Module 2: NAAL (Network 0f Alabama Academic Libraries)– view literacy as

LITERACY
a) tasked-based (focuses on the everyday literacy tasks an
adult can and cannot perform, b) skills-based (focuses on the
– traditionally defined as the state of being able to read and knowledge and skills an adult must posses in order to
write. perform these tasks.

– stems from the word “literate” which first appeared in the The New Literacies of the 21st Century:
15th century.
Globalization & Multicultural Literacy – ability to
– derived from Latin word “literatus” meaning (a person) communicate with almost anyone, anywhere, in real time.
marled with letters (distinguish or identified by letters). Interacting with people with cultures, perspectives,
worldview and priorities different from our own with mutual
UNESCO (United Nations Educational, Scientific and Cultural
benefit and productivity.
Organization) defined literacy as:
Social & Financial Literacy – the ability to navigate our own
1. A fundamental human rights.
social networks of both online and offline variety not only to
2. A foundation for lifelong learning. communicate clearly, but also to leverage resources which
we ourselves might not possess. Addresses the problem of
TRADITIONAL / CONVETIONAL LITERACY
short-sightedness in Filipino culture regarding personal
– is a type of literacy that deals with reading and writing finances and how must this be dealt with the ever-widening
skills of letters in a particular language. gap between the rich and the poor.

– involves issues like knowing alphabets, phonetics, Media & Cyber/Digital Literacy – explores the emerging need
phonology (speech sound), morphology (the rules of word to locate, verify and ultimately manage online information
structure or how morphemes are used), syntax (sentence and the ability to communicate it with others and use it to
construction), semantics (word meaning) and pragmatics address real-world problem.
(social use of language) that govern the reading and writing
Ecological, Arts & Creativity Literacy – knowing how
skills in a conventional manner.
effectively and sustainably manage the natural resources that
Categories of Conventional Literacy: our increased industrialization and demands for productivity
are so rapidly eating it up. Explores how this increase in
BASIC LITERACY – ability to correspond visual shapes to productivity brings an increase demand for arts and
spoken sounds in order to decode written materials and aesthetics, and the needs to develop ways to effectively
translate them into oral language (ability to recognize letters communicating through the creative arts in industries
and words even without understanding what it means). dominated by objective data.
COMPREHENSION LITERACY – ability to understand the Critical Literacy – (critical thinking skills). Addresses the
meaning of what is read. increasingly need to discern the underlying (and often tacit)
messages behind the new “texts” of the 21 st century,
FUNCTIONAL LITERACY – ability to read (decode and
particularly in an ever increasingly multicultural society
comprehend) written materials needed to perform everyday
where ideas, cultures, and ideologies vie (fight) with one
vocational tasks. The equivalent of reading the text and
another for power and dominance in the minds of the
being able to understand it.
masses.
 The Conventional view of Literacy is that reading
 New literacies have risen due to increased research,
takes place for two things:
increased means of communication and increased
1. the text (symbols and grammar) to be read breadth of content.

2. the meaning/message communicated by the text for the 4 Characteristics to explain new Literacies:
reader to extract.
* The internet and other information and communication
Module 3: technologies bring about new ways of doing literacy tasks
that require new social practices, skills, strategies,
Expanded views on ;iteracy: dispositions, and literacies.
OXFORD DICTIONARY (2018) – a) the ability to read and * New literacies are central to full civic, economic, and
write, b) competence or knowledge in a specified area. personal participation in a world community.
UNESCO (United Nations Educational, Scientific and Cultural
* New literacies change as relevant technologies change.
Organization) – ability to understand, interpret, create,
communicate and compute using printed and written * New literacies are multiple, multimodal, and multifaceted.
materials associated with varying contexts. – involves a
continuum learning in enabling individuals to achieve their
goals, develop their knowledge and potential, and to
participate fully in their community and a wider society.
(“knowing about something and what to do with it”)
  According to IRA (2009), literacy educators should  Perspectives, Attitudes, Beliefs about other culture
have a responsibility to integrate these new that affect the manner in which we communicate
literacies into the curriculum to prepare students for and the motives behind our communication.
successful civic participation in a global
environment. Examples are:
 According to Allen (2010), for students to do well  Be Selfless
in the future they must be able to work with what  Know that good and useful things can (and do)
researchers call “new literacies” which involves come from those different from us.
reading and learning through the internet and other  Be willing to compromise
information and communication technologies.  Accept that there are limits
3 things that have been critical in the rise of new Suggested Multicultural Pedagogies:
technologies:
 Learn about other cultures (knowing about cultures
INCREASED REACH – we are communicating with more that are not your own).
people from more diverse cultures, across vaster distances  As you are, so you will behave (core values)
than ever before.  Familiarize yourself with how discrimination and
INCREASED MEANS OF COMMUNICATION – we are
prejudice appear in your own culture (identify and
communicating in more ways and at faster speeds than ever confront patterns of discrimination and prejudice in
before. their own culture first).
 Model more, tell more (model for them what is
INCREASED BREADTH OF CONTENT – we are empathy and compassion look likes on a day-to-
communicating about more things than ever before. day basis).
Module 4:

GLOBAL LITERACY – describe the growing interdependence

of the world’s economies, culture and populations, brought
about by cross-border trade in goods and services,
technology, and flows of investments, people, and
information.

– understanding how the world is organized and

interconnected.

 Countries building economic partnerships.

 Promotes and increases interactions between
different regions and populations around the globe.

Effects of Globalization:

1. Economic, Political & Military Dependence, and

Interdependence

2. Expanded flow of individual people among societies.

3. Interdependence of expressive culture among nations.

4. Expanded flow of instrumental culture around the world.

CULTURAL LITERACY – the ability to understand the

signs and symbols of a given culture and being able to
participate in its activities and customs opposite to simply
being passive observer.

* As cultures begin to mix and change as a result of

globalization, conflicts inevitably arise over identity, values,
and worldviews.

MUTICULTURAL LITERACY – skills and ability to

identify the creators of knowledge and their interest to
uncover the assumptions of knowledge, to view knowledge
from diverse ethnic and cultural perspectives, and to use
knowledge to guide action that will create humane and just
world.

What consists of the true Multicultural Literacy: