UNIVERSITY OF MINDANAO

College of Teacher Education

Secondary Education Program

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning

(SDL)

Course/Subject: EDUC 108- Building and Enhancing New Literacies

Across the Curriculum

Name of Teacher: Eula Mae C. Busbus

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS
INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF
THE STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE
COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
 Table of Contents

Course Outline 4
Course Outline Policy 4
Week 1-3
ULO
a
Metalanguage 7
Essential Knowledge 8
Self- Help 9
Let’s Check 10
Let’s Analyze 11
In a Nutshell 12
Q & A List 12
Keyword Index 13
ULO
b
Metalanguage 13
Essential Knowledge 14
Self- Help 17
Let’s Check 17
Let’s Analyze 18
In a Nutshell 19
Q & A List 20
Keyword Index 20
ULO
c
Metalanguage 20
Essential Knowledge 21
Self- Help 22
Let’s Check 23
Let’s Analyze 24
In a Nutshell 25
Q & A List 26
Keyword Index 26
Week 4-
6
ULO
d
Metalanguage 26
Essential Knowledge 27
Self- Help 32
Let’s Check 32
Let’s Analyze 34
In a Nutshell 35
 Q & A List 36
Keyword Index 36
ULO
e
Metalanguage 36
Essential Knowledge 37
Self- Help 39
Let’s Check 39
Let’s Analyze 40
In a Nutshell 40
Q & A List 41
Keyword Index 41
Week 7-
9
ULOf
Metalanguage 41
Essential Knowledge 42
Self- Help 44
Let’s Check 45
Let’s Analyze 46
In a Nutshell 47
Q & A List 48
Keyword Index 48
ULO
g
Metalanguage 48
Essential Knowledge 49
Self- Help 54
Let’s Check 55
Let’s Analyze 56
In a Nutshell 57
Q & A List 57
Keyword Index 57
Course Outline: EDUC 108 – Building and Enhancing New Literacies
Course Coordinator:
Email:
Student Consultation:
Mobile:
Phone:
Effectivity Date:
Mode of Delivery:
Time Frame:
Student Workload:
Requisites:
Credit:
Attendance Requirements:
Course Outline Policy
Areas of Concern
Contact and Non-contact Hours
Assessment Task Submission
Across the Curriculum
Eula Mae C. Busbus
ebusbus@umindanao.edu.ph
LMS message/ CC’s contact number
+639423874004
(082)300-5456/300-0647 Local 102
May 2020
Blended (On-Line with face to face or virtual sessions)
54 Hours
Expected Self-Directed Learning
None
3
A minimum of 95% attendance is required at all
scheduled Virtual or face to face sessions.
Details
This 3-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The
expected number of hours will be 54 including the face
to face or virtual sessions. The face to face sessions
shall include the summative assessment tasks (exams)
since this course is crucial in the licensure examination
for teachers.
Submission of assessment tasks shall be on 3rd, 6th, and
9th week of the term. The assessment paper shall be
 attached with a cover page indicating the title of the
assessment task (if the task is performance), the
name of the course coordinator, date of submission and
name of the student. The document should be emailed
to the course coordinator. It is also expected that you
already paid your tuition and other fees before the
submission of the assessment task.

If the assessment task is done in real time through the

features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time
by the course coordinator.

Since this course is included in the licensure

examination for teachers, you will be required to take
the Multiple-Choice Question exam inside the
University. This should be scheduled ahead of time by
your course coordinator. This is non-negotiable for all
licensure-based programs.
Turnitin Submission (IF To ensure honesty and authenticity, all assessment
NECESSARY) tasks are required to be submitted through Turnitin
with a maximum similarity index of 30% allowed. This
means that if your paper goes beyond 30%, the
students will either opt to redo her/his paper or explain
in writing addressed to the course coordinator the
reasons for the similarity. In addition, if the paper has
reached more than 30% similarity index, the student
may be called for a disciplinary action in accordance
with the University’s OPM on Intellectual and Academic
Honesty.

Please note that academic dishonesty such as cheating

and commissioning other students or people to
complete the task for you have severe punishments
(reprimand, warning, expulsion).
Penalties for Late The score for an assessment item submitted after the
Assignments/Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part day that the assessment item is late.

However, if the late submission of assessment paper

has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator. If
necessary, you will also be required to present/attach
evidences.
Return of Assessment tasks will be returned to you two (2) weeks
Assignments/Assessments after the submission. This will be returned by email or
via Blackboard portal.

