Professional Documents
Culture Documents
New Literacies
• Between 1950 & 1970, the development of literacy, both optional and functional
was established. Literacy was defined as reading and writing skills necessitated
for activities in modern societies (Gunes 2000).
• Beyond the the 1990’s, literacy had started to diversify in the light of
technological developments, change of living, conditions in cities, and the new
necessities.
• Universal Literacy
LITERACIES/LITERACY
- Lankshear & Knobel (2006) averred that literacies intend to generate and
communicate meanings through the medium of encoded texts within contexts in
various discourses .
- Kress (2003) posited that literacy can only happen when having a kind of
potential content through interaction with the text.
- Literacies can bear a coding system that can capture the meaning, such as
letteracy “(i.e., within language and recognition of alphabetic symbols).
- The primary English Teaching Association Australia (2015) asserts that 21 st
century literacy has expanded to include social changes increasing field
expertise and digital technologies.
- 21st century literacy combines cross curricular capabilities also called
“multiliteracies” and now commonly reffered to as new literacies
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. It stresses the
acquisition of appropriate verbal, cognitive and computational skills to accomplish
practical results in specific cultural settings, survival literacy and reductionist
literacy. Over the decades societies evolved into technical innovations, the
definition of functional literacy has been modified to meet the changing
demands.
• Literacy materials present reading, writing, numeracy concepts using words and
ideas needed in using information for learners to enhance sufficient literacy skills
and continue learning on their own.
• A number of functional Literacy programs carried out focus on different job skills
and development aspects. To name a few in the Philippine context, agricultural &
health industry, family planning, home making, arts and culture, technical-
vocational programs.
• A new functional literacy aspect called specific literacy is becoming a trend,
which the job of student is to analyze exactly what literacy skills needed and
those that are only taught. To prevent job skill mismatch.
Significance of approach that includes literacy
that:
1. Starts in the workplace.
2. Use a diagnostic approach.
3. Identifies turning points in economic life that may act as an incentive to learning.
4. Assesses the limit of a short term intervention.
5. Looks for generic skills.
- Gunes (2000), Posited that functional literacy constitutes the second level of
literacy next to basic literacy, which literary and mathematical information skills
can be utilized in one’s personal, economic, cultural endeavors.
- Functional Literacy is to learn basic related information and skills and use them in
daily life. Functional literacy compromises both technical and functional skills
while encompassing social, citizenship, and economic rules.
- Capar (1998) cities that functionally literate person is someone who’s one step
ahead of literacy and maintains literacy activitu throughout his/her life in order to
keep living effectively, accommodate his/her surroundings.
- UNESCO defines functional literacy as the ability of an individual to take part in
significant activities in professional social, political and cultural aspects in society
where he/she lines using their literacy skills.
• UNESCO defintion
Also adds that functional literacy includes skills for both official and unofficial
participation, as well as those necessary for national change and development
that can be used to aid an individual in contributing to his/her own development
and his/her family and society.
• NATIONAL STATISTICS AUTHORITY
defines functional literacy as the level of literacy that includes reading, writing
and numeracy skills that help people cope wiyh daily demands of life.
• IMPROVING FUNCTIONAL LITERACY IN THE PHILIPPINES
over the years, Philippines continously 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 90.3% rate which
means nine out of 10 Filipinos aged 10-64 were functionally literate. In 2003,
were still gaps at the community level. In study conducted by World Vision results
showed that the girls and boys aged 11-13 who’s functionally literate is at a
critical rate of 44% or below 50% of students were able to read comprehensively
by the end of basic education. It was evident that school dropouts contributed to
low functional literacy.
Teaching multiliteracies can inform, engage and encourage students to embrace the multiptlicity
of learning practices (New London group 1996) Moreover, teaching multiliteracies can help
teachers blend and apply the following four instructional processes of multiliteracies in
classroom to ensure successful teaching and advacing students learning process.
Research shows that effective instruction in 21st Century literacies takes an integrated
approach helping students understand how to access, evaluate, syynthesize, and contribute to
information (New London Group, 1996).
1.Teachers need both intellectual and material support for effective 21st century literacy
instructions
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.Enrsure that students in literacy classes have regular access to technology
5.Provide regular specific professional development in technology for teachers and
administrators at all levels, including higher education
6.Require teacher preparation programs to include training in integrating technology into
instructions
7.Protect online learners and ensure their privacy
8.Affirm the importance of literacy teachers in helping students develop technological
proficiency
9.Adopt and regularly review standards for instructions in technology
Multiliteracies
-open a new pedagogical practices that create opportunities for future literacy teaching and
learning
As a result
-students learn to collaborate by sharing their though in online spaces
-student can be expected to become more knowledgeable and confident in their learning
through participatory and collaborative practices.