspectives. Multicultural education also assumes that the ways

in which students learn and think are deeply influenced by their cultural identity and

heritage, and that to teach culturally diverse students effectively requires educational

approaches that value and recognize their cultural backgrounds. In this way, multicultural

education aims to improve the learning and success of all students, particularly students

from cultural groups that have been historically underrepresented or that suffer from lower

educational achievement and attainment.

Instructionally, multicultural education may entail the use of texts, materials,

references, and historical examples that are understandable to students from different

cultural backgrounds or that reflect their particular cultural experience—such as teaching

students about historical figures who were female, disabled, or gay (a less common practice

in past decades). Since schools in the United States have traditionally used texts, learning

materials, and cultural examples that commonly—or even exclusively—reflect an American

or Eurocentric point of view, other cultural perspectives are often absent. Consequently,

some students—such as recently arrived immigrants or students of color, for example—may

be placed at an educational disadvantage due to cultural or linguistic obstacles that have

been overlooked or ignored.

The following are a few representative ways in which multicultural education

may play out in schools:
 Learning content: Texts and learning materials may include multiple cultural
perspectives and references. For example, a lesson on colonialism in North America

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 might address different cultural perspectives, such as those of the European settlers,
indigenous Americans, and African slaves.

 Student cultures: Teachers and other educators may learn about the cultural
backgrounds of students in a school, and then intentionally incorporate learning
experiences and content relevant to their personal cultural perspectives and heritage.
Students may also be encouraged to learn about the cultural backgrounds of other
students in a class, and students from different cultures may be given opportunities to
discuss and share their cultural experiences.

 Critical analysis: Educators may intentionally scrutinize learning materials to identify

potentially prejudicial or biased material. Both educators and students might analyze
their own cultural assumptions, and then discuss how learning materials, teaching
practices, or schools policies reflect cultural bias, and how they could be changed to
eliminate bias.

 Resource allocation: Multicultural education is generally predicated on the principle

of equity—i.e., that the allocation and distribution of educational resources, programs,
and learning experiences should be based on need and fairness, rather than strict
equality. For example, students who are not proficient in the English language may
learn in bilingual settings and read bilingual texts, and they may receive comparatively
more instructional support than their English-speaking peers so that they do not fall
behind academically or drop out of school due to language limitations.

Reform

Multicultural education evolved out of the Civil Rights Movement in the United States.

Although it began with the African-American community, the movement soon expanded to

include other cultural groups who were subject to discrimination. In recent years, as student

populations have grown more diverse, multicultural approaches to education are increasingly

being used in public schools.

The following are few representative ways in which multicultural education may intersect
with efforts to improve schools:
 Curriculum design: In teaching materials and learning experiences, the backgrounds

and perspectives of previously excluded subcultures are increasingly being represented

in school curriculum. In addition, learning standards—brief descriptions of what

students are expected to learn and be able to do at particular ages and grade levels—

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 are evolving to reflect greater cultural diversity (for example, the Common Core State

Standards intentionally consider the educational experiences of English-language

learners and students with special needs). In addition, there are now educational

programs, such as ethnic and gender studies, that focus on specific cultural groups, and

school learning experiences and social-justice programs may also encourage students to

investigate and address cultural bias in their school or community.

 Student instruction: The way that educators teach is also changing to accommodate

increasing diversity in public schools. For example, students with moderate disabilities

and students who are not proficient in English are increasingly being moved into regular

classes (rather than being taught in separate classes), where they may receive

specialized assistance, but where they learn the same material as their peers. In the

classroom, teachers may also employ “culturally responsive” instructional strategies

(such as those described above) that reflect the cultural identity of individual students.

 Learning assessment: Proponents of multicultural education tend to argue that “one-

size-fits-all” approaches to assessing student learning could disadvantage students

from different cultural backgrounds—e.g., when students are not fluent in the language

used on a test, when assessment questions are phrased in a way that could be

misinterpreted by students (because the students are unfamiliar with American slang,

customs, or cultural references), or when a testing situation does not make

sufficient accommodations for students with disabilities. One alternative

to standardized tests, for example, is to measure student learning progress using a

wider variety of assessment options, such as teacher-created tests, oral presentations,

and various demonstrations of learning that give students more opportunities to

show what they have learned. Generally speaking, proponents of multicultural

education tend to advocate that students from different cultural backgrounds should be

held to the same high expectations as other students, but that schools should adopt

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 more flexible and inclusive ways of teaching them and measuring what they have

learned. For related discussions, see test accommodations, test bias,

and stereotype threat.

 Teacher education: Multicultural education has also affected the preparation of

teachers. Beginning in the 1980s, accrediting organizations and state departments of

education started requiring teacher-education programs to include multicultural

coursework and training. States such as California, Florida, and Massachusetts

undertook ambitious efforts to train teachers in multicultural education and English as a

second language.

 School staffing: Districts and schools are also being more intentional or proactive

about hiring educators of color from diverse cultural backgrounds. While proponents of

multicultural education would not claim that teachers of color are more skilled than

other teachers, they are likely to argue that staffing decisions reflect a school’s

fundamental values and that students will benefit from having educators and role

models from a wide variety of cultural backgrounds.

 Legislative and legal issues: The rise of multicultural education has also coincided

with a number of legislative and court actions. Laws such as the Civil Rights Act of

1964, the Elementary and Secondary Education Act of 1965, the Equal Educational

Opportunity Act of 1974, and the Education for All Handicapped Children Act of 1974,

among many others, increased the visibility of multicultural education and led to the

widespread adoption of more multicultural approaches to education in American public

schools. Federal, state, and district policies, in addition to major legal decisions related

to desegregation (Brown v. Board of Education, 1954), the education of bilingual

students (Lau v. Nichols, 1974), and fairness in school finance (San

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 Antonio v. Rodriguez, 1973), for example, have also had a major effect on multicultural

education in schools.

Multicultural Education: Goals and

Dimensions

Multicultural education is an idea, an

educational reform movement, and a process (Banks,

1997). As an idea, multicultural education seeks to

create equal educational opportunities for all students,

including those from different racial, ethnic, and social-

class groups. Multicultural education tries to create equal educational opportunities for all

students by changing the total school environment so that it will reflect the diverse cultures

and groups within a society and within the nation's classrooms. Multicultural education is a

process because its goals are ideals that teachers and administrators should constantly

strive to achieve.

The Dimensions of Multicultural Education

I have identified five dimensions of multicultural education. They are: content

integration, the knowledge construction process, prejudice reduction, an equity pedagogy,

and an empowering school culture and social structure (Banks, 1995a). Content integration

deals with the extent to which teachers use examples and content from a variety of cultures

and groups to illustrate key concepts, generalizations, and issues within their subject areas

or disciplines. The knowledge construction process describes how teachers help students to

understand, investigate, and determine how the biases, frames of reference, and

perspectives within a discipline influence the ways in which knowledge is constructed within

it (Banks, 1996). Students also learn how to build knowledge themselves in this dimension.

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 Prejudice reduction describes lessons and activities used by teachers to help students

to develop positive attitudes toward different racial, ethnic, and cultural groups. Research

indicates that children come to school with many negative attitudes toward and

misconceptions about different racial and ethnic groups (Phinney & Rotheram, 1987).

Research also indicates that lessons, units, and teaching materials that include content

about different racial and ethnic groups can help students to develop more positive

intergroup attitudes if certain conditions exist in the teaching situation (Banks, 1995b).

These conditions include positive images of the ethnic groups in the materials and the use of

multiethnic materials in a consistent and sequential way.

An equity pedagogy exists when teachers modify their teaching in ways that will

facilitate the academic achievement of students from diverse racial, cultural, and social-class

groups (Banks & Banks, 1995). Research indicates that the academic achievement of African

American and Mexican American students is increased when cooperative teaching activities

and strategies, rather than competitive ones, are used in instruction (Aronson & Gonzalez,

1988). Cooperative learning activities also help all students, including middle-class White

students, to develop more positive racial attitudes. However, to attain these positive

outcomes, cooperative learning activities must have several important characteristics

(Allport, 1954). The students from different racial and ethnic groups must feel that they

have equal status in intergroup interactions, teachers and administrators must value and

support cross-racial interactions, and students from different racial groups must work

together in teams to pursue common goals.

An empowering school culture and social structure is created when the culture and

organization of the school are transformed in ways that enable students from diverse racial,

ethnic, and gender groups to experience equality and equal status. The implementation of

this dimension requires that the total environment of the school be reformed, including the

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attitudes, beliefs, and action of teachers and administrators, the curriculum and course of

study, assessment and testing procedures, and the styles and strategies used by teachers.

To implement multicultural education effectively, teachers and administrators must

attend to each of the five dimensions of multicultural education described above. They

should use content from diverse groups when teaching concepts and skills, help students to

understand how knowledge in the various disciplines is constructed, help students to

develop positive intergroup attitudes and behaviors, and modify their teaching strategies so

that students from different racial, cultural, and social-class groups will experience equal

educational opportunities. The total environment and culture of the school must also be

transformed so that students from diverse ethnic and cultural groups will experience equal

status in the culture and life of the school.

Although the five dimensions of multicultural education are highly interrelated, each requires

deliberate attention and focus. The reminder of this article focuses on two of the five

dimensions described above: content integration and the knowledge construction process.

Readers can see Banks (1995a) for more information about the other dimensions.

Content Integration

Teachers use several different approaches to integrate content about racial, ethnic,

and cultural groups into the curriculum. One of the most popular is the Contributions

Approach. When this approach is used, teachers insert isolated facts about ethnic and

cultural group heroes and heroines into the curriculum without changing the structure of

their lesson plans and units. Often when this approach is used, lessons about ethnic

minorities are limited primarily to ethnic holidays and celebrations, such as Martin Luther

King's Birthday and Cinco de Mayo. The major problem with this approach is that it

reinforces the notion, already held by many students, that ethnic minorities are not integral

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parts of mainstream U.S. society and that African American history and Mexican American

history are separate and apart from U.S. history.

The Additive Approach is also frequently used by teachers to integrate content about

ethnic and cultural groups into the school curriculum. In this approach, the organization and

structure of the curriculum remains unchanged. Special units on ethnic and cultural groups

are added to the curriculum, such as units on African Americans in the West, Indian

Removal, and the internment of the Japanese Americans. While an improvement over the

Contributions Approach, the Additive Approach is problematic because ethnic and cultural

groups remain on the margin of the mainstream curriculum.

Knowledge Construction and Transformation

The Transformation Approach brings content about ethnic and cultural groups from

the margin to the center of the curriculum. It helps students to understand how knowledge

is constructed and how it reflects the experiences, values, and perspectives of its creators.

In this approach, the structure, assumptions, and perspectives of the curriculum are

changed so that the concepts, events, and issues taught are viewed from the perspectives

and experiences of a range of racial, ethnic, and cultural groups. The center of the

curriculum no longer focuses on mainstream and dominant groups, but on an event, issue,

or concept that is viewed from many different perspectives and points of view. This is done

while at the same time helping students to understand the nation's common heritage and

traditions. Teachers should help students to understand that while they live in a diverse

nation, all citizens of a nation-state share many cultural traditions, values, and political

ideals that cement the nation. Multicultural education seeks to actualize the idea of e

pluribus unum, i.e. to create a society that recognizes and respects the cultures of its

diverse peoples united within a framework of democratic values that are shared by all.

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Personal, Social, and Civic Action

An important goal of multicultural education is to help students acquire the

knowledge and commitments needed to make reflective decisions and to take personal,

social, and civic action to promote democracy and democratic living. Opportunities for action

help students to develop a sense of personal and civic efficacy, faith in their ability to make

changes in the institutions in which they live, and situations to apply the knowledge they

have learned (Banks, with Clegg, 1990).

Action activities and projects should be tuned to the cognitive and moral

developmental levels of students. Practicality and feasibility should also be important

considerations. Students in the primary grades can take action by making a commitment to

stop laughing at ethnic jokes that sting; students in the early and middle grades can act by

reading books about other racial, ethnic, and cultural groups. Upper-elementary grade

students can make friends with students who are members of other racial and ethnic groups

and participate in cross-racial activities and projects with students who attend a different

school in the city. Upper-grade students can also participate in projects that provide help

and comfort to people in the community with special needs. They can also participate in

local political activities such as school bond elections and elections on local initiatives. Lewis

(1991) has written a helpful guide about ways to plan and initiate social action activities and

projects for students.

When students learn content about the nation and the world from the perspectives

of the diverse groups that shaped historical and contemporary events, they will be better

able to participate in personal, social, and civic actions that are essential for citizens in a

democratic pluralistic society.

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Principles of Teaching and Learning in a Multicultural Society

Teacher Learning Principle 1:

Professional development programs should help teachers understand the complex

characteristics of ethnic groups within U.S. society and the ways in which race, ethnicity,

language, and social class interact to influence student behavior.

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 Student Learning Principle 2:

Schools should ensure that all students have equitable opportunities to learn and to

meet high standards.

Principle 3:

The curriculum should help students understand that knowledge is socially constructed

and reflects researchers’ personal experiences as well as the social, political, and

economic contexts in which they live and work.

Principle 4:

Schools should provide all students with opportunities to participate in extra- and co-

curricular activities that develop knowledge, skills, and attitudes that increase academic

achievement and foster positive interracial relationships.

Intergroup Relations Principle 5:

Schools should create or make salient superordinate crosscutting group memberships in

order to improve intergroup relations.

Principle 6:

Students should learn about stereotyping and other related biases that have negative

effects on racial and ethnic relations.

Principle 7:

Students should learn about the values shared by virtually all cultural groups (e.g.,

justice, equality, freedom, peace, compassion, and charity).

Principle 8:

Teachers should help students acquire the social skills needed to interact effectively with

students from other racial, ethnic, cultural, and language groups.

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 Principle 9:

Schools should provide opportunities for students from different racial, ethnic, cultural,

and language groups to interact socially under conditions designed to reduce fear and

anxiety.

School Governance, Organization, and Equity

Principle 10:

A school’s organizational strategies should ensure that decision-making is widely shared

and that members of the school community learn collaborative skills and dispositions in

order to create a caring environment for students.

Principle 11:

Leaders should develop strategies that ensure that all public schools, regardless of their

locations, are funded equitably.

Assessment Principle 12:

Teachers should use multiple culturally sensitive techniques to assess complex cognitive

and social skills.

C. Apply Your Knowledge

“The convergence of media and technology in a global culture

is changing the way we learn about the world and challenging the very foundations of
education.
No longer is it enough to be able to read the printed word; children, youth, and adults,
too, need the ability
to both critically interpret the powerful images of a multimedia culture
and express themselves in multiple media forms.

Media literacy education provides a framework and a pedagogy for the new literacy
needed for living, working and citizenship in the 21st century.
Moreover it paves the way
to mastering the skills required for lifelong learning
in a constantly changing world.”
In five sentences, state how important is the convergence media and technology in
expressing yourself as a 21st century learner. Do this on your answer sheet:
1.

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2.

3.

4.

5.

D. Assess your Knowledge

A. TRUE/FALSE

a. Read each statement carefully and write true if the statement is correct and False,
if otherwise:

_____1. It is important to remember that different is not “efficient.”

_____2. Cultural differences imply the transmission of ideas from government to
barangay officials.
_____3. The idea that culture is central to student learning because there is strong
evidences that culture practices affect the thinking process.
_____4. One of the elements of culturally responsive teaching is rebuilding the
curriculum so that it is culturally and linguistically diverse students.
_____5. By recognizing and accepting student diversity it communicates that all
students are welcomed and valued as humans
_____6. Culture is central to teaching.
_____7.Efficient teachers accept and value their students are as human beings.
_____8. By building on students cultural backgrounds culturally responsive teaching
builds on student’s strengths and uses these to help students learn.
B. Individual Activity:

Conduct a survey in your community, you may use interview, or based on your
observations discuss briefly the cultural differences that exist and how the people
collaborate/interact for the success of their community.

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
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 UNIT 3. THE IDEAS OF THE NEW LITERACIES

“Literacy is a bridge from misery to hope.”― Kofi Annan

Literacy is defined by dictionaries as the state of being able to read and write

(Literacy, Literate, n.d.). Students need literacy not just to read and write between lines of

the sentences or articles but understanding the signs, labels and messages on their phones

too. On the functional level, literacy plays vital role in changing the students to be socially

engaged individuals by understanding the issues, communicating effectively, and act

accordingly.

This idea will serve as the foundation in understanding and exploring the new literacies

in the 21st century. The rise of new information technologies, use of different features of

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 Activate Prior Knowledge

gadgets, and acquiring new knowledge and skills are challenging in this new normal setting.

The teachers and students in all levels start to reflect on their own literacies too.

Learning Outcomes

At the end of the unit, the students must have:

a. explained the definitions, nature, and importance of new literacies.

b. identified the characteristics of conventional, functional, cultural,
Acquire
environmental, visual, and critical New Knowledge
literacies.
c. discussed ways on how to maintain a green and clean environment.
d. described a functionally literate or illiterate person.
e. suggested probable solutions and actions a literate person can do to a
certain situation.
f. assessed one’s own literacy level.

In this time of pandemic due to COVID-19 and while working at home, what
made you busy? Make a list of top five most beneficial things you have done and
benefits you acquired from doing them. Write in your answer sheet.

Becoming an athlete

DEFINITION OF LITERACY/ NEW LITERACY

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The word literacy stems from the word “literate”, which first appeared in the 15 th century

and is in turn derived from the Latin word litteratus, meaning “a person” marked with

letters” that is- “distinguished or identified by letters”- and it carried with it the idea that

such a person was cultured and educated. Since the subjects of the time (e.g., grammar,

logic, arithmetic, geometry, etc.) all had written texts (which were composed of letters) that

had to be studied, the ability to read and write was therefore of prime importance, leading

to the strong association of being “literate” with the ability to read and write. (Alata &

Ignacio, 2019)

In 2004,UNESCO defines literacy as "the ability to identify, understand, interpret, create,

communicate and compute, using printed and written materials associated with varying

contexts. Literacy involves a continuum of learning in enabling individuals to achieve their

goals, to develop their knowledge and potential, and to participate fully in their community

and wider society.” (in Alata & Ignacio, 2019)

“New literacies” that arose from new technologies include things like text-messaging,

blogging, social networking, podcasting, and video making. These digital technologies alter

and extend our communication abilities, often blending text, sound, and imagery. Although

connected to older, “offline” practices, these technologies change what it means to both

“read” and “write” texts.(Watters, 2014) New Literacies refer to new forms of literacy made

possible by digital technology developments.

PROBLEMS OF ILLITERACY

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 Co “Illiteracy is one of our world’s biggest problems today, along with peace, hunger
and disease.” - 2021 Teach the World Foundation

About a billion of people in the world is functionally illiterate. Most often illiterate people live

in poverty with poor health, thus, low investment in education, low literacy, low production

and low income.

The Causes of Illiteracy

The causes of illiteracy are many and varied. The fact that it is frequently linked with

poverty suggests that some of the causes could be the inadequate provision of schools, an

inadequate number of properly trained teachers and the economic situation of families that

make education for their children a low priority. There are also other causes, such as

disabilities, that remain undiagnosed and unserviced. There are social and cultural priorities

and values (e.g. gender) that make one set of children more likely to be educated than

another. There are huge numbers of children, not least among them orphans and street

children, who never get the chance to go to school at all.

The consequences are devastating for individuals, nations and the world:

 The illiterate die young, and their children do as well

 They earn less money

 They are likelier to go to prison, even in developed countries

 Their societies experience more crime, disease, poverty, lawlessness, social unrest,

intolerance, and upheaval.

Conversely,literacy as a result of giving into account to education is necessary among

individuals, society and nations. Countries with high literacy, have higher production and

higher per capita income.

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 Literacy as a human right

Unlike medieval times, when reading and writing skills were restricted to a few elites

and the clergy, these literacy skills are now expected from every member of a society.

Literacy is a human right essential for lifelong learning and social change. As supported by

the 1996 Report of the International Commission on Education for the Twenty-First Century,

and the 1997 Hamburg Declaration: ‘Literacy, broadly conceived as the basic knowledge and

skills needed by all in a rapidly changing world, is a fundamental human right. (...) There

are millions, the majority of whom are women, who lack opportunities to learn or who have

insufficient skills to be able to assert this right. The challenge is to enable them to do so.

This will often imply the creation of preconditions for learning through awareness raising

and empowerment. Literacy is also a catalyst for participation in social, cultural, political and

economic activities, and for learning throughout life. (Wikipedia.org)

The Importance of new literacy Skills in the 21st Century Classroom

1. Develop proficiency and fluency with the tools of technology.

2. Build intentional cross-cultural connections and relationships withothers so to pose

and solve problems collaboratively and strengthen independent thought.

3. Design and share information for global communities to meet a variety of purposes.

4. Manage, analyze, and synthesize multiple streams of simultaneous information.

5. Create, critique, analyze, and evaluate multimedia texts.

6. Attend to the ethical responsibilities required by these complex environments.

TYPES OF LITERACIES

A. Conventional Literacy

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
Refers to reading and writing that follows the form, content and use of standard convention.

