Module 3- Building and Enhancing New Literacies Across the Curriculum

New Literacies, Functional Literacy and Multiliteracy

Introduction
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.
In this module, we will be discussing on the different new literacies, functional literacy and multiliteracy their
definitions and how the literacies can be integrated into the curriculum through effective teaching-leaming
implementation.
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 the modern society
(Gunes, 2000). Beyond the 1990s, literacy had started to diversify in the light of technological developments,
change of living conditions in cities, and the new necessities. Hereafter, literacy then became multi-faceted.
Truly, literacy has changed and developed through a multitude of phases within a specific period based on
societal needs.
Kress (2003) posited that literacy can only happen when having a kind of potential content through interaction
with the text. 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 broad skills include visual literacy,
information literacy cultural literacy and digital literacy.
Leander (2003) noted that new literacies are often flexible, continuous and open, where online and offline lives
and “literacy scapes” merge.
Exploring the New Literacies
There are seven (7) 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 purpose of communication,
expression, collaboration and advocacy in a knowledge-based society.
6. Ecological Literacy is understanding the principles of ecosystems towards 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 21 Century Literacies According to Research
 Global economies, new technologies, and exponential growth in Information are transforming our society.
Since today’s people 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 word
processing, hypertext, LCD’s, Webcams, podcasts, smartboards, and social networking software that are central
to individual and community success.
The National Council of Teachers of English (2013) came up with a research that reveals the
following:
1. As new technologies shape literacies, they bring opportunities for teachers to foster reading and writing
in more diverse and participatory contexts.
2. Sites, like literature’s Voice of the Shuttle, on 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, who 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 response 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. 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).
Functional literacy is the level of literacy that includes not only reading and writing but also numeracy
skills that would help people cope with the daily demands of life.
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 literacy 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 impact not only reading and writing but also professional and technical
knowledge leading to greater participation of adults in economic and civic life.
5. Literacy must be an integral part of the over-all educational system and plan of each. country.
6. 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 concept using words and ideas needed in
using information for learners to enhance sufficient literacy skills and continue learning on their own.
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. Therefore, the specific literacy strategy is a planning tool that allows the literacy worker to focus on
skills that are of value to the learners.
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.
The essence in functional literacy is to learn basic related information and skills and use them in daily life.
Functional literacy level comprises both technical and functional skills while encompassing social, citizenship,
and economic roles.
In context, Capar (1998) cites that functionally literate person is someone who is one step ahead of literacy
and maintains literacy actively throughout his/her life inorder 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 the significant use of activities involving reading and writing skills that include using
information, communicating with others, and following a path of lifelong learning necessary for the ability to
express him/herself in daily 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.
Improving Functional Literacy in the Philippines
Over the years, the Philippines has continuously aspired to attain an increased functional literacy rate.
Manuyo (2019) reported that based on the 2013 Functional Literacy, Education and Mass Media Survey
(FLEMMS), the country registered a 90.3% rate, which means that nine (9) 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.
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.
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 Alternative Learning System (ALS) that provides an
opportunity for learning among out-of-school youth for them to land in better Jobs.
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 the future they deserve.
The Multiliterate Leamer
Students would desire for a;
1. Teachers who use ICTs skillfully for teaching and learning; 2. Peers who use ICTs responsibly and who
share their knowledge;
2. A literacy curriculum that offers opportunities for collaboration with peers around the world;
3. Instruction that embeds critical and culturally sensitive thinking into practice, standards and assessments
that include new literacies;
4. Leaders and policy makers who are committed advocates of ICTs for teaching and learning; and
5. Equal access to ICTs for all classrooms and students.
Coiro, et. Al (2008) noted four (4) 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 (004) 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 research.
Multiliteracies in the Educational Reform
Mulliteracies are multimodal ways of communication, and the ability to understand technology and
multimedia. In a broader essence, the concept of 21 century skills are motivated by the belief that teaching
students the most relevant, useful, in-demand, and universally applicable skills should be prioritized in today’s
schools.
Educational strategies, that include project-based learning and performance-based learning, etc. 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.
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.
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 much higher
level and develop their basic skills by constant application throughout their schooling.
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 and an ability to
understand technology and multimedia. As such, applying multiliteracies to teaching offers a new a 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 a technology-enhanced educational tools into
their work.
Therefore, Newman (2002) and Biswas (2014) suggests that teachers integrate four (4) 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 from better learning experiences.
4. Transformed action teaches students to apply the lessons they learn to solve real-life problems.
Research shows that effective instruction in 21st century literacies take 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. Gives students strategies for evaluating the quality of Information they find on the Internet;
4. Be open about one’s own strengths and limitations with technology and invite students to help; \
5. Explore technologies students are using outside the classroom and find ways to incorporate them into
one’s teaching;
6. Use wiki to develop a multimodal reader’s guide to a class text;
7. Include a broad variety of media and genres in class texts;
8. Ask students to create 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 the partnership for 21” Century Skills website
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 well 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. Provide regular literacy-specific professional development in technology for teachers and administrators
at all levels, including higher education;
5. Ensure that students in literary classes have regular access to technology;
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 teaching 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).