Module 3: NEW LITERACIES, FUNCTIONAL LITERACY AND MULTILITERACY LEARNING OUTCOMES . Discuss new literacies and their impact on the teaching-learning process . Describe a multiliterate teacher . Define functional literacy . Cite how functional literacy and new literacies can be integrated in the curriculum and practiced in the classroom . Draw relevant life lessons and significant values from personal application of functional literacy . Analyze a research abstract on new literacies and their implications on teaching and leaming . Make a project plan or action plan that presents functional literacy in action INTERACTIVE PRESENTATION Tableau Technique: This is an activity that depicts the students’ understanding of the concept of new literacies including their expressions through tableau formation. (Tableau is a depiction of a scene through monumental statue formation.) It enhances creativity, resourcefulness, and critica2! thinking. Procedure: : 4. Group the students into 4 or 5 depending on the class size. 2. Give ample time for each group to think of ideas that are related to the assigned new literacy (i.e. social literacy, media literacy, multicultural literacy, digital literacy, creativity literacy, and ecoliteracy) 3. Ask each group to form a tableau that portrays a scenario or scene of the assigned topic. 4. Explain the tableau. Let the group presenter do this. 5. Give the class time for a brief reflection of the activity. Students are taught to read and write print with fluency, speed and comprehension of the message of the writer and the interpretation of the content of the material. The United Nations Educational, Scientific and Cultural Organization (UNESCO) asserts that a person, who is literate, can comprehend and write simple and short sentences raizted. to his/her daily jife.40 Buitoins ano ENHancine New Literacies Across THE CuRRICULUM : | ‘ i New Literacies ‘Between 1950 and 1970, the development of literacy, both operational and functional, was established, During this period, literacy, was defined as reading and writing skills necessitated for activities in modem society (GUnes, 2000), Beyond the 1990s, literacy had starteg, to diversify in the light of technological developments, change of living conditions in cities, and the new necessities. Hereafter, literacy then became multi-faceted. | At first, literacy was used in various types, such as computer, literacy, technology literacy, Internet literacy, and media | literacy, respectively (Altun, 2005). Later on, it became a lifestyle along with a person's entire life in a soclety that encompasses information literacy, cultural literacy and universal literacy. Truly, literacy has’changed and developed through a multitude of phases within a specific period based on societal needs. However, along this line, literacy is not confined only to knowing, how to read and write rather, it is a matter of applying knowledge for, specific purposes in particular contexts. It includes a socially-criven» and evolved a pattern of activities, such as writing correspondence, records keeping and inventories, posting announcements, reporting,» étc, As such, Lankshear & Knobel (2006) averred that literacies intend to generate and communicate meanings through the medium of encoded texts within contexts in various discourses. Kress (2003) posited that literacy can only happen when having a kind of potential content through interaction with the text. Likewise, a particular text may be understood for being connected or related, Although in. a way, such meaning can be more relational than literal or expressing solidarity or affinity with particular people, like understanding the Internet, online practices and online content. Hence, anything available online can become a resource for-making diverse, meaning. : Literacies can bear a coding system that can capture the: meaning, such as “letteracy” (i.e., within language and recognition of alphabetic symbols). Moreover, the Primary English Teaching Association Australia (2015) asserts that 21% Century literacy has expanded to include social change, increasing field expertise and digital technologies. To be literate requires comprehension, selection and use of multimodal codes and conventions to interpret and express ideas, feelings and information. Subject-specific literacies are recognized to require the application of specialized knowledge and skills, information skills, and the creative and imaginative language. Literacy in the 21st century, therefore, demands the ability to perform and act confidently, efficiently and ethically with a wide range of written and visual, print, live, digital or electronic text types according to purpose (www. petaa.edu. au). The increasing complexity of modern communication gives rise to a number of distinct capabilities and possibilities. Hence, 2 E Century literacy combines cross-curricular capabilities also callModule 3: New Literacies, Functional Literacy and Multiiterar ‘multiliteracies’ and now commonly referred to as ‘new literacies’. These broad skills include visual literacy, information literacy, cultural literacy and digital literacy dynamics. These new literacies are fused with traditional print literacy to create opportunities and enable students to understand and use new text types, while exploring knowledge and information with a wide array of technological tools, such as blogging, fanfic writing, manga producing, meme-ing, photoshopping, animé music video (AMV), podcasting, vodcasting, and gaming, running a paper-based zine, reading literary novels and wordless picture books, reading graphic novels and comics, and reading bus timetables. (Primary English Teaching Association Australia, 2016). Leander (2003) noted that new literacies are often: flexible, continuous and open, where online and offline lives and “literacyscapes” merge. Thus, when a literacy practice becomes a mindset with the concept of Web 2.0, it can be regarded as a new literacy. New technologies enable and enhance these practices in a way that is highly complex and exciting for students. Exploring the New Literacies. 