It is built on discoveries and understanding made during the emergent literacy phase of

development. Ability to read, write and comprehend.

According to the National Reading Panel

report (NRP; NICHD, 2000), in order to produce

and understand conventional literacy an individual

must develop phonemic awareness, phonics,

vocabulary, fluency, and comprehension of

connected text. Conventional literacy requires the

simultaneous and integrated use of these skills to independently construct a message that

can be accurately interpreted by other conventional readers (Koppenhaver, 2000). 

Miller (1973, in Alata and Ignaciio, 2019) divides this conventional concept of literacy

into three sub-categories:

1. Basic Literacy- it is the ability to correspond visual shapes to spoken sounds in order

to decode written materials and translate them into oral language. Simply put, it is

the ability to recognize letters and words. This would be akin to recognizing that the

sequence of letters “b-a-s-a” forms the word basa in Filipino, even without

understanding what it means.

2. Comprehension Literacy- It is the ability to understand the meaning of what is being

read. To capitalize on the example above, this would be like knowing that basa can

mean either “to read” or “to be wet”.

3. Functional or Practical Literacy- It is the ability to read (i.e., decode and

comprehend) written materials needed to perform everyday vocational tasks. This is

the equivalent of reading the text “Ang bata ay nagbabasa” and being able to

understand that “basa” here refers to reading and not to being wet.

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 Based on the conventional view of literacy, we notice two things for reading (and

therefore literacy) to exist: 1) a text to be read, and 2) a meaning or message being

communicated by the text for the reader to extract. Without a text, there would be nothing

to read; without meaning, the text is reduced to series of incomprehensible doodles.

B. Functional literacies

Functional literacy deals with application of conventional form of literacy such as

reading and writing well enough to understand signs, read newspaper headings, make

shopping lists, read Bible, write letters, fill in forms, apply for jobs, etc. (Sitwe, 2014).

The term, defined in 1960 by UNESCO as the set of tangible skills: reading and writing,

which in the context of a globalizing world, means from a simple process of acquiring basic

cognitive skills to “using these skills in ways that contribute to socio-economic development,

to developing the capacity for social awareness and critical reflection as a basis for personal

and social change” (Education for All, 2006).

People need to be able to understand what they are reading or writing and use those

words for practical purposes such as communicating ideas and solving problems.

Four Classifications of Functional Literacy (Cocchiarella, 2018)

In the U.S., functional literacy is assessed by the National Assessment of Adult

Literacy, or NAAL.  NAAL is put together every few years by the National Center for

Education Statistics, a research division of the Institute of Education Sciences in the

Department of Education.  This research classifies literacy according to four levels:

1) Below Basic Literacy: reading and writing words and numbers in very simple

documents.

Examples: locating easily identifiable information on a chart; signing a form; adding a dollar

amount to a deposit slip.

2) Basic Literacy: performing simple skills to understand short texts.

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Examples: reading a pamphlet; using a TV guide; comparing ticket prices.

3) Intermediate Literacy: performing challenging skills to understand long texts.

Examples: looking up information in a reference book; summarizing a long article; placing

an order and calculating the cost.

4) Proficient Literacy: performing creative and critical thinking skills to understand dense

or complex texts.

Examples: comparing viewpoints in editorials; interpreting statistical graphs; measuring and

calculating the costs of food items per ounce.

Notice that as we advance from Below Basic to Basic, Intermediate, and Proficient, we go

from simple tasks to more and more complex skills.

Functional Literacy = Functional Society

So how functionally literate is the U.S.?  According to NAAL’s results, 87% of U.S

adults can’t perform at the Proficient level; and 14% of the population—1 out of every 7

people—are functionally illiterate, or perform Below Basic level.

Functional literacy, however, is about much more than getting a job.  It’s also about

preserving skills our whole society needs to function.  If we don’t have individuals with

mathematical knowledge, reading and writing skills, or analytical abilities, we won’t have

functioning businesses, governments, or communities.  In other words, we need functional

literacy to have a functional society.

Consequently, functional illiteracy will mean living in a dysfunctional society, as

satirized by the movie Idiocracy.

a. https://www.youtube.com/watch?
v=CsJFNQd62Wk&feature=emb_rel_end

b. https://www.youtube.com/watch?v=tFfTludf0SU

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
Therefore, with these stats and definitions in mind, let’s look at some examples of functional

literacy that prevent society from becoming dysfunctional.

Kinds of Functional Literacy

1. Media Literacy is the ability to access, evaluate, and create messages through

different types of media.  Its purpose is to turn people from mass consumers into

thoughtful citizens who aren’t susceptible to propaganda or advertising.

2. Religious Literacy is the ability to interpret religious scriptures and communicate

with different faiths.  Religious literacy is important for combating fundamentalism (e.g.,

religious fanaticism) and prejudice (e.g., Islamophobia).

3. Financial Literacy is the ability to manage finances and make decisions about

money.  Whether you’re a consumer, a business owner, or a voter, understanding

financial budgets, interest rates, and savings is an essential life skill.

4. Computer Literacy is the ability to use computers.  This skill set can range from

basic competency (i.e., using applications like email and Microsoft Office) to advanced

knowledge (e.g., programming and computer science).

5. Legal Literacy is the ability to comprehend laws so you are able to follow policies

and legal procedures.

6. Scientific Literacy does not necessarily mean memorizing facts; rather, it’s

knowing how to conduct experiments and identify evidence that supports or contradicts

preconceived beliefs or hypotheses.

7. Health Literacy is the ability to understand healthcare information, particularly for

making medical decisions or lifestyle choices about nutrition, exercise, sleep, and other

factors that affect physical and mental well-being.

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 8. Civic Literacy (a.k.a. Civics) is awareness of how government works as well as your

rights and responsibilities as a citizen and voter.

Functional Literacy and Technology

Now, because our society is so high-tech, I want to emphasize two key points about

functional literacy by connecting it to technology.

First, functional literacy is primarily about skills or applied knowledge.

It’s only secondarily about facts or subject-matter knowledge.  For example, scientific

literacy doesn’t mean you’ve memorized the intricacies of how quantum computers work. 

Instead, it means you know how to ask questions and apply methods of verification or

falsification that make such technologies possible.

Second, functional literacy keeps our

high-tech society functioning.

The kinds of functional literacy mentioned

are relative to today’s highly complex,

technological society, but that doesn’t make

them any less valid.  For instance, the ancient

Greeks got by fine without media literacy or

computer literacy, but that’s because they didn’t

have digital networks.  If these examples of

functional literacy are unique to our

high-tech society, we evidently need them.

C. Cultural Literacy

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 Wikipedia defined culture as an umbrella term which encompasses the social behavior

and norms found in human societies, as well as the knowledge, beliefs, arts, laws, customs,

capabilities, and habits of the individuals in these groups.

Cultural literacy is a term coined by Hirsch (1983) referring to the ability to understand

and participate the signs and symbols of a given culture and being able to participate in its

activities and customs as opposed to simply being a passive observer. The signs and

symbols of a culture include both its formal and informal languages, its idioms and forms of

expression, entertainment, values, customs, roles, traditions, and the like- most of which are

assumed and unstated, Thus, they are learned by being part of the culture, rather than by

any formal means. The culturally literate person is able to talk to and understand others of

that culture with fluency. (Alata and Ignacio, 2019)

Culture keeps social relationship intact. Culture has importance not only for men but

also for the group. Culture prepares man for group life. Group life would have been poor,

nasty, and short if there had been no cultural regulations. Group solidarity rests on the

foundation of culture.

D. Critical Literacy

Critical literacy not only emphasizes the ability to read and write but the ability to use

reading and writing as the basis of higher-order thinking skills that allow a person to analyze

and critically evaluate what is read and written (Tozer, Senese, & Violas, 2009).

Critical literacy is defined as the ability to take apart various texts in media or writing to

find any discrimination that the author might have embedded in his or her presentation of

the world since authors have social and political influence.

Critical literacy helps us to read texts in deeper, more meaningful ways, by

encouraging readers of all ages to become more actively engaged and use their power to

construct understanding and not be used by the text to fulfil the intentions of the author.

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 E. Environmental Literacy

Everything and every individual are connected to

the environment. Everyday actions of individuals have

positive or negative effects to the environment. The kind

of air, water, food and other basic needs that sustain

our body are products of how we treat our environment.

Environmental literacy through high-quality education that starts from the classroom,

authentic experiences and information technology will help students identify their vital role

to play to have healthy environment and live quality life today and in the future.

Definition of Environment

Meriam Webster Dictionary define environment as the conditions that surround someone

or something: the conditions and influences that affect the growth, health, progress, etc., of

someone or something.

What is Environmental Literacy?

The test of environmental literacy is the capacity of an individual to act successfully in daily

life on a broad understanding of how people and societies relate to each other and to

natural systems, and how they might do so sustainably. This requires sufficient awareness,

knowledge, skills, and attitudes in order to incorporate appropriate environmental

considerations into daily decisions about consumption, lifestyle, career, and civics, and to

engage in individual and collective action.

Components of Environmental Literacy

The 2007 Campaign for Environmental Literacy created the ladder below that

outlines five essential components of environmental literacy. It is designed to be a loose

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hierarchy from the simple to the more complex, each building on the step below. However,

as with many models, the steps overlap in real life. Different aspects of environmental

education (and related fields such as social marketing) focus on different steps in this

ladder, and this seems to be the cause of some of the confusion about what exactly is

environmental education. Most important to appreciate is that environmental literacy cannot

be achieved without all steps of the ladder; achieving any one step alone is inadequate and

will not result in literacy.

Climbing The Environmental Literacy Ladder

Capacity for personal and collective action and civic participation

Problem solving and critical thinking skills

Attitudes of appreciation and concern for the environment

Knowledge and understanding of human and natural systems and processes

General awareness of the relationship between the environment and human life

Greening Initiatives in Campus and Universities

A green campus is a “place where environmentally responsible practice and education

go and-in-hand and where environmentally responsible tenets are borne out by example”

(NEIWPCC n.d.). The green campus institution is a model environmental community where

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operational functions, business practices, academic programs, and people are interlinked,

providing educational and practical value to the institution, the region, and the world.

Significant benefits of greening initiatives: (Alata and Ignacio, 2019)

1. Environmental and economic sustainability. A system wide culture of

sustainability helps preserve and enhance what the institution values today as well as

for the future.

2. Reputation as a leader through example. Greening initiatives provide them

opportunities to practice what they preach and make their mark as environmental

leaders. Universities need to examine their own organizations and implement what

they and the public expect their industry to do.

3. Economic benefits. A routine, curriculum-based, environmental audit program that

reveals waste and inefficiency associated with campus activities, coupled with the

identification of environment-friendly alternatives, can yield significant cost savings

for the institution.

4. “Real-life” work experience for your students. Environmental audits and

pollution prevention evaluations can be integrated into the curriculum, providing

students with hands-on investigative and problem-solving experience that they can

take with them when they enter the workforce. This experience not only makes your

students more remarkable, it also provides them with the kinds of broad thinking

skills that allow them to succeed and thrive once they are employed.

5. Improved quality of life in the campus. A green campus is a cleaner, safer, and

healthier place to live and work.

For more information about environmental literacy, please open these links.
a. https://www.youtube.com/watch?
v=wkAW8dx9fzw&feature=emb_rel_end

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 b. https://www.youtube.com/watch?v=cTlb__5WeHE

Environmental Literacy and Three Laws of Ecology

https://www.youtube.com/watch?v=rcbtcZzpV94

F. Visual Literacy

A type of literacy that deals with an individual’s ability to interpret, negotiate, and make

meaning from information presented in the form of an images, graphic designs and other

visual aspects. Visual literacy is based on the idea that pictures can be “read” and that

meaning can be communicated through a process of reading. It is an instance of visual

memory: retaining a “picture” of what a word or object looks like and how to make sense

out of it.

Visual Literacy (Sitwe, 2014) is taken in more visual information than ever. The ability to

comprehend – and to create – videos, photos, infographics, and other visuals has become

essential for daily life and career success.

Visual literacy has everything to do with learning and

understanding a given message. It is a process of

learning that generates interest, curiosity and passion

over something that is hidden in the visual creation. Visual literacy speaks more of the

hidden message behind the visual piece. Visual literacy is an

understanding of what is not written, but what is presented using signs, symbols, icons and

colors.

Visual literacy is a set of abilities that enables an individual to effectively find,

interpret, evaluate, use, and create images and visual media. Visual literacy skills equip a

learner to understand and analyze the contextual, cultural, ethical, aesthetic, intellectual,

and technical components involved in the production and use of visual materials. A visually

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literate individual is both a critical consumer of visual media and a competent contributor to

a body of shared knowledge and culture.

A visually literate person is someone who can:

• Determine the nature and extent of the visual materials needed
• Find and access needed images and visual media effectively and efficiently
• Interpret and analyze the meanings of images and visual media
• Evaluate images and their sources
• Use images and visual media effectively
• Design and create meaningful images and visual media
• Understand many of the ethical, legal, social, and economic issues surrounding the

creation and use of images and visual media, and access and use visual materials ethically.

Teaching visual literacy in the classroom.

Please open the link below.

https://www.literacyideas.com/teaching-visual-texts-in-the-classroom

1. Given in the practical/conventional concept of literacy, how literate are you?

2. What are some of the new literacies that you believe you have developed as a result

of new technologies? What are some of the new literacies you recognize you lack?

3. How can schools support all members of their community like teachers, students,

parents in developing these new literacies?

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 4. What aspect in your culture you want to change and why?

5. What environmental issues and concerns make you move to action? What do you do

to encourage and influence others to move and go with you?

I. Modified True or False: Write True if the statement is generally correct and False
if the statement is not true. Write your answer in your answer sheet.

1. Functional literacy is the application of conventional form of literacies.

2. Literacy that deals with reading and writing skills of a particular language is
functional literacy.

3. The 21st century literacy is merely the ability to read between lines of articles.

4. Ways of reading and writing as most people in our literate society do is a

conventional literacy.

5. The earliest behavior of developing literacy such as reading and writing is

literacy in visual.

6. The 21st century literacy is known as how to learn and applying the knowledge.

7. Individual’s ability to understand and appreciate the customs, values, or beliefs

of others is critical literacies.

8. New literacy usually involves with the new technologies.

9. Critical literacies involve the analysis and critique of the relationship among
tests, language, power, and social practices.

10. According to the observations about new literacies by the University of

Connecticut, 95% of the adolescents use internet, therefore, they are highly
skilled and proficient when it comes to new literacies.

II. Choose the correct answer. Write letter only on your answer sheet.

1. The ability to identify, understand, interpret and create using printed and
written materials is a simple definition of
a. Technology b. school c. literacy d. illiteracy

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 2. This type of literacy goes beyond the mechanics of reading and writing; it is a
deeper understanding of us and our society’s ideals and processes.
a. Conventional b. Critical c. Cultural d. Functional

3. Ability to look at a picture, word or object looks like and how to make sense out
of it. a. Conventional b. Critical
c. Cultural d. Visual
4. Collaborative learning is more effective to increase comprehension and learning.
This means that literacy develops with the use of technology through learning
with
a. alone b. friends c. parents d. teachers
5. Which ICT can be used in sharing and collaborating literacies
a. Blogs b. internet search c. remix d. research
6. What is true to foundational literacies
a. Reading and writing texts c. communication
b. Insufficient utilization of ICT d. basis in building new literacies
7. Which of the following choices is considered as social force that affects the
school and the curriculum?
a. Nature of knowledge c. learner’s style
b. Changes in gender roles d. learner’s characteristics
8. Which of the following would best describes the role of schools?
a. To educate the citizen to change the society
b. To fit the citizens into the society
c. To educate the citizens
d. All of the above
9. What practices will demonstrate the teacher’s genuine concern on the learning
of students?
a. Confer progress of students to their parents
b. Guide students to meet their learning goals
c. Validate if learning goals were met
d. All of the above
10. To address the skills shortage of new workers in the global market is;
a. Let the student work independently
b. Students’ immersion in on-the-site training
c. Add students’ years in school
d. Test students’ communication skills

Unit 4– Social Emotional Literacy

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 The best and most beautiful thing in the world cannot be seen or even touched.
They must be felt with the heart. – Helen Keller

Learning Outcomes
At the end of the lesson, students must have:
a. defined social and emotional literacy;
b. explained the role of parents, teachers, and friends in developing social
skills of children;
c. distinguished between emotional literacy and emotional intelligence;
d. discussed the importance of being socially and emotionally stable individual;
e. described the characteristics of social and emotional literate individual;
f. identified the impact of SEL skills on life outcomes;
g. employed strategies in building students’ SEL skills; and
h. enumerated the effects of computer technology to individual’s social
emotional skills.

A. Give specific situation/s that you have experienced these feelings as shown by the
images, and what are the causes and effects

Feelings What Happened Causes Effects

Activate Prior Knowledge

A. Questionnaire on Social Emotional Skills by The Bernard Group

Let’s find out your social emotional skills. This questionnaire will more or less help
you determine your social emotional stability as a student. Check the column that
corresponds to your answer. Be honest. You will not be given grade for this activity.

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 Your result will be treated with confidentiality. Write the summary result of the
interpretation on your answer sheet.

Very Often Some- Very

Social Emotional Skills Often (3) times Rarely
(4) (2) (1)
Work Confidence
1. Raises hand to answer a hard question.
2. Does hard work without asking for help too quickly.
3. Shares a new idea with you and class.
4. Is very willing to try new things that are very difficult to
do.
5. Is confident when doing schoolwork he/she finds difficult.
Persistence
6. Continues to try even when schoolwork is hard.
7. Stays on task even he/she gets frustrated working on
difficult to understand or “boring” schoolwork.
8. Checks work when finished to make sure it’s correct.
9. Tries really hard to do his/her personal best.
10. Is persistent in doing school work that he/she finds
frustrating and time-consuming
Organization
11. Makes sure he/she understands instructions before
beginning to work.
12. Has all of his/her school supplies ready and maintains a
neat school bag and desk.
13. Sets goals to do his/her personal best.
14. Plans when he/she do homework so he/she has enough
time.
15. Is organized in doing schoolwork.
Getting along
16. Works cooperatively with other classmates.
17. Is good at making friends.
18. Solves problems without fighting.
19. Follows classroom rules.
20. Gets along with anyone.
Resilience
21. When upset, is able to tell someone how he/she is
feeling.
22. When very frustrated when working on a difficult task or
when someone treats him/her badly, rather than getting
really upset, he/she stays pretty calm.
23. When he/she does get very upset, is good at controlling
his/her behavior by not lashing out or withdrawing for
too long a period of time.
24. When very upset, calms down within a reasonable period
of time.
25. Demonstrates resilience when faced with lack of success,
rejection or other adversity, by bouncing back.

Interpretation of Scores:

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 Total Score in every area: Work Confidence, Persistence, Organization,
Getting Along and Resilience
Score 5-9 10-15 26-20
Emerging Consolidating Advanced
Total Social Emotional Skills
25-50 51-74 75-100
Emerging Consolidating Advanced

Definition of Social literacy

Social literacy, from the perspective of the social-cultural theory, is more than the

ability to read and write, and more than mastering literacy skills. Children can learn literacy

through social interaction between themselves and children and/or adults at home, school or

community.

Social literacy (Alata & Ignacio, 2019) concerns itself with the development of social skills,

knowledge and positive human values that enable human beings to act positively and

responsibly in range of complex social settings. It is the knowledge of how to behave and

treat other people in a way that is morally upright, just, and equitable, with a view of

promoting positive and productive relations that are free from unfair prejudices, hate, and

discrimination.

Why Social Literacy is important?

Social Literacy is a student’s successful

performance and understanding of social

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skills, organizational skills, and communication

skills. It is the student’s ability to connect

and interacting with peers, family, co-workers,

teachers, and even people they may not have

met face to face. Social literacy is so crucial in a person’s success. The ability to

communicate and voice opinions and thoughts, as well as listening to opinions and thoughts

of others, is essential in learning. Firmly grasping social cues and norms is extremely

beneficial. In literally every single setting of our lives: school, home, work, clubs and

activities, interacting with people (whether face to face or behind technology), we use our

social literacy. We play so many roles every day and we socially need to understand how to

play those roles appropriately. For example: I would speak differently with my friends than I

would my mother, or I would chat on facebook differently than I would while emailing a

professor. Without an understanding of this communication, one cannot function with

success in society.

Social Literacy and Technology

Few years past, social literacy was understood as the ability of students to interact in social

settings. Recently, social settings are changed from face to face environment to remote

mode of communication. Having knowledge and understanding how to communicate

appropriately, the use of technology is important in students’ social lives. The internet, FB,

group chat messenger, and other social media platforms have broadened students’ social

literacy.

How can we incorporate social literacy into the classroom?

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
Ways to incorporate social literacy online: 

Blogging: Through blogging, students learn how to effectively use the internet and share

their thoughts and knowledge appropriately. Reading classmates blog posts and responding

helps students learn from others and gives them access to others ideas, as well as a chance

to constructively respond. 

