MODULE in ED 110

BUILDING
AND ENHANCING
LITERACIES
ACROSS THE
CURRICULUM

Prepared by:

Dr. ANANIA B. AQUINO

Professor IV
College of Teacher Education
Batangas State University
ARASOF-Nasugbu

2020
Introduction

The module introduces you the course and the course syllabi will be presented allowing
every participant to take another look at the University VMGO, program goals, program students
outcomes and all other things you want to know about the course, and how it will be taught.
The module will also introduce you to the 21​st Century literacies and its difference from
the conventional literacy. As a prospective teacher, it is essential you possess the knowledge,
skills, attitude and values to meet the challenges of the 21st century. These knowledge, skills,
attitude and values will enable you to facilitate learners to develop themselves and become an
important agent towards preparing your students to become productive members of 21st century
societies.

Intended Learning Outcomes:

1. Describe conventional literacy; and
2. Describe the expanded view of literacy in the 21​st​ Century.

Synchronous Powerpoint Presentation of the course syllabi that contains

the University VMGO and how the course will be taught will be done. The
presentation on the Introduction to 21​st Century Literacies will follow, in
which a soft copy of the lecture will be posted in Google Classroom.

Lecture Notes
WHAT IS LITERACY?
● Literacy​- ​the ability, confidence and willingness to engage with language to acquire,
construct and communicate meaning in all aspects of daily living (Alberta Education,
n.d.).
● Language is explained as a socially and culturally constructed system of communication
(Alberta Education, n.d.)
● Conventional Literacy: deals with reading and writing skills of letters in a particular
language Mkandawire, 2015).
● Sub-categories of Conventional Literacy
Basic Literacy – ability to recognize letters and words
Comprehension Literacy- comprehension when reading
Functional literacy- ability to read to perform everyday vocational tasks

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 WHAT IS THE EXPANDED VIEW OF LITERACY?

● Expanded view of literacy

By UNESCO (2004): Literacy is a ​mean of identification, understanding,
interpretation, creation, and communication in an increasingly digital,
text-mediated, information-rich and fast-changing world.
Mkandawire (2015): Literacy is a form of knowledge, competence, and skills in a
particular field or area.

WHAT IS LITERACY IN THE 21​ST​ CENTURY

● Literacy in the 21​st​ Century

21st Century Literacy is about knowing how to learn and know.
21st century literacy is a collection of many higher order skills which includes
Globalization and Cultural and Multi-cultural Literacies, Social Literacy,
Financial literacy, ​Media and Cyber or Digital Literacies, Ecological Literacy,
Artistic and Creative Literacy, Critical Literacy
A consequence of ICT development in the 21​st​ century
Three things that are critical in the rise of the new literacies: increased reach,
increased means of communication and increased breadth of content

● 21st Century Literacies briefly described (​SEAMEO INNOTECH, 2012)

The Arts and Creativity- can be manifested in creative ways of problem-solving
and expressed through the production of various art works.
Ecoliteracy- entails acquiring knowledge about climate change, pollution, loss of
natural habitats and biodiversity as well as the impacts of environmental problems

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 on human lives. Moreover, solutions on how these environmental problems could
be addressed must also be practiced.
Cyberliteracy/Digital Literacy (Information and ICT Knowledge) - based on the
reality that societies and workplaces have now become more information-driven.
Workplaces of the 21st century rely heavily on electronic (digital) forms of data
storage and management as well as in the area of communications.
Financial Literacy - literacy on the basics of economics and financial
management.
Media Literacy - being knowledgeable and skilled in the area of
communications particularly the media; discern news and information based on
the form and content as to how these information are transmitted via various
forms of media.
Social/Emotional Literacies - social skills that are attuned to the norms of your
current society. Emotional intelligence must also be developed to be able to
effectively manage the stresses of a fast-paced 21st century society.
Globalization and Multicultural Literacy - development of a culture of respect
for cultural diversity, understanding how world events may affect you and your
community at the local level. There is value in having a perspective as a global
citizen whose local actions can have an impact on the wider global arena. You
also have to

Chapter Test:
1. Compare and contrast the conventional concept view of literacy to the modern concept
view of literacy.

Module in Ed 110 Page ​4

 2. Describe in 4-5 sentences the developments in the 21​st century that led to the emergence
of new literacies.

References:

Alata, E.J.P. & Ignacio, E.J.T. (2019). Building and Enhancing New Literacies Across the
Curriculum. Manila: Rex Book Store. pp 1- 6

Alberta Education. N.d. What is literacy? Retrieved from

https://education.alberta.ca/literacy-and-numeracy/literacy/everyone/what-is-literacy/

Mkandawire, S. B. (2015). LTC 1000 Types of Literacy or Literacies. The University of Zambia
Lecture notes for week 2. Retrieved
from ​https://sitwe.wordpress.com/2015/12/14/types-of-literacy-or-literacies/

SEAMEO INNOTECH. (2012). 21st Century Literacies. Retrieved from

http://iflex.innotech.org/GURO21/module1/l1_25.html

Module in Ed 110 Page ​5

Introduction

Globalization and cultural and multicultural literacies are widely used, but might not be
clearly understood. In this chapter, we tackle these terms and their major characteristics and
effects to enable you to develop a sound comprehension. As a prospective teacher, a clear
comprehension of these concepts is vital in honing your skills and providing a conducive
learning environment.

Intended Learning Outcomes

1. Describe the following terms and their general impact:
globalization, global literacy, cultural and multicultural literacy
2. Assess one’s personal level of cultural and multicultural literacy
3. Explore critical issues in globalization, cultural and multi-cultural
literacies and their integration in
the K-12 curriculum; and
4. Apply the principles and theories of globalization and cultural and
multi-cultural literacies in designing classroom learning activities.

Lecture Notes

WHAT IS GLOBALIZATION

● According to WHO, globalization can be defined as “the increased interconnectedness

and interdependence of peoples and countries. It is generally understood to include two
inter-related elements: the opening of international borders to increasingly fast flows of
goods, services, finance, people and ideas; and the changes in institutions and policies at
national and international levels that facilitate or promote such flows.”
● Globalization can be described as borders (​Wiki How, 2020)​:
It is a historical period.
It is an economic phenomenon.
It is the triumph of American values.
It is a social and technological revolution.
It is the annihilation of distance.

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 ● Globalization as a historical period spans from approximately 1970 to the present and
which follows the era of the Cold War (1945-1989), which in turn followed what has
often been dubbed the Age of Extremes (1870-1945). This periodization is defined by
either borders (​Wiki How, 2020)​:
Structural shifts – The fall or the Soviet Bloc and the end of the social contract
that linked labor representation, productivity, and wages within a mass
production system of manufacturing.
A conjunction of more temporary factors – The oil crisis of the late 1970s, a
GNP decline and inflation in the 1980s, and the elections of Margaret Thatcher,
Ronald Reagan, and Helmut Kohl.
● Globalization as an economic phenomenon. ​Globalization refers to “the growing
interdependence of the world’s economies, cultures, and populations, brought about by
cross-border trade in goods and services, technology, and flows of investment, people,
and information.” (Peterson Institute for International Economics, 2019).
● Globalization as the triumph of American values. ​Globalization is seen as as a global
convergence of politics, economic practices, and culture around a specifically American
version of democracy, capitalism, and "commercial secularism," in which consumption
of goods and culture (film, music, restaurants, etc.) takes the place of religion or other
cultural traditions (​Wiki How, 2020).
● Globalization as a ​social and technological revolution. ​This revolution is creating a
new economy in which the globe is a single market and a new social order in which
people take part in a global culture and economy that is more open and flexible. It is
typified by: globally integrated production, specialized but interdependent labor markets,
the privatization of state assets, new technological linkages (phones, the internet, online
markets) that transcend national borders (​Wiki How, 2020).
● Globalization as an annihilation of distance. ​Planes, cell phones, and the internet have
combined to dramatically shrink time and distance, resulting in a fundamentally different
human experience of space typified by: increased interconnectedness that lead distant
events to have local impacts, the transcendence of local and national boundaries, and ​t​he
increased speed of social activity mediated by technology (​Wiki How, 2020).
● T​he history of globalization is driven by technology, transportation, and international
cooperation/policy initatives.

WHAT ARE THE EFFECTS OF GLOBALIZATION?

