Republic of the Philippines

ILOCOS SUR POLYTECHNIC STATE COLLEGE

www.ispsc.edu.ph | [email protected]

Module 9: Multicultural and Global Literacy

Welcome to Module 9!

Good day, class. In this, we will explore two deeply interconnected and essential
literacies: Multicultural Literacy and Global Literacy. In our increasingly diverse
and globalized world, the ability to understand, respect, and effectively interact with
people from different cultural backgrounds is no longer optional—it is a fundamental
necessity.

As future educators in the Philippines, a nation rich with diverse cultures and
languages, multicultural literacy is at the core of creating an inclusive and equitable
classroom. At the same time, global literacy prepares our students to be responsible
and engaged citizens of the world. This module will challenge us to reflect on our own
perspectives and equip us with the tools to foster genuine intercultural understanding
in our classrooms.

All materials and submission links for this module are in our Google Classroom.
Our Messenger Group Chat is always open for quick questions and clarifications.
Let's begin this journey of reflection and discovery.

Intended Learning Outcomes (ILOs)

By the end of this module, I expect you to be able to:

1. Define multicultural literacy and global literacy, understanding their

interconnectedness and relevance for educators.

2. Examine the diverse cultural landscape within and beyond the Philippines,
appreciating the richness of human experiences and perspectives.

3. Apply the OECD Global Competence Framework to understand and foster global
competence in students.

4. Identify and challenge personal biases and stereotypes related to culture,

ethnicity, race, and nationality.

5. Develop culturally and globally responsive teaching practices that promote

intercultural understanding and global awareness.

6. Create an inclusive and equitable classroom environment that values diversity

and fosters a sense of global citizenship.

Our Weekly Checklist & Deadlines (Week of July 14, 2025)

To succeed in this module, please complete the following tasks by their

deadlines:

 By Monday, July 14:

Educ 102: Building and Enhancing New Literacies Across Curriculum Page 1 of 5
Prepare by: Severo B. Talipo
 Republic of the Philippines
ILOCOS SUR POLYTECHNIC STATE COLLEGE
www.ispsc.edu.ph | [email protected]

o Carefully read the Part 1: Core Learning Content & Lecture Notes I
have prepared for you.

o Complete the Part 2.1: Cultural Identity Web activity in your personal
notebook.

 By Friday, Jul 15:

o Post your initial response, your identity web photo, and your research
findings to the "Module 9 Discussion Question" on Google Classroom.

o Submit your major assessment from Part 3 to the "Culturally Responsive

Plan Assignment" on Google Classroom.

PART 1: CORE LEARNING CONTENT & LECTURE NOTES

Instructions: In this section, I have prepared a more exhaustive set of notes

for our module. It is essential that you read this material carefully and thoroughly, as
all our activities and assessments are based on it.

I. Foundations of Multicultural and Global Literacy

1. Multicultural Literacy is the ability to understand and appreciate the

similarities and differences in the customs, values, and beliefs of one's own culture
and the cultures of others (Banks, 2015). For us in the Philippines, this doesn't just
mean understanding other countries; it means understanding the rich tapestry of
cultures within our own nation—from the Ivatans in the north to the Tausugs in the
south. It is about moving beyond token celebrations (like simply wearing different
costumes for Buwan ng Wika) to a deeper understanding of diverse perspectives.

2. Global Literacy builds on this foundation. It is the capacity to examine

local, global, and intercultural issues, to understand and appreciate the perspectives
and worldviews of others, to engage in open, appropriate, and effective interactions
with people from different cultures, and to act for collective well-being and
sustainable development (OECD, 2018). Essentially, it's about understanding our
interconnectedness and our shared responsibility for the planet.

II. The OECD Global Competence Framework

To make "global literacy" teachable, the Organisation for Economic Co-

operation and Development (OECD) breaks it down into four key dimensions.
Our goal is to foster these in our students:

1. Investigate the World: Students can use their disciplinary and

interdisciplinary knowledge to investigate issues of local, global, or cultural
significance. Example: A science class investigating the global plastic
pollution crisis by first studying its impact on their local barangay's river
system.

Educ 102: Building and Enhancing New Literacies Across Curriculum Page 2 of 5
Prepare by: Severo B. Talipo
 Republic of the Philippines
ILOCOS SUR POLYTECHNIC STATE COLLEGE
www.ispsc.edu.ph | [email protected]

2. Recognize Perspectives: Students can recognize and express their own

perspective and understand that others' perspectives are shaped by different
influences. Example: A history class studying a historical conflict from the
viewpoints of all parties involved, not just the victors.

3. Communicate Ideas: Students can communicate their ideas effectively and

appropriately with diverse audiences, bridging cultural and linguistic
differences. Example: Students creating a public awareness campaign about
a local issue that is understandable to children, adults, and community
elders.

4. Take Action: Students can act for collective well-being and sustainable
development, seeing themselves as active agents of change. Example: After
studying local food sources, students organize a small school garden to
promote food security.