Class website: A class website is extremely useful in teaching students how to use and

navigate on the internet. Keeping students updated on class happenings, as well as giving

students opportunity to write and contribute on the class website will teach them useful

skills in communicating on the internet. 

Video conferencing: Video conferencing has endless possibilities. Whether it is

conferencing with a professional in the community, or students from a culture across the

world, it opens up a realm of social interaction that can teach students so much about

people in the world around them. 

Social Networking Sites: Social networking gives students the opportunities to know and

learn about people all over the world in a matter of seconds. Encouraging students to meet

people of other cultures and learn about social issues around the world is a priceless

opportunity-and we are so blessed to have sites like these to make it happen. 

Ways to incorporate social literacy in a face to face environment:

Group projects: group projects give students opportunities to interact face to face and

experience social interactions. It is so crucial that students learn to interact with people

effectively and contribute their part. ,

Peer reviewing: Peer reviewing teaches students how to give constructive advice and

communicate their thoughts well. To be able to give constructive criticism and view another

person’s ideas is an important ability. 

Field trips: taking students to a museum or to volunteer in an area in need could help

students open their eyes and learn about different societies. On any field trip, even learning

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
how to travel in groups, communicate with people in charge, and work together as a group

will be effective in teaching students to be socially literate. 

You can watch this video of students’ presentation on social literacy

https://www.youtube.com/watch?v=mlyAFoLA9II

What is Emotional Literacy?

Emotional literacy refers to the ability to express one's emotional state and communicate

one's feelings. A person with well-developed emotional literacy is therefore able to recognize

and respond to the emotional states of others. This is considered a hallmark of healthy

relationships.Children must be taught to identify and regulate their emotions. A lack of

emotional literacy can affect everything from a student's attitude to his or her social skills

and academic performance.(Sarah Mills)

The Skills of Emotional Literacy

Steiner (2003) identified the following principal skills to develop for emotional literacy

1. Knowing your feelings,

2. Having a heartfelt sense of empathy,

3. Learning to manage our emotions,

4. Repairing emotional damage, and

5. Emotional interactivity- putting it all together.

Attributes of Emotionally Literate Person

1. Can notice and name the emotions they are feeling and those they see in other

people.

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 2. Understands the message an emotion is aiming to communicate (i.e. cause and

effect).

3. Selects the emotion that they are experiencing and chooses what to communicate,

and

4. Accepts emotions as a normal part of life and is at ease talking about and working

with them with the people they trust.

Difference between Emotional Literacy

and Emotional Intelligence

Emotional literacy(EmLit) as explained by Steiner (2015) is different from Emotional

Intelligence (EI) in that it emphasizes the emotion of love, cooperation and the common

good which are ignored in definitions of emotional intelligence. That is why we say that

emotional literacy is heart centered emotional intelligence.

In a recent study suggests that there’s an actual discrepancy between acting morally and

knowing one’s and others’ emotions and how to manage them. Researcher A.M. Bacon, H.

Burak and J. Rann, found that young adult women high in EI also rated higher in delinquent

behavior. This suggests that, with young women at least, EI without an ethical compass can

be a social detriment.

Emotional literacy- emotional intelligence with a heart- is an essential component of

personal and social wellbeing and it can be learned through the practice of specific

transactional exercises which target the capacities to love oneself and others while

developing honestly, awareness of emotions, and responsibility.

What is Social-Emotional Learning?

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“Social-emotional learning is a broad term referring to how students regulate their emotions,

communicate with others, use compassion and empathy to understand the needs of other people,

build relationships and make good decisions,” says licensed psychologist Jennifer B. Rhodes.

Although concepts informing social-emotional learning have been written about since the days of

Plato, the phrase first came into usage in the early 1990s when the Collaborative for Academic

Social and Emotional Learning (CASEL) was founded to bring together educators, psychologists,

child well-being advocates and researchers to expand the term and create school and community

curricula. It was also during this pivotal time that Daniel Goleman’s pioneering work, “Emotional

Intelligence: Why It Can Matter More Than IQ,” was released and widened the awareness among

researchers, scientists, parents and teachers.CASEL’S SEL FRAMEWORK:

What Are the Core Competence Area and Where Are They Promoted?

Social and emotional learning (SEL) is

an integral part of education and human development. SEL is the process through

which all young people and adults acquire and

apply the knowledge, skills, andattitudes to

develop healthy identities, manage emotions and

achieve personal

and collective goals, feel and show

empathy for others, establish and

maintain supportive relationships, and make

responsible and caring decisions.SEL advances

educational equity andexcellence through

authentic school family-

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community partnerships toestablish learning environments andexperiences that feature

trusting andcollaborative relationships, rigorous andmeaningful curriculum and

instruction,and ongoing evaluation. SEL can helpaddress various forms of inequity and

empower young people and adults toco-create thriving schools and contribute

to safe, healthy, and just communities.

The CASEL 5 addresses five broad, interrelated areas of competence and examples for each:

self-awareness,self-management,social awareness,relationship skills, and

responsibledecision-making. The CASEL 5 can be taught and applied at various

developmentalstages from childhood to adulthood and across diverse cultural contexts to

articulate what students should know and be able to do for academic success, school and

civic engagement, health and wellness, and fulfilling careers.

1. SELF-AWARENESS: The abilities to understand one’s ownemotions,

thoughts, and values and how they influencebehavior across contexts. This

includes capacities torecognize one’s strengths and limitations with a well-grounded sense of

confidence and purpose. Such as:

• Integrating personal and social identities

• Identifying personal, cultural, and linguistic assets

• Identifying one’s emotions

• Demonstrating honesty and integrity

• Linking feelings, values, and thoughts

• Examining prejudices and biases

• Experiencing self-efficacy

• Having a growth mindset

• Developing interests and a sense of purpose

2. SELF-MANAGEMENT: The abilities to manage one’s emotions, thoughts,

and behaviors effectively in different situations and to achieve goals and

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aspirations. This includesthe capacities to delay gratification, manage stress, andfeel

motivation & agency to accomplish personal/collectivegoals. Such as:

• Managing one’s emotions

• Identifying and using stress-management strategies

• Exhibiting self-discipline and self-motivation

• Setting personal and collective goals

• Using planning and organizational skills

• Showing the courage to take initiative

• Demonstrating personal and collective agency

3. SOCIAL AWARENESS: The abilities to understand the perspectives of and

empathize with others, including those from diverse backgrounds, cultures, &

contexts.

This includes the capacities to feel compassion for others, understand broader historical and

social norms for behavior in different settings, and recognize family, school, and

community resources and supports. Such as:

• Taking others’ perspectives

• Recognizing strengths in others

• Demonstrating empathy and compassion

• Showing concern for the feelings of others

• Understanding and expressing gratitude

• Identifying diverse social norms, including unjust ones

• Recognizing situational demands and opportunities

• Understanding the influences of organizations/systemson behavior

4. RELATIONSHIP SKILLS: The abilities to establish and maintain healthy and

supportive relationships and to effectively navigate settings with diverse

individuals and groups. Thisincludes the capacities to communicate clearly, listen

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actively, cooperate, work collaboratively to problem solve andnegotiate conflict

constructively, navigate settings with differingsocial and cultural demands and opportunities,

provideleadership, and seek or offer help when needed. Such as:

• Communicating effectively

• Developing positive relationships

• Demonstrating cultural competency

• Practicing teamwork and collaborative problem-solving

• Resolving conflicts constructively

• Resisting negative social pressure

• Showing leadership in groups

• Seeking or offering support and help when needed

• Standing up for the rights of others

5. RESPONSIBLE DECISION-MAKING: The abilities to make caring and

constructive choices about personal behavior and social interactions across

diverse situations. This includes the capacities to consider ethical standards and safety

concerns,and to evaluate the benefits and consequences of various actions for personal,

social, and collective well-being.Such as:

• Demonstrating curiosity and open-mindedness

• Identifying solutions for personal and social problems

• Learning to make a reasoned judgment after analyzing information, data, facts

• Anticipating and evaluating the consequences of one’s actions

• Recognizing how critical thinking skills are useful both inside & outside of school

• Reflecting on one’s role to promote personal, family, and community well-being

• Evaluating personal, interpersonal, community, and institutional impacts.

Our framework takes a systemic approach that emphasizes the importance of establishing

equitable learning environments and coordinating practices across key settings to enhance

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all students’ social, emotional, and academic learning. We believe it is most beneficial to

integrate SEL throughout the school’s academic curricula and culture, across the broader

contexts ofschoolwide practices and policies, and through ongoing collaboration with

families and community organizations. These coordinated efforts should foster youth voice,

agency, and engagement; establish supportive classroom and school climates and

approaches to discipline; enhance adult SEL competence; and establish authentic family and

community partnerships.

THE KEY SETTINGS:

CLASSROOMS. Research has shown that social and emotional competence can be

enhanced using a variety of classroom based approaches such as: (a) explicit

instruction through which social and emotional skills and attitudes are taught and

practicedin developmentally, contextually, and culturally responsive ways; (b) teaching

practices such as cooperative learning andproject-based learning; and (c) integration of SEL

and academic curriculum such as language arts, math, science, social studies,health, and

performing arts.

High-quality SEL instruction has four elements represented by the acronym SAFE:

Sequenced -following a coordinated set of training approaches to foster the development

of competencies; Active - emphasizing active forms

of learning to help students practice and master new skills; Focused - implementing

curriculum that intentionally emphasizes the development of SEL competencies; and

Explicit - defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized

by positive, caring relationships among students and teachers. To facilitate age-appropriate

and culturally responsive instruction, adults must understand and appreciate the unique

strengths and needs of each student and support students’ identities. When adults

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incorporate students’ personal experiences and cultural backgrounds and seek their input,

they create an inclusive classroom environment where students are partners in the

educational process, elevating their own agency. Strong relationships between adults and

students can facilitate co-learning, foster student and adult growth, and generate

collaborative solutions to shared concerns.

SCHOOLS. Effectively integrating SEL schoolwide involves ongoing planning,

implementation, evaluation, and continuous improvement by all members of the

school community. SEL efforts both contribute to and depend upon a school climate

where allstudents and adults feel respected, supported, and engaged.

Because the school setting includes many contexts—classrooms, hallways, cafeteria,

playground, bus—fostering a healthy school climate and culture requires active engagement

from all adults and students. A strong school culture is rooted in students’sense of

belonging, with evidence that suggests that it plays a crucial role in students’ engagement.

SEL also offers an opportunity to enhance existing systems of student support by integrating

SEL goals and practices with universal, targeted, and intensive academic and behavioral

supports. By coordinating and building upon SEL practices and programs, schools can create

an environment that infuses SEL into every part of students’ educational experience and

promotes positive social, emotional, and academic outcomes for all students.

FAMILIES/CAREGIVERS. When schools and families form authentic partnerships,

they can build strong connections that reinforce students’ social and emotional

development. Families and caregivers are children’s first teachers, and bring deep

expertise abouttheir development, experiences, culture, and learning needs. These insights

and perspectives are critical to informing, supporting, andsustaining SEL efforts. Research

suggests that evidence-based SEL programs are more effective when they extend into the

home, andfamilies are far more likely to form partnerships with schools when their schools’

norms, values, and cultural representations reflecttheir own experiences. Schools need

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inclusive decision-making processes that ensure that families—particularly those from

historically marginalized groups—are part of planning, implementing, and continuously

improving SEL. Schools can also create other avenues for family partnership that may

include creating ongoing two-way communication with families, helping caregivers

understand child development, helping teachers understand family backgrounds and

cultures, providing opportunities for families to volunteer in schools, extending learning

activities and discussions into homes, and coordinating family services with community

partners. These efforts should engage families in understanding, experiencing, informing,

and supporting the social and emotional development of their students.

COMMUNITIES. Community partners often provide safe and developmentally rich

settings for learning and development, have deep understanding of community needs

and assets, are seen as trusted partners by families and students, andhave connections to

additional supports and services that school and families need. Community programs also

offer opportunities for young people to practice their social and emotional skills in settings

that are both personally relevant and can open opportunities for their future. To integrate

SEL efforts across the school day and out-of-school time, school staff and community

partners should align on common language and coordinate strategies and communication

around SEL-related efforts and initiatives.

Students, families, schools, and communities are all part of broader systems that shape

learning, development, and experiences. Inequities based on race, ethnicity, class,

language, gender identity, sexual orientation, and other factors are deeply ingrained in the

vast majority of these systems and impact young people and adult social, emotional, and

academic learning. While SEL alone will not solve longstanding and deep-seated inequities in

the education system, it can create the conditions needed for individuals and schools to

examine and interrupt inequitable policies and practices, create more inclusive learning

environments, and reveal and nurture the interests and assets of all individuals.

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Social Emotional Development and School Readiness

Social Emotional development according to Rymanowicz and Zoromski (2020)includes

self-concept, self-efficacy, the ability to express feelings appropriately, identify and respond

to the feelings of others and to form and sustain social relationships with peers and adults.

Self-concept (the traits, habits, abilities, motives, social roles, goals, and values that define

how we see ourselves) and self-efficacy (the belief that you can accomplish emotional

development. The development of these concepts or beliefs allow children to feel confident

and competent enough to explore their environments and engage in authentic learning

experiences. When children are proficient in the appropriate expression of emotions

including engaging in self-control as well as identifying and responding to the feelings of

other people, they are building a strong base for forming and sustaining social relationships

with their family, peers and other adults. The development of these skills, or lack thereof,

has a strong influence on social development and relationships from childhood through

adulthood.

Children who have strong social and emotional skills tend to be better prepared for

school learning environments both socially and academically when compared to children

with less advanced social and emotional skills. Children who are able to express emotions

appropriately and form and keep relationships with peers have better outcomes in school

because those children are less likely to experience as much corrective attention from

teachers or adults. Studies have shown that young children who exhibit anti-social behaviors

are more likely to be held back, drop out of school and exhibit delinquent behavior as they

age (Raver and Knitze, 2002).

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How to Implement SEL in Your Classroom(Rhodes and McNall, 2019)

Ideas for implementing these concepts into your classroom include:

1. Innovative intervention programs: “These have been used in middle school infants

are brought into the classroom with an explanation of child development and social feedback, to

work on middle schoolers’ empathy skills,” says Rhodes. “These programs have had big successes

in getting teens to move past their self-entitled behaviors to begin to think about their whole

community.”

2. Positive encouragement: “On the smaller, everyday scale, classrooms can institute

good social-emotional skills by creating positive ‘rules’ and validating pro-social behavior,” Rhodes

notes. “An example would be saying, ‘Johnny, I love how you supported Mary in finding the

answer to that problem,’ to encourage teamwork and cooperation.”

3. Focus on process: Rhodes says that by encouraging problem solving, innovation and

critical thinking rather than just the search for the right answer, teachers help students understand

that process is just as important as — if not more than — the outcome. It’s a message that isn’t

emphasized enough in today’s classrooms, where there often can be too much focus on

standardized test scores.

4. Student check-ins at the start of class: Even if it’s just an individual warm welcome

to each child, making that eye contact and face-to-face connection and calling students by name

helps them realize they are known and seen by those around them. This awareness creates a

culture of kindness and support while also reminding students that people are watching and they

can’t get away with poor behavior.

5. Materials that encourage SEL: No matter the grade level, reading materials exist that

instill social-emotional learning and can be read aloud to (or by) the students. We Are

Teachers provides a great list of 50 books that teach social and emotional skills.

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6. Emphasis on working together: It may seem straightforward enough to break

students into groups and tell them to work together, but far too often, learners haven’t figured out

how to do this successfully. The job of the teacher in this instance is to help each student find his

or her role and ensure the student knows how to fulfill the duties of that role. The

blog Math=Love provides helpful printouts of the various group project roles to help students

learn what they bring to the team.

7. Buy-in from school: It’s one thing to teach your homeroom or content-area students

about the tenets of social-emotional learning, but this work is far more effective when the entire

school is on the same page. After testing the waters of social-emotional learning on a small scale,

speak to the administrators of the school about broadening the scope. Options may include setting

up an SEL task force, holding an SEL workshop for parents or developing an expanded curriculum

for more classrooms. At Edutopia.org, you can find many guidelines for all aspects of SEL

implementation, including about buy-in.

Social and Emotional Skills Are Essential

The benefits of strong social and emotional skills are evident for both children and adults.

Social and emotional skills are associated with improved behavior, lower levels of emotional

stress, and positive wellbeing. Social and emotional skills are also associated with doing

better in school, and obtaining a stable full-time job. Having social and emotional skills can

help avoid unfavorable situations later in life such as being arrested by police and substance

misuse.

These positive outcomes from social and emotional development continue into adulthood.

Developing social and emotional skills in adults can increase their success at work, help

them achieve career and personal goals, and receive higher pay. These skills can also help

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adults be more creative, have healthier relationships, better manage stress, and achieve

greater self-awareness.

Tip

By supporting social and emotional skill development, you as a parent or someone in a

parenting role can directly impact your child’s healthy mental, emotional, and behavioral
development. Social and emotional skill development results in an enhanced work ethic,
healthier family relationships, better job performance, and improved health across the
lifespan.

Ways to Support Social and Emotional Development

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 1. Build Awareness. Increasing social and emotional awareness in your daily life is

the first step in developing social and emotional skills. This means noticing when

your child is doing something right and letting them know that you noticed. Building

awareness might look like:

 Recognize Cues (Facial Expressions, Movements, and Sounds) and

Respond – For example, if your child has a sad facial expression, name the feeling

and respond with empathy. (“You seem really upset about this. Are you feeling

sad?”)

 Notice and Name the Skill You Want to Develop – Start to notice when

your child demonstrates any level of social and emotional skills. Then, name the skills

(“I just noticed you pause and reflect for a second before you responded to your

brother.”), so that your child can start to identify what the skills are right after they

demonstrate them.

 Ask Your Child to Name the Skill – Ask your child to name the skill (e.g.,

“Your sister just did something different, what did you notice her do? ”) Having your

child connect the behavior with the social and emotional skill will help them build

awareness.

2. Model the Skills. Social and emotional skills are developed through watching

others and learning from their behavior. As adults, you are constantly modeling for

those around you, whether it’s your children, coworkers, or family members. This

doesn’t mean that you must be perfect. What it does mean is that when you make

mistakes, you should talk about them with your children.

This means that as a parent or someone in a parenting role, you don’t always have

to do things right. Admitting mistakes and being willing to recognize and apologize

for the impact your actions have on others are opportunities to grow important skills

in your children. When you admit failure without delay and are willing to apologize,

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 your children are more likely to develop a growth mindset and develop their own

social and emotional skills. You can say, “I am going to step back and take a minute

to think through this.” “I can only imagine how upset you are right now, so I am just

going to listen to you, so I hear you fully.”

3. Focus on Decision Making. Improved social and emotional skills develop healthier

decision making. Therefore, it is helpful for you to focus on how your child makes

decisions. Ask your child what their thought process was and whether the outcome

was positive or negative. It can be as simple as asking, “Why did you make that

decision?” or “What did you consider when you made that decision?” or “What were

some of the consequences you thought about when you made that decision? ” This

will help you highlight any gaps in their decision making. If you do this on a regular

basis, it will increase the likelihood that your child will slow down and pay more

attention to their decision making.

4. Practice. Social and emotional skills do not always come easily. In high stress

situations, it is tough to maintain self-awareness and to express empathy. It is very

important that social and emotional skills are practiced every day. The more these

skills are practiced, the more natural they feel, and the greater the likelihood they

will be used in high-stress situations. Intentional practice means being deliberate

about trying a social and emotional skill you want to develop. Once you get better at

a skill, try adding the next skill. As you say, “It sounds like you have some ideas

about how to respond to your friend. Try it with me, and I will pretend I am your

friend. What specifically would you say?”

The Impacts of Social Emotional Learning (SEL)

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 Social-emotional learning (SEL) affects the lives of students, teachers, parents and the larger

community in meaningful ways that improve relationships and societies as a whole. SEL doesn’t

happen overnight, but schools and parents that stick with the principles have identified numerous

positive outcomes that arise over time.

1. Academic improvement.  A 2011 analysis of 213 studies that surveyed more than

270,000 learners found that, on average, students who took part in SEL-informed curricula

saw an 11 percent jump in academic achievement when compared to learners who didn’t

participate.

2. Greater results for students with early-identified problems The same CASEL

study found that for students who had already been identified as having problems, the use

of SEL principles for early interventions led to a reduction of conduct problems, better

attitudes toward themselves and others, fewer outbreaks due to emotional distress and

overall enhanced academic performance.

3. Better social interactions.  As evidenced by the reports of teachers, fellow students,

friends, families and community members, SEL curricula help encourage positive behavior

across the lifespan. For students to have good role models when considering how they

should behave, it is important that teachers and parents display empathy,

conscientiousness, thoughtfulness and kindness.

4. Improved classroom behavior.  The same study mentioned above also found that

students who took part in SEL curricula exhibited improved behavior in the classroom, a

greater ability to properly manage stress and depression and healthier opinions of

themselves and others.