● The Effects of Globalization

Economic, political and military dependence and interdependence
The economic effects of globalization - more goods at lower prices, scaled up
businesses, better product quality and variety, innovation, job churn, decline in
the gap between rich and poor globally,
Expanded flow of individual people among societies
Interdependence of expressive culture among nations
Expanded flow of instrumental culture around the world
● Globalization As A Tool For Prosperity and Peace. ​After World War II, the United
States helped build a global economic order governed by mutually accepted rules and
overseen by multilateral institutions. The idea was to create a better world with countries

Module in Ed 110 Page ​7

 seeking to cooperate with one another to promote prosperity and peace. Free trade and
the rule of law were mainstays of the system, helping to prevent most economic disputes
from escalating into larger conflicts. The institutions established include:
IMF, International Monetary Fund, established 1944, 189 member countries.
Works to stabilize the system and help countries facing balance of payment and
debt crises.
UN, United Nations, established 1945, 193 member countries. Seeks to prevent
conflict with global security norms and assistance for humanitarian crises.
World Bank, established 1945, 189 member countries. Founded to help
reconstruct postwar Europe, it now provides loans and policy advice to
developing countries.
WTO, World Trade Organization, established 1948, as the General Agreement on
Tariffs and Trade (GATT). Replaced 1995, by the WTO, 164 member countries.
Sets rules for international trade and adjudicates trade disputes. Member countries
agree to WTO rules, but can also negotiate free trade agreements with each other.
NATO, North Atlantic Treaty Organization, established 1949, 29 member
countries. Bulwark of Western security alliance.

● From a globalization perspective, regionalization means a world that is less

interconnected and has a stronger regional focus. ​Regionalization c​ an also be analyzed
from a corporate perspective. For instance, businesses such as McDonald’s or Starbucks
don’t sell exactly the same products everywhere. In some specific stores, they consider
people’s regional habits. That’s why the McChicken isn’t sold in India, whereas in
Portugal there’s a steak sandwich menu like the ones you can get in a typical Portuguese
restaurant. Politically speaking, when left-wing parties are in power they tend to focus on
their country’s people, goods and services. Exchanges with the outside world aren’t seen
as very valuable and importations are often left aside. (youmatter, 2020)

WHAT IS GLOBAL LITERACY?

● Global Literacy
Global literacy aims to address issues of globalization, racism, diversity and
social justice (Guo, 2014 in 21st Century Education, 2017). It requires awareness and
action, consistent with a broad understanding of humanity, the planet, and the impact of
human decision on both. Global literacy also aims to empower students with knowledge
and take action to make a positive impact in the world and their local community (Guo,
2014 in 21st Century Education, 2017).
A global citizen should display most or all of the following characteristics
(Ontario Ministry of Education in 21st Century Education, 2017 )
Respect for humans no matter their race, gender, religion or political perspectives.
Respect for diversity and various perspectives.
Promoting sustainable patterns of living, consumption, and production.
Appreciate the natural world and demonstrate respectful towards the rights of all
living things.

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 WHAT IS CULTURAL LITERACY AND ITS EFFECTS?

● Cultural Literacy
Cultural literacy involves “understanding the traditions, regular activities and
history of a group of people from a given culture” (ABC Life Literacy Canada,
2020).
Hirsch (1983) developed the term "cultural literacy" because people cannot learn
reading, writing, and other communication as skills separate from the culturally
assumed knowledge that shapes what people communicate about.
Cultural literacy is culture-specific. There are too many different cultures to be
literate in all of them.

● The Effects of Cultural Literacy

Promotes better understanding and interaction with people from diverse
backgrounds that may be very different from your own, thereby reducing
prejudice and inequality based on culture
Leads to the development of a range of skills like communication and
self-reflection
Enhances the value placed on diversity and difference
Promotes participation in social and community practices

● Cultural Literacy in the Philippines

The documentation, preservation and dissemination of Philippine culture is the
responsibilities of the National Commission for Culture and Arts.
Philippine Culture-Based Education. In culture-based education, culture is the
core and the foundation of education, governance, and sustainable development. It
seeks to develop among Filipinos a greater awareness, understanding, and
appreciation of our arts, history, geography, and heritage towards the evolution of
a consciousness that will improve the quality of our life. A CBE in the Philippines
envisions to develop a nation of culturally literate and empowered Filipinos who
are not only patriotic and ardent nationalists, but at the same time, responsible and
committed global citizens as well (Lopez, n.d.)
Legal Foundations of Culture-Based Education:
- 1987 Philippine Constitution: Article XIV
- National Cultural Heritage Act of 2009
- Enhanced Basic Education of 2013: RA 10533 (10.2) Education shall be
gender, and culture-sensitive

WHAT IS MULTICULTURAL LITERACY?

● Multicultural Literacy
According to Banks (1996), multicultural literacy consists of the skills and ability
to identify the creators of knowledge and their interests, with Boutte (in 21st
Century Education, 2017) adding that it involves uncovering of the assumptions

Module in Ed 110 Page ​9

 of knowledge, viewing knowledge from diverse ethnic and cultural perspective,
and uisng knowledge to guided action that will create a humane and just world.
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 perspective (
It brings attention to diversity, equity and social justice to foster cultural
awareness by addressing difficult issues like discrimination and oppression
towards other ethnicities (Boutte, 2008 in 21st Century Education, 2017).
According to Boutte (2008 in 21st Century Education, 2017), education for
multicultural literacy should help students to develop the 21st century skills and
attitudes that are needed to become active citizens who will work towards
achieving social justice within our communities. Because of the growing racial,
language and ethnic diversity in our country, Multicultural Literacy needs to be
transformed in substantial ways to prepare students to function effectively in the
21st Century (Boutte, 2008 in 21st Century Education, 2017).

WHAT IS MULTICULTURAL EDUCATION?

(StateUniversity.com.)
● Multicultural education is an idea, an approach to school reform, and a movement for
equity, social justice, and democracy.
● 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.

● The Dimensions of Multicultural Education

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.
The knowledge construction process. The knowledge construction process
describes teaching activities that help students 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.
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

Module in Ed 110 Page ​10

 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. 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 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.

Write-it-up Activity:
Prepare a 2-minute reflection on the effect of globalization and cultural and Multicultural
Literacies to learning.

Chapter Test
1. Describe the following terms: globalization, global literacy, cultural literacy and
multicultural literacy.
2. What are the characteristics of a global literate person? Multiculturally literate
person?
3. Suggest ways in which you can integrate in teaching your field of specialization any
one of the following concepts: a.) global literacy; 2) cultural literacy; and 3)
multicultural literacy. Provide suitable case examples.
4. Identify and describe two challenges in integrating globalization and multicultural
literacy in the K-12 Curriculum.

References:

ABC Life Literacy Canada. (2020). Cultural Literacy. Retrieved from

https://abclifeliteracy.ca/cultural-literacy/​

Module in Ed 110 Page ​11

Banks, J. A. (1996). Multicultural education, transformative knowledge and action: Historical
and contemporary perspectives. New York: Teachers College Press

21st Century Education. (2017). Blog. Retrieved from

https://21stcenturyliteracy214.wordpress.com/test-2/

Multicultural Literacy. Retrieved from

https://sites.google.com/site/teaching21stcenturyliteracies/multicultural-literacy

StateUniversity.com. Multicultural Education - History, The Dimensions of Multicultural

Education, Evidence of the Effectiveness of Multicultural Education - Students, Cultural,
Ethnic, and School. Retrieved from ​https://education.stateuniversity.com/pages/
2252/Multicultural-Education.html#ixzz6WrvWVuUo

Hirsch, E. (1983). Cultural literacy.​ The American Scholar,​ ​52(​ 2), 159-169. Retrieved
from ​http://www.jstor.org/stable/41211231

Lopez, F.M. (n.d.). Philippine Culture-Based Education: Responding To The Challenges Of A

Nationalist Education. Retrieved from
http://web.nlp.gov.ph/plcon2018/sites/default/files/philippine_culture-based_education.pdf

Peterson Institute for International Economics, (2019). What Is Globalization? And How Has
the Global Economy Shaped the United States. Retrieved from
https://www.piie.com/microsites/globalization/what-is-globalization

Wiki How. (2020). How to Understand the Concept of Globalization.

https://www.wikihow.com/Understand-the-Concept-of-Globalization​)
youmatter. (2020). Globalization. Retrieved from
https://youmatter.world/en/definition/definitions-globalization-definition-benefits-effects-e
xamples/

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Introduction
Society has increasingly been expressing concern over the social and emotional growth of
children, which teachers have an important role to play. In this chapter, you will be exposed to
social literacy, the role of parents, adults and teachers in its development as well as the issues
surrounding the teaching of social literacy.

Intended Learning Outcomes

1. Develop an understanding of the practical definition of social literacy
2. Expound the roles of parents and teachers in teaching social skills to
children
3. Explore critical issues in the integration of social literacy in the K-12
curriculum
4. Apply the principles and theories of social literacy in planning
classroom learning activities

Lecture Notes

WHAT IS SOCIAL LITERACY?

● Social literacy means the presence of social skills, knowledge and positive human values
that support ability in human beings to act positively and responsibly in range of complex
social settings and their ability to successfully and deliberately mediate his/her world as a
family member, worker, citizen and lifelong learner ( Herlah D.O.O., 2012).