For group assessment tasks, the course coordinator will


Assignment Resubmission
Re-marking of Assessment
Papers and Appeal
Grading System
Preferred Referencing Style (IF
THE TASK REQUIRES)
Student Communication
Contact Details of the Dean
Contact Details of the Program
Head
require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to
ensure that all the group members are involved.
You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
reasonable grounds such as academic literacy
standards or other reasonable circumstances e.g.
illness, accidents financial constraints.
You should request in writing addressed to the program
coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the
students on the approval and disapproval of the
request.
If disapproved by the course coordinator, you can
elevate your case to the program head or the dean with
the original letter of request. The final decision will
come from the dean of the college.
Course exercises – 30% (including BlackBoard forum)
Prelim exam- 15%
Midterm exam- 15%
Final exam – 40%
APA 6th Edition
You are required to create a umindanao email account
which is a requirement to access the BlackBoard
portal. Then, the course coordinator shall enroll the
students to have access to the materials and resources
of the course. All communication formats: chat,
submission of assessment tasks, requests etc. shall be
through the portal and other university recognized
platforms.
You can also meet the course coordinator in person
through the scheduled face to face sessions to raise
your issues and concerns.
For students who have not created their student email,
please contact the course coordinator or program head.
Dr. Jocelyn Bacasmot
Email: jbacasmot@umindanao.edu.ph
Phone: 082-3050647 local 102
Dr. Maribel Abalos
Email: mabalos@umindanao.edu.ph
Phone: 082-3050647 local 102
Students with a Special Needs
Online Tutorial Registration (IF
NECESSARY)
Library Contact
Well-being Welfare Support
Help Desk Contact Details
Students with special needs shall communicate with the
course coordinator about the nature of his or her special
needs. Depending on the nature of the need, the
course coordinator with the approval of the program
coordinator may provide alternative assessment tasks
or extension of the deadline of submission of
assessment tasks. However, the alternative
assessment tasks should still be in the service of
achieving the desired course learning outcomes.
You are required to enroll in a specific tutorial time for
this course via the www.cte.edu.ph portal. Please note
that there is a deadline for enrollment to the tutorial.
Head- LIC Brigida E. Bacani
Phone: (082) 300-5456
Hotline No. 0951-376-6681
Email: library@umindanao.edu.ph
GSTC Head: Ronadora Diala
(082) 300-5456

Course Information – see/download course syllabus in the Black Board LMS

CC’s Voice: Hi, future professional teachers! This is EDUC 108- Building and
Enhancing New Literacies Across the Curriculum. I hope that this course
will help you become an effective 21 st century teacher who is ready to
handle 21st century learners.

CO Since you will be dealing with 21 st century learners, it is important to equip

yourself with the seven new literacies (globalization and multicultural
literacy, social literacy, media literacy, financial literacy, cyber/ digital
literacy, ecological literacy, and arts creativity literacy), and innovate
teaching strategies to integrate these literacies in the curriculum. You are
also expected to describe 21st century trend, social phenomena, and
cultural practices.

Let us begin!

Big Picture

Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to

a. Express your insights on globalization and multicultural literacies.

b. Point out key concepts of the different aspects of social literacy-- effective
communication, intercultural communication, and prosocial communication..
c. Explain the importance of media literacy.
Big Picture in Focus: ULOa. Express your insights on globalization and
multicultural literacies.

Metalanguage

In this section, the most essential terms in understanding the first type of literacy
will be operationally defined. You will encounter these terms as we go through, and you
can refer to these definitions in case you will encounter difficulty in the in understanding
educational concepts.

Globalization. It is a term used to describe how trade and technology have

made the world into a more connected and interdependent place. It also captures in its
scope the economic and social changes that have come about as a result
(nationalgeographic.org).
Literacy. It involves a continuum of learning in enabling individuals to achieve
their goals, to develop their knowledge and potential, and to participate fully in their
community and wider society (UNESCO, 2017)
Multicultural Literacy. It refers to the skills involved when uncovering bias in
regards to culture, as well as the ability to take different perspective (Gill, 2015).

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes) for the first three (3)
weeks of the course, you need to fully understand the following essential knowledge
that will be laid down in the succeeding pages. Please note that you are not limited to
exclusively refer to the these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library e.g.
ebrary, search.proquest.com etc.

1. Globalization.

1.1 Joseph E. Stiglitz (2002)- Closer integration of the countries and peoples of
the world brought about by the enormous reduction of costs of
transportation and communication, and the breaking down of artificial
barriers to the flows of goods, services, capital, knowledge, and people
across borders.

