NOTES/ SYNTHESIS FOR MODULE 1 –Building and Enhancing New Literacies across the

Curriculum

Introduction

 The world of literacy has expanded alongside technology, and new literacies are being
used as an alternative or an addition to traditional text – The advent of technology gave
birth to other forms of knowledge acquisition apart from learning from the books.

 Students’ world outside of school has become “multimodal” –

By definition, “multimodal” should refer to using more than one modality,
regardless of the nature of the modalities. However, many researchers use the term
“multimodal,” referring specifically to modalities that are commonly used in communication
between people, such as speech, gestures, handwriting, and
gaze. Multimodality seamlessly combines graphics, text, and audio output with speech,
text, and touch input to deliver a dramatically enhanced end-user experience. When
compared to a single-mode of interface in which the user can only use either voice/ audio
or visual modes, multimodal applications gives them multiple options for inputting and
receiving information. (https://www.igi-global.com/dictionary/new-telerehabilitation-
services-elderly/19644). Multimodality allows for interactive learning.

What is Literacy

 Literacy, defined most simply, is the ability to read and write – This is our common and
basic understanding of literacy, that a literate person is one who can read and write.

 Literacy is a process by which one expands one's knowledge of reading and writing…-
Literacy is a continuous process.

 Literacy is the capacity to communicate using inscribed, printed, or electronic signs or

symbols for representing language. – Literacy is not limited to knowing how to read and
write. More so, it is how one is able to communicate/express in understandable means
what has been learned.

 On UNESCO’s definition of literacy- It highlights varied literacy skills (identify, understand,

interpret, create, communicate and compute), including the ultimate ends/expected
outcomes of literacy. It raises the question “Why do we have to be literate? For what
purpose? To achieve personal goals and to be productive/contributory members of
society.

Traditional Literacy versus New Literacies

 Traditional literacy is:

o Ability to read and write
o Knowing the ABCs (alphabet)
 o Building block for all other literacies – It is the foundation for acquiring other
literacies. If one’s foundation in reading and writing is weak, chances are it would
also be hard for him/her to develop new literacies.
o About print on a page (reading a book and any other reading materials in print
form).

 New literacies:
o refer to online reading comprehension and learning skills
o are synonymous with 21st century skills
o require the ability not just to "read" but also to navigate the World Wide Web, locate
information, evaluate it critically, synthesize it and communicate it-all skills that are
becoming vital to success – These are other new literacy skills, to add to
UNESCO’s definition.
o arise from new technologies include things like text-messaging, blogging, social
networking, podcasting, and videomaking – New literacies are always linked to
new technologies

o As societal expectations for literacy change, and as the demands on literate

functions in a society change, so too must definitions of literacy… - Definitions of
literacy keep on changing with the changing ways, expectations and demands of
society.

Importance of Acquiring New Literacies

 21st century students need to know more and be able to do more than they did in the
past… - They need to have new literacy skills, such as critical thinking, scientific
reasoning, and multi-cultural awareness, which is another set of literacy skills to add
to those mentioned earlier.

 New literacy requires both the "effective use" of language and "large amounts of
specific information" about the world (Hirsch, 1988, pp. 2-3). – Students should know
what to do the information presented to them. This is the same as acquiring
metacognitive skills – knowing about knowing.

 Students also need to learn about how knowledge is created, especially how the most
reliable knowledge is made through scientific methods… Students need an
understanding of both qualitative (Cushman, Kintgen, Kroll, & Rose, 2001) and
quantitative literacy… - Students should have knowledge on conducting research,
and be engaged in research. Research are of two major types, quantitative and
qualitative. Quantitative research is the process of collecting and analyzing
numerical/quantifiable data. Qualitative research involves collecting and analyzing non-
numerical data (e.g., text, video, or audio) to understand concepts, opinions, or
experiences. It can be used to gather in-depth insights into a problem. A research or a
study is conducted basically to solve a problem. In the analysis of data gathered, it requires
critical/analytical thinking to arrive at sound conclusions. Conducting research is one good
avenue to develop the 21st century skills among students.