● Some Types of Social Skills to be developed:

Greeting
Initiating conversation
Understanding the listener
Empathizing
Reading social cues
Previewing or planning
Problem-solving
Apologizing

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 WHAT ARE THE ROLES OF PARENTS, ADULTS AND TEACHERS?

● The Role of Parents, Adults and Teachers in Teaching Social Skills to Children.
Social and/ emotional literacy is the heroic journey from the amygdala to the
frontal lobe. A very short distance when measured in terms of the physical brain, but a
lifelong journey in terms of developing impulse control, building respectful relationships,
developing our principles and values, and reaching our full potential as human beings —
emotionally, socially and spiritually. (​Bedford in Innovative Resources, 2017).

While developing social and emotional literacy is a lifelong learning, the

foundations are best laid in early childhood—defined by UNESCO as birth to
eight—when remarkable learning is taking place and brain development is at its peak.
Young children are highly influenced by the people and environment around them. The
early years are when stereotypes relating to gender, race and class are laid down.
Children begin to internalize concepts about their own and others’ potential, role and
place in life. They tune into power dynamics and mirror the language, behaviors and
attitudes of the significant adults around them. (Bedford in Innovative Resources, 2017).

With the guidance of caring adults, children can begin developing a vocabulary
for recognizing and speaking about emotions and body signals. And all going well, they
can begin developing empathy for others and an internal locus of control, appropriate for
their age (Bedford in Innovative Resources, 2017).

WHAT ARE THE COMON ISSUES IN TEACHING SOCIAL LITERACY?

● Issues in Teaching Social Literacy

Standards of Morality
Human Nature

● Social Literacy in the workplace, technological, and traditional communication

WHAT IS EMOTIONAL LITERACY?

● Emotional Literacy
Emotional literacy refers to the ability to express feelings with specific feeling
words, in 3 word sentences (S. Hein, 1996). Further, it implies a certain level of skill in
‘reading’ emotions—recognising and interpreting our own feelings and those of others, at
a level appropriate for age. It implies learning about the rhythms of emotions—in other
words, learning some skills for navigating the ups and downs of emotions at play within
one’s self. It is about learning to manage the powerful pull of what we want and do not
want, and negotiating with others as we bump up against their needs and wants. (Bedford
in Innovative Resources, 2017).

● Steiner (1997) states that emotional literacy has 5 parts:

Module in Ed 110 Page ​14

 Knowing your feelings.
Having a sense of empathy.
Learning to manage our emotions.
Repairing emotional problems.
Putting it all together: emotional interactivity.

● The Importance of Developing Emotions in the 21st Century

Despite the fact that we are more connected with each other now than ever before,
this has also resulted in an emotional and personal disconnection – children can
be so hooked on screens that they really do not know how to identify and connect
with other children around them.

This is why developing and nurturing emotions in your children is incredibly

important:

EQ for leaders: Leaders in the 21st century have to possess the following
characteristics to ensure success: adaptability, problem-solving, digital-savviness
and much more. One of the standout characteristics is ​emotional intelligence
(EQ). This skill allows leaders to be in a position of power but still have the
capabilities to truly understand and connect with their employees. People follow
those who understand their challenges and help them work on it to find solutions.

Collaboration: ​As we are now in a state of hyper connectivity, where with just a
touch of a button we can connect with people on the other side of the world, there
is now a bigger emphasis on teamwork than ever before, and students need to
learn how to be global citizens who can happily work with different cultures and
personalities throughout their schooling and future careers.

Ethics, accountability, and action: ​In the age of the Internet, it is easy to sit
behind a screen and point fingers; never taking accountability for your actions, as
there is very little chance of consequence. The following therefore must be
emphasized: using the internet safely, to be kind and responsible towards other
people and cultures, and to use their personality to make the world a better place
than it currently.

Chapter Test:
1. Classify the following as social literacy or emotional literacy.
_____________ a. starting a conversation
_____________ b. saying I am sorry
_____________ c. saying I am afraid
_____________ d. feeling sorry for a person
_____________ e. composing one’s self before facing others.
2. Describe how you can be instrumental in developing the social and emotional literacies
of your students.

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 3. Suggest ways in which you can incorporate social literacy in the teaching and learning
process.

References:

Bedford, K. in Innovative Resources. (2017). What is Social & Emotional Literacy? Retrieved
from ​https://innovativeresources.org/what-is-social-emotional-literacy/

HERLAH D.O.O., (2012). Social Literacy Training for Public Sector Staff. Retrieved
fromhttp://www.eu-integra.eu/Stran.aspx?id=19&lang=EN#:~:text=Social%20literacy%20
means%20the%20presence,member%2C%20worker%2C%20citizen%20and%20lifelong

MINILAND. (2017). The Importance of Developing Emotions in the 21st Century. Retrieved
from
https://usa.minilandeducational.com/family/discovering-the-importance-of-emotional-devel
opment-for-your-kids

Steiner, C. with Perry, P. (1997) Achieving Emotional Literacy. London: Bloomsbury.

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Introduction
Financial literacy is one of the skills needed to achieve financial health. Teachers are
expected to be financially literate as models of students. This chapter will introduce financial
literacy, its benefits and status in the Philippines, which are basis in improving personal literacy.

Intended Learning Outcomes

1. Define financial literacy
2. Assess personal financial literacy using a generally accepted
standards/criteria
3. Describe the financial literacy level of the Philippines
4. Show a commitment to develop personal financial literacy by
writing an essay
5. Apply the principles and theories of financial literacy in designing
classroom learning activities

Lecture Notes

ARE YOU FINANCIALLY LITERATE?

● Financial Literacy Assessment: ​Please answer the following questions:

1. How interested are you in increasing your financial knowledge?

_______Not interested ________Somewhat interested _______ Not sure

________Somewhat interested _________Very interested

2. On a scale from 1 to 5, what grade would you give yourself in terms of your knowledge about
personal finances? ____________

3. Rate your financial behaviors on a scale from 1 (Never) to 5 (Always):

1 2 3 4 5
Never Rarely Sometimes Usually Always
I keep track of my expenses on a regular
basis.
I put money aside for savings, future
purchases, or emergencies.

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I pay my credit card bills on time each
month and am almost never later.
I prepare a budget every month.
I make goals about how to spend money
and I discuss them with my family.
I make goals about how to spend money
and I discuss them with my family.
I comparison-shop or buy things on sale.
I comparison-shop or buy things on sale.
I feel secure in my current financial
situation.
* Adapted from South Seattle Community College in Survey Monkey,
https://www.surveymonkey.com/r/VRFN7T3

WHAT IS FINANCIAL LITERACYAND ITS BENEFITS?

● Financial literacy​ refers to a person’s ability to understand and effectively apply various
financial skills, including personal financial management, budgeting, and investing
(Kenton, 2019 in Investopedia).
● To be ​financially literate is to know how to manage your money. This means learning
how to pay your bills, how to borrow and save money responsibly, and how and why to
invest and plan for retirement (Ritchie, 2020 in Annuity.org)

● Benefits of Financial Literacy

Proper planning of one’s finances improves self-esteem.
It can help a person develop a financial road map to identify what he earns, what
he spends, and what he owes.
It will help in recognizing fraud and fraudulent transactions.
Financial literacy will enable a person to cope with financial difficulties, to seek
out for help when needed and better prepare for retirement

● Five Core Competencies of Financial Literacy (MoneyCounts: A Penn State

Financial Literacy Series)

1. Earning ​- refers to bringing money home from a job, self-employment, or return

on various investments. Most individuals earn money via employment in the
form of a paycheck. The average employee pays between 28-30% of their gross
income in taxes and other deductions before receiving their net income or
take-home income.
College students need to fully understand the concept of earning in order
to determine their future potential earnings prior to committing to a specific
specialization in their educational goals.

Module in Ed 110 Page ​18

 2. Saving and Investing. ​"Saving" and "Investing" deals with the understanding of
financial institutions and services available to you. First of all, you should have a
saving and a checking account to manage your own financial transactions.

3. Spending. "Spending" is probably the most important concept because it is a

personal reflection of your values, lifestyle, and your financial behavior.
Differentiating between NEEDS and WANTS is the basic concept of controlling
spending. Budgeting is the most powerful and impact-full tool you can adopt to
control spending to allow for saving and investing.

4. Borrowing. "Borrowing" is acquiring debt to create assets. Most students have

to borrow student loans to finance their educational goals, and with a financial
plan for repayment, they can turn this investment in their education to their
advantage. Mortgages or loans to buy homes are another form of borrowing or
acquiring debt to create assets. Business loans to create self-employment
opportunity or build a business, and real estate investments, are also good
examples of how borrowed money can be turned into assets and wealth
accumulation.

5. Protecting. "Protecting" deals with insurance, ID theft, and retirement planning.

The idea is to stay protected at all levels in your life; on personal, health, and
social levels. You will need to understand risk management, insurance coverage,
identity theft protection, fraud, and scams, in order to master self and family
financial protection in life.