5. Ability to care for themselves A 2015 study in the American Journal of Public

Health found that students who learned pro-social skills at an early age were far less

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 likely to ever live in public housing, use public assistance, interact with the police while still

minors or find themselves in detention facilities.

6. Less aggressive and/or disruptive behavior.  An article by Options for

Youth notes that students taking part in SEL programs have long-term improvement in

areas of aggression and disruption. A study found that students who engaged in SEL at

either the elementary or secondary level still saw a 10 percent reduction in behavioral,

psychological and substance abuse problems by the age of 25.

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“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 your answer sheet.

1. How can social-emotional learning be used to reduce bullying?

2. What are the roles of parents/teachers in developing social emotional literacy of

children/students?

3. Think of a certain situation or occasion. Write a letter or e-mail expressing your

emotions/reactions address to person/s involved. Write your letter/email in a whole

sheet of pad paper with proper format.

A. Understand the questions and give your answers. Write your answers in your

answer sheet.

1. Make a list of 5 Dos and 5 Don’ts in the school and the workplace in relation to

social emotional literacy. (10 points)

2. In this time of pandemic, students are working from home with computer

technology and social media at hand. What are the positive and negative

impacts of these technology to students’ social and emotional literacy?

(10 points)

B. Direction: Multiple Choice. Write the letter of the best answer on your answer sheet.

1. Which is true about social literacy?

a. A certain level of exposure and familiarity with creative arts.
b. Thriving in diverse social contexts, both online and offline.
c. Communication fluency across cultures, societies and technological modalities
d. Working intelligently with digital tools and data.

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 2. The following statements describe actions ofperson with stable social emotional
state, except one.

a. A grade 1 pupil is asking permission from his parents to be absent from his class
because he wants to watch the movie “Harry Potter”.
b. His mother came home and very upset because she got lost from playing “Tong
Hits” with her friends.
c. Mary is in front of her laptop attending a virtual meeting with her classmates to
plan for their class project.
d. Gina’s mother noticed that Gina is crying when she arrived home from school.
When her mother asked her what happened, she said she got hurt because she
saw the picture of her boyfriend together with a sexy lady posted in his FB
account.

3. The ability to understand one’s ownemotions, thoughts, and values;

a. Self- awareness
b. Social awareness
c. Self-management
d. Relationship skills

4. The following strategies can be used by teacher to develop student’s social literacy.
Which one is not?
a. Ask the students to go to the library, research on the different parts of thesis and
report before the class.
b. Give students assignments to contact classmates and friends online and work
collaboratively.
c. Simulation of how the salesman encourage clientele to improve sales.
d. Creating group chat account where the teacher and students can discuss the
importance of vaccine against COVID 19.

5. Social and emotional skills can be taught and practiced in everyday real life
situations. Which situation do you think has an appropriate SEL?
a. Benjo is looking at his classmate’s test paper.
b. Tess has borrowed Mary’s necklace and planning to return it when ask.
c. An excited child is sitting silently on his chair while waiting for his turn to get his
test paper.
d. Mary looked for money from her mother’s wallet.

Unit 5 - Financial and Economic Literacy

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 Learning Outcomes
1. discussed the nature of financial literacy and its importance.
2. described what a financial plan is and how it can help achieve financial well-
being.
1. 3. created a monthly budget.
2. 4. identified saving mechanisms that are available to people in their community.
3. 5. prepared a budget plan.
4. 6. identified ways to avoid loan delinquency.
5. 7. explained the pros and cons of using credit cards
6. 8. discussed ways on how to protect oneself from fraud and identity theft.

Activate Prior Knowledge

“Control your
money as best you can. Don't let it control you.”

The acquisition of financial literacy is a long-term process that, for most people,
requires the assistance of institutions outside the home. Rigorous school-based learning with
trained teachers is an ideal foundation to begin this transfer of knowledge.
Financial literacy matters not only for investment and saving but also for borrowing.
A burgeoning body of research has found that individuals with poor levels of financial
literacy are more likely to have problems with debt. They also tend to have more costly
mortgages and are less likely to refinance their mortgages when interest rates go down.
Increasing financial literacy can have profound implications on the financial security,
well-being, and prosperity of individuals and families. Financial literacy can enhance savings
and investment decisions, help future planning, and make retirement more secure.
Individuals’ financial decisions, in turn, have important implications for the economic health
of local and national economies. A population that is more financially knowledgeable opens
the door to a larger and more efficient market for financial products, expanded participation
in asset building, and greater financial stability.

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 Acquire New Knowledge
The following is a list of possible goals (including some financial goals) that a
person may have in life. Pick the ones that are most important to you now. Add
Becoming
others thatan athlete
you can think of. Do this in your answer sheet (yellow pad/long bond paper).
Owning a home Saving for an enjoyable retirement
Helping to educate future grandchildren Travelling
Obtaining a good education Owning a car
Caring for parents Getting married
Learning a trade Having children
Having good health and medical care Owning a business
Developing an artistic skill Obtaining a good job
Having a hobby Others ______________________

A. Rationale for Financial and Economic Literacy

Education
In today’s world, individuals are faced with the daily challenge of navigating their
lives in a complex financial landscape. The financial decisions that individuals make may not
only affect their individual well-being for the time, but also for their lives over the long run.
With our communities being more and more interdependent, their decisions would even
influence the people around them in society at large.

The recent global financial crisis highlighted the fact that the increasing complexity of
financial products and instruments has transferred the risks and responsibility of major
financial decisions to individuals. As a result, it highlights the urgency of promoting social
responsibility and developing skills in personal financial literacy for all persons. Important
values and skills in managing financial resources at an early age can lessen social and
financial vulnerability.

While financial education concerns all ages, the education of the younger generation
on financial issues has become all the more important since they will be faced with
increasingly complex and sophisticated financial products, and will likely bear more financial
risks than their parents. Financial and economic literacy in Basic Education can provide
support in helping young people not only prepare and set goals for their future, but also
help making informed decisions on things that they have control over now.

1. Urgency for Education on Financial and

Economic Literacy

Children and youth are both current and future economic actors,
whose decisions will influence their lives and the development of societies as a whole.
Nonetheless, young adults in the APEC economies have demonstrated low levels of financial
literacy. There is sufficient evidence to support the idea that young

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people need knowledge, skills and demonstrable behavior to make sound financial decisions
ranging from the choice of financial products or the ability to calculate interest on a saving
account. For example:

 Malaysia: 2% of young adults chose a financial product with the benefit of

sound advice.
 USA: 27% of young adults know about inflation and risk diversification and
can do simple interest calculations.
 Peru: 41% of young adults could add 2% interest to an initial savings balance
of 100 PEN.
 Canada: 63% of young adults think it is very important to learn about
personal finances at a young age. (OECD/INFE, 2012).

Evidence has also shown that financial capability and access to financial services is
linked to overcoming poverty, reducing income disparities and increasing economic growth.
The World Bank’s Global Financial Inclusion (Global Findex) Database measured a set of
indicators on how adults in 148 economies save, borrow, make payments, and manage risk.
It shows that in developing economies, 59% of adults have no access to financial services
compared to 11% in high income economies (World Bank Findex, n.d.). Where poverty is
not as severe, there are often segments of the population that are socially excluded and
marginalized from services.

In addition, the Findex data also found that only 37% of young adults (ages 15-24)
have an account at a formal financial institution. They are also 33% less likely to have
formal accounts and 40% less likely to be saving formally, establishing that younger adults
in general enter into the job market with less capacity to access financial services.

2. Potential Impact of Financial and

Economic Literacy
The arguments to support financial and economic literacy,
however, are widely agreed, and can be broken down on different
situational levels:

Individual empowerment

 Financial and economic literacy education enables individuals to engage with

and access financial services in more appropriate and effective ways.
 Given well-designed education on financial and economic literacy, all people
can create their opportunities, identify and handle risks, and be productive in
the labour market.
 When people are empowered and independent, it helps decrease social costs
of society.
 Financial education can help children and youth learn to identify and use
reputable and reliable sources. They will need to continue to learn throughout

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 their lives – since much of what is learned in school will change over time –
and knowing about such sources can be very helpful for lifelong learning.

Family well-being

 A financial and economic literate family is able to save and invest effectively
to meet future needs, and those of dependent family members, be prepared
for the unexpected, and work toward financial independence after retirement
from work.
 Financial and economic literacy contributes in mitigating family stress by
enabling the household to mitigate, cope and prepare for economic stress.
 It contributes to the welfare and social stability of families.
 Enhanced individual empowerment and family well-being contributes to
macro-level developments of the community and economy.
 Through increased employment rates, investments or setup of enterprises or
businesses, the increased economic well-being of individuals contributes to
economic growth.
 Moreover, financial and economic literacy serves as a social equalizer as it
contributes to “level the playing field” by helping those who are born to be
economically-disadvantaged.

3. Defining Financial and

Economic Literacy

What is financial and economic literacy?

 Financial literacy is knowledge and understanding of financial concepts and
risks, and the skills, motivation and confidence to apply such knowledge and
understanding in order to make effective decisions across a range of financial
contexts, to improve the financial well-being of individuals and society, and to
enable participation in economic life. (OECD) ·
 Financial Capability is the internal capacity to act in one’s best financial
interest, given socio-economic environmental condition. It encompasses
knowledge, skills, attitudes and behavior. (World Bank) ·
 Economic literacy is the ability to write and read about economic conditions
that affect material well-being. It is the ability to understand, discuss and
respond to the events that shape economic environment.
 Social and Financial Education aims at socially and economically
empowered citizens by equipping them with the skills and knowledge to
become active agents capable of transforming their communities and
societies. (UNICEF and Aflatoun) ·
 Economic citizenship is the culmination of an ecosystem that provides
social, financial, and livelihoods education, in combination with financial
inclusion to provide a stronger sense of empowerment and socio-financial
capability (Child and Youth Finance International)

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 There is growing sense of agreement that financial and economic literacy must go
beyond cognitive ability and the transfer of knowledge, towards improving capability of
individuals. In general, the definition of the broader term “financial capability” conveys both
an individual and a structural idea, combining a person’s ability to act with their opportunity
to act (Johnson &Sherraden, 2007), hence it is both the individual and the environment that
has needs for development. The financial capability approach suggests that children and
youth should learn about financial management and the financial world, while at the same
time, they are provided beneficial tools to participate.
Drawing upon the above definitions, we herein define financial and economic literacy
as the combination of knowledge, skills, attitudes and behaviors that people need to make
sound and responsible personal financial and economic decisions, suited to their
circumstances, in order to improve their individual and communal well-being.

Table 1: Learning Outcomes for Financial and Economic Literacy

Dimension Learning Outcomes
Knowledge Saving and Spending – distinguishing needs from
wants, knowing how savings can help in achieving an
individual’s goal, options for saving, barriers to saving
and overcoming these barriers; practising the habit of
saving is also covered
Planning and Budgeting – the skill of developing an
action plan towards a goal or dream
Informed decision-making – involves knowing where
to seek information and knowing the consequences of
your actions
Skills Earning money – covers various topics around
livelihood, employment and entrepreneurship
Managing money – ability to save and spend,
practising the habit of planning and budgeting and
acting upon those plans
Investing Money – exploring options of investing
money
Understanding cost of borrowing – knowing options
for credit and understanding the consequences
Attitude Attaining a long-term focus or view into the future –
reflecting / considering actions and having sensitivity
to risk
Considerate of well-being of others – reflecting on the
impact on others; having a sense of responsibility
towards others; sense of empathy and compassion
Developed sense of self-worth with an on-going
interest in continuous learning
Passion for the projects that one is involved in, as well
as passion towards one’s own self-development
Behavior Enacting habits of saving, budgeting and prioritizing
Exhibiting entrepreneurial behavior and work ethic –
making responsible choices
Exercising focus on making an effort with an emphasis
on “grit”
Demonstrating charitable, empathetic and

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 compassionate behavior
Source: APEC Workshop on Financial and Economic Literacy in Basic Education, April 24-
26, 2013, Beijing, China

A. Basic Financial Literacy Skills

1. Setting Financial Goals

When you set goals, you need to think about the present and the
future. You have to think about what makes you happy today – and
what will make you happy in the years ahead. People often talk
about hoping to have a “happy life” – which, in and of itself, is an
ambitious goal. Finding the balance between your happiness today
and your happiness in the future is key – and not always easy,
especially when it comes to how you handle and manage your money.

Why can goals make a difference?

If you have goals, you’ll have to consider the possible trade-offs as you make
decisions today. And saving to achieve a goal can be very rewarding, personally satisfying, a
real motivator, and a confidence builder. Achieving a goal can help you prove to yourself
that you can accomplish what you set your mind to – and inspire you to aim for other goals
– and to achieve other things. So, “money doesn’t buy happiness”, but it does play an
important role in most people’s lives. We may wish it weren’t so, but it’s true. Earning
money.Spending money.Saving money.Investing money.Making money.Losing money.Giving
money away. We make all kinds of decisions, often daily, about money.

People Are Different – Their Goals Are Different

Do you see in a picture an old woman or a young woman?

Did you see both? Both are there. The point is that different people can see things
differently.Different people will have different goals. What one person wants out of life can
be very different from what another person wants. Individuals face life and its financial
challenges from a wide array of starting points and with different views. Some people have
access to a great deal, including opportunities for education, training, working, and
acquiring income. Others have access to very little and face different challenges and
opportunities. Different cultures also have different attitudes to money and material things.
No matter what the differences, however, everyone will face decisions related to their
money. To guide these decisions, we need goals. What are yours? Knowing your goals is a
key first step in starting to take control of your money.

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 At different times in your life, you will probably assign a different priority to your
different goals.

2. Earning and Spending Money

Earning is the ability to bring in money. 

Spending is the ability to live frugally
and spend wisely.

People work hard to earn money so that they can

buy the things that they want and need. The things that
people buy may be cheap, costing less money, or expensive,
costing more money.

Words to Describe the Money You Earn

*salary - is the annual amount paid to a worker.

*wage- is the hourly rate paid to a worker.
*pay– is the money that is due for work done, goods received, or a debt
incurred
*income– is the money received especially on a regular basis for work or through
investments
*revenue– is the income or increase in net assets that an entity has from its
normalactivities. It consists all income before costs.
*inherit - is money or something of value you receive from the estate of someone
who dies.

[WEALTH] = [WHAT YOU EARN] – [WHAT YOU SPEND]

If you spend more than you earn, you have a negative cash flow. You’re losing
wealth and in danger of going into debt. (Or, if you’re already in debt, you’redigging the
hole deeper.) If you spend less than you earn, you have a positive cash flow, which will let
you climb out of debt and build wealth.

Tracking Your Spending

Putting together a basic “budget” can help you manage and

control your money. A budget is a plan for how you use your money
on a month-to-month basis. It helps you look at your expenses –
both those you have each month and those that come up now and then. It helps you work
out how you will cover your expenses from your income. A budget also helps you to save,
build up your savings over time, and achieve your financial goals.
Many people don’t budget because they feel that they don’t earn enough money to
need a budget. In reality, the less money you have, the more likely it is that a budget can
help you. You will want to get the most out of your money. You won’t want to waste any.

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You’ll want to make as many “good” money decisions as you can. Budgeting can help – and
can help most people regardless of how much money they have.
There are also many people who don’t budget because they fear that a budget will
put them in a “financial strait-jacket.” They think a budget will have too much control over
what they do. Actually, a person who fears that a budget will control them too much is often
a person whose spending is out of control. If you fear a budget, you probably need to
budget. A budget helps you gain control – not lose it. Deciding to budget is a sure sign you
have decided to take control of your money. But have you any idea how your money is
being used – where it is going?

Note: Whether or not you use a budget, stay in control of your money. Know
where it’s going. And make sure it’s going where you would like it to go.

The best way to start taking control of money is to “track your expenses.” And that
isn’t hard today with how easy it is to carry a little notebook or use the note pad on a cell
phone or other hand-held device. All that you have to do is, over a month or two or three,
write down what you spend your money.

Then, take a few minutes at the end of that time and write down a number of
categories. These might include:

• Transportation
• Snacks, eating out, and food in general
• School supplies
• Movies, music and entertainment
• Your hobby
• Cell phone or Internet
• Savings
• And so on.

Then add up how much money you actually spent on each category. See if the
results surprise you. Or see if the results come close to what you expected. This will give
you one sign as to whether you know where your money is going – and if you are in control.
There is one other thing you can do too. Look at how much you are spending in each
category. Is that the way you want to be using your money? Are you spending more in
some areas than you would like to – or think you should? Are you saving as much as you
would like – or need to?

Controlling Your Money – Budgeting

A budget is not a strait-jacket. If anything, it can help give you greater financial
freedom. A budget helps you know where your money is going. As you work out your
budget, you may find ways to cut back or ways to save more. If you can, use your budget
to pay yourself first. If you pay yourself last, it often ends up that there is nothing left. Put
some of your money in savings when you get it and budget how you will use the rest. Even
if it is a small amount, try and start by paying yourself – with savings. And try and make
saving a habit from a young age. It is a great habit to develop. It can be an important way

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to achieve your goals. Basically, a budget involves comparing your income with your
expenses. It gives you a picture of your financial situation – and where you may be heading.
And it should give you a very clear indication of whether or not you are on the road to
accomplishing your longer-term goals.

Steps in Making A Budget

The first thing to work out is your monthly income. That will tell
you what you’ve got to work with.
The second step is to list your monthly expenses. Some expenses
you will be able to control (for example, entertainment). Others
you can’t control as readily (for example, your housing costs/rent – at least you can’t control
them today). You can always take more control of a cost like rent by moving to less
expensive accommodation or getting a roommate to help share the cost – but that will take
some time.
You will usually have two categories of expenses in your budget. First, you will have
your regular monthly expenses. These are expenses you know you will have each month.
Second, you will have your irregular expenses – those that come up every now and then or
perhaps once a year. For example, you may have an annual car insurance bill you will need
to pay – or a club membership – or a new cell phone you know you are going to need soon.
You will want to plan for such expenses in your budget and allocate some funds each month
so that you can pay them when they are due.
As shown below, you can divide the total of these occasional expenses by 12. This
will give you a target amount to set aside each month so that you are able and prepared to
cover them. The monthly amount you need to set aside to cover both your irregular
expenses, and your regular monthly expenses, make up your total monthly expenses.
When you add up your total monthly income and your total monthly expenses, you
will see whether you are able to save money or not. You will find if you are spending more
than you would like in certain areas. You will quickly see if you are in control of your money
– or heading toward money problems. In short, you can learn a great deal about you and
your money by creating – and using – a budget.

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 3. Borrowing Money and Using Credit

Borrowing money becomes a problem if you borrow too much – that

is, more than you can afford. It’s a problem if you borrow to where
you can’t do other things – or if you need to borrow to pay your
regular monthly expenses. Just like your own money, you have to
stay in control of the money you borrow from others. Let’s begin by
covering a few terms. A debtor is someone who borrows money
from others. A creditor is someone who lends money to others. A debt is a liability –
something that you owe. A credit is an asset – it is money that has been loaned to
someone else to be paid back.When you use credit, it usually means using a credit card. It
also might mean that you get a loan. A loan is another way to use credit.
Using credit means you borrow money to buy something. 
 You borrow money (with your credit card or loan).
 You buy the thing you want.
 You pay back that loan later – with interest.

Borrowing money can be done in a number of ways. Let’s look why people are
borrowing more money today than in the past.
One reason people borrow more money today is that, by and large, incomes are
higher than they used to be. With higher incomes, people can often afford to carry more
debt.
A person’s ability to pay and “carry debt” will change, then, with their income. As
your income rises, you may be able to afford more debt. You certainly don’t have to borrow
more. Just because you may earn more, think carefully before taking on more debt.
Another reason for more borrowing today is due to higher prices. As prices rise, the
need to borrow may increase – especially if prices rise at rates faster than incomes. Housing
is an example. House prices have, on average, risen over the years to the point where very
few people can buy a house today without taking on a mortgage – often quite a sizeable
mortgage. A mortgage is a loan taken out to buy a house or other property. More people
likely have bigger mortgages today than was the case 30-40 years ago because the cost of
housing is now so high.
Another reason people are borrowing more today is because, overall, people are
spending more of their income – and saving less. The result – without much in savings, is
finding they have to take on more debt to cover expenses as they come up. So, borrowing
increases. That brings us to another reason why there is more borrowing today – the cost of
borrowing has been so low. Like it is for other things, if the cost to borrow money goes
down, people will probably borrow more of it. And that is what people have done –
borrowed more as the cost of borrowing – interest rates – fell. Many people are under

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financial stress. Many live paycheque to paycheque and many would be in difficulty if they
lost their job, got ill, or had an unexpected expense arise.
So low interest rates have led to more borrowing too. Another reason for more
borrowing is because more people are borrowing to make investments. In some cases, tax
changes have encouraged people to borrow for investment purposes. For example, a person
may be able to get a tax deduction on certain investments such as a contribution to a
Registered Retirement Savings Plan (RRSP.) Also, income earned from investing may be
taxed at a lower rate than income you earn from working at a job. For example, the tax rate
on “dividends” is lower than on employment income. Dividends are the shares of a
company’s profits that are given to shareholders. The lower rate of taxes on dividends has
been to try and encourage people to invest in businesses to help them grow, improve, and
help create more jobs.
These are some of the reasons why you may decide to borrow money. But, if you
want to borrow money, who lends money – and why? Parents, other family members, and
friends may lend you money to help you out. Be careful though, about borrowing from
friends and family. You don’t want “money issues” to affect your relationships.