 21st Century Literacy is more than just reading and writing. It is knowing how to
learn and know. – This is none other “meta-cognition,” which means "thinking-about-
thinking" and "thinking-about-doing” mentioned earlier.
 “Students need to be able to understand concepts as tools, which can be used to
solve real-world problems.” – Teachers should do away with spoon feeding students.
We let students do independent learning, explore, think, analyze, evaluate, and
create. I think this is the ideal and ultimate goal of new literacy building – learners
who are not mere absorbers of knowledge and information, but learners who are
competent and productive.

 Today's students, the "digital natives" as they are sometimes called, are practically
inseparable from their computers, video games and the Internet…
o They need guidance on how to find the best information most efficiently and
determine fact from fiction.
o Strong literacy skills are a key tool used when children discern and interpret
information, enabling them to utilize the internet to its full potential…

 As educators, we need to take note and expand on the concept of what literacy skills
children are needing to succeed in this modern world…We are no longer able to teach just
reading, oral and writing skills; digital multiliterate technologies require extra skills like
semantic skills, management skills, networking skills and evaluation skills. Fundamental
writing and reading skills are not replaced by digital literacies, but are extended to account
for the shift in learning practices that technology demands. – Today’s students need to be
equipped with the new literacy skills to survive in this fast-paced, highly technological
world.

 To create the best learning environment in our classrooms for our students, we need to
provide a multiliterate digital-based classroom, that incorporates both traditional and new
age literacy teaching practices…We need to be informed about the continual change of
literacies and embrace multiliteracies. We need to encourage oral language and facilitate
for a range of different learning styles through different forms of literacy. – This is the
challenge for us, teachers – to meet the needs of our learners who are “digital natives.”
Whether we like it or not, we have to evolve in this fast-changing learning environment.
Otherwise, robots would replace us, as we become stuck in our traditional ways.

Let us go back to our Course Description and Course Outcomes.

Course Description:

The course introduces the concept of new literacies in the 21st century as an evolving
social phenomena and shared cultural practices across learning areas. The 21st century literacies
shall include (a) globalization and multi-cultural literacy, (b) social literacy, (c) media literacy, (d)
financial literacy, (e) cyber literacy/digital literacy, (f) eco-literacy and (g) arts and creativity
literacy. Field based-interdisciplinary exploration and other teaching strategies shall be used in
this course. Fluency in multi-literacies shall be developed among learners to cope in today’s fast-
changing world.
 Notice that this course shall cover seven (7) form of new literacies - (a) globalization and
multi-cultural literacy, (b) social literacy, (c) media literacy, (d) financial literacy, (e) cyber
literacy/digital literacy, (f) eco-literacy and (g) arts and creativity literacy. This is in recognition of
the many forms of new literacy, which should not be limited only to digital literacy – knowing about
using the Internet and related technologies. Our aim is for students to gain holistic understanding,
a comprehensive type of literacy which they would need to adapt to the changing times.
The course outcomes would give you an overview about the seven new literacies as
follow:

Course Outcomes:

At the end of the course, students must be able to:

1. Recognize the benefits of new literacies as lifelong skills. (This is covered in Module 1.)
2. Realize the importance of addressing diversity issues to cope with globalization trend.
(globalization and multi-cultural literacy)
3. Manifest mature attitude (personal and professional) in dealing with varied social
environments. (social literacy)
4. Create media in a variety of forms. (media literacy)
5. Apply financial management skills. (financial literacy)
6. Choose and apply appropriate digital literacy through creating blog, e-portfolio or term
paper. (cyber literacy/digital literacy)
7. Acknowledge interconnectedness and interdependence with natural systems.
and present ways to practice eco-literacy (eco-literacy)
8. Appreciate the different art forms and illustrate assigned form of art. (arts and creativity
literacy)