3 There are seven new literacies that are stressed in the 21* century curriculum. 1, Multicultural Literacy is about understanding ethnic groups that comprise the population and focuses on complex issues of identity, diversity and citizenship. 2. Social literacy is the development of social skills, knowledge and positive values in human beings to act positively and responsibly in sophisticated complex social settings. 3. Media literacy is the ability to access, analyze, evaluate, and create media. 4. Financial literacy is the ability to make informed judgments and make effective decisions regarding the use and management of money. 5. Digital literacy is the ability to effectively use digital devices for purposes of communication, expression, collaboration and advocacy in a knowledge-based society. 6. Ecological literacy is understanding the principles of ecosystems toward sustainability. 7. Creative literacy is the ability to make original ideas that have value, and the ability to see the world in new ways. The Truth on 24* Century Literacies According to Research Since success with technology depends largely on critical thinking and reflection, teachers with relatively little technological skills can provide less useful instruction. Therefore, schools must support the teachers by providing them professional training and up-to-date technology for utilization in classrooms. eeGlobal economies, new technologies, and exponential growth in information are transforming our society. Since today's peoplg engage with a technology-driven, diverse, and quickly changing world, teachers need to prepare students for this world with problem. solving, collaboration, and analysis, as well as skills with worg processing, hypertext, LCDs, Webcams, podcasts, smartboards, ang Social networking software that are central to individual and community success. The National Council of Teachers of English (2013) came up with a fesearch that reveals the following: 1. As new technologies shape literacies, they bring opportunities for teachers to foster reading and writing in more diverse ang Participatory contexts. 2. Sites, like literature's Voice of the Shuttle, online fanfiction, and the Internet Public Library, expand both the range of available texts and the social dimension of literacy. 3. Research on electronic reading workshops shows that they contribute to the emergence of new literacies. 4. Research also shows that digital technology enhances writing and interaction in several ways. 5. K-12 students, whd write with computers, produce compositions of greater length and higher quality are more engaged with and motivated toward writing than those who do not write with computers. 6." College students, who keep e-portfolios, have a higher rate of academic achievement and overall retention rate than those who do not keep e-portfolios. They also demonstrate a greater capacity for metacognition, reflection and audience awareness. 7. Both typical and atypical students, who receive an online fesponse to writing, revise their works better than those participating in traditional method. Functional Literacy The term functional literacy was initially defined by UNESCO through William S. Gray in his Teaching of Reading and Writing (1956) as adult training to meet independently the reading and writing demands placed on them. It stresses the acquisition of appropriate verbal, cognitive and computational skills to accomplish practical results in specific cultural settings dubbed as_ survival literacy and reductionist literacy. Over the decades, as societies have evolved into technical innovations, the definition of functional literacy has been modified to meet the changing demands (Concise Oxford Companion to the English Language, 1998). Referring to functional literacy, UNESCO states the following: 1. Literacy programs should be integrated to and correlated with economic and social development plans.2. The eradication of illiteracy should begin with population sectors, which are highly motivated and need literacy for their own and their country's benefit. 3. Literacy programs should be linked with economic priorities and carried out in areas undergoing rapid economic expansion. 4, Literacy programs must impart not only reading and writing but also professional and technical knowledge leading to greater participation of adults in economic and civic life. §. Literacy must be an integral part of the over-all educational system and plan of each country. 6. The financial need for functional literacy should be met with various resources, as well as be provided for economic investments. 7. The literacy programs should aid in achieving main economic objectives (i.e. increase in labor productivity, food production, industrialization, social and professional mobility, creation of new manpower and diversification of the economy). Thus, literacy materials present reading, writing and numeracy concepts using words and ideas needed in using information for learners to enhance sufficient literacy skills and continue learning on their own. A number of functional literacy programs have been carried out that focus on different job skills and development aspects. To name a few, in the Philippine context, are agricultural, health, industry, family planning, home making, arts and culture and technical-vocational programs. A new functional literacy aspect, called specific literacy, is becoming a trend, in which the job of the student is analyzed to see exactly the literacy skills needed and those that are only taught. This is to prevent job-skill mismatch. In specific literacy, the student may ~ learn very little but will be