1.2 Held, et al (1999)- Captures elements of a widespread perception that

there is broadening, deepening and speeding up of world-wide
interconnectedness in all aspects of life, from the cultural to the political,
the financial to the environmental.
 1.3 Cole (2018)- Shared that according to sociologist, globalization is an
ongoing process that involves interconnected changes in the economic,
cultural, social, and political spheres of society. Culturally, it refers to the
global spread and integration of ideas, values, norms, behaviors, and
ways of life. Politically, it refers to the development of forms of governance
that operate at the global scale whose policies and rules cooperative
nations are expected to abide.

1.4 Beck (2000)- a process through which transnational actors undermine

sovereign national states with varying prospect of power, direction,
identities, and network.

2. Multicultural Literacy

2.1 Taylor and Hoechman (2011)- idea of an inclusive and diverse education
system where students of all cultural backgrounds are provided with the
respect and recognition they deserve in the classroom.

2.2 Boutte (2008)- fostering both critical thinking and culturally sensitive
pedagogies to bring explicit attention to society-related cultural issues, in
hope to positively impact diverse learners in the classroom through giving
recognition to the barriers they may face through educational institutions.

2.3 O’Bryne and Smith (2015)- culturally marginalized students feel more
respected and comfortable in the classroom as they genuinely feel their
needs are being met and their voices are being heard.

2.4 Banks and Stark (2003)- skills, attitudes and commitments needed to be
reflective, moral and active citizens in a troubled global world. The
knowledge, skills, and commitments essential to take action to make the
world more just and humane.

2.5 Bsndev (2004)- awareness that culture impacts behavior and beliefs. It is
an awareness and appreciation of different beliefs, appearances and
lifestyle. It promotes understanding reading multicultural books and stories
which provides cultural awareness of others; it provides a look at history,
customs, values, and language of a particular cultural group as well as
understanding among different cultures.

2.6 Boles (2006)- teaching children multicultural literature. This means

educators must challenge assumptions and stereotypes like selecting
literature that does not promote stereotypical perspectives.

2.7 Ford, Harris & Howard (1999)- Variables in the learning process must
include culture, race, gender, religion, socio-economic status, and ability.
 3. Tips to Foster Engaging Learning Culture

 Create new circle of friends

 Offer time and resources

 Network ideas

 Note similarities and differences of beliefs and practices

 Explore opportunities

 Care for each other

 Transfer Learning

*Abao, E., et.al (2019). Building and Enhancing New Literacies Across the Curriculum. Mutya Publishing
House. Malabon City.

Self-Help: You can also refer to the sources below to help you further
understand the lesson:

*Banks, J., A. (2003). Teaching for Multicultural Literacy, Global Citizenship, and Social Justice.
Fowler Colloquium on Innovation in Arts Education, 1-7.

* Tyrer, G. (2018). Literacy across the curriculum. London: Bloomsburry

Let’s Check
Activity 1. With the knowledge on globalization and multicultural literacy, choose one national/ global
issue from a reading material (simply write its main idea and source) then decide how it can help you
become part of the global community.

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Let’s Analyze
Activity 1. Compose your thoughts in a journal on how globalization generally affects the people’s way
of life in your own local community.

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In a Nutshell
Activity 1. Based from the definitions given by the expert, formulate your own definition of the
word globalization and multicultural literacy.

Globalization ___________________________________________________________

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 Multicultural Literacy _____________________________________________________

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Q & A List

Do you have any question for clarification?

Questions/ Issues Answers

1.
2.
3.
4.
5.

Keywords Index

Globalization Religion Global world

Literacy Inclusive Values
Multicultural Literacy Diverse Norms
Culture Race

Big Picture in Focus: ULOb. Point out key concepts of the different
aspects of social literacy-- effective communication, intercultural
communication, and prosocial communication.
Metalanguage
For you to demonstrate ULOb, you will need to have an operational understanding of the
following terms below.

1. Literacy. This encompasses the knowledge and skills students need to access, understand,
analyze and evaluate information, make meaning, express thoughts and emotions, present ideas
and opinions, interact with others and participate in activities at school and in their lives beyond
school. It is more than just the ability to read and write (Australian Curriculum, Assessment and
Reporting Authority, 2017).

2. Social Literacy. A person’s ability to interact, maintain and build relationships with others
(Universita Delle Libereta, 2012).

3. Communication. It is the transference of meaning between individuals and the means of

reaching, understanding and influencing others (Jayasree, nd).

4. Prosocial Communication. A communication that promotes the well-being of other people.

5. Intercultural Communication. A communication that requires to communicate or share

information with people from other cultures and social groups (SkillsYouNeed2017).