The Cost of Borrowing Money

The cost of credit is the amount of interest that is

paid on the loan. But the total you will pay on a loan will be
determined by more than the rate of interest. The total cost
will also be affected by how long it takes you to pay back a
loan. The longer it takes you to pay back money you borrow,
the more you will pay in interest.
The cost of the loan can also be affected by where you borrow the money. If you
have a good borrowing history, you will probably be able to get a loan from a traditional
lender such as a bank. However, if you do not have a good credit history, or if you are
experiencing some money challenges, you may have to go to other sources where costs
may be higher – in some cases, quite a bit higher. This is why you want to have a good
“credit rating.”

Your Credit Worthiness

If you want or need to borrow money, you will have to make sure the possible
lender is confident that you are able to pay back the loan.
Anyone thinking of lending you money will be interested in your “credit worthiness.”
Your credit worthiness is simply a lender’s check on your ability to take on, carry, and pay
back debt. To check your credit worthiness, a lender will consider the “3 Cs” – your capital,
character, and capacity. These aren’t the only things that will be of interest to the lender.
Your “credit rating” will also be very important. More on that shortly. But let’s look at the
3Cs so that you know about some of the things that might affect your chances of getting a
loan.

a. Capital
This refers to things you own. They have value and could possibly be sold if
money was needed to pay back the loan. As you may know, things you own that
have value are called “assets.” Your assets can include any “equity" you have in a
house (that part of the house that you own – the value of the house minus the
mortgage), stocks, bonds, cars, savings, and so on.

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 Your “capital” is the asset that you have, to provide some possible “collateral”
if needed. If you don’t have capital, the lender may ask for a co-signer – another
person who will take on some responsibility for the loan.

b. Character
When you apply for a loan, the loans officer will also be interested in your
“character” – how responsible you seem to be and how reliable you are likely to be
in repaying the loan. Some of the questions that you have to answer on a loan
application may surprise you. You may be asked how long you have worked at your
current job; how long you have lived at your current address; and whether you have
incurred any other debts; whether you are married; and if you have any dependents.
Why such questions? The lender (creditor) will be looking for signs of “stability,”
“responsibility,” “reliability,” and so on. Being with an employer for quite a while,
living at the same address for some time, being married, or having children or other
dependents tend to be signs of stability and that you have taken on responsibility.
This doesn’t mean that you can’t get a loan if you aren’t married with two kids and
haven’t worked and lived at the same place for ten years. It also doesn’t mean that
you will get a loan if you have. It does mean that if you have changed jobs
frequently, are unemployed, or have moved from place to place, or have been
married three times you may encounter some hesitation from loans officers when
you apply for a loan. The lender will be looking to learn something about you – and
the kind of person you are. You would probably want to know something about a
person who asked you for a loan too

c. Capacity
The creditor will also want to know if you can afford the payments on the loan.
Do you have enough income to pay the monthly cost? Do you have other expenses
that may make it hard for you to make the monthly payments? Do you have other
debts? What you own, what you owe, and what you earn will be of interest to the
possible lender.
These, then, are “the 3 Cs” that help to show your credit worthiness – and
whether you are a credit risk. However, your credit rating will probably be as, or
more important, to the lender if you are looking for a loan.

Credit Rating

Many people don’t know a credit rating system exists. But it does. Those who are in
the business of lending money share information. They share information about people to
whom they have loaned money. They share information about those who have been good in
repaying their debts – and making payments on time. They also share information on those
who have not been so good – or who regularly make payments late – or who have not paid
their debts.

The following are some tips for maintaining a good

credit rating:

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  Repay your debts and make payments on time
• Don’t borrow more than you can afford
• Set a borrowing limit and stick to it. This sounds easier than it is. Most people don’t
know how to set a credit limit – that is, the maximum amount you can afford to
borrow. As you do, see how much you could afford each month for debt payments.
That amount should help set your debt limit. If you borrow money, don’t borrow
more than could be covered by the limit you have set. The cost of a loan will vary
with how much you borrow, how long you will take to pay it back, and the interest
rate. Therefore, the maximum amount of debt that you can comfortably afford to
carry will change as these things change. Try to stay in your “comfort zone” and
borrow only what you can afford.
• Don’t sign any kind of loan agreement until you have read it thoroughly, understand
it, and know what you are getting into. Sometimes you may feel a little awkward
doing this. It may be a person you know. Or it may be that the document is quite
lengthy and may take some time to read over. Don’t let that stop you. Most people
will understand that you want to read what you are signing. If they don’t, it may be
because they really don’t want you to read it. Even if you feel awkward, take the
time. It is a small price to pay to be comfortable with what you are signing.
 Never sign a blank form of any kind where information could be filled in or added
after you sign
 Always try to pay your monthly bills on time (like phone, electricity, etc.)
• Contact your creditors if you are having trouble making payments on your
debts
• Deal with reputable creditors (they should have a good credit rating too)
• Be cautious about co-signing for a loan

Signs That You May Be in Debt Trouble

You may be heading for debt trouble if you find you are:
• finding it difficult to save anything;
• continually short of money;
• using your savings to pay debt costs
• near your credit limit on all or most of your credit cards and accounts;
• missing payments or due dates for your bills;
• always making only the minimum payments on your credit cards and accounts.

Eachmonth you will likely see a “minimum” monthly payment on your credit card statement.
This is the minimum amount that the lender is willing to take as payment for that month. It
is not the minimum you would be best to pay. The best thing is to pay off the full amount. If
you can’t, pay off as much as you can. If you just make the minimum monthly payment it
can take a long time to pay back the money – and you end up paying a great deal of
interest;
• unaware of how much you owe;
• worrying a lot about money – your debts are always on your mind – you are having
trouble sleeping;
• borrowing money to pay off past debt costs; and
• having to borrow money to meet your week-to-week or month-to-month living
expenses.

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What To Do If You Have a Debt Problem

Do all that you can to avoid debt problems. Know how much debt you can afford and
don’t go over that limit. Set up a budget so you know how much debt you can afford. Don’t
borrow to that limit – leave yourself some room in case something comes up. Think about
the trade-offs you are making when you borrow money – and borrow only when it is a good
decision for you. But in the end, some people will get into debt trouble. What can you do if
that happens?
• Perhaps the most important advice for you if you are having debt troubles is to
face up to your problems and start to do something about them. Don’t try to handle it all
alone. If you have close personal friends or family, seek their help and advice. They can also
help you deal with what may be a bad situation. You will probably be surprised at how many
people will understand and will try to help see you over a rough period.
• Contact your creditors. Don’t simply start missing payments. Most of those who
have loaned you money will try to help you get out of the hole you are in. After all, they
have an interest in helping you – they hope to get their money back. Work out a new
payment schedule with them. You will probably be surprised at how co-operative most
creditors will be.
• Put all of your credit cards away to avoid getting into worse trouble. In fact, stop
all further borrowing. No sense digging a deeper hole.
• Consider a consolidation loan for your debts. A consolidation loan is one loan you
take out to pay back your other loans. In this way you can turn a number of payments for a
number of different loans into a single payment for one loan. The monthly cost may be less
than the total monthly cost of all other payments combined. If you are carrying debt on
credit cards, the interest you will pay on a regular loan will usually be much lower than that
on a credit card balance.
• Consider a second job, if you can, to see you over the hurdle and tough times.
• Cash in some investments or savings to lower your debt position. The costs you
pay on your debt will usually be greater than the interest you earn on your investments. It
may make sense to give up the investment to do away with the debt.
• Seek some professional advice and counselling if you can get it – or if someone will
help you get it.
• Review your lifestyle and past decisions. What got you into trouble? What could
you change to get out of trouble? What can you give up to get money to help you pay your
debts?

When it comes to handling money, and making good money decisions, few things
are more important than getting and keeping a good credit rating. Right from the outset,
make that one of your priorities. Debt can help you – or debt can hurt you. Borrow wisely.
And always stay within a limit you can afford.

4. Savings

Saving process of setting aside a portion of current income for

future use, or the flow of resources accumulated in this way over
a given period of time. 
Saving may take the form of increases in bank deposits,
purchases of securities, or increased cash holdings.

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Saving is the ability to produce a surplus and to make that surplus grow.
Savings refers to the amount left over after an individual's consumer spending is
subtracted from the amount of disposable income earned in a given period of time.

Savings can be used to increase income through investing.

Why should we save?

We should save regularly so that it can be used in times when our expenditure is
more than our income and we need more money.
 To meet higher expenses on birth, education, marriage, purchasing farm
seeds, purchasing own house, etc.
 To meet expenses on account of unexpected events like illness, accident,
death, natural calamity. During the emergencies, savings can come to rescue.
 Money is needed for lean periods i.e. when we are not able to earn.
 Money is needed for our old age.
 Money is needed to buy something which we cannot afford from regular
income – car, home, etc.
 Choose things you could do when opportunities come up – travel, help
others, buy something you want or need without using debt, etc.
 Feel better knowing you have money available – so you may worry less about
money matters. You can have more “peace of mind.
In short, when we have to spend more money than we earn, we can meet these
expenses from our own money if we have enough savings.

How to save?

We can save either by cutting expenses or by increasing our income. Presuming

income is same, we spend money for purchasing either essential or non-essential items.
Essential items are those things we really cannot do without, such as food, clothing, house
repair, seeds and farming tools, children’s education and healthcare. We need these things
every day for survival, whereas, non-essential items are ‘extras’ in life which we need
because we enjoy them. Expenses on such items can be either avoided or reduced or
postponed, e.g, spending money on drinks, gambling can be avoided whereas excessive
expenses on marriage, festivals, pilgrimage can be reduced and expenses on TV, scooter,
car, jewellery, etc, can possibly be postponed. The less we spend on non-essential items,
the more we will be able to save for essential things.

How can we save when we do not have enough money even to meet
our regular expenses?

The common refrain is that we do not earn enough so we cannot save. The truth is
that everyone needs saving and can save. We should keep aside a portion of our earnings
as saving from day one of our earning life. The important thing is that we should start
saving early and regularly in our life, even if it is a small amount. And if we get some
unexpected profit/earning, we should save all or most of it. This will reduce our worries of
future financial needs and help us in dealing with unexpected expenses.

The following are some things to do to start – and continue to save.

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 1. Make saving a priority. Save some money – even a little – before you do anything
else with your money.

2. Set a savings goal. Have a target. Give yourself something to work towards
and reach for. Try and set a time period to get there.

3. Reward yourself if you succeed in reaching a savings goal. You’ll deserve it.

4. Track your spending. Know where your money is going. This will help you look for
ways to save more if you need to.
5. Try and use a budget and stick to it. This will help you better control how you
useyour money.

Saving Tips

1. We’ve already mentioned this before – save before you spend. It’s the best way
to save.
2. Shop for the best prices. If you pay less, you can save more.
3. Use a money jar of some kind. Now that we use loonies and toonies, if you
put your change in a jar at the end of the day, it can really add up.
4. Don’t carry much cash. It is too easy to spend.
5. Look for ways to spend less on transportation, use cheaper(maybe
healthier) ways of getting around.
6. Eat out less – and/or eat at less expensive places. For many people, eating out
eats up a good portion of their money.
7. Set an “i-tunes limit.” It’s easy to make online purchases today – so much so
that, at the end of the month, the bill can be a shocker. Set a limit and stick to it.
8. Use your phone wisely. Don’t waste money on extra charges, bad plans,
roaming fees, etc. Once again, if you spend less, you can save more.
9. Cut back on vices. If you spend a lot on cigarettes, gaming, apps, etc. cut
back – or cut them out entirely if it’s something like smoking. You can save a lot.
Same if you are drinking expensive coffees or power drinks, etc. They can eat up
money quickly too.
10. Avoid impulse buying – that is, making fast spending decisions on the spot
without much thought. They are often some of the poorest decisions people
make and can use up money that could be saved.
11. Take advantage of sales and deals. You can save a lot of money this way.
Buying “off season” or on the “shoulder season” for clothes can save a lot. End of
year sales, end of line sales, going out of business sales, … they can all help you
save.
12. It may be hard, but avoid fads. Keeping up in terms of style and fashion is a
real challenge for many young people and can use up money quickly. Avoid them
as you can – be your own person – set your own style. You’ll probably find that’s
a lot less expensive – and can help you save.

Investing Money

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 Saving is holding on to some of your money to use it in the future. Investing is what
you do with your savings to try and:
• protect the value of your savings – the purchasing power – over time
against the effects of inflation.
• increase value of your savings – and acquire greater purchasing power – by
earning a return greater than inflation.
• save enough, and earn enough from investments, to be able to achieve
your goals.
Investing, therefore, is not only for those with lots of money. Anyone who has
savings can make decisions about how to invest those savings – and put them to work.

Investment Criteria

The following are important things to think about when investing. They are:
• Safety/risk
• Liquidity
• Return on the investment
• Time management involved
• Growth potential
• Knowledge of the investment

Three General Types of Investments:

• Cash (and “cash equivalent”)

Cash, or close-to-cash, or “cash equivalent” investments are those that are very
“liquid,“ are low risk, and provide a relatively low return. Examples of cash, or close-to-cash,
investments, are those such as cash, bank deposits, term deposits, etc.

• Fixed income
Fixed income investments are those like bonds. Bonds are basically a loan that you
make to a government or company.

• Equity
Equity is buying a share of ownership in a company. Companies may sell stock to
raise money for expansion and improvement. Money raised by selling stock is raised through
“stock brokers.” That is, a company will provide shares to one or more brokers who sell the
stock to clients. The stock brokerage company will earn a fee for selling the stock. The
company receives the money from the stock sale to invest in the company.

A few final quick tips and reminders on investing:

• Tip number one is to be very cautious about investing on the basis of a “tip” from
someone. Tips are highly unreliable and probably lead to losses more often than
gains.
• Check out every investment carefully and fully understand it before investing in it.
• Don’t panic if things don’t go well; keep calm and avoid irrational decisions. Those
whosold their investments when things went bad, lost money. Those who held on,

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and didn’t panic, in many cases, got their money back. So avoid panic. Be careful
about making quick decisions if things start to go a little crazy. That is also when
an advisor can help.
• Keep inflation in mind when making your investment decisions. You’ll want to earn
a rate of return that is at least equal to the rate of inflation.
• Invest even small amounts; you will be surprised how they can add up over time.
• Diversify your investments.
• Never make investments that you don’t understand.
• Keep in mind what J.P. Morgan said: “Sell down to your sleeping point,” which
basically means, avoid investments that cause you too much anxiety; invest so you
can sleep at night. Find your risk/return balance point

5. Using Credit Cards and Debit Cards

Many credit cards and debit cards have similar features.

Bothcan make it easy and convenient to make purchases in
stores or online. Both can be swiped at retailers to purchase
goods and services. However, the key difference between the
two cards is where the money is drawn from when a purchase is made. Credit cards allow
you to borrow money from the card issuer up to a certain limit in order to purchase items or
withdraw cash. Debit cards allow you to spend money by drawing on funds you have
deposited at the bank.

The Advantages and Disadvantages of Credit

Advantages
• You can use something and enjoy it now (for example, a car, a house,
a vacation, education, new clothes) and pay for it out of future income
• You can buy things you could not buy from your current income. You
can use some of your future income to pay for it.
• Credit enables you to handle emergencies and unexpected costs due to
an illness, accident, losing a job, car repairs, and so on.
• Credit can enable you to pay more to buy goods of higher quality that
you otherwise could not afford now. Buying better quality can mean it
will last longer. That may make it a wise consumer choice.
• You can take advantage of sales and deals – if a really good one comes
along. (Just make sure that the amount you save through the sale is more
than it may cost you in interest.)
• Using a credit card provides you with a record of your expenses. Credit
card issuers provide a monthly statement which lists all of the spending
you did with the credit card.
• Credit can make it easier to deal with a number of debts you have if
you are having difficulty repaying. By taking out a “consolidation loan”
you can borrow one amount to pay all or most of your bills and then
make a single payment each month rather than many.

Disadvantages
• Credit can encourage you to live beyond your means and get you into
financial difficulty.

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 • Credit can mean that your future income will be tied up in paying past
debts. You may not be able to buy things in the future that you wish
you could.
• Using credit can increase your total cost for a product or service since
the interest you will pay must be added to the price.
• Credit can lead to more impulse buying, which may lead to buying
things you don’t really need – and wish you hadn’t.
• If you get and use a credit card for a particular store, you may just
shop there and do less comparison shopping. You may lose out on
cheaper prices or better deals elsewhere.
• Tapping into credit now will mean that you will have less available if
unforeseen emergencies arise.

6. Protecting Oneself from Consumer

Fraud and Identity Theft

As you know, there are lots of things that you can

do with your money. One thing you don’t want to do,
though, is to let others take or steal your money. It would
be great if we lived in a world where you didn’t have to worry about that – but that is not
the case. There are people and organizations that may try to access your online bank
account, fraudulently use your credit card, learn your PIN and use your debit card – or use a
duplicate of your card, fool you with an online purchase or payment, and so on. You have to
be vigilant in protecting your personal information and your money – especially in this day of
online purchases and banking.

Consumer fraud is a deceptive business practices that cause costumer to suffer

financial or other losses. It occurs when a person suffers from financial loss involving the
use of deceptive, unfair, or false business practices. The victims believe they are
participating in a legal and valid business transaction when they are actually being
defrauded. Fraud against consumers is often related to false promises or inaccurate claims
made to consumers as well as practices that directly cheat consumers out of their money.
Identity theft is a serious crime of obtaining the personal or financial information
of another person to use their identity to commit fraud such as making unauthorized
transactions or purchases. Identity theft happens when someone uses information about
you without your permission. They could use your:
 name and address
 credit card or bank account numbers
 Social Security number
 medical insurance account numbers

Why should I care if someone steals my identity?

You will be responsible for what the thief does while using your personal information.
You might have to pay for what the thief buys. This is true even if you do not know about
the bills. 
How can that happen?
 A thief might get a credit card or loans using your name.

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  Withdrawing funds from your bank account.
 He changes the address.
 The bills go to him, but he never pays them.
 That means the credit card company thinks you are not paying the bills.
 That will hurt your credit.

This is the kind of trouble identity theft can cause for you.

Ways to Protect from Identity Theft

1. Freeze your credit

This restricts access to your records so new credit files cannot be opened. It is free
to freeze your credit and unfreeze when you want to open an account and it
provides the best protection against an identity thief using your data to open a new
account
2. Safeguard your Social Security number
Your Social Security Number is the master key to your personal data. Guard it as
best you can. When you are asked for your number, ask why it is needed and how it
will be protected. Don’t carry your card with you. Securely store or shred paperwork
containing your Social Security number.
3. Be alert to phishing and spoofing
Scammers can make phone calls appear to come from government entities or
businesses, and emails that appear to be legitimate may be attempts to steal your
information. Initiate a callback or return email yourself, working from a known entity
such as the official website, rather than responding to a call or email. And be wary of
attachments – many may contain malware.
4. Use strong passwords and add an authentication step
Use a password manager to create and store complex, unique passwords for your
accounts. Don’t reuse passwords. Adding an authentication app can reduce your
risks.
5. Use alerts
Many financial institutions will text or email when transactions are made on your
accounts. Sign up so that you know when and where your credit cards are used,
when there are withdrawals or deposits to financial accounts and more.
6. Watch your mailbox
Stolen mail is one of the easiest paths to a stolen identity. Have your mail held if
you’re out of town.
7. Shred, shred, shred
Any credit card, bank or investment statements that someone could fish out of your
garbage shouldn’t be there in the first place. Shred junk mail especially preapproved
offers of credit.
8. Use a digital wallet
If you are paying online or in store, use a digital wallet, an app containing secure,
digital versions of credit and debit cards. You can use it to shop online or at a
compatible checkout terminal.
9. Protect your mobile devices
Use passwords on your electronic devices. Use a banking app rather than a mobile
browser for banking.
10. Check your credit reports regularly

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 Check to be sure that any accounts in forbearance or deferment are being reported
properly and to watch for signs of fraud.
11. Monitor financial and medical statements
Read financial statements. Make sure you recognize every transaction. Know due
dates and call to investigate if you do not receive an expected bill.

Apply Your Knowledge

1. Based on what you had learned, create your own monthly budget plan incorporating the
concepts of basic budgeting, spending and savings.( Write your answer in your answer
sheet).
2.Make an Infographic. Using a graphic design platform that you are most comfortable with,
make an infographic for the different basic financial literacy skills.( Do this in a long bond
paper ).