of immediate value that would result in increased learner motivation. Therefore, the specific literacy strategy is a planning tool that allows the literacy worker to focus on skills that are of value to the leamers. Significance of this approach includes literacy that; (1) starts in the workplace; (2) uses a diagnostic approach; (3) identifies turning points in economic life that may act as an incentive to learning; (4) assesses the limits of a short-term intervention; and (5) looks for generic skills. (https:/www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-and- maps/functional-literacy) Gunes (2000) posited that functional literacy constitutes the second level of literacy next to basic literacy, in which literary and mathematical information and skills can be utilized in one’s personal, sacial, economic and cultural’ endeavors. Therefore, the essence infunctional literacy is to learn basic related information and skills and | use them in daily life. Functional literacy level comprises both technica) . and functional skills while encompassing social, citizenship, and) economic roles. In context, Gapar (1998) cites that a functionally literate person: is someone who is one step ahead of literacy and maintains literacy , activity throughout his/her life in order to keep living and effectively accommodate him/herself to his/her surroundings. It is, therefore, an ongoing process. UNESCO defines functional literacy as the ability of an individual to take part in significant activities in professional, social, political and cultural aspects in a society, where he/she lives using his/her literacy , skills (De Castel, 1971; Goksen, Gulgoz and Kagitcibasi, 2000; as: cited in Savas, 2006). Hatch (2010) defines it based on the American Heritage College Dictionary (AHCD). Accordingly, the word “functional” means “building capacity” and “literacy” as “reading and writing skills.” Therefore, it is» the capability to proficiently read and write that can be used in daily life routines. Likewise, Knoblauch and Brannon (1993), as cited in Jabusch (2002) distinguished basic literacy and functional literacy as having the * expression “functional” to indicate performance with texts, including, mathematics. The Education for All Global Monitoring Report (UNESCO, 2006) states that functional literacy means the ability to make significant» use of activities involving reading and writing skills that include» using information, communicating with others, and following ap path of lifelong learning necessary for the ability to express him); herself in daily life. UNESCO's definition also adds that functional } literacy includes those skills essential for both official and» unofficial participation, as well as those which are necessary; ‘for national change and development that can be used to aid an, individual in contributing to his/her own development and thatr of his/her family and the society. The National Statistics Authority defines functional literacy as the level of literacy that includes reading, writing and numeracy skills that help people cope with; the daily demands of life Based on these ‘definitions, functional literacy can be concluded as an activity that contributes to the development of an individual and the society, including the ability to use information and skills related to listening, speaking, reading, writing, and arithmetic necessary for daily life in social, cultural and economic aspects effectively (https:/pafs. semanticscholar.org). Improving Functional Literacy in the Philippines Over the years, the Philippines has continuoust in an increased functional literacy rate. ly aspired to attainModule 3, New Literacies, Functional Literacy and Multiliterac) Manuyo (2019) reported that based on the 2013 Functional Literacy, Education and Mass Media Survey (FLEMMS), the country registered a 90.3% rate, which moans that nine out of every 10 Filipinos aged 10-64 were functionally literate. In 2003, there were still gaps at the community level. In the study conducted by World Vision, results showed that the proportion of girls and boys aged 11-13, who were functionally literate, placed at a critical rate of 44%, or below 50% of the students were able to read with comprehension by the end of their basic education. It was also evident .that school dropouts contributed to low functional literacy, Obviously, one In every 100 or about.4 million Filipino children and youth were out-of-school in 2013. Of the total number, 22.9% got married, 19.2% lacked a family income to be sent to school and 19.1% lacked interest in attending schools. In order to address illiteracy issues, creating formal and non-formal learning environments, active participation of local stakeholders, capacity building of teachers, development of contextualized or indigenized learning materials, and tracking of improvement of reading, basic math and essential life skills outcomes were desired. Interventions also included improvement of classrooms and several reading facilities, establishing a culture of reading program, parental training and learning, and skill integration in the curriculum. (https:/www. worldvision.org. ph/stories/improving-functional- ea ‘in- “the-philippines/) In a follow-up study by World Vision in 2016, the functional literacy rate went up at 76.53%. In the community level, the rate inclined to 62.64%, or around 50%-70% of the students were able to read with comprehension by the end of their basic education. The increase was significant within the 3-year interval but it also indicated more improvement is expected considering that rate remained 17.36% short of the 80% threshold (https://pdfs.semanticscholar.org). An analysis shows that low functional literacy could mean low resilience to respond to abnormal conditions and increase a child's vulnerability to exploitation. This could also result in unpreparedness