Essential Knowledge
In this part, you will be introduced to the different aspects of social literacy-- effective
communication, intercultural communication, and prosocial communication.

EFFECTIVE COMMUNICATION

Communication is a Two-Way Process

1. The sender sends a message.

2. The receiver gets the message and personalizes it.
3. The receiver, in turn, sends feedback and thus becomes a sender.
 4. The original sender now becomes a receiver and reacts to the feedback.
5. Generally, a new communication sequence is then initiated.

Areas of Communication
There are three areas of communication that you may want to practice.

1. Nonverbal Communication.
“The most important thing in communication is hearing what isn’t said.” – Peter F. Drucker

Wordless signals:
 Facial expression
 Eye gaze
 Postures
 Gestures
 Tone of voice

Roles of nonverbal communication (Wertheim, 2012)

 Repetition: they can repeat the message the person is making verbally.
 Contradiction: they can contradict the message
 Substitution: they can substitute for a verbal message. Ex: hug
 Complementing: they may add or complement a verbal message. Ex: two thumbs
up while saying good joy
 Accenting: they may accent or underline a verbal message.

2. Conversational Skills.
Conversation is a powerful tool that glues people together. It is a challenge for most
people who have social anxiety to start a meaningful conversation and keep them going.

Tips for the Art of Conversation

(Z.Hereford in Essential Life Skills.net)

 Do not dominate a conversation.

 Show interest and curiosity.
 Strive for a balance of give and take.
 Be an active listener by maintaining good eye contact and asking pertinent
questions.
 Train yourself to relax.
 Do not interrupt.
 Maintain an open mind.
 Try to avoid topics such as sex, religion and politics (it usually ends up in verbal
battle, not conversation).
 Be prepared with the latest news, developments and world events.
 Be approachable.

3. Assertiveness.
It means expressing your point of view in a way that is clear and direct while still
respecting others (Center for Clinic Interventions, 2016).
PROSOCIAL COMMUNICATION

Principles of Interpersonal Communication which may lead to Prosocial Communication

(Devito, 20016)

1. Communicating with cultural Sensitivity

2. Listening emphatically
3. Responding appropriately to emotional expression of others
4. Confirming
5. Advising
6. Complimenting
7. Mentoring/Sharing
8. Communicating politely
9. Arguing fairly and constructively
10. Responding to the dark side of interpersonal communication.

INTERCULTURAL COMMUNICATION
*Abao, E., et.al (2019). Building and Enhancing New Literacies Across the Curriculum. Mutya Publishing
House. Malabon City.

Self-Help: You can also refer to the sources below to help you further
understand the lesson:
*Flater, S. M. (2012). LET THE KIDS TEACH THROUGH SOCIAL LITERACY! Library Media
Connection, 30(4), 36. Retrieved from https://search.proquest.com/docview/916896108?
accountid=31259

*Social literacy, citizenship education and the national curriculum. (2001). Reference and
Research Book News, 16(3) Retrieved from https://search.proquest.com/docview/19965
1627?accountid=31259

*Maich, K., Hall, C., & Sider, S. (2013). Learning people skills: Social literacy for students with
autism spectrum disorders. Education Canada, 53(2), 20. Retrieved from
https://search.proquest.com/docview/1346713556?accountid=31259
Let’s Check

Instruction: Below are examples of situations, check the corresponding box if the
response is aggressive, passive, or assertive.

Let’s Analyze

Activity 1. Analyze the given scenario, and then answer the following questions.

Scenario A. A close friend calls and shares how she was having a pretty awful day. She
failed a subject, lost her wallet with her school’s tuition in it, and was dumped by her
romantic partner. After telling you all of these, she pauses and waits for you to say
something.

What will you say to her?

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In what way will your words benefit her? Benefit you?

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Scenario B. You mentioned to your best friend that you are feeling depressed lately and
are thinking of quitting college.

What do you want to hear from him/her?

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How will his/her words benefit you? Benefit him/her?

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*Abao, E., et.al (2019). Building and Enhancing New Literacies Across the Curriculum. Mutya Publishing
House. Malabon City.

In a Nutshell

As a future educator, enumerate the ways on how you can you promote prosocial
and intercultural communication among your students?

a. ______________________________________________________________________

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b. ______________________________________________________________________

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c. ______________________________________________________________________

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d. ______________________________________________________________________

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e. ______________________________________________________________________

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Q & A List

Do you have any question for clarification?

Questions/ Issues Answers

1.
2.
3.
4.
5.
Keywords Index

Communication Passive Intercultural Communication

Sender Assertive Conversation
Receiver Aggressive Message
Nonverbal Communication Prosocial Communication Feedback