A. Assess Your Knowledge Dir

e cti
o n:
Match Column A with Column B. Write the letter of the correct answers
in your answer sheet.
Column A Column B
1. Earning a. ability to write and read about economic
conditionsthat affect material well-being
2. Spending b. capacity to act in one’s best financial interest
in a given situation
3. Salary c. knowledge and understanding about financial
concepts
4. Wage d. ability to bring in money

5. Income e. annual amount paid to a worker

6. Savings f. ability to use money wisely

7. Credit g. hourly rate paid to a worker

8. Financial Literacy h. money that has been loaned to someone else

tobe paid back
9. Economic Literacy i. amount of money set aside for future use

10. Financial Capability j. money received on a regular basis for work or

investment
k. loan taken out to buy a house or other
property

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B. Direction: Modified True or False. Write True if the statement is correct and change
the underlined word or phrase to make the statement true.

1. One way to protect from identity theft is to freeze credit.

2. Asia pacific economies have demonstrated high levels of financial literacy.
3. Financial and economic literacy education enables individuals to engage with and
access financial services in more appropriate and effective ways.
4. In order to save money, spend before you save.
5. It is practical to borrow more than you can afford to pay.
6. Financial and economic literacy serves as a social equalizer.
7. It is safer to use a banking app rather than a mobile browser for banking.
8. The best way to control of money is to track expenses.
9. If you spend more than you earn, you have a positive cash flow.
10. A budget helps to save, build up savings and achieve financial goals.

Unit 6–Demonstrating Media Literacy

”Most of what we have called formal education has been intended to imprint on
the human mind all of the information that we might need for a lifetime.

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 Education is geared toward information storage.
Today that is neither possible nor necessary. Rather, humankind needs to be
taught how to process information that is stored through technology.
Education needs to be geared toward the handling of data rather than the
accumulation of data.”
David Berlo Communication and Behavior 1975

Media
Acquire New Knowledge
literate
youth and adults are better able to decipher the complex messages we receive from
television, radio, newspapers, magazines, books, billboards, signs, packaging, marketing
materials, video games, recorded music, the Internet and other forms of media. They can
understand how these media messages are constructed, and discover how they create
meaning – usually in ways hidden beneath the surface. People who are media literate can
also create their own media, becoming active participants in our media culture.

Learning Outcomes
1. defined media literacy and media literacy education.
1. 2. discussed the importance and benefits of media literacy.
2. 3. explained the core principles of media literacy.
3. 4. recognized the stages of media literacy.
4. 5. described the importance of media literacy skills.
5. 6. explained the key concepts in media literacy.
6. 7. explained the core concepts and key questions for media literacy.
7. 8. exhibited intellectual skills and abilities to be able to decide rationally what to
8. believe or do.
9. 9. discussed the pros and cons of mass media, censorship, advertising, and the
moral values identified in popular televisions and films

Write your personal experiences about the influence of social media

especially the unforgettable ones such asthe funniest/happiest, saddest, most
embarrassing/disgusting, etc. experiences.

A. Definition

1. Media Literacy

Activate Prior Knowledge

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 Media literacy is a set of skills that anyone can learn. It is the ability to
comprehend and produce messages in the media which includes all different types
of media, from written articles to films, to advertisements on the television. It
provides a framework to access, analyze, evaluate and create messages in a
variety of forms. It also builds an understanding of the role of media in society, as
well as essential skills of inquiry and self-expression necessary for citizens of a
democracy.

2. Media Literacy Education

Media literacy education helps to develop critical thinking and active

participation in our media culture. The goal is to give youth and adults greater
freedom by empowering them to access, analyze, evaluate, and create media.
The purpose of media literacy education is to help individuals of all ages
develop the habits of inquiry and skills of expression that they need to be critical
thinkers, effective communicators and active citizens in today’s world.

B. Importance of Media Literacy Education

1. The influence of media in our central democratic processes.

In a global media culture, people need two skills in order to be engaged citizens
of a democracy: critical thinking and self-expression. Media literacy instills both
of these core skills, enabling future citizens to sort through political packaging,
understand and contribute to public discourse, and, ultimately, make informed
decisions in the voting booth.
2. The high rate of media consumption and the saturation of society by
media.
When one considers videogames, television, pop music, radio, newspapers,
magazines, billboards, the internet – even T-shirts! – we are exposed to more
mediated messages in one day than our great-grandparents were exposed to in a
year. Media literacy teaches the skills we need to navigate safely through this sea
of images and messages -- for all our lives.
3. The media’s influence on shaping perceptions, beliefs and attitudes.
While research disagrees on the extent and type of influence, it is unquestionable
that media experiences exert a significant impact on the way we understand,
interpret and act on our world. By helping us understand those influences, media
education can help us separate from our dependencies on them.
4. The increasing importance of visual communication and information.
While schools continue to be dominated by print, our lives are increasingly
influenced by visual images -- from corporate logos to building-sized billboards to
Internet websites. Learning how to “read” the multiple layers of image-based
communication is a necessary adjunct to traditional print literacy. We live in a
multi-media world.
5. The importance of information in society and the need for lifelong
learning.

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 Information processing and information services are at the core of our nation’s
productivity but the growth of global media industries is also challenging
independent voices and diverse views. Media education can help both teachers
and students understand where information comes from, whose interests may be
being served and how to find alternative views.
Len Masterman, Teaching the Media

C. Benefits of Media Literacy

Education

“We are drowning in information but starved for knowledge.”

--John Naisbitt, Megatrends

1. Meets the needs of students to be wise consumers of media, managers of

information and responsible producers of their ideas using the powerful multimedia
tools of a global media culture.
2. Engages students. . . bringing the world of media into the classroom connects
learning with “real life” and validates their media culture as a rich environment for
learning.
3. Gives students and teachers alike a common approach to critical thinking that,
wheninternalized, becomes second nature for life.
4. Provides an opportunity for integrating all subject areas and creating a common
vocabulary that applies across all disciplines.
5. Helps meet state standards while, at the same time using fresh contemporary media
content which students love.
6. Increases the ability and proficiency of students to communicate (express) and
disseminate their thoughts and ideas in a wide (and growing) range of print and
electronic media forms – and even international venues.
7. Media literacy’s “inquiry process” transforms teaching and frees the teacher to learn
along with students -- becoming a “guide on the side” rather than a “sage on the
stage.”
8. By focusing on process skills rather than content knowledge, students gain the ability
to analyze any message in any media and thus are empowered for living all their
lives in a media-saturated culture.
9. By using a replicable model for implementation, media literacy avoids becoming a
“fad” and, instead, becomes sustainable over time because students are able to build
a platform with a consistent framework that goes with them from school to school,
grade to grade, teacher to teacher and class to class. With repetition and
reinforcement over time, students are able to internalize a checklist of skills for
effectively negotiating the global media culture in which they will live all of their
lives.
10. Not only benefits individual students but benefits society by providing tools and
methods that encourage respectful discourse that leads to mutual understanding and

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 builds the citizenship skills needed to participate in and contribute to the public
debate.

D. Core Principles of Media Literacy

The purpose of media literacy education is to help

individuals of all ages develop the habits of inquiry and
skills of expression that they need to be critical thinkers,
effective communicators and active citizens in today’s
world.

1. Media Literacy Education requires active inquiry and critical thinking about the
messages we receive and create.
2. Media Literacy Education expands the concept of literacy (i.e., reading and
writing) to include all forms of media.
3. Media Literacy Education builds and reinforces skills for learners of all ages.
Like print literacy, those skills necessitate integrated, interactive, and repeated
practice.
4. Media Literacy Education develops informed, reflective and engaged
participants essential for a democratic society.
5. Media Literacy Education recognizes that media are a part of culture and
function as agents of socialization.
6. Media Literacy Education affirms that people use their individual skills, beliefs
and experiences to construct their own meanings from media messages.

E. Three Stages of Media Literacy

1. The first stage is for a person to become aware of all the media they consume in
their day-to-day lives and manage this. They should limit the amount of time they
spend reading newspapers, watching TV shows and playing video games to a
sensible amount
2. The second stage is to develop critical thinking – what message is this media trying
to portray. Learning to analyze and question what is in the frame, how it is
constructed and what may have been left out. Skills of critical viewing are the best
learned through inquiry – based classes or interactive group activities, as well as
from creating and producing one’s own media messages. Thinking in depth about
various media items will develop this skill. By analysing and evaluating the media, a
person can develop a more rounded opinion on the subject being discussed and
become less influenced by the media.
3. The final stage of media literacy is to consider who is creating the media we
experience every day or goes behind the frame to explore deeper issues. Why are
they producing the media? Who produces the media we experience and for what
purpose? Who profits? Who loses? And who decides? This stage of social, political

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 and economic analysis looks how everyone in society makes meaning from our
media experience and how the mass media drive our global consumer economy.
This inquiry can sometimes set the stage for various media advocacy efforts to
challenge or redress public policies or corporate practices. In most cases this is
obvious – companies advertise their products to incise consumers to buy them, in
order to maximize their profit. This proves very effective. It costs millions of pesos to
broadcast an advert of prime TV, but companies are willing to pay as the benefits
outweigh this high cost. This shows just how much a simple advert can influence a
nation on television viewers.

F. Media Literacy Skills

1. Awareness

Students participate in an activity that leads to observations and personal

connections for potential insight: “Oh! I never thought of that before.” For example
youngsters might compare whether their action toys perform like the ones in commercials;
teens might time the length of stories on the nightly news to uncover how much is really
news; a class might keep a media journal just one day (from waking up to falling asleep) to
become aware of how many different media they experience in their lives. Awareness
activities provide the “ah-ha” moments that unlock a spiral of critical inquiry and exploration
that is the foundation of media literacy pedagogy.

2. Analysis

This provides time for students to figure out “how” an issue came to be. Applying
the Five Key Questionsand conducting a close analysis are two techniques that can be used
to better understand the complexity of the selected issue. Creative production experiences
could also help the group understand “how” and “what” happens in the exchange between a
media producer and the audience.

It’s important that analysis go deeper than just trying to identify some “meaning”
in an ad, a song or an episode of a sitcom. Indeed, try to avoid “why” questions; they too
often lead to speculation, personal interpretation and circular debate which can stop the
critical process of inquiry, exploration and discovery.

Instead ask “what” and “how”:

 How does the camera angle make us feel about the product being advertised?
 What difference would it make if the car in the ad were blue instead of red?
 What do we know about a character from her dress, make-up and jewelry?
 How does the music contribute to the mood of the story being told?
The power of media literacy lies in figuring out how the construction of any media product
influences and contributes to the meaning we make of it.

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 3. Reflection

The group looks deeper to ask “So what?” or “What ought we to do or think?”
Depending on the group, they may want to also consider philosophical or religious
traditions, ethical values, social justice or democratic principles that are accepted as guides
for individual and collective decision-making.

 Is it right for news programs to only interview government experts?

 Does the First Amendment protect advertising?
 How about the advertising of dangerous products, like cigarettes?
 What are other ways an action hero could have solved the problem?

4. Action

This gives participants an opportunity to formulate constructive action ideas, to

“learn by doing.” It’s important to remember that, in this context, action doesn’t necessarily
imply activism nor does it have to be life-changing or earth-shattering. Indeed the most
long-lasting actions are often simple activities that symbolize or ritualize increased internal
awareness.

1. After discovering and reflecting on the amount of violence they saw in one week of
children’s cartoons, one second grade class wrote a “Declaration of Independence”
from violence on TV. Each child signed his/her name just like the Founding Fathers
and they posted their declaration on the bulletin board in the school lobby for all to
read.
2. A group of teens in a church youth group created their own website to share their
exploration, insights and reflection on popular music and movies.
3. While studying the health effects of tobacco, a fifth grade class wrote and performed
a play for other students about the techniques of persuasion that tobacco companies
use to sell their products.
4. High school students concerned about school board budget cuts interviewed their
parents and neighbors on video tape and produced short video about various
perspectives on what the cuts might mean. It was shown every night for a week on
the district’s closed circuit cable channel.

G. Media Literacy Key Concepts

Levels of Media Literacy Concepts

1. Basic concepts focus on how media affect us.

a. Media construct our culture. Our society and culture – even our perception of
reality - is shaped by the information and images we receive via the media. A few

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 generations ago, our culture’s storytellers were people – family, friends, and others
in our community. For many people today, the most powerful storytellers are
television, movies, music, video games, and the Internet.
b. Media messages affect our thoughts, attitudes and actions. We don’t like to
admit it, but all of us are affected by advertising, news, movies, pop music, video
games, and other forms of media. That’s why media are such a powerful cultural
force, and why the media industry is such big business.
c. Media use “the language of persuasion.” All media messages try to persuade
us to believe or do something. News, documentary films, and nonfiction books all
claim to be telling the truth. Advertising tries to get us to buy products. Novels and
TV dramas go to great lengths to appear realistic. To do this, they use specific
techniques (like flattery, repetition, fear, and humor) we call “the language of
persuasion.”
d. Media construct fantasy worlds. While fantasy can be pleasurable and
entertaining, it can also be harmful. Movies, TV shows, and music videos sometimes
inspire people to do things that are unwise, anti-social, or even dangerous. At other
times, media can inspire our imagination. Advertising constructs a fantasy world
where all problems can be solved with a purchase. Media literacy helps people to
recognize fantasy and constructively integrate it with reality.
e. No one tells the whole story. Every media maker has a point of view. Every good
story highlights some information and leaves out the rest. Often, the effect of a
media message comes not only from what is said, but from what part of the story is
not told.
f. Media messages contain “texts” and “subtexts.” The text is the actual words,
picturesand/or sounds in a media message. The subtext is the hidden and
underlying meaning of the message.
g. Media messages reflect the values and viewpoints of media makers.
Everyone has a point of view. Our values and viewpoints influence our choice of
words, sounds and images we use to communicate through media. This is true for
all media makers, from a preschooler’s crayon drawing to a media conglomerate’s
TV news broadcast.
h. Individuals construct their own meanings from media. Although media
makers attempt to convey specific messages, people receive and interpret them
differently, based on their own prior knowledge and experience, their values, and
their beliefs. This means that people can create different subtexts from the same
piece of media. All meanings and interpretations are valid and should be respected.
i. Media messages can be decoded. By “deconstructing” media, we can figure out
who created the message, and why. We can identify the techniques of persuasion
being used and recognize how media makers are trying to influence us. We notice
what parts of the story are not being told, and how we can become better informed.
j. Media literate youth and adults are active consumers of media. Many forms
of media – like television – seek to create passive, impulsive consumers. Media
literacy helps people consume media with a critical eye, evaluating sources, intended
purposes, persuasion techniques, and deeper meanings.

2. Intermediate concepts examine more closely how we create meaning from media
messages.

a. The human brain processes images differently than words. Images are
processed in the “reptilian” part of the brain, where strong emotions and instincts
are also located. Written and spoken language is processed in another part of the

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 brain, the neocortex, where reason lies. This is why TV commercials are often more
powerful than print ads.
b. We process time-based media differently than static media. The information
and images in TV shows, movies, video games, and music often bypass the analytic
brain and trigger emotions and memory in the unconscious and reactive parts of the
brain. Only a small proportion surfaces in consciousness. When we read a
newspaper, magazine, book or website, we have the opportunity to stop and think,
re-read something, and integrate the information rationally.
c. Media are most powerful when they operate on an emotional level. Most
fiction engages our hearts as well as our minds. Advertisements take this further,
and seek to transfer feelings from an emotionally-charged symbol (family, sex, the
flag) to a product.
d. Media messages can be manipulated to enhance emotional impact. Movies
and TV shows use a variety of filmic techniques (like camera angles, framing,
reaction shots, quick cuts, special effects, lighting tricks, music, and sound effects)
to reinforce the messages in the script. Dramatic graphic design can do the same for
magazine ads or websites.
e. Media effects are subtle. Few people believe everything they see and hear in the
media. Few people rush out to the store immediately after seeing an ad. Playing a
violent video game won’t automatically turn you into a murderer. The effects of
media are more subtle than this, but because we are so immersed in the media
environment, the effects are still significant.
f. Media effects are complex. Media messages directly influence us as individuals,
but they also affect our families and friends, our communities, and our society. So
some media effects are indirect. We must consider both direct and indirect effects to
understand media’s true influence.
g. Media convey ideological and value messages. Ideology and values are usually
conveyed in the subtext. Two examples include news reports (besides covering an
issue or event, news reports often reinforce assumptions about power and authority)
and advertisements (besides selling particular products, advertisements almost
always promote the values of a consumer society).
h. We all create media. Maybe you don’t have the skills and resources to make a
blockbuster movie or publish a daily newspaper. But just about anyone can snap a
photo, write a letter or sing a song. And new technology has allowed millions of
people to make media--email, websites, videos, newsletters, and more -- easily and
cheaply. Creating your own media messages is an important part of media literacy.

3. Advanced concepts examine the interaction of media and society, and the role of
media literacy in bringing about change.

a. Our media system reflects the power dynamics in our society. People and
institutions with money, privilege, influence, and power can more easily create
media messages and distribute them to large numbers of people. People without
this access are often shut out of the media system.
b. Most media are controlled by commercial interests. The marketplace
largely determines what we see on television, what we hear on the radio, what
we read in newspapers or magazines. As we use media, we should always be
alert to the self-interest of corporate media makers. Are they concerned about
your health? Do they care if you’re smart or well-informed? Are they interested in
creating active participants in our society and culture, or merely passive
consumers of their products, services, and ideas?

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 c.Media monopolies reduce opportunities to participate in decision making.
When a few huge media corporations control access to information, they have
the power to make some information widely available and privilege those
perspectives that serve their interests, while marginalizing or even censoring
other information and perspectives. This affects our ability to make good
decisions about our own lives, and reduces opportunities to participate in making
decisions about our government and society.
d. Changing the media system is a justice issue. Our media system produces
lots of negative, demeaning imagery, values and ideas. It renders many people
invisible. It provides too little funding and too few outlets for people without
money, privilege, influence, and power to tell their stories.
e. We can change our media system. More and more people are realizing how
important it is to have a media system that is open to new people and new
perspectives, that elevates human values over commercial values, and that
serves human needs in the 21st century. All over the world, people are taking
action to reform our media system and create new alternatives.
f. Media literate youth and adults are media activists. As we learn how to
access, analyze and interpret media messages, and as we create our own media,
we recognize the limitations and problems of our current media system. Media
literacy is a great foundation for advocacy and activism for a better media
system.

H. Five Core Concepts and Five Key Questions for

Media Literacy

Five Core Concepts

1. All media messages are ‘constructed.’

2. Media messages are constructed using a creative language with its own rules.
3. Different people experience the same media message differently.
4. Media have embedded values and points of view.
5. Most media messages are organized to gain profit and/or power.

Five Key Questions of Media Literacy

1. Who created this message?

2. What techniques are used to attract my attention?
3. How might different people understand this message differently
fromme?
4. What lifestyles, values and points of view are represented in, or
omitted from, this message?
5. Why was this message sent?

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Deconstructing Media Messages

All media messages – TV shows, newspapers, movies, advertisements, etc. – are

made or constructed by people. One of the most important media literacy skills is
deconstruction – closely examining and “taking apart” media messages to understand how
they work. Deconstructing a media message can help us understand who created the
message, and who is intended to receive it. It can reveal how the media maker put together
the message using words, images, sounds, design, and other elements. It can expose the
point of view of media makers, their values, and their biases. It can also uncover hidden
meanings – intended or unintended. There is no one “correct” way to deconstruct a media
message – each of us interprets media differently, based on our own knowledge, beliefs,
experiences, and values. Just be prepared to explain your interpretation.

Key concepts for deconstructing media

 Source. All media messages are created. The creator could be an individual writer,
photographer or blogger. In the case of a Hollywood movie, the scriptwriter,
director, producer, and movie studio all play a role in creating the message. Ads are
usually put together by ad agencies, but the “creator” is really the client – the
company or organization that’s paying for the ad. The key point is: Whose message
is this? Who has control over the content?

 Audience. Media messages are intended to reach audiences. Some – like primetime
TV shows - are designed to reach millions of people. Others – like a letter or email –
may be intended only for one person. Most media messages are designed to reach
specific groups of people – defined by age, gender, class, interests, and other factors
– called the “target audience.”

 Text. We often use the word “text” to mean “written words.” But in media literacy,
“text” has a very different meaning. The text of any piece of media is what you
actually see and/or hear. It can include written or spoken words, pictures, graphics,
moving images, sounds, and the arrangement or sequence of all of these elements.
Sometimes the text is called the “story” or “manifest text.” For most of us, the text
of a piece of media is always the same.

 Subtext. The “subtext” is an individual interpretation of a media message. It is

sometimes called the “latent text.” The subtext is not actually heard or seen; it is the
meaning we create from the text in our own minds. While media makers often create
texts that suggest certain subtexts, each person creates their own subtext
(interpretation) based on their previous experiences, knowledge, opinions, attitudes,
and values. Thus, two people interpreting the same text can produce two very
different subtexts.

 Persuasion techniques. Media messages use a number of techniques to try to

persuade us to believe or do something. If we can spot the techniques being used,
we’re less likely to be persuaded, and more likely to think for ourselves.