III. Addressing Bias, Stereotypes, and Discrimination

This is the most challenging, yet most important, part of our work.

1. Bias: A prejudice in favor of or against one thing, person, or group

compared with another, usually in a way considered to be unfair. We all
have implicit biases—unconscious attitudes or stereotypes that affect our
understanding, actions, and decisions. The first step is self-awareness.

2. Stereotype: A widely held but fixed and oversimplified image or idea of a

particular type of person or thing (e.g., "All people from X province are like
this...").

3. Discrimination: The unjust or prejudicial treatment of different

categories of people, especially on the grounds of race, age, or sex.

a. As educators, we must actively work to dismantle these in our

classrooms by:

4. Challenging Stereotypes: When a stereotype appears in a textbook or

a student's comment, we must address it directly and respectfully.

5. Using Inclusive Materials: Selecting books, videos, and examples that

feature diverse peoples and perspectives as normal, not as "exotic" or
"other."

6. Creating a Safe Environment: Establishing clear classroom norms that

prohibit discriminatory language and behavior.

IV. Creating a Culturally and Globally Responsive Classroom

A responsive classroom is one where every student feels seen, valued, and
respected for who they are. We can achieve this through:

Educ 102: Building and Enhancing New Literacies Across Curriculum Page 3 of 5
Prepare by: Severo B. Talipo
 Republic of the Philippines
ILOCOS SUR POLYTECHNIC STATE COLLEGE
www.ispsc.edu.ph | [email protected]

1. Knowing Your Students: Learn about your students' cultural backgrounds,

family structures, and personal interests.

2. Integrating Diverse Content: Ensure your curriculum reflects the diversity

of your students and the wider world.

3. Differentiating Instruction: Recognize that students learn in different

ways, some of which may be culturally influenced.

4. Fostering Empathy and Respect: Use activities and discussions that

explicitly teach students to understand and appreciate different
perspectives.

PART 2: INTERACT & APPLY

2.1 Offline Activity: Cultural Identity Web

Task: To reflect on the various elements that make up your own cultural
identity.

Instructions:

1. On a clean piece of paper, write your name in a circle in the center.

2. Create a "web" or "mind map" by drawing spokes radiating from the

center.

3. Label each spoke with a different element of your cultural identity. Include
at least five of the following: Language/Dialect, Food,
Traditions/Holidays, Beliefs/Values, Music/Arts, Place of Origin
(Province/Region).

4. On each spoke, write 1-2 specific examples. (e.g., on the "Food" spoke,
you might write "Pinakbet" and "Dinengdeng").

5. Take a clear photo of your completed identity web. You will upload this
in our Google Classroom discussion.

Part 3: Apply & Create (Major Assessment Task)

(Final Submission: By Sunday, August 10)

Major Assessment: The Culturally and Globally Responsive Classroom

Plan

Description: Your task is to create a two-part plan that outlines how you
will foster a responsive and inclusive classroom environment.

Instructions:

Part A: Personal Reflection on Bias.

Educ 102: Building and Enhancing New Literacies Across Curriculum Page 4 of 5
Prepare by: Severo B. Talipo
 Republic of the Philippines
ILOCOS SUR POLYTECHNIC STATE COLLEGE
www.ispsc.edu.ph | [email protected]

1. On the first page, write a short, honest reflection (2-3 paragraphs) on a

personal bias or stereotype you have recognized in yourself (or have seen
in your community) related to a particular group of people. How might this
bias, if left unchecked, negatively affect your students? What is one
concrete step you can take to challenge it?

Part B: Classroom Action Plan.

 On the second page, create a simple plan with three concrete

strategies you will use in your future classroom to create a
culturally and globally responsive environment. For each strategy,
provide a brief explanation and a specific example.

 Example Strategy: "Integrate Diverse Literature."

 Example Explanation: "I will ensure my classroom library includes

books featuring protagonists from various Filipino cultures and backgrounds, not just
those from Manila or Western countries."

 Submission:

o Combine your two parts into a single PDF document and submit it to the
"Culturally Responsive Plan Assignment" on Google Classroom.

Part 4: Reflect & Finalize (Wrap-up)

IV.1 Module 9 Quiz

Instructions: To check your understanding of Multicultural and Global Literacy,

please complete the short quiz. It will be posted as a Google Form in our Google
Classroom. You will have 15 minutes to complete 10 questions.

Need Help?

 For quick questions or clarifications, please send me a message in our

Messenger Group Chat.

 For more detailed questions about your assignments, please use the
"Private Comments" feature on the specific assignment in Google Classroom so I can
assist you directly.

References

Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum,

and teaching. Pearson.

OECD. (2018). Preparing our youth for an inclusive and sustainable world: The
OECD PISA global competence framework. https://www.oecd.org/education/Global-
competency-for-an-inclusive-world.pdf

Educ 102: Building and Enhancing New Literacies Across Curriculum Page 5 of 5
Prepare by: Severo B. Talipo