Source: https://psu.instructure.com/courses/1806581/pages/chapter-1-five-5-core-competencies

● Four (4) elements of financial well-being (MoneyCounts: A Penn State Financial

Literacy Series)

Security
Security, for the present time, is the ability to exercise control over day-to-day,
week-to-week, month-to-month, and year-to-year personal finances. ​Security for the

Module in Ed 110 Page ​19

 future is to have the required capacity to absorb financial shock. Security is most visible
in the forms of an emergency fund, saving account, or other liquid investments that you
can tap into to cover an unexpected financial need. It is your contingency financial plan
against any financial shock.

Freedom
Freedom of choice for the present time is the ability to make choices to enjoy
life knowing that you have financial security measures in place. Freedom of choice is
what allows you to reach your goals knowing that your wealth is made out of assets and
not borrowed funds.

Security and freedom of choice go hand in hand. You cannot have one without the
other if your aim is to create a life of financial well-being.

Source:
https://psu.instructure.com/courses/1806581/pages/chapter-2-four-4-ele
ments-of-financial-well-being

Activity:
Now that you know the four elements of financial well-being, think of paying it forward
and discuss your plans to reach security and freedom in your financial life with a friend or a
family member. Write your plan and submit it.

● Steps to Financial Literacy (MoneyCounts: A Penn State Financial Literacy Series)

1. Make the commitment- make the commitment to yourself and your family to
invest in taking responsibility for your financial situation.
2. Assess your financial situation​- This step is a form of examination of your
financial record - earning, saving, spending, borrowing and protecting. This step is
the process of financial discovery. It is to help you document your financial
behavior and think of ways to improve your earning, saving and investing as you
eliminate wasteful spending and make plans to stay protected in insurance and
retirement. This assessment is critical, as it builds the foundation for your
improvement.

Module in Ed 110 Page ​20

 3. Clean financial clutter​. Basically, it is a suggestion for you to become organized
in your financial transactions.
4. Create a budget. This step is the foundation of financial literacy. A good budget
has to be sustainable, and simple to follow, so you don't break your commitment
out of frustration. A budget has to allow for freedom of choice items and still
maintain the security concept we discussed in the prior chapter. A budget that does
not give you security and freedom of choice is not a successful budget.
5. Know the rules. In addition to understanding the theories, core competencies and
elements of financial literacy, you need to know the rules for financial success.
The 2 most important rules are the 20/10 for managing debt and the rule of 72 for
managing investments.

1. Rule of 20/10 ​- Your total outstanding debt should not exceed 20% of your total
net yearly income. Your monthly debt payment (not including mortgage) should
not exceed 10% of your monthly net income.

2. Rule of 72 - To find out how long it takes for your invested money to double in
value, Divide 72 by the expected interest rate you hope to earn. The result gives
you the approximate number of years it will take for your investment to double.
Years to double = 72 / Interest Rate

● Mastering the Principles of Budgeting

● Budgeting​.
(https://psu.instructure.com/courses/1806581/pages/introduction-what-is-budgeting?mod
ule_item_id=21481361)
Budgeting means creating ​a plan to spend your money.​ Good budgeting is
spending less than you are earning as you plan for your financial goals. Budgeting is the
fundamental step in achieving financial literacy, and by extension, reaching financial
security and freedom. Budgeting is the process of creating a plan to spend and invest
your hard earned money wisely to meet your personal and financial goals in life. It
should not be a mathematical exercise that we think we have to endure; rather, it is
the​ result of self-assessment of our relationship with money​ and ​a necessary road
map​ to steer us toward a higher standard and quality of living.

● Budgeting is​ balancing​ your expenses with your income now and for the rest of your life.

Module in Ed 110 Page ​21

 ● Going to college is an opportunity for individuals to prepare holistically for a successful
future through personal, academic, social and professional growth. Budgeting concepts
apply to all students, whether you are a traditional first-time freshman, a transfer student,
a graduate, an adult learner or militarypersonnel. Budgeting lies at the foundation of
every financial plan. It does not matter if you live paycheck to paycheck or make
PHP3,000,000 a year, a budget can help you ​account for that income, analyze spending
habits and make informed financial decisions.​

● How to increase income

Income can be derived from multiple sources. Explore the different possibilities.

● How to decrease spending

Decrease or cut spending is the other choice to help you save money so you can invest or
free yourself from debts. You can achieve this goal by adopting a lean budget. Here are
the steps to help you cut spending painlessly.

● List all of your current monthly/yearly bills

● Sort them by WANTS and NEEDS
● Formulate a plan to STOP all spending with red highlights
● Examine your NEEDS and find ways to make them LEAN

Activity: ​Prepare a weekly budget based on your allowance. Reflect on the result of your
budgeting.

WHAT IS THE STATUS OF FINANCIAL LITERACY IN THE PHILIPPINES?

● Financial Literacy in the Philippines

According to the Bangko Sentral ng Pilipinas (BSP) (in Laurus Enterprises,
2018), financial literacy in the Philippines was low. They based this result on the

Module in Ed 110 Page ​22

 World Bank study, wherein it was found that only two percent of Filipino adults
were able to correctly answer seven questions related to financial literacy.
In 2014, another World Bank study ( in Laurus Enterprises, 2018) also found that
20 million Filipinos save money, but not all of them had bank accounts.
The following year, an Asian Development Bank (ADB) study (in Laurus
Enterprises, 2018) said that the country did not have a national strategy for
financial education.
In 2016, Standard & Poor (S&P) (in Laurus Enterprises, 2018) found that only 25
percent of Filipinos are financially literate, with over 75 million having no idea
about insurance, inflation, and even the mere idea of savings accounts.
Middle class families constitute only about 25 percent of the entire population,
and only 0.1 belong to the upper class. Although there have been efforts by both
the public and private sector put in place to promote financial literacy, the number
of Filipinos who invest — whether in stocks, insurance, or mutual funds —
remain between 8 to 10 percent only (in Laurus Enterprises, 2018).
Enacted in 2014, Republic Act (RA) no. 10679 is “An Act Promoting
Entrepreneurship and Financial Education Among Filipino Youth.”
RA no. 10922 is also known as “An Act Declaring the Second Week of
November Every Year as Economic and Financial Literacy Week.”

Activity:
​Make a plan of integrating financial literacy concepts in teaching.

Chapter Test:
1. What are the characteristics of a financially literate person?
2. Do you consider yourself financially literate? Why or why not?
3. Given the low financial literacy in the Philippines, identify practical steps you can
undertake to develop your financial literacy.
4. Suggest ways in which you can incorporate financial literacy in teaching your field of
specialization process.

References:

Kenton, W. (2019) in Investopedia. What is financial literacy? Retrieved from

https://www.investopedia.com/terms/f/financial-literacy.asp#:~:text=Financial%20literac
y​%20is
%20the%20ability%20to%20understand%20and%20properly%20apply,characteristics%
20of%20being%20financially%20literate.

Laurus Enterprises. (2018). Financial Literacy in the Philippines Remains Low. Retrieved from
https://medium.com/laurusenterprises/financial-literacy-in-the-philippines-remains-low-8

Module in Ed 110 Page ​23

 8e046a16c29#:~:text=Financial%20literacy%20in%20the%20Philippines%20remains%2
0low%2C%20with%20only%20two,Sentral%20ng%20Pilipinas%20(BSP).&text=In%20
2014%2C%20another%20World%20Bank,of%20them%20had%20bank%20accounts.

OECD INFE (2011) Measuring Financial Literacy: Core Questionnaire in Measuring Financial
Literacy: Questionnaire and Guidance Notes for conducting an Internationally
Comparable Survey of Financial literacy. Paris: OECD.

Ritchie, A. (2020) in Annuity.org. Financial Literacy. Retrieved from

https://www.annuity.org/financial-literacy/

MoneyCounts: A Penn State Financial Literacy Series

Introduction
Technology made a big change for the new generations making media and digital literacy
very important in this digital age. The Internet, World Wide Web, and digital devices have
fundamentally changed the way people communicate, affecting everything from business, to
school, to family, to religion, to democracy. This chapter focuses on media and digital literacy
aiming to provide relevant concepts needed in developing media and digital literacy. The author
does not claim originality. The lecture below is a condensed product from the works of other
people and organization.

Intended Learning Outcomes

1. Acquire a working knowledge of Media and Cyber/Digital Literacies
and their interconnection
2. Articulate the importance of developing media and cyber/digital
literacies
3. Explore critical issues in the integration of media and cyber/digital
literacies in the K-12 curriculum

Lecture Notes

WHAT IS MEDIA LITERACY?

Module in Ed 110 Page ​24

 ● Media ​refers to all electronic or digital means and print or artistic visuals used to transmit
messages. (​http://digitalliteracy.us/information-media-technology-skills/​). The various
forms of media include print, visual, audio, and digital formats.