 Point of view. No one tells the whole story. Everyone tells part of the story from
their point of view. Deconstructing a media message can expose the values and
biases of the media maker, and uncover powerful ideological and value messages.

Deconstruction questions

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 You can use the following questions to quickly deconstruct any media message.
Use the basic deconstruction questions with beginners or younger learners, or when
you only have a short amount of time. Use the intermediate or advanced
deconstruction questions with other groups or when you have more time.

Basic deconstruction questions

1. Whose message is this? Who created or paid for it? Why?

2. Who is the “target audience”? What are the clues (words, images, sounds,
etc.)?
3. What “tools of persuasion” are used?
4. What part of the story is not being told?

Intermediate deconstruction questions

1. Whose message is this? Who created or paid for it? Why?

2. Who is the “target audience”? What is their age, ethnicity, class,
profession, interests, etc.? What words, images or sounds suggest this?
3. What is the “text” of the message? (What we actually see and/or hear:
written or spoken words, photos, drawings, logos, design, music, sounds,
etc.)
4. What is the “subtext” of the message? (What do you think is the hidden or
unstated meaning?)
5. What “tools of persuasion” are used? 6. What positive messages are
presented? What negative messages are presented? 7. What part of the
story is not being told?

Advanced deconstruction questions

1. Whose message is this? Who created or paid for it? Why?

2. Who is the “target audience”? What is their age, ethnicity, class, profession,
interests, etc.? What words, images or sounds suggest this?
3. What is the “text” of the message? (What we actually see and/or hear:
written or spoken words, photos, drawings, logos, design, music, sounds,
etc.)
4. What is the “subtext” of the message? (What do you think is the hidden or
unstated meaning?)
5. What kind of lifestyle is presented? 6. What values are expressed? 7. What
“tools of persuasion” are used?
8. What positive messages are presented? What negative messages are
presented?
9. What groups of people does this message empower? What groups does it
disempower? How does this serve the media maker's interests?
Apply Your Knowledge
10. What part of the story is not being told? How and where could you get
more information about the untold stories?

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 1. Research for a documentary video or provocative short film. Analyze,
evaluate, detect biases and determine the reliability of a claim or source. ( Do
this in your answer sheet.)

2.Choose one media issue. Make a reaction paper regarding this issue.
(Write your answer in your answer sheet.)

Assess Your Knowledge

A. Direction: Multiple Choice. Write the letter of the best answer on your answer sheet.

1. Which of the following involve/s media literacy?

A. Media bashing.
B. Media literacy involves watching carefully and thinking critically.
C. Looking at a media message or experience from just one perspective.
D. Just bringing videos or CD-ROMs or other mediated content into the
classroom.
2. The following are core concepts for media literacy. Which is NOT?
A. All media are constructed.
B. Media have embedded values and points of view.
C. Different people experience the same message similarly.
D. Most media messages are organized to gain profit and/or power.
3. Why deconstructing media messages an important media literacy skill?
A. It can cover hidden meanings – intended or unintended.
B. It cannot expose the point of view of media makers, their values, and their
biases.
C. It cannot help us understand who created the message, and who is intended
to receive it.
D. It can reveal how the media maker put together the message using words,
images, sounds, design, and other elements.
4. Which of the following is NOT the purpose of media literacy education?
A. It builds and reinforces skills for learners of all ages.
B. It requires active inquiry and critical thinking about the messages we receive
and create.
C. It recognizes that media are a part of culture and function as agents of
socialization.
D. Itdiminishes informed, reflective and engaged participants essential for a
democratic society.
5. What is media literacy?
A. It is the ability to comprehend and produce messages in the media which
includes all different types of media, from written articles to films, to
advertisements on the television.
B. It hinders individuals to access, analyze, evaluate and create messages in a
variety of forms.
C. It cannot help people in creating their own media, becoming inactive
participants in our media culture.

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 D. It makes the role of media vague and essential skills of inquiry and self-
expression necessary for citizens of a democracy are obstructed.

II. Direction: Identify the statement being referred to. Use the words inside the box. Write
your answers in your answer sheet.

Media Literacy Media Literacy Education

Deconstruction Text
Subtext Persuasion

1. It means closely examining and “taking apart” media messages to understand

how they work.
2. It helps to develop critical thinking and active participation in our media culture.
3. It is the actual words, pictures, graphics, moving images, sounds, and
arrangement and sequence of these elements in a media message.
4. It is the hidden and underlying meaning of the message.
5. It is the ability to access, analyze, evaluate and create messages in a variety of
forms.

III. Direction: Read each statement and whether you Agree or Disagree. Write your
answers in your answer sheet.
1. Persuaders use variety of techniques to grab our attention, to establish credibility
and trust, to stimulate desire for the product or policy, and to motivate us to act.
2. There is only one correct way to deconstruct a media message.
3. Media literate youth and adults are media activists.
4. Media are most powerful when they operate on an emotional level
5. The human brain processes images similarly as words.
6. Media literate youth and adults are active consumers of media.
7. Media messages affect our thoughts, attitudes and actions.
8. Media Literacy Education is a substitute for media taking responsibility to serve the
public interest.
9. Media Literacy Education excuses media makers from their responsibility as members
of the community to serve the public interest, make a positive contribution, and
avoid doing harm.
10. Media Literacy Education is asking students to replace their own judgment with the
opinion of an “expert.”

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 Chapter 7 – Digital Literacy

Introduction
Digital Literacy aims to empower students of the 21st century, who have grown up
with cell phones, tablets and computers, by teaching them how to become responsible
digital citizens, how to navigate and interact on digital channels safely and responsibly, and
how to take the plethora of information available on the web and narrow it down to what is
most reliable and relevant.

Moreover, for students to become digitally literate, is for them to have access to a
broad range of practices and cultural resources that they may able to apply to digital tools.
They need to develop the ability to make and share meaning in different modes and
formats, to create, collaborate and communicate effectively and to understand how and
when digital technologies can best be used to support these processes.

This chapter will teach you about Digital Literacy, Digital Competence, Digital
Citizenship, the Pros & Cons of Digital Technologies , Cyber security & Basic Netiquette for
you to become an empowered and responsible digital natives.

Lesson 1 – #Cyber / Digital literacy in nutshell

Learning Outcomes:

1. explained the definition and concept of Digital Literacy

2. differentiated various digital literacy skills
3. internalized the value of being digitally literate

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 7.1.A ACTIVITY

KWL Chart
Topic Know Want to know Learned

1. Digital Literacy

2. Digital Competence

3. Digital Skills

4. Digital Citizenship

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Procedure:
1. For column 1 (Know) , you should write everything you know about the topic.
2. For column 2 (Want to know), put the things you want to learn about the topic.
3. For column 3 (Learned), after you have read the entire lesson, put the things
you have learned about the topic.

7.1.B ANALYSIS
1. Using a Venn diagram give the similarities & differences of Digital Literacy,
Competence & Citizenship.

Digital Literacy

Digital Digital
Competence Citizenship

2. Put the following Digital tools & concepts on its corresponding Digital skill category.

Digital Tool & Concepts

*Keyboarding *Word processing *Spreadheets *Database
*Presentations *Vlogs *Social Networking *Internet usage
*Multimedia *Computational thinking *Coding *Programming
*Decomposition *Online safety *Privacy *Digital footprint

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 Categories of Digital Skills

Operation & Inquiry & Problem Solving Online Digital Citizenship

Application Innovation Communication,
& Critical Collaboration, and
Thinking Research

7.1.C ABSTRACTION
DEFINITION & CONCEPT OF DIGITAL LITERACY

Our concept of being “literate” has change drastically as technology progresses

enormously for the past few years. Fifteen years ago being “literate” means being able to
read and write but now with the presence of internet, World Wide Web, social media
platforms and search engine applications literacy has evolved into digital literacy. As to its
implications to learner as an individual, Futurelab (2010) defined Digital Literacy as a more
subtle and situated practices associated with being able to create, understand and
communicate meaning of knowledge in a world in which these processes are increasingly
mediated via digital technologies. This means that digital literacy provides learners new
opportunities to learn things inside or outside the classroom. Students have enormous
chances of discovering new ways to interact with their interests online and through other
digital media. They should utilized such knowledge and information to give meaning to the
world they are living in, to solve problems and to make sound decisions for themselves.

Moreover, as to the implication of Digital Literacy to society, The Royal Academy of

Engineering defined Digital Literacy as the one that provides critical understanding of
technology’s impact on society including privacy, responsible use, legal and ethical issues.
This implication authorizes the school and necessitates the teachers in making sure that

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students of the 21st century, who have grown up with cell phones, tablets and computers,
should become responsible digital citizens, showing to them the proper manner on how to
navigate and interact on digital channels safely and responsibly, and providing them
knowledge on how to take the plethora of information available on the web and narrow it
down to what is most reliable and relevant.

Empowering our students to become a self-made individual and responsible member

of the society in the advent of these modern technology is not an easy task. Even though
that today’s generation engage well with all things that are digital without any effort at all
but still mostly of these young people do not really know how to capitalize on technology
(Poore, 2011). Learners need to acquire digital literacy skills, as without any form of formal
guidance they are likely to remain uninformed and uncritical users of technology.

Being digitally literate means being able to sift so much information, being able to
understand a message and to communicate it effectively to others in different formats. It
also means creating, collaborating, communicating, working ethically and understanding on
when and how technology should be used to reach efficiently the desired goals. Thus,
Digital Literacy require awareness and critical analysis of purpose and possible dangers as
technology invades our daily lives. It involves educating students to become passive
consumer of information to an active producer both as an individual and as part of a
community. Therefore, if our young generation lacks digital competence, they are at risk of
being disenfranchised when it comes to employment opportunities and social interactions.

DIGITAL COMPETENCE

According to the European Commission, 2003 – Digital Literacy has become pre-
requisite for creativity innovation and entrepreneurship and without it citizens can neither
participate fully in society nor acquire the skills and knowledge necessary to live in the 21 st
century. Thus, the Commission proposed a three stage model of digital literacy. This model
aims to explain the level on how an individual can be transformed to someone that is critical
& creative thinker.

1. Digital competence – refers to the basic skills, concepts, approaches and attitudes

2. Digital Usage – refers to the applications of digital competence within the specific
context such as school

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 3. Digital Transformation – refer to the involvement of creativity and innovation in
the digital domain

The Commission also proposed the Digital Competency Framework which is consists
of five areas. The framework is a matrix which is consists of different dimensions showing
how the competence can be applied to learning & employment. The 5 areas are
summarized as follows:

1. Information – to identify, to locate, to retrieve, to store, to organize and analyze

digital information, judging its relevance and purpose..

2.Communication – to communicate in digital environments, to share resources

through online tools, to link with others and to collaborate through digital tools, to
interact with and to participate in communities an networks, cross-cultural
awareness

3. Content-creation – to create and edit new content, to integrate and re-elaborate

previous knowledge and content ; to produce creative expressions; media

outputs and programming ; to deal with and apply intellectual property rights
an licenses.

4. Safety – personal protection, data protection, digital identity protection, security

measures, safe & sustainable use.

5.Problem-solving – to identify digital needs and resources, to make informed

decisions on most appropriate digital tools according to the purpose or need, to
solve conceptual problems through digital means, to creatively use technologies, to
solve technical problems, to update own and other’s competence.

DIGITAL SKILLS

The digital-readiness-gap impacts Filipinos of all ages, including “digital natives.”

Without these digital skills, students will face challenges as they need to perform research
and produce creative artifacts in school, as they navigate a digital world for community
building and social interactions, and as they enter the workforce and are expected to employ
technology as a means to accomplish projects and communicate professionally. The
following are the 5 categories of digital skills as

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 1. Operation & Application: Use common technology devices with proficiency, select
appropriate tools for given tasks, and leverage technology throughout
the learning process.

 develop proficiency in touch typing to optimize expediency and

fluency navigating technological systems
 communicate the function of common computing devices and
components and appraise technology resources to accomplish a
variety of tasks
 model the basic infrastructure of networks and how networks allow
for online research, communication, and collaboration
 make informed choices among technology systems, resources, and
services in a variety of contexts.
 utilize technology to facilitate personalized and interactive learning

2. Inquiry & Innovation: Collect, organize, and visualize information with technology
programs and produce creative digital artifacts to convey understanding and
inform audiences.

 assess the appropriateness of software applications to accomplish a

defined task
 collaborate in constructing technology-enhanced models, preparing
publications, and producing other creative works
 use a variety of electronic formats (e.g. web publishing, oral
presentations, journals, and multimedia presentations) to summarize
and communicate results.
 create, edit, and publish documents that demonstrate effective
formatting (e.g. font, color, orientation, alignment, margins, spacing)
for specific audiences.
 plan and create visual digital products that express thoughts, illustrate
complex processes, and share stories in a sequential manner.

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 3. Problem Solving & Critical Thinking: Leverage technology in the problem-solving
process and model computational processes to uncover, apply, and scale
solutions.

 demonstrate a disposition amenable to open-ended problem solving

(e.g. perseverance, creativity, patience, and adaptability).
 Understand that a problem can have many solutions, and that
solutions can be adapted or modified to solve similar problems using
modeling, simulation, creating prototypes and by refining solutions
after testing.
 determine critically what is known and what needs to be known
regarding a problem and develop a problem statement in order to
solve a problem or complete a task.
 create and interpret visual representations such as flowcharts and
diagrams to organize data, find patterns, make predictions, or test
solutions.
 describe, justify, and document computational processes and solutions
using appropriate terminology consistent with the intended audience
and purpose.

4. Online Communication, Collaboration, and Research: Develop learning networks to

communicate information in a variety of online formats, curate and
synthesize resources, and collaborate with others using digital mediums.

 develop learning networks to communicate information in a variety of

online formats, curate and synthesize resources, and collaborate with
others using digital mediums
 facilitate communication, research, and collaboration with digital tools.
 recognize and describe the potential risks and dangers associated with
various forms of online communications.
 recognize the ethical and legal implications of plagiarism of
copyrighted materials.
 create, share, and utilize collaborative workspaces, documents, or
other digital tools for asynchronous and synchronous collaboration
with remote learners

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 5. Digital Citizenship: Model safe, legal, and ethical behavior when using technology.

 demonstrate an understanding of safety and ethical challenges and

responsibilities.
 identify and understand the positive and negative effects of digital
technologies and devices and how technology can impact all aspects
of life and society.
 manage online information and use strategies, like creating strong
passwords, to keep it secure from online risks.
 practice self-reflection and consider how sharing online can impact
themselves and others.
 identify cyberbullying and describe strategies to deal with such a
situation.

DIGITAL CITIZENSHIP

Digital citizenship is widely defined as the appropriate and responsible use of

technology. Vicki Davis, teacher and author, discussed in an Edutopia article, the “9 key P’s”
of digital citizenship that she teaches her students. The 9 P’s are:

Passwords – Includes teaching students how to create secure passwords and

systems/apps for creating and remembering passwords.

Privacy – Teaching students how to protect sensitive information such as address,

phone numbers etc. What should and should not be posted on social media
and how hackers can use this information.

Personal Information – Teaching students what is appropriate to share online and via
what mediums.

Photographs – Includes teaching students about geotagging, facial recognition

software, and general safety precautions around photo posting.

Property – Teaching students to understand copyright laws and property rights for
online assets.

Permission – How to site work and content taken from online sources.

Protection – Understanding viruses, cyber threats, phishing, cyber bullying etc.

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 Professionalism – Teaching students to be aware and professional in a globally
connected arena.

Personal Brand – Ensuring students understand the digital tattoo and how to create
their digital brand

The key to effectively teaching the 9 P’s and ensuring your students understand and
practice digital citizenship is to make it a seamless, core part of your curriculum and to
model ethical digital behavior. Weave discussions and elements of digital citizenship into any
conversation or lesson that involves technology, so students can see the relevance of digital
citizenship.

7.1.D APPLICATION

Directions:
1. Each student should secure a soft copy of RA No. 10175 or the “Cybercrime
Prevention Act of 2012”
2. Write a 200- word essay of your insights on the Section 2 (Chapter 1) of the said
Republic Act.
3. Create a powerpoint presentation with atleast 15 slides on the Punishable Acts
that constitute the Chapter 2 of the said law.

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 Lesson 2– CYBer SAFETY & NETiquette

Learning Outcomes:

1. identified the pros & cons of digital technology

2. discussed tips of online safety & rules of netiquette
3. valued the importance of online privacy, digital footprint and cyber security

7.2.A ACTIVITY
Crossword Puzzle: (Use the clues below to fill in the puzzle with the correct
words)
2.

4.

1.

6.

3.

5.

Across Down

1. set of rules for acceptable online behavior 2. online social networking website

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 3. malicious code or program that corrupt/destroy data 4. computer data protection against theft
or damage

5. social networking microblogging which broadcast 6. a secret word or phrase that must be
short posts used to gain admission to
something

7.2.B ANALYSIS
1. Write the Social Media Platforms you are utilizing, then & now. Please indicate the
benefits you gain from using them.

Social Media Platform Used Benefits

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2. What are the ways of protecting your Social Media accounts?

7.2.C ABSTRACTION
In less than 20 years, the digital revolution has hit the world and has transformed
the way we shop, communicate, travel, work, entertain, and yeah, even find love. We,
humans, have admixed ourselves to the technology and to be truly said: “we cannot live
without it”. We all love technology so much as they have made our lives simple and easier
and have forgotten about pros and cons of digital life.

PROS & CONS of DIGITAL LIFE (Puentedura, R. 2015)

Pros of Digital Life:

1. Instant communication

 Digital technology helps you stay connected with people. so, if you want to
talk to someone who is sitting miles away, yeah just make an audio phone
call or video call in case you want to see them too.

2. Educational benefits

 Education operations are soon to be fully online. Many organizations deliver

your online courses and give you an online document stating your degree.

3. Information availability

 Digital technology has made it simpler to access any general information on

the web. You got a problem with anything just ask the internet.

4. 24/7 shopping

 Digital technology has changed the way we shop. Earlier people used to visit
markets but now everything you want can be delivered to you right at your
doorstep.

5. Information storage

 The digital technology is a cluster of information and huge data storage is

possible with it.

6. Social connectivity

 It has given new ways to connect to people. Now you can find anyone like
classmates from elementary schools, high school, and more.

7. Travel directions

 Traveling to a new city and don’t know much about what to explore. Digital
devices enabled with the internet will make it possible in a few seconds.

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8. Entertainment

 People use technology in various ways and nowadays, people are investing
their time in the entertainment sector too. Watch your favorite shows,
movies, and more.

9. Portable devices

 Most people like technology because day by day it is getting more portable. It
might be possible that we get some spooky implantation to track health just
like we imagine in the future.

Cons of Digital Life

1. Reliability is less

 The main power source of digital technology is electricity and once it is down,
the whole thing goes down.

2. 4 out 5 devices connected to the internet can be hacked

 Anything that is connected to the internet can be hacked, even how hard you
try there are always some loopholes to hit.

3. Lack of real communication

 As time has passed, people are now more into virtual communication rather
than cherishing what they have in real life. They can tag you on social media
posts but can’t come to meet in person.

4. Data security

 Data security is risky as digital technology can be hacked, transmitted by a

number of ways. To maintain 100% security, you need to have constant
changing algorithms.

5. Addiction

 People nowadays are addicted to mobile phones and are now missing the
right emotions, fun in real life.

6. Plagiarism and copyright

 With so much content on the internet, there are high chances of plagiarism
and it is not easy to copyright everything.

CYBER SECURITY TIPS (Hobbs, R.,2010)

1 Keep your software up to date

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
  Turn on automatic system updates for your device
 Make sure your desktop web browser uses automatic security updates
 Keep your web browser plugins updated

2. Use Anti-Virus protection and firewall

 A V software blocks malware and other malicious viruses from entering your
device and compromising your data
 Firewall helps screen hackers, viruses and other malicious activity that occurs
over the internet and determines what traffic is allowed to enter your device

3. Use strong password

 Use user-friendly password but with atleast eight characters

 Don’t use the same password twice.
 Reset your password when you forget it. But, change it once per year as a
general refresh

4. Use Two-Factor or Multi-Factor Authentication

 Add additional authentication method such as Personal Identification Code or

fingerprint which will layer your security on online identification

5. Be very suspicious of unsolicited emails, phone calls and flyers

 Don’t open email from people you don’t know

 Know which links are safe and which are not- hover over a link to discover
where i directs to
 Malicious links from friends who have been infected too. So, be extra careful.

6. Protect your sensitive Personal Identifiable Information (PII)

 PII includes name, address, phone numbers, date of birth, credit card
number or any other physical or digital identity data.
 Show only the very minimal data about yourself on social media.
 Consider reviewing your privacy settings across all your social media
accounts, particularly Facebook.

7. Use your mobile devices securely

 Create a difficult mobile passcode- not your birthdate or bank PIN.

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
  Install Apps from trusted sources
 Keep your device updated
 Avoid sending PII or sensitive information over text message or email
 Perform regular mobile backups using iCloud or Enabling Backup & Sync
from Android

8. Backup your data regularly

 Use the 3-2-1 back up rule by keeping three copies of your data on two
different types of media (local & external hard drive) and one copy in an off-
site location (cloud storage).