for gainful employment and eventually increased dependency on welfare programs. One of the government initiatives to address this is the Alternative Learning System (ALS) that provides an opportunity for learning among out-of-school youth for them to land in better jobs. {https://patts. semanticscholar.org/394 1/28e7d8e26f67db4951eb527 13964a98546ec pat) Integration of New Literacies in the Curriculum To address the call for literacy in today's world, students must become proficient in the new literacies of 21" century technologies. The International Reading Association (IRA) believes that literacy educators have the responsibility to integrate information and communication technologies into the curriculum to prepare students for thefuture they deserve.The multiliterate learner, Today, the Internet and other forms ofy information and communication technologies (ICTs) are redefining the, nature of reading, writing, and communication, New literacy skills anqy practices are required by each new ICT as it emerges and evolves Thus, these new literacies need to be integrated into the curriculurn, to prepare students for successful civic participation in a globay environment. Students would desire for: (1) teachers who use ICTs. skillfully for teaching and learning; (2) peers who use ICTs responsibly angy who share their knowledge; (3) a literacy curriculum that offers, opportunities for collaboration with peers around. the world; (4), instruction that embeds critical and culturally sensitive thinking int, practice, standards and assessments that include new literacies; (5), leaders and policymakers who are committed advocates of ICTs for teaching and learning; and (8) equal access to ICTs for all classrooms and students, . Coiro, et. al (2008) noted four common elements as broader dimensions of new literacies, to wit: (1) the Internet and other ICTs require new social practices, skills, strategies, and dispositions for their effective use; (2) new literacies are central to full civic, economic, and personal participation in a global community; (3) new literacies rapidly change as defining technologies change; and (4) new literacies are multiple, multimodal and multifaceted, thus, they benefit from multiple lenses seeking to understand how to better support the students in a digital age. Impact of new literacies on instruction. Additional changes are taking place in literacy instruction (Grisham and Wolsey, 2009). Henry (2008) restated that engagement in literacy activities is being transformed today like at no other time in history. As students turn to the Internet and other information communication technologies (ICTs) at increasing rates to read, write and interact with texts, they must develop new skills and strategies, or new literacies, to be successful in these multimodal, intertextual and interactive environments. The Internet has become the defining technology for today's youth and may be the most important ICT for students to learn how to manipulate successfully, Although, there are multiple ways to view the changes in literacy and communication emerging from new technologies (Labbo and Reinking, 1999), it cannot be ignored that literacy changes experiences at school and in everyday lives. As such, rapid profound changes in technology impact students’ literacy journey. Hence, Leu, et, al (2004) posited that changes in literacy are confronted by innovation, that the new literacies of today will be replaced by even newer ones tomorrow as new ICTs continuously emerge in a more globalized community of learners. And such changes bear important implications to instruction, assessment, professional development and fesearch.Multiliteracies in the Educational Reform in a broader essence, the concept of 21 century skills is motivated by the bellef that teaching students the most relevant, useful, In-demand, and universally applicable skills should be prioritized In today's schools. by As such, students need to be taught different skills that should raflect the specific demands of a complex, competitive, knowledge- based, information-age, technology-driven economy and society. 21" Century skills may be taught in a wide variety of school settings. Teachers may advocate teaching cross-disciplinary skills, while schools may require 21" century skills in both instruction and assessment processes. Schools and teachers may use educational approaches that inherently expedite or facilitate the acquisition of cross-disciplinary skills. Educational strategies, that include authentic, outcome-based learning, project-based learning and performance-based learning tend to be cross-disciplinary in nature. Students complete a research project, create multiple technologies, analyze and process information, think creatively, plan out the process, and work collaboratively. in teams with other students. Likewise, schools may allow students to pursue alternative learning pathways, in which students earn academic credit and satisfy graduation requirements by completing an internship, apprenticeship or immersion experience. In this case, students can acquire a variety of practical, job-related skills and work habits, while also completing academic coursework and meeting the same learning standards required of students. Assessment of multiliteracies. Assessment moves from usual memorization of facts and disconnected processes to demonstration of understanding through application in a variety of contexts. Real-world audiences are important part of the assessment process, including self-assessment. Media literacy skills are honed as students address Teal- world issues from the environment. Students use the technological and multimedia tools now available to them to design and produce websites, television shows, radio shows, public service announcements, mini-documentaries, electronic portfolios, DVDs, oral histories and even