● Media literacy is the ability to identify different types of media and understand the
messages they are sending.

● UNESCO defines ​media literacy as "the ability to access, analyze, evaluate, and produce
communication and information in a variety of forms and means." Like traditional
literacy, media literacy includes the ability to both read (comprehend) and write (create,
design, produce).

● Five Fundamental Concepts in Media Literacy (​Center for Media Literacy, 2003)
All media messages are ‘constructed.’
Media messages are constructed using a creative language with its own rules.
Different people experience the same media message differently.
Media have embedded values and points of view.
Most media messages are organized
to gain profit and/or power.

● What Media Literacy Is NOT (​Center for Media Literacy, 2003)

It is not Media ‘bashing’
It is not merely producing media.
It is not just bringing videos or CD-ROMs or other mediated content into the
classroom
It is not simply looking for political agendas, stereotypes or misrepresentations.

Module in Ed 110 Page ​25

 It is not merely looking at a media message or experience from just one
perspective
It does NOT mean “don't watch;” it means “watch carefully, think critically.”

ACTIVITY

​Review a website and answer the following questions​:

1. What is your first impression of this website?
2. What type of images are presented?
3. What kind of language is used?
4. What are the headlines?
5. What is the influence of this website to you?
WHY IS MEDIA LITERACY IMPORTANT?

● Media Literacy is a 21st century approach to education. It provides a framework to

access, analyze, evaluate and create messages in a variety of forms – from print to video
to the Internet. Media literacy 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. (Center for Media Literacy, 2003)

● Media literacy, therefore, is about helping students become competent, critical and
literate in all media forms so that they control the interpretation of what they see or hear
rather than letting the interpretation control them. (Center for Media Literacy, 2003)

● Benefits of Media Literacy Education (​Center for Media Literacy, 2003)

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.
Promotes student engagement in learning and the teaching –learning process
Promotes critical thinking
Provides an opportunity for integrating all subject areas and creating a common
vocabulary that applies across all disciplines.
Enhances language proficiency
Encourages respectful discourse that leads to mutual understanding and builds the
citizenship skills needed to participate in and contribute to the public debate.
Media literacy’s “inquiry process” transforms teaching and frees the teacher to
learn

WHAT IS ICT LITERACY? DIGITAL LITERACY?

● ICT Literacy is defined as “the interest, attitude and ability of individuals to

appropriately use digital technology and communication tools to access, manage,

Module in Ed 110 Page ​26

 integrate and evaluate information, construct new knowledge, and communicate with
others in order to participate effectively in society.” (OECD, PISA Framework for ICT
Literacy, 2003).

● Digital literacy refers to the skills, knowledge and understanding that enables critical,
creative, discerning and safe practices when engaging with digital technologies in all
areas of life (Cassie Hague and Sarah Payton, Futurelab 2010).

● Digital Literacy. ​Digital literacy means having the skills you need to live, learn, and
work in a society where communication and access to information is increasingly through
digital technologies like internet platforms, social media, and mobile devices (Western
Sidney University, 2017).

Source:
https://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/digital-literac
y-fundamentals

The components of Digital Literacy

Module in Ed 110 Page ​27

 Cassie Hague and Sarah Payton, Futurelab 2010

● Digital capability framework - ​describes the skills to thrive in a digital environment.

https://www.jisc.ac.uk/rd/projects/building-digital-capability

● Aspects of Digital Literacy to Consider​. Bawden (2008) has developed a useful

conceptualization of digital literacy, which comprises the following four dimensions:
Underpinnings: Foundational literacy; Basic ICT skills
Background knowledge: The nature of information – forms, sources/origins,
understanding of the ‘publication chains’, authorship, provenance.
Central competencies: Finding/searching; Navigating; Synthesizing, Critically
analyzing; Creating; and Communicating

Module in Ed 110 Page ​28

 ● Perspectives: Independent learning; Ethical use of information (respect for
privacy); and Ethical behavior in digital communication.

Key Concepts of Digital Literacy

As with the key concepts of media literacy, key concepts for digital literacy are essential
both in providing a common language for theorists and educators and in being a guiding
principle for teachers in a rapidly changing technological landscape. Whatever the topic, tool or
platform, the purpose of digital literacy education is to communicate these key concepts to
students in a way that’s appropriate to their age and context.

1. Digital media are networked.

Unlike traditional media, there are no one-way connections in digital media. In traditional media,
content only flowed one way: producers created it, then sold or licensed it to distributors who
then brought it to you. In digital media, by contrast, you’re no longer the final link in a
distribution chain but a node in the middle of an infinite network. You can share content with
other people as easily as a producer or distributor shares it with you. Collaboration and dialogue
are the norm, rather than solitary creation and broadcasting.

These links are always at least two-way, even if you’re not aware of the ways you’re sending
data. This means that everyone and everything is linked to everything else. As a result, the
barriers to participation are much lower than in traditional media and anyone can publish content
and find an audience. This means that users can interact with peers and celebrities at the same
time, and also has important implications when we need to authenticate information or recognize
a source’s bias and point of view. The networked nature of digital media also makes it possible
for formal and informal communities to develop online, whose norms and values are created by
their members.

2. Digital media are persistent, searchable and shareable.

Digital content is permanent: everything that is transmitted is stored somewhere and can be
searched for and indexed. When considered together with the concept that digital media are
networked, this means that most of this content can also be copied, shared or spread at a trivial
cost. Even things that are apparently temporary (like Snapchat photos) can be copied, and are
almost always stored on the platform’s servers.

Because of its persistent nature, digital content is mostly consumed asynchronously: we typically
react or reply to something at a time other than when it’s posted, and reactions to our reaction
will also come at a later, usually unpredictable time. This can make digital media hard to turn
off, since a reaction – or a chance for us to respond to something – may come at any time.

3. Digital media have unknown and unexpected audiences.

Because digital media are networked and digital content is shareable, what you share online may
be seen by people you didn’t intend or expect to see it. Your ability to control who sees what is
limited: both content creators and traditional gatekeepers and distributors have much less power
to control what happens to it once it’s posted. This can make it difficult to manage audiences,
and there is always a risk of context collapse when what was intended for one audience is seen
by another. As well, you may be sharing content that you’re not aware of with audiences you

Module in Ed 110 Page ​29

don’t know about, such as cookies and other tracking tools that record information about who
you are and what you do when you visit a website.

4. Digital media experiences are authentic, but do not always feel real.
Being networked means that all digital media are, to at least a certain extent, interactive: we are
never just passive viewers but always a part of what’s happening. Because it’s interactive we
often respond to things online as though we are really there, but most of the cues that tell us how
we and others feel are absent. One result of this can be “empathy traps,” features of networked
interaction – such as a feeling of being anonymous, or the absence of cues such as tone of voice
or facial expressions in the people we interact with – that prevent us from feeling empathy when
we normally would, and these traps can make us forget that what we do online can have real
consequences. For the same reasons, it can be very difficult to determine someone’s actual
meaning and motivation when interacting with them online, a phenomenon popularly known as
“Poe’s Law.”

Partly because of this, and also because of the lack of physical presence online (we may not even
entirely feel we’re “in” our bodies, as we’re usually sitting and immobile when using digital
media), it’s easy to forget that laws, morals and rights still apply online. The norms and values of
the online communities we’re part of can also affect our own personal norms and values, as the
values of our offline communities do.

Taken together with the lowered barriers to publication discussed above, this can also mean that
the people and images we interact with online affect us as much or more than images in
traditional media because they are (or seem to be) our peers. The images of ourselves we create
online have an extra impact on us because they embody who we imagine (or wish) ourselves to
be.

5. How we respond and behave when using digital media is influenced by the architecture
of the platforms, which reflects the biases and assumptions of their creators​.
One of the most fundamental insights of media literacy is that the form of a medium influences
how we “read” or experience a text. While this remains true in digital media, the network effect
means that the architecture of a platform – everything from the user interface we interact with to
the algorithms that determine how it delivers content to us – affects not just the meaning and
message of digital media but also our own behaviour when using them. On the most fundamental
level, for example, the networked nature of digital media creates a centripetal effect, as
hyperlinks encourage us to move to other texts and platforms. danah boyd describes this
architecture in terms of “affordances,” which “do not dictate participants’ behavior, but they do
configure the environment in a way that shapes participants’ engagement.”

As with traditional media, these influences are not natural or neutral: they reflect the beliefs,
unconscious biases and unquestioned assumptions of their creators. Sometimes these values will
be consciously applied: if a platform’s designers consider freedom of speech their top priority,
then protections from hate speech and harassment will be an afterthought at best – which will
influence who feels free to speak and what kinds of conversations happen. But unconscious
attitudes can be at play, too, such as an “engineering mindset” that sees no problem with showing
different job listings for Black and White users, or with delivering an ever-narrower feed of news

Module in Ed 110 Page ​30

that you’re sure to agree with if that’s the most efficient and effective way to advertise to you. As
is almost always the case, commercial considerations are also key: a platform that makes money
from user engagement will naturally encourage interactions that produce the most intense
engagement, no matter the content or tenor of those interactions.