9. Don’t or limit the use of public Wi-Fi.

 Don’t use a public Wi-Fi without using a Virtual Private Network (VPN). By
using VPN, the traffic between your device and the VPN server is encrypted
this means cybercriminals will have a difficulty in accessing your data.
 Preferably, use your cell network if you don’t have a VPN.

10. Review your online accounts & credit reports regularly for changes

 Use credit freeze, this would lock your credit and will require you to use a
personal identification number (PIN) that only you will know.

ESSENTIAL RULES OF NETIQUETTE

1. Make real people priority.

 If you are with someone in a room stop what you are doing and look at
them. Don’t answer your cellphone unless it is to tell the person on the other
end that you will call them right back.
 If you are expecting an important call or email, let the person with you know
upfront , and apologize for taking the call.
 Avoid taking phone calls and having conversations in shared spaces such as
restaurants, public transit, stores & elevators.

2. Use respectful language

 Avoid using name-calling, cursing and expressing deliberately offensive/

discriminatory opinions in any social media site.

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  Don’t use capital letters. Text in all caps is generally perceived as “yelling” or
“screaming”. It is better to draw emphasis to selected letter or phrases by
using italics or bold texts.
 Don’t forget to say please an thank you as appropriate.

3. Share with discretion.

 Avoid sending naked pictures, drunk pictures, drug use pictures or unedited
home videos.
 Don’t post online your problem with your boyfriend/girlfriend, your parents,
friends or that of your boss.

4. Don’t exclude others

 Share your joke privately with your friends or co-workers.

 Don’t post obscure comment on any of your social media accounts for this
may cost a feeling of being outcast or left out for someone.

5. Choose friends wisely

 Don’t add or confirm someone if you don’t want to be in touch with him/her.
 Unfriend those someone whom you think your relationship is beyond repair
don’t torture them on-again-off-again friending.

6. Don’t email large files

 Limit your email. Large file ma y crash other peoples server or depletes their
inbox quota
 If the large data is necessary just send people a link.
 Delete all previous conversations, retain only the most recent
correspondence.

7. Respect people’s privacy

 Don’t forward information sent to you without checking with the original
sender first
 Inform first those people whom you will going to tag in a post.
 Don’t sign up for newsletter and other communications using someone else’s
email address.

8. Fact check before reposting

 Verify information before posting or sending it.

 Don’t send chain letters or invitations for it may contain viruses.

9. Respond to emails promptly

 School or work related emails should be answered within a day if not tell
them when you will going to reply.

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  Ignore and delete spam or unsolicited messages received

10. Proofread your message before sending them

 Make your communications concise and free from wrong spelling &
grammar, confusing terms and errors in the accuracy of information.

5.1.D APPLICATION

1. Watch the following video from Youtube

https://www.youtube.com/watch?v=EjPTj9MLRwM

2. Using a short bondpaper/special paper, create a brochure

campaigning against Cyberbullying.

3. Make an infomercial on cyberbullying through a video clip with no

less than 3 minutes.

Chapter 8 – Principles of New

Literacies

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 Introduction
New literacies refer 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 conducting online searches.
Generally, this literacy emerge as a result of research studies which focus more on new
reading comprehension methods and learning skills associated with online and other
modern technologies. New literacies are also seen through another lens as being reflective
of the digitally driven and highly social nature that characterizes all types of 21 st century
discourse. In any case, the term places a forward emphasis on the newly emerging
implications of literacy in society. This type of literacy also bear the closest resemblance to
the digital literacies.

In this chapter, you will going to learn the nature and the principles of this emerging
type of literacy. Moreover, it also contains the implications of new literacies to teaching that
may serve as basis of incorporating new literacies in the curriculum.

Lesson 1 – The emerging new literacies

Learning Outcomes:

1. explained the meaning of New Literacies

2. enumerated the principles of New Literacies
3. valued the impacts of New Literacies

8.1.A
8.

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
1. Watch or download the following video from Youtube

https://www.youtube.com/watch?v=t93fXabXxGM
2. Enumerate the steps of the activity discussed in the video

8.1

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1. Using a Venn diagram give the similarities & differences of Digital Literacy and
New Literacies.

Digital Literacy New Literacies

2. How does “New Literacies” emerged?

8.1.C ABSTRACTION

According to Knobel, the idea of New Literacies focuses on ways in which meaning-
making practices are evolving under contemporary conditions that include, but are in no
way limited to, technological changes with the rise and proliferation of digital electronics.
She added that ‘’new literacies” are more participatory and collaborative and less
“published” and “individual” than conventional literacies. The following are the research
findings on New Literacies as summarized by Knobel & Lankshear :

 Not everyone has to know or be good at exactly the same thing; often outcomes are
richer when young people bring different bits and pieces of knowledge and know-
how o collaborative effort

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
  Producing for a targeted, informed audience directly shapes linguistics, design and
creative decisions and young people are able to talk about these quite explicit
 Ongoing cycles of feedback, mentoring and support from others – novices & experts
alike – who share the same goals play a crucial role in learning and practicing New
Literacies
 Literacies are part and parcel of social practices and understanding the practices
from the inside as a full, participating member matter
 Doing, contributing, making and sharing are significant activities for the
development of new literacies
 Young people “pull” on available resources – content, materials, people- right at the
point of need as they are working on something

IMPLICATIONS OF NEW LITERACIES TO TEACHING

The following are the three most salient implications of new literacies derived from
consolidated research findings:

1. Teachers should be obliged to effectively understand and experience what it mean to

be fully engaged in new literacies practices

 Teaching new literacies requires commitment to getting to the “inside” of a

practice and understanding what it means for something to be
collaboratively produced, to be remixed , to receive feedback and mentoring
from others, to participate in resourcing and sharing an interest or goal, to
participate in a space where everyone doesn’t know exactly the same thing
in the same way

2. New Literacies aren’t some single generic thing, they vary according to the practice , the
people involved in using them and the ways of speaking that have developed within a
practice

 Paying attention in classrooms to the specialized language used in new

literacies affords students the chance to acquire “premium digital literacies”
The premium

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 digital literacies competence flourishes in the world outside school where
the young professional amateurs create all sorts of media, citizen science
and knowledge in competition with experts via collaborative problem-solving
communities on the internet.

3. The way “assessment” works in new literacy spaces has significant implications for how
teachers approach literacy instruction in classrooms.

 Literacy teaching in school appear to be driven by required assessment

outcomes rather than being in the service of learning. Findings from new
literacies research suggest ongoing cycles of feedback on performance just-
in-time and just-in-place lead to deep learning. Example are studies on video
games that show how the game itself acts as a feedback system by providing
guided tutorials, onscreen tips for increasing proficiency and sequencing
learning so that improvement is never fade away.

GUIDING PRINCIPLES FOR SUPPORTING NEW LITERACIES IN SCHOOL

1. Keep your eye on the moving target.

 Much like a moving target, literacy is constantly changing in response for

technological advancements. That is, as more sophisticated technologies
emerge, more complex literacies do, too. Educators must remain mindful of
how quickly technology changes and how new envisionments for literacy
learning develop. Moreover, educators should focus their efforts on
professional development by maintaining a finger on the pulse of
technological advancements.

2. Recognize the complexity of New Literacies

 Learners will struggle with new literacies until their brains develop the
necessary decision-making , attention-monitoring and executive skills.
Although we believe very young children can use new technologies in
important ways, we do emphasize the importance of identifying appropriate
learning outcomes and activities to best match students’ needs. Much like we

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 differentiate traditional literacy instruction, we recommend that teachers use
the same tenets to differentiate online reading and writing instruction in their
classroom.

3. Digital natives still have a lot to learn

 Digital natives are characterized by their overwhelming access to and

experience with ICT. Specifically, those born since 1980 have been immersed
in a technology-saturated culture where computers, the Internet, cell phones,
instant messaging and social networking are readily available and 24/7
interaction is expected. But still teachers are encourage suspend such
assumptions regarding the technological knowledge and experience students
bring to the classroom and instead develop instruction designed to address
curriculum goals and students’ individual needs. When planning for
integration of and instruction in digital technologies, it is being recommended
that teachers should begin with these standards in mind and use ongoing
assessment to determine what students actually know than what we assume
they know.

3. Reconsider assessment methods

 To assess new literacies, first, teachers should administer phonemic

awareness, phonics, and fluency assessments to gauge our students’
knowledge of foundational literacy skills, teachers must evaluate students’
technology skills from basic to the most complex. Second, when engaging
students in technology-integrated lessons, teachers must design assessments
that evaluate how students use the technology’s capabilities to present
thoughtful, well-articulated responses

SOME EXAMPLES OF NEW LITERACIES

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
1. Social bookmarking – is a method or idea of getting valuable back links. A place where
one can actually store or post your website link or deep links and give users a detail
information about your website.

2. E-portfolio making –a web-based portfolio that enables student to: compile multiple
formats of digital artifacts, including multimedia; create links and non-linear paths through
work; share their work with a broad audience.

3. Podcasting – a digital medium consisting of an episodic series of audio, video, PDF, or

ePub files subscribed to and downloaded through web syndication or streamed online to a
computer or mobile device.

4. Creative commons utilization – a nonprofit organization that enables the sharing and use
of creativity and knowledge through free legal tools. It allows people to copy and distribute
the work under specific conditions, general descriptions, legal clauses and HTML tags for
search engines are provided for several license options.

5. Vlogging – is blogging, but on camera. Vlog posts arre created by making a video of
yourself or an event , uploading it to the internet and publishing it within a post on your
blog.

8.1.D APPLICATION
Direction:

1. Create your own Vlog. The content should focus on your experience
or the events happened in your life during the pandemic.

2. The Vlog will not be less than 3 minutes.

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 Chapter 9 – Literacy Across the
Curriculum

Introduction
As what we have discussed, literacy is the ability to understand, respond to and use
different forms of language required by society and valued by individuals and communities.
Language is central to learning as reading and writing are considered as “interactive tools”
that enable learners to independently build their knowledge. Therefore, the more expose
the learners to different forms of language the more knowledge they will going to gain.

For literacy across the curriculum, this chapter will allow the you to become familiar
with and find out how to use the languages, texts, and literacy practices of each learning
areas. Such understanding of these language forms and practices of a learning area can
widen your horizons as they learn to “think in various ways” or to “see their world from new
perspectives”.

Lesson 1 – Literacy across the curriculum: AN Overview

Learning Outcomes:

1. explained the meaning of “Literacy Across the Curriculum”

2. discussedthe approaches, implications and literary practices of some learning areas
3. valued the impacts of “Literacy Across the Curriculum as an approach in improving the
teaching-learning process

9.1.A ACTIVITY

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
1. Match the following learning area (inside the box), to its corresponding
specific-subject literacy on the table.

Mathematics
Araling Panlipunan
Science
Edukasyon sa Pagpapakatao
English

Learning Area Specific-subject Literacy

Teaches learners to listen for comprehension and uses
appropriate expressions in talking about oneself and
family.
Pag-unawa sa mga konsepto sa pananagutang
pansarili, pamilya, kapwa, bansa/daigdig at Diyos
Includes teaching of appropriate tools such as
manipulative objects, measuring devices, computers,
calculators, smart phones and the Internet..
Malalim na pag-unawa at papahalaga sa pagkakaiba-
iba ng mga kulturang Pilipino.
Teaches deep understanding on the strength of
experimental research to explain environmental issues
or phenomena.

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 9.1.B ANALYSIS
1.Using a Venn diagram give the similarities & differences of Interdiciplinary and
Transdiciplinary Teachings .

Interdisciplinary Transdiciplinary
Teaching Teaching

2. How can literacy be achieved across the curriculum?

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
8.1.C ABSTRACTION

MEANING OF THE “LITERACY ACROSS THE CURRICULUM” AS AN APPROACH TO

TEACHING(Nicholson, 2013)

Understanding the language, texts and literacy practices of a learning area means
developing the capacity to:

 read and understand its texts

 construct texts appropriate to that area
 think about, discuss, interact with and use these texts in subject-specific ways

In addition, because many texts (printed or digital) are multimodal, learners need to
be able to make meaning using print, visuals, sound, space and movement and do so in
ways consistent with the learning area in which the texts are used.

In Science for example, students must acquire vocabularies specific to Chemistry,

Physics or other areas of Science. This involves recognizing that in the subject -specific
content, some words or group of words have different meanings aside from its common
definition, for example the meaning of “class” specific to Biology.

As Science students become familiar with way of thinking, talking and writing that
differ from everyday thought, speech and writing patterns, they recognize characteristic
grammatical and stylistic features. For example, they encounter complex sentences
qualifying the matters being discussed and the used of passive voice and third person
to reinforce the objective stance of carefully reasoned and evidenced argument. They
also learn to understand and use the characteristic modes of Science communication:
the reports, published papers and speeches through which scientists communicate the
result of their research.

APPROACHES TO LITERACY ACROSS CURRICULUM((Kellner, 2011)

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
1. Natural Extension Approach – in this approach students need to learn first the skill and
are expected to apply those skills in other subject areas. For example students need to
develop first their reading skills before they are required to do a storytelling.

2. Contrasting Approach – is the collection of efforts to make explicit extensions of reading

and writing across the curriculum. This approach also assumes that writing is an important
part of every form of disciplinary learning and implementing it typically involves additional
writing requirements for students and training for faculty members to learn how to
incorporate writing into their own courses.

3. Literature-based curricula approach – this approach is exemplified by some recent basal

reading series, which have attempted to move away from the artificially constructed ,
carefully edited collections of the past to greater use of authentic literature. The notion
here is that if we place students in a literature-rich environment, they will not only develop
reading skills but also develop a love of literature that will allow them to use reading for
learning across the curriculum.

4. Thematic-units approach – in this approach the teacher identifies a subject area and
organizes a multi-week curriculum around it. The unit may involve reading all sorts of
literature-poetry, fiction or nonfiction as well as engaging activities related to that theme. It
is assume that literacy skills develop in the context of meaningful activities, journal writing
and discussions related to the theme.

IMPLICATIONS FOR TEACHERS

Literacy across the curriculum can be achieved by giving learners both explicit
instruction and opportunities for situated practice in each learning area. To provide explicit
instruction and situated practice, teachers need to develop their:

 professional knowledge about the language, texts and literacy practices of

the learning areas in which they teach
 capability to determine whether there is a gap between learners’ literacy skills
and what they need to do to meet curriculum goals.
 understanding in the similarities and differences between languages, texts
and literacy practices associated with different learning areas
 understanding on when knowledge of the language can be transferred to
other learning areas and when it cannot.

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 Specifically, teachers may utilize the two processes of Integrative Teaching Method,
the Interdisciplinary & Transdisciplinary Teaching.

a. Interdisciplinary Teaching – This type of process tends to put together separate

disciplines to make whole. This affirms the “boundarylessness” of disciplines or learning
areas. There are no demarcation lines among disciplines taught. For example, teaching
Geography in Science is also teaching “anyo ng lupa” (land forms) and “anyong tubig”
(water forms) in Araling Panlipunan. Or one may teach content of Science in the language
class or Health class or TLE class particulary Home Economics. This means that for learners
to fully understand a certain idea or concept from one subject matter it should be
integrated meaningfully to other disciplines. Thus, Integrative teaching is interdisciplinary.

Transdiciplinary Teaching – Integrative teaching is also transdiciplinary. This means

connecting lifeless subject matter to life itself. When the subject matter gets connected to
real life, it becomes alive and interesting.

HOW DO STUDENTS LEARN THE LANGUAGES, TEXTS, AND LITERACY PRACTICES

OF THE LEARNING AREAS?

Learners need both “overt instruction” and repeated opportunities to immense

themselves in relevant activities – “situated practice”. While a few students may already be
familiar with the languages, texts and literacy practices of a learning area, most will need
explicit teaching to achieve success.

Students who come fromlanguage backgrounds other than English are over-
represented among the students who have not had enough support to develop the English
literacy skills needed to meet curriculum goals at their level.

However, these learners also bring with them the knowledge and experience of other
cultures and languages. They can use this experience as a rich resource when exploring how
language, texts and literacy practices are used in different contexts and how can be seen
from different perspectives. Opportunities to explore these different ways of making
meaning should be incorporated into class work on the languages, texts ad literary practices
of a learning area. Where appropriate, setting up a classroom environment that an
experienced practitioner such as a scientist, carver, or literary-critic would recognize give
students opportunities to learn and practice the ways in which members of a particular
knowledge community think, believe, speak, read and write.

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
 Moreover, understanding the languages, texts and literacy practices of each learning
area i related to understanding how knowledge is constructed and used in each learning
area. There is a clear link between subject-specific literacy and critical literacy. Critical
literacy involves learners and information users in:

 questioning how knowledge is constructed and used

 investigating whether the writer as the authority to speak for a group or
position or to tell particular stories
 considering how power relationships are established and whether a text
includes or excludes particular readers or perspectives
 examining the ways in which texts can position a reader

8.1.D APPLICATION
Direction:

1. Design an activity for each learning area on the topic “pollution”.

Learning Areas Activity

English

Mathematics

Science

Edukasyon sa
Pagpapakatao

Araling
Panlipunan

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8.1.E. REFERENCES

Davis, V.(2015)
http://www.edutopia.org/blog/digital_literacy

European Commission, (2009) Digital Literacy Review, Topic Repost14

http://ec.europa.eu/information_society/eeuropa/i2010/docs/benchmarking/
dl_topic_report_14.pdf

FutureLab, 2010
http://www.futurelab.org.uk/resources/documents/handbook_digital_literacy.pdf

Hobbs, R. (2010) Digital & Media Literacy: A plan of action 2010

Kellner, D. (2011). New technologies/new literacies: Reconstructing education for the new
millennium. International Journal of Technology and Design Education, 11, 67-81.

Knobel, M., Lanklear, C. (2013) New Literacies:Everyday practices and social learning
(3rd.Ed.). Maidenhead UK; Open University Press
Nicholson, J., & Galguera, T. (2013). Integrating new literacies in higher education: A self-
studyof the use of twitter in an education course. Teacher Education Quarterly, summer, 7- 26.

Puentedura, R. (2015)
http://www.Hippasus.com/rrpweblog/.

Poore, M. (2012) Digital Literacy: Human flourishing and collective intelligence in a knowledge
society. Literacy Learning. The Middle Years, 19, (2) 20-26

Royal Society (2012)

http://www.royalsociety.org/education/policy/computing_in_schools/report/

Unit 5 – References

APEC Guidebook on Financial and Economic Literacy in Basic Education 2014. Retrieved
from: https://www.apec.org/Publications/2014/11/APEC-Guidebook-on-Financial-and-Economic-
Literacy-in-Basic-Education

International Labor Organization. Financial Education Trainer’s Manual.

http://moneyandyouth.cfee.org/en/thebook.php

Cruz, Efren. UsapangPeranaDapatAlamin: A PDIC Guidebook on Basic Banking and Financial

Transaction, 2013. http://www.pdic.gov.ph/files/book/usapang-pera-new.pdf

Financial Literacy A Helpful Little Book. Retrieved from:

http://learning.gov.wales/docs/learningwales/publications/financiallithelpen.pdf

“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”
Financial Literacy Education in
Libraries.http://www.ala.org/rusa/sites/ala.org.rusa/files/content/
FLEGuidelines_Final_September_2014.pdf

Financial Literacy Guide.Reserve Bank of India. 2013.

https://www.pmjdy.gov.in/files/financial-Literacy/literacy/guide.pdf

Rabbior, Gary. Money and Youth, . 2016, Canadian Foundation for Economic Education,
Toronto, Ontario, Canada
http://moneyandyouth.cfee.org/en/thebook.php

Livingstone, Mari and CindiGroth.Money Management for Students. Retrieved

from:https://www.winona.edu/financialaid/Media/Money2.pdf

Teach Money Workbook; Financial Literacy for Tomorrow’s Teachers and their Students.
2013, InCharge Debt Solutions, Florida, USA. Retrieved from: https://www.incharge.org/wp-
content/uploads/2016/02/Teach-Money-Web.pdf

Unit 6 – References

Alliance for A Literate America. Core Principles of Media Literacy Education. Retrieved from:
https://mediaeducationlab.com/sites/default/files/AMLA-Core-Princ-MLE_0.pdf

National Association for Media Literacy Education.Core Principles of Media Literacy Education
in the United States. Retrieved from:
https://namle.net/wp-content/uploads/2013/01/coreprinciples.pdf

Media Literacy Project .Org.Introduction to Media Literacy. Retrieved from:

file:///C:/Users/USER/Downloads/IntroMediaLiteracy.pdf

Center for Media Literacy. Literacy fo the 21st Century: An Overview and Orientation Guide
to Media Literacy Education. Retrieved from:
http://www.medialit.org/sites/default/files/01_MLKorientation.pdf

A Guide to Effective Literacy Instruction, Grades 4 to 6. Retrieved from:

http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_7_Media_Literacy.pd
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“This learning material should not be shared (in any form) with anyone without the consent of course facilitators”