films. In a way, students can freely express their points of view as they create projects using multimedia and deliver these products to real- world audiences, realizing that they can make a difference and change the world. They learn what it is to be a contributing citizen, and carry these citizenship skills throughout their lives. As a result, standardized test scores are higher because students have acquired the skills and content in a meaningful connected way with profound understanding. They actually master the content on aBuiLowe ANo ENnancing New Literacies Across THe Curricutum much higher level and develop their basic skills by constant application throughout their schooling. ha seaient one Preparing teachers for muttiliteracies. New London Group (1996) underscored multi-literacies as multimodal ways of communication that include communications between and among other languages using diverse channels within cultures and an ability to understand technology and multimedia. As such, applying multiliteracies to teaching offers a new classroom pedagogy that extends and helps manage classrooms. Biswas (2014) asserted that one challenge for educators is to help students create a sustainable literacy development throughout schooling, so that students can develop strong literacy skills (Borsheim, et. al, 2008). Certainly, multiple and new literacies require students to’ integrate technology-enhanced educational tools into their work. Ajayi (2011) recommended that teacher education must prepare teachers to teach multiliteracies in their schools where there is a critical gap between multiliteracies and classroom pedagogy (Pennington, 2013). Given globalization and technological changes, teaching multiliteracies is indispensable to literacy teaching and learning in the 21* century. ‘Therefore, Newman (2002) in Biswas (2014) suggests that teachers integrate four components of multiliteracies in teaching: 1. Situated practice leads students towards meaningful learning by integrating primary knowledge. . 2. Overt instruction guides students to the systematic practice of learning process with tools and techniques. 3. Critical framing teaches students how to question diverse perceptions for better learning experiences. 4, Transformed action teaches students to apply the lessons they learn to solve real-life problems. Thus, teaching multiliteracies can inform, engage, and encourage students to embrace the multiplicity of learning practices (New London Group, 1996). Moreover, teaching multiliteracies can help teachers blend and apply the following four instructional processes of multiliteracies in classroom to ensure successful teaching and advancing students’ learning processes. Research shows that effective instruction in 21* Century literacies takes an integrated approach, helping students understand how to access, evaluate, synthesize, and contribute to information (New London Group, 1996). Teachers insist to: (1) encourage students to reflect regularly on the role of technology in their learning, (2) create a website and invite students to use it to continue class discussions and bring in outside voices; (3) give students strategies for evaluating the quality of information they find on the Internet; (4) be open about one's ownslrengths and fimitations with technology and invite students to help; (6) explora technologias students ara using outside the classroom and find ways to Incorporate tham Into one's teaching; (6) use wiki to develop a multimodal reader's guide to a class text; (7) include a broad variety of madia and genres In class texts; (8) ask students to cronlo a podcast to share with an authentic audience; (9) give students explicit Instruction about how to avoid plagiarism in a digital environment; and (10) refer to tha Partnership for 21" Century Skills wabsite, For schools and policymakers: (1) Teachers need both intellectual and material support for effective 21" century literacy instruction; (2) Schools need to provide continuing opportunities for professional development, as wall as up-to-date technologies for use in literacy classrooms; (3) Address the digital divide by lowering the number of students per computer and by providing high quality access (broadband speed and multiple locations) to technology and multiple software packages; (4) Ensure that students in literacy classes have regular access to technology; (5) Provide regular literacy- specific professional development in technology for teachers and administrators at all levels, including higher education; (6) Require teacher preparation programs to include training in integrating technology into instruction; (7), Protect online learners and ensure their privacy; (8) Affirm the importance of literacy teachers in helping students develop technological proficiency; and (9) Adopt and regularly review standards for instruction in technology. The integration of new literacies and the teaching of multiliteracies open new pedagogical practices that create opportunities for future literacy teachihg and learning. Multiliteracies can also help teachers provide equal access to learning for all students. In effect, students learn to collaborate by sharing their thoughts with others in online spaces where they can engage in different forms or modes of learning process. Consequently, students can be expected to become more confident and knowledgeable in their learning through participatory and collaborative practices as a result of this new literacy integration in the curriculum for teacher education (New London Group, 1996). (Fl jl QUESTIONS FOR DISCUSSION ) 1. What is meant by new literacies? What is their impact on the teaching-learning process? Describe a multiliterate teacher. Distinguish between basic and functional literacy. How can we integrate new literacies and functional literacy in the curriculum and in classroom practice? aan