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ED 3 Material 3 1

Materials to read in Ed-3

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12 views7 pages

ED 3 Material 3 1

Materials to read in Ed-3

Uploaded by

Ajeia Ismael
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Republic of the Philippines

PALAWAN STATE UNIVERSITY


Puerto Princesa City

PSU BROOKE’S POINT

READING MATERIAL FOR


ED 3 BUILDING AND ENHANCING NEW LITERACIES
ACROSS THE CURRICULUM

Prepared by:

JERDEN A. MACOLOR
Instructor
Material # 3

New Literacies, Functional Literacy and


Multiliteracy

*Disclaimer
This material is for educational purposes only. This is to remind everyone that taking
screenshots on any of the posted materials without prior consent from your teachers
and thereafter posting it in social media is not allowed.
You might be infringing the intellectual property rights of your teacher which is
punishable under Philippine Law
OVERVIEW

The increasing complexity of modern communication gives rise to a number of

distinct capabilities and possibilities. Hence, 21st century literacy combines cross-

curricular capabilities also called “multiliteracies” and now commonly referred to as

“new literacies”. 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.

In this material, the reader will be introduced to the ‘new literacies’. This

material will also tackle the concept of a ‘functional literacy’. Lastly, the material will

also present the integration of new literacies in the curriculum.

SPECIFIC LEARNING OUTCOMES:

At the end of the reading material, the students will be able to:

• Discuss new literacies and their impact on 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
21st Century Education
Materi al 1 |1

EXPLORING THE NEW LITERACIES

There are seven new literacies that are stressed in the 21st century curriculum.

1. Multicultural Literacy is about understanding ethnic groups that comprise the


population and focuses on complex issues of identity, diversity and citizenship.
2. Social Literacy is the development of social skills, knowledge and positive
values in human beings to act positively and responsibly in sophisticated
complex social settings.
3. Media Literacy is the ability to access, analyze, evaluate and create media.
4. Financial Literacy is the ability to make informed judgments and make effective
decisions regarding the use and management of money.
5. Digital literacy is the ability to effectively use digital devices for purpose 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.

FUNCTIONAL LITERACY

The term functional literacy was initially defined by UNESCO through William
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 or reductionist
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, social, economic and cultural endeavors. Therefore,
the essence in functional literacy is to learn basic related information and skills and use
21st Century Education
Materi al 1 |2

them in daily life. Functional literacy level comprises both technical and functional
skills while encompassing social, citizenship and economic roles.

There is a different definition


for functional literacy in the Education
for All Global Monitoring Report
(UNESCO, 2006). According to this
definition, functional literacy means
the ability to make significant use of
activities involving reading and
writing skills which includes using
information, communicating with others, and following a path of lifelong learning
necessary for that individual’s 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
himself/herself ’s own development and that of his/her family and society.

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 21st 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 the future they deserve.

The Multiliterate learner

Today, the internet and other forms of information and communication


technologies (ICTs) are redefining the nature of reading, writing and communication.
New literacy skills and practices are required by each new ICT as it emerges and
evolves. Thus, these new literacies need to be integrated into the curriculum to prepare
students for successful civic participation in a global environment.
21st Century Education
Materi al 1 |3

Students would desire for:

1. Teachers who use ICTs skillfully for teaching and learning;


2. Peers who use ICTs responsibly and 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 into practice,
standards and assessment that include new literacies.
5. Leaders and policymakers who are committed advocates of ICTs for teaching
and learning.
6. Equal access to ICTs for all classrooms and students.

Impact of New Literacies on Instruction

Engagement in literacy activities is being transformed today like 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.

MULTILITERACIES IN THE EDUCATIONAL REFORM

In a broader essence, the concept of 21st century skills is motivated by the belief
that teaching students the most relevant, useful, in-demand, and universally applicable
skills should be prioritized in today’s schools.

21st Century skills may be taught in a wide variety of school settings. Teachers
may advocate teaching cross-disciplinary skills, while schools may require 21st 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.
21st Century Education
Materi al 1 |4

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.

Preparing Teachers for Multiliteracies

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.

Research shows that effective instruction in 21 st century literacies takes an


integrated approach, helping students understand how to access, evaluate, synthesize
and contribute to information.

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