BUILDING AND ENHANCING

NEW LITERACIES ACROSS

THE CURRICULUM

Prepared by:

Jannel C. Alviola, Ph.D.

Head, Student Publication Office/ Associate Professor 3

College of Education
Bachelor of Secondary Education

For Instructional Purposes Only

 Module in Technical Writing

VISION
A provide of relevant and quality education to a
society where citizens are competent, skilled,
dignified and community- oriented.

MISSION
An academic institution providing technological,
professional, research and extension programs to
form principled men and women of competencies
and skills responsive to local and global
development needs.

QUALITY POLICY
Northwest Samar State University commits to
provide quality outcomes-based education,
research, extension and production through
continual improvement of all its programs, thereby
producing world class professionals.

CORE VALUES
Resilience. Integrity. Service. Excellence.

INSTITUTIONAL GRADUATE OUTCOMES

Creative and critical thinkers
Life-long learners
Effective communicators
Morally and socially upright individuals
 Module in Technical Writing

Table of Contents

Module 1 – Introduction to New Literacies ..................................................................................

What is Literacy?………………………………………………………………………………
Traditional literacy Vs. New Literacies……………………………………………….
Importance of Acquiring New Literacies………………………………………………
Types of New Literacies………………………………………………………………

Module 2 – Globalization and Multi-cultural Literacy ...........................................................

Key Concepts…………………………………………………………………………
Globalization…………………………………………………………………….
Multi-culturalism………………………………………………………………..
The Globalization Trend and Literacy: Issues and Concerns………………………...
Multi-culturalism and Literacy: Issues and Concerns………………………………..
Diversity, equality and social justice……………………………………………..
Addressing Diversity Issues and Integrating Multi-culturalism
into the Curriculum………………………………………………………………
Module 3 – Social Literacy ……………………………………………………………………….
What is Social Literacy?..............................................................................................
Importance of Social literacy………………………………………………………...
Developing and Integrating Social Literacy
in the School Curriculum……………...................................................................

Module 4 – Traditional Media Literacy…………………………………………………………

What is Traditional Media Literacy?...........................................................................
The Role of Mass Media in the Society……………………………………………..
Mass Media: Issues and Concerns…………………………………………………..
Effective Use of the Different Media Materials
(Trimedia: TV, radio, print)……………………………………………………..
Developing and Integrating Media Literacy in Education………………………….
Module 5 - Cyber Literacy/Digital Literacy………………………………………………
What is Digital Literacies?........................................................................................
The Digital Environment………………………………………………………..
The Digital Tools………………………………………………………………..
Types of Digital Literacies…………………………………………………………
Locating and Filtering………………………………………………………….
Sharing and Collaborating……………………………………………………..
Reusing and Repurposing……………………………………………………...
Creating and Generating……………………………………………………….
Organizing and Curating………………………………………………………
Digital Literacy Applications in Education……………………………………….
 Module in Technical Writing

Table of Contents

Module 6 – Eco-literacy ..............................................................................................................

What is Eco-literacy ………………………………………………………………….
Inner Ecology…………………………………………………………………………
Outer Ecology………………………………………………………………………...
Importance of Eco-literacy……………………………………………………………
Education for Sustainability…………………………………………………………..

Module 7 - Art and Creativity Literacy……………………………………………………..

Art and Its Types………………………………………………………………………
What is Art and Creativity Literacy?.............................................................................
Bringing Art Literacy in Education………………………………………………….
 Module in Technical Writing

Course Code: Prof. Ed. 8/ Prof. Ed. 9

Course Title: Building and Enhancing New Literacies Across the Curriculum

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.

Course Outcomes:

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

1. Recognize the benefits of new literacies as lifelong skills.

2. Realize the importance of addressing diversity issues to cope with globalization trend.
3. Manifest mature attitude (personal and professional) in dealing with varied social
environments.
4. Create media in a variety of forms.
5. Choose and apply appropriate digital literacy trough creating blog, e-portfolio or term
paper.
6. Acknowledge interconnectedness and interdependence with natural systems.
and present ways to practice eco-literacy
7. Appreciate the different art forms and illustrate assigned form of art.
 Module in Technical Writing

Course Content:

As explained above, Prof. Ed. 8/ Prof. Ed. 9 introduces the concept of new literacies in
st
the 21 century as an evolving social phenomena and shared cultural practices across learning
areas.
The table below shows the outline of the topics to be discussed in the lecture per week
vis-à-vis the course outcomes. It is designed based on the course syllabus approved by the
college Dean in the College of Education.

Date of
Week Course Learning Outcomes Topics Assessment
Submission
1 Recognize the benefits of Module 1 – Introduction to New Paper and
new literacies as lifelong Literacies pencil test
skills. A. What is Literacy?
B. Traditional literacy Vs. New
Literacies
C. Importance of Acquiring New
Literacies
D. Types of New Literacies

2 Realize the importance of Module 2 – Globalization and Multi-

addressing diversity issues
to cope with globalization
trend.
cultural Literacy
A. Key Concepts
1. Globalization
2. Multi-culturalism
B. The Globalization Trend and
Literacy: Issues and Concerns
C. Multi-culturalism and
Literacy: Issues and Concerns
1. Diversity, equality and
social justice
D. Addressing Diversity Issues
and Integrating Multi-
culturalism into the
Curriculum

3 Manifest mature attitude Module 3 – Social Literacy

(personal and professional)
in dealing with varied
social environments.
A. What is Social Literacy?
B. Importance of Social literacy
C. Developing and Integrating
Social Literacy in the School
Curriculum

4 Create media in a variety Module 4 – Traditional Media

of forms. Literacy
A. What is Traditional Media
Literacy?
B. The Role of Mass Media in the
 Module in Technical Writing

Society
C. Mass Media: Issues and
Concerns
D. Effective Use of the Different
Media Materials (Trimedia:
TV, radio, print)
E. Developing and Integrating
Media Literacy in Education
5 Choose and apply Module 5 - Cyber