There is often an interplay between the influence of platforms and users’ own needs, as can
occur in traditional media as well. Teens may choose to post casual photos on Snapchat and
more formal ones on Instagram, for instance, based on how they see the two platforms serving
their purposes differently, but they are also being influenced by the structure of those platforms:
Snapchat, where photos are temporary by default, creates an expectation of being casual and
“fun,” while Instagram’s persistent feed promotes the careful maintenance of a public-facing
profile.

● In a higher education environment, foundational literacy and basic ICT skills are a
student prerequisite and not part of digital literacy programs.
● Digital natives are the new generation of young people born into the digital age, while
“​digital immigrants” are those who learnt to use computers at some stage during their
adult life. Whereas digital natives are assumed to be inherently technology-savvy, digital
immigrants are usually assumed to have some difficulty with information technology
(Wang, Myers, & Sundaram, 2013).
● Digital footprint​. This refers to the traces of your personal and professional information
that are left in online networks - both intentionally and unintentionally (Western Sidney
University, 2017).

● The 3 Rs of Digital Citizenship – Being Responsible, Respectful and Reputable (Be

Social. Be Smart., 2015).
Fostering Digital Literacy in the Classroom

The Intersection of Digital and Media Literacy

Because both digital and media literacy are fairly new concepts, there is considerable debate
amongst experts and academics around the world as to how they should be defined. It is
generally agreed that skills and competencies for digital literacy and media literacy are closely
related to each other and to additional “21st-century” skills that are needed for living and
working in media- and information-rich societies.

For example, the key concepts for media literacy – that media is constructed; that audiences
negotiate meaning; that media have commercial, social and political implications; and that each
medium has a unique aesthetic form that affects how content is presented – are as equally
applicable to watching TV news as to searching for health information online.

Although digital and media literacy both draw on the same core skill of critical thinking, the fact
that most digital media are networked and interactive raises additional issues and requires

Module in Ed 110 Page ​31

additional habits and skills: media literacy generally focuses on teaching youth to be critically
engaged consumers of media, while digital literacy is more about enabling youth to participate in
digital media in wise, safe and ethical ways. However, it is important to keep in mind that digital
literacy does not replace or run parallel to media literacy but rather builds on it while
incorporating new concepts that arise from the added dimension of networked interactivity. At
the same time, many digital issues cannot be understood without traditional media literacy. For
example, youth cannot fully understand why online services want to collect their personal
information without exploring the commercial considerations of those services, a traditional
concern of media literacy. Even a highly technical subject like the role of algorithms (such as
Google’s search algorithm or Facebook’s News Feed) in shaping our online experience and
behaviour can really only be understood through a media literacy lens because it depends on
recognizing that these were made by people and that they are not neutral tools but rather reflect
the biases and assumptions of their creators.

Source: https://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/intersection-digital-media-literacy

Fostering Digital Literacy in the Classroom

Module in Ed 110 Page ​32

 ● Although many teachers are using technology in their classrooms to support different
learning styles and to engage students, there is a need for guidelines to help them do this
to promote innovative thinking and collaborative work, promote ethical practices, and
strengthen their own professional development.

● Strategies

● Provide students with authentic learning opportunities that are enhanced through
technological tools;
● Position teachers as facilitators and co-learners, instead of “drill and kill” experts;
● Focus teacher training on how to use technology to enhance learning and meet
curricular outcomes; and
● Create reasonable policies and less restrictive filters in schools so that teachers
can better help students develop and exercise good judgement.[12]

One of the supporting principles of Manitoba’s Continuum Model for Literacy with ICT
is the gradual release of responsibility from teacher to student.[14] According to this
principle, teachers act as facilitators and guides who provide scaffolding to help students
develop higher-level critical and creative thinking and deeper understanding relating to
ICT as they gradually become more autonomous users of networked technology.[15]

This principle fits well into effective programs for digital literacy and digital citizenship
that:

● are holistic, building links between school, home and the community and taking
into account both online and offline opportunities for engagement and
empowerment;
● are evidence-based;
● are proactive, as opposed to reactive;
● position digital technology as a right and a responsibility;
● reinforce positive and pro-social uses of technology;
● provide a wide range of tools and resources;
● focus not just on safety, but also on the whole range of digital literacy skills and
competencies;
● are built upon traditional aspects of character and moral education as well as a
broader interpretation of civics education;
● are child-centred and youth-led – building on the reality of young people’s lives
and providing real and authentic experiences;
● foster a gradual release of responsibility towards independent practice by youth –
working with youth in building resilience, finding solutions and promoting
positive engagement with technology; and
● position adults as supportive mentors and facilitators.

This framework consists of lessons, classroom activities and other teacher resources that

Module in Ed 110 Page ​33

 Digital Literacy Across the Curriculum
Digital education has a place in nearly every course and subject. Here are some ideas to
get you started:

English Language Arts: This subject is where media literacy expectations have most
often been found, and those apply to digital media as well. Some of the most important
implications of our key concepts – like the idea that anyone can publish online – make
traditional media literacy skills more important than ever, but also require more
up-to-date ways of recognizing advertising, for example, and the ways that we are
susceptible to bias.

Digital tech also provides enormous opportunities for creative media production. We
need to take advantage of those opportunities, while also making sure that our students
understand the ethical issues involved in it – as well as their own rights as media creators.

Social Sciences: Finding and verifying information is at the heart of social science.
Teachers can explore the use of the Internet for research, including access to uncensored
information and alternative news sources. As with English, students can also learn to
distinguish bias, misinformation and propaganda in online content. In more advanced
classes like anthropology and psychology, students can learn how the values of their
online communities are shaped and how the features of online environments shape our
behaviour.

Civics: Digital platforms are the new arena for both online and offline civic participation,
and digital technology also offers students a chance to participate as full citizens in a way
that they can’t offline. Teaching them to be an active part of their online communities –
as well as to use digital tools to be involved offline – is essential to prepare them to be
fully engaged citizens when they’re older.

Careers: Students will need to learn that what they post online might be around for a long
time – and that they have some control over whether that reflects well or poorly on them.
As well, digital literacy skills such as communicating clearly, collaborating remotely and
managing information will be some of the most important and longest-lasting job skills
when students graduate.

Health and Personal Development: Because digital tech is so central to young people’s
lives, no subject may need to integrate digital literacy more than health. Traditional
health topics like body image and sexual health education need to incorporate digital
literacy key concepts, as well as digital health issues such as “fear of missing out” that
are caused by persistence, shareability and asynchronous communication.

Young people’s self-image is influenced by the photos of their peers – and themselves –
that they select, and often edit or manipulate, so carefully. As well, the line separating
them from the celebrities they admire – whose images are very definitely Photoshopped –
is largely gone, as they all participate in the same platforms like Instagram. Beyond just

Module in Ed 110 Page ​34

 body image, young people need to be able to ask questions about the ideals of
masculinity and femininity that they feel pressured to fit into on social media.

Young people’s health can also be affected by some of the features of digital media like
persistence and shareability, which can make it very hard to log off and give the haunting
feeling of “fear of missing out” – the idea that your friends are having a good time online
without you.

Finally, students need to understand some of the effects we’ve discussed that digital
media can have on relationships, as well as how to deal with them, and to understand how
ideas like respect and consent apply in the online context.

The Arts: As more and more artistic production is created or distributed through digital
media, arts courses also need to reflect the impacts of digital technology, such as how
platform architecture influences aesthetics and self-presentation, and the effects of
networked technology on arts industries and communities. The Internet has definitely
been a mixed blessing for most arts industries, but students need to understand those
changes – and be able to see what changes are coming – if they’re considering careers in
the arts.

Technology and ICT: Technology courses themselves need to adopt a wider view of
digital literacy and go beyond a focus on technical skills – which are likely to be obsolete
within a few years after students graduate – to a more critical understanding of digital
technology, and should expand from a focus on using technology to include
understanding and creating as well.

● Challenges in Digital Literacy Education (Cassie Hague and Sarah Payton,

Futurelab 2010)
Digital literacy, knowledge and understanding amongst teachers
Teacher confidence and expertise
Pedagogy and classroom relationships
Infrastructure and facilities

Chapter Test
1. What term refers to the means of communication, such as radio, television, magazines, or
the Internet? ____________________________________
2. Which of the following concepts is true about media literacy?
a. Media Literacy is an essential skill to enable young people to engage as citizens
of a democracy
b. Media literacy builds an understanding of the role of media in society
c. Media literacy builds essential skills of inquiry and self-expression
d. Media literacy is primarily about evaluating news sources\

Module in Ed 110 Page ​35

 e. All of these are true
f. All of these are false.
3. A person that is media literate can:
A. Use and find information of all types in a university library, including computer
sources, microfilm and indexes/abstracts
B. Easily use all types of computer hardware and software and other forms of new
technology
C. Critically evaluate television programs and see through persuasion techniques
D. Read, analyze and critically evaluate information presented in a variety of formats
(television, print, radio, computers, etc.)
4. Typing all in capitals in electronic communications means:
A. Nothing special, typing in capitals is normal
B. You are shouting
C. This message is very important

References:

Bawden, D. (2008). ‘Origins and concepts of digital literacy’, in C Lankshear & M Knobel (eds),
Digital literacies: concepts, policies and practices, Peter Lang Publishing, New York, pp.
17–32.

Center for Media Literacy. (2005) Literacy for the 21st Century An Overview & Orientation
Guide to Media Literacy Education, Part I: Theory. Available at
http://www.medialit.org/sites/default/files/01 MLKorientation.pdf

Cassie Hague and Sarah Payton Futurelab 2010. Digital literacy across the curriculum.
Retrieved from ​https://www.nfer.ac.uk/publications/futl06/futl06.pdf

Library Study Smart (2017) What is digital literacy. Retrieved from

westernsydney.edu.au/studysmart

Jisc. (2016). Building Digital Capability. Retrieved from

https://www.jisc.ac.uk/rd/projects/building-digital-capability

Media Smart.(n.d.). The Intersection of Digital and Media LiteracyRetrieved from

https://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-f
undamentals/intersection-digital-media-literacy

Wang, Q.(., Myers, M.D. & Sundaram, D. (2013). Digital Natives and Digital Immigrants. Bus
Inf Syst Eng 5, 409–419 https://doi.org/10.1007/s12599-013-0296-y
Western Sidney University. (2017). Digital Literacy ebook. Retrieved from
https://www.westernsydney.edu​.au
/__data/assets/pdf_file/0009/1105398/eBook_-_Digital_literacy.pdf

Module in Ed 110 Page ​36

http://www.besocialbesmart.com.au/uncategorized/the-3-rs-of-digital-citizenship-being-responsi
ble-respectful-and-reputable/

Introduction
The earth’s ecological systems provide countless benefits to people since time
immemorial. However, nearly all ecosystems on Earth have been fundamentally altered by
human, either directly or indirectly, as a result of their activities. To maintain Earths life support
systems while meeting human needs, current and future citizens must be prepared to make sound
decisions about the environment at all levels- from local to global. These decisions range from
simple, everyday lifestyle choices to major decisions about environmental management,
development, restoration, and regulation (Palmer, 2004b).
This chapter deals with ecological literacy. It starts with the concept of ecological literacy
and how it is distinct from environmental literacy and eco literacy.

Intended Learning Outcomes

1. Differentiate one from the other: environmental literacy, Eco literacy
and ecological literacy
2. Apply the principles and theories of ecological literacy in designing
effective lessons and engaging classroom activities

Lecture Notes
WHAT IS ECOLOGICAL LITERACY?

● Ecological literacy

Module in Ed 110 Page ​37

 Ecology is the study of the relationships between living organisms, including humans,
and their physical environment; it seeks to understand the vital connections between
plants and animals and the world around them. Ecology also provides information
about the benefits of ecosystems and how we can use Earth’s resources in ways that
leave the environment healthy for future generations. (The Ecological Society of
America, 2020).
The term ecological literacy was first publicly used by Risser in 1986 in his Address
of the Past President to the Ecological Society of America.
It involves the ability to understand the natural systems that make life on earth
possible.
It pertains to the possession of key ecological knowledge necessary for informed
decision-making, acquired through scientific inquiry and systems thinking.
To be ecoliterate means understanding the principles of organization of ecological
communities (i.e. ecosystems) and using those principles for creating sustainable
human communities.

WHAT IS ECOLITERACY?

● Ecoliteracy (​(McBride, Brewer, Berkowitz, and Borrie, 2013)

The term ecoliteracy was first published by Capra in 1997 (McBride, Brewer,
Berkowitz, and Borrie, 2013), who founded the Center for Ecoliteracy, a nonprofit
organization dedicated to education for sustainable living (Center for Ecoliteracy
2013a).
It focuses on the creation of sustainable human communities and society and called
for a fundamental reconstruction of the entire educational system (Orr, 1992 in
McBride, Brewer, Berkowitz, and Borrie, 2013)
What mostly differentiates ecoliteracy from environmental literacy is the clear
emphasis on sustainability, and the introduction of spiritual, holististic components,
expressed in terms of “celebration of Creation” (Orr, 1992), “spirit” and “reverence
for the Earth” (Capra, 1997, 2002, 2011), and “expansion of the soul” (Wooltorton,
2006) (Table 4a). An ecoliterate person is prepared to be an effective member of
sustainable society, with well-rounded abilities of head, heart, hands, and spirit,
comprising an organic understanding of the world and participatory action within and
with the environment.
.

WHAT IS ENVIRONMENTAL LITERACY?

● Environmental Literacy
Environment refers to “the complex of physical, chemical, and biotic factors that act
upon an organism or an ecological community and ultimately determine its form and
survival” (Encylopedia Britannica).
The term ​environmental literacy was first used 45 years ago in an issue of the
Massachusetts Audubon by Roth (1968) who inquired ‘‘How shall we know the
environmentally literate citizen? (McBride, Brewer, Berkowitz, and Borrie, 2013).

Module in Ed 110 Page ​38

 The most widely accepted meaning of environmental literacy is that it comprises an
awareness of and concern about the environment and its associated problems, as well
as the knowledge, skills, and motivations to work toward solutions of current
problems and the prevention of new ones (NAAEE 2004).

Environmental literacy, Ecological literacy, and Ecoliteracy and their Dominant

Educational Objectives and Pedagogical Approaches

Module in Ed 110 Page ​39

 Adapted from
https://esajournals.onlinelibrary.wiley.com/cms/asset/7d2a6a4b-b527-4631-82fe-204419
26ac9e/ecs213000751-tbl-0008-m.jpg

Chapter Test:
Answer the following:
a. Compare and contrast: ecological literacy, ecoliteracy and environmental literacy by
using a concept map.
b. Would you consider yourself an ecoliterate person? Why or Why not?
c. Put forward 2 ways in which you can incorporate ecological literacy in teaching your
field of specialization

Module in Ed 110 Page ​40

References:

McBride, Brooke Baldauf, "Essential Elements of Ecological Literacy and the Pathways to
Achieve It: Perspectives of Ecologists" (2011). Graduate Student Theses, Dissertations,
& Professional Papers. 380. ​https://scholarworks.umt.edu/etd/380

Encyclopedia Britannica.(2020). Environment. Retrieved from

https://www.britannica.com/science/environment

The Ecological Sociery of America.(2020). What is Ecology. Retrieved from

https://www.esa.org/about/what-does-ecology-have-to-do-with-me/

Module in Ed 110 Page ​41

Introduction

Engaging with art is essential to the human experience. Almost as soon as motor skills
are developed, children communicate through artistic expression. The arts challenge us with
different points of view, compel us to empathize with “others,” and give us the opportunity to
reflect on the human condition (Kisida & Bowen, 2019).

An IBM survey of 1,500 CEOs from around the world found that creativity was the
number one factor that had to be instilled throughout an organization in order to be successful
(IBM, 2010 in Lambert, 2017). These CEOs valued creativity over management discipline,
integrity, even over vision.
In Rise of the Creative Class – Revisited Richard Florida (2012) suggests that we are
undergoing a change at least as dramatic as the industrial revolution:

“It wasn’t just the Internet, or the rise of new technologies, or even
globalization that were upending our jobs, lives, and communities, though
all those things were important. Beneath the surface, unnoticed by many, an
even deeper force was at work – the rise of creativity as a fundamental
economic driver, and the rise of a new social class, the Creative Class. (p.
vii)

Many new developments and the challenges of the present times all point to teachers and
students needing to be more adept in the arts and manifest creativity in various activities.

This chapter presents relevant concepts of artistic and creative literacy. Attention is
focused on its description, benefits, creativity and arts education in the Philippines.

Intended learning Outcomes

1. Define the following terms: arts, creativity, artistic and creative
literacy
2. Discuss the value of Arts and creativity to education and practical life.
3. Identify best practices in developing /designing curriculum that
cultivates the arts and creativity among learners

Module in Ed 110 Page ​42

 Lecture Notes
WHAT IS ARTISTIC AND CREATIVE LITERACY?

● The arts, also called fine arts, refers to the modes of expression that use skill or
imagination in the creation of aesthetic objects, environments, or experiences that can be
shared with others (Encyclopedia Britannica).
● Traditional categories within the arts include literature (including poetry, drama, story,
and so on), the visual arts (painting, drawing, sculpture, etc.), the graphic arts (painting,
drawing, design, and other forms expressed on flat surfaces), the plastic arts (sculpture,
modeling), the decorative arts (enamel work, furniture design, mosaic, etc.), the
performing arts (theatre, dance, music), music (as composition), and architecture (often
including interior design) (Encyclopedia Britannica)

● Article 27 of the Universal Declaration of Human Rights recognizes enjoyment of the

arts as a human right. “Everyone has the right freely to participate in the cultural life of
the community, to enjoy the arts, and to share in scientific advancement and its benefits.”

● Creativity - “the interaction among aptitude, process, and environment by which an

individual or group produces a perceptible product that is both novel and useful as
defined within a social context” (Plucker, Beghetto & Dow, 2004)

● The Arts and Creativity: This literacy can be manifested in creative ways of
problem-solving and expressed through the production of various art works.

● "Artistic literacy is the knowledge and understanding required to participate authentically

in the arts." (National Coalition for Core Arts Standards in its 2014 release of the
National Core Arts Standard (NCAS)

● “​Artistic literacy​ refers to the ability to connect both personally and meaningfully to
works of art and, through this process, to forge connections to our humanity and the
humanity of others” (Artistic Literacy Institute, 2019).

WHAT ARE THE CHALLENGES OF ART & CRETAIVITY EDUCATION?

● Bringing creativity and literacy together can be a powerful tool in teaching.
● A critical challenge for arts education has been a lack of empirical evidence that
demonstrates its educational value. The most promising outcomes associated with arts
education learning objectives extend beyond commonly reported outcomes such as math
and reading test scores.
● Benefits of Arts Education:
✔ increases student engagement
✔ leads to the development of positive habits, behaviors and attitudes
✔ enhances creativity and sharpens critical thinking
✔ teach methods for learning language skills and mathematics

Module in Ed 110 Page ​43

 ● Status of Arts Education in the Philippines
● The shift to the K-12 educational system in the Department of Education has proved
beneficial to the creative and cultural sectors.
● The improvement of the K-12 Basic Education Program curriculum has shown noticeably
good results, as students have become more receptive to artistic content and are more
appreciative of the arts in the regions. However, it should be noted that the teachers still
find it difficult to acquire instructional materials, including those which require
permission for production (with respect to the intellectual property rights), such as music
and music sheets (Samodio, 2017).
● DepEd’s Special Program in the Arts continues to serve as a means for harnessing the
exceptional talents of young artists from various regions. It gives opportunities for
individuals to hone their artistic talents in fields such as Creative Writing (English and
Filipino), Visual Arts, Theater Arts, Vocal Music, Instrumental Music, Dance, and Media
Arts, as part of their regular schooling (Samodio, 2017).
● Approaches in Developing Creativity in schools:
Steering digital media towards creative learning
Making time for life in learning as creative solutions flourish in less rigid spaces
Employing strategies that encourage creative inquiry.
Nourishing students’ senses
● The Need for Creative Development in Teacher Education
● Sustained creative practice can be characterized as falling into three general categories
that are closely interrelated: inventive, involving the creation of original work across the
disciplines; innovative, involving the redesign or modification of an existing form,
product or system usually associated with business and industry; and interpretive,
involving redesign, modification, evolution, or interpretation of existing work or forms
often associated with the arts (Kelly, 2012)

Module in Ed 110 Page ​44

Chepter Test:
1. What is artistic literacy?
2. Identify and describe the value of Arts to education and practical life.
3. What is your personal perception of creativity? In what ways can you show
creativity?
4. Identify best practices in developing /designing curriculum that cultivates the arts
and creativity among learners

References:

Kisida, B. & Bowen, D.H. (2019). New evidence of the benefits of arts education. BROWN
CENTER CHALKBOARD. Retrieved from
https://www.brookings.edu/blog/brown-center-chalkboard/2019/02/12/new-evidence-of-t
he-benefits-of-arts-education/

Samodio, Glorife. (2017). Nurturing Filipino Creativity: Philippine Education Policies in

Support of the Creative Industrie. ​International Journal of Cultural and Creative
Industries, 5(1). Retrieved from f​ ile:///C:/Users/HP/Downloads/245_file_1.pdf

Module in Ed 110 Page ​45

Introduction

In this age of information and communication technology​, critical literacy is a valuable

ability. Critical literacy bestows a person the ability to engage more deeply in texts and analyze
its meaning and implications. Teachers need to take this education seriously as technology gets
more advanced every year.
This chapter will provide a background in critical literacy, why it is important and how it
can be done in the classroom.

Intended Learning Outcomes

1. Describe critical literacy and why it is important
2. Discuss a brief background of the theories underlying critical literacy
3. Apply the principles and theories of critical literacy in designing
effective lessons and engaging classroom activities.

Lecture Notes
WHAT IS CRITICAL LITERACY?

● It is about active and reflective reading to better understand power, inequality, and
injustice in human relationships.
● It is about imagining thoughtful ways of thinking about reconstructing and redesigning
texts, images, and practices to convey different and more socially just and equitable
messages and ways of being that have real-life effects and real-world impact” (Vasquez,
2017b, para. 19).
● In its contemporary form, ​critical literacy is perceived as a teaching strategy​, or the
ability to identify in texts or media (un)conscious bias and social inequalities with an
ultimate goal to peacefully fight against them (Patsala and Michali (2020).
● It is a perspective and a way of thinking about curriculum, literacies, and the lived
experiences of our students.
● Critical literacy views readers as active participants in the reading process and invites
them to move beyond passively accepting the text’ message to question, examine, or

Module in Ed 110 Page ​46

 dispute the power relations that exist between readers and authors. It focuses on issues of
power and promotes reflection, transformation, and action.

WHY IS CRITICAL LITERACY IMPORTANT?

● It enables students to look at the world through a critical lens and challenge the power
relations within the messages being communicated
● Critical teaching allows students to actively work out their learning and problem solving,
by providing an outlet, a source of action or social justice.
● Critical teaching allows students to better connect classroom practice with the social
realms they engage in outside of school, providing a connection between the home,
school, and social realms.
● Critical literacy practice engages students and allowing them to use their previous
experiences, providing classroom literacies more similar to literacies used outside of the
classroom.
● Critical literacy helps us to move beyond passive acceptance to take an active role in the
reader-author relationship.

CRITICAL LITERACY IN THE CLASSROOM

● Critical literacy should be viewed as a lens, frame, or perspective for teaching throughout
the day, across the curriculum, and perhaps beyond, rather than as a topic to be covered
or unit to be studied.
● Reading from a critical perspective requires thinking beyond the text to understand issues
such as why the author wrote about a particular topic, wrote from a particular perspective,
or chose to include some ideas about the topic and exclude others.
● Teachers, who facilitate the development of critical literacy, encourage students to
interrogate societal issues and institutions like family, poverty, education, equity, and
equality in order to critique the structures that serve as norms, and to demonstrate how
these norms are not experienced by all members of society.
● Some of the most commonly used practices that support critical literacy included: reading
supplementary texts; reading multiple texts; reading from a resistant perspective;
producing counter-texts; having students conduct research about topics of personal
interest; and challenging students to take social action.
● Some Critical Literacy Strategies: ​Three key strategies that specifically promote a
critical perspective are:
❖ 1. ​Problem posing. Also called “problem posing,” problematizing provides teachers
with a way to consciously and intentionally nurture a critical perspective.
❖ 2. ​Juxtaposing​. This strategy aims to an understanding of a point of view wherein two
texts on a similar topic are compared.
❖ 3. ​Switching​.

Chapter Test:

Module in Ed 110 Page ​47

1. Do you consider yourself to critically literate? Why or why not?

2. When you watch your favorite television show, there are many advertisements. Answer the
following:
o How are various advertisements positioning you as a reader?
o Is the ad gender-specific or gender-biased in nature?
o What would you change in those ads if they were to be rewritten?
3. Cite 2 examples in teaching your field of specialization that can be enriched by integrating
critical literacy.

References:

Vivian Maria Vasquez, Hilary Janks, and Barbara Comber (2019) “Critical Literacy as a
Way of Being and Doing,” a Research and Policy column, May2019 ​Language
Arts in National Council of Teachers ofEnglish. Retrieved from
https://ncte.org/blog/2019/07/critical-literacy
Literacy Instruction. ​https://literacyleader.weebly.com/critical-literacy.html
Patsala,P. and Michali, M. (2020) Sharpening Students' Critical Literacy Skills Through
Corpus-Based Instruction: Addressing the Issue of Language Sexism. Handbook
of Research on Cultivating Literacy in Diverse and Multilingual Classrooms.
Retrieved from https://www.igi-global.com/dictionary/critical-literacy/6211

Module in Ed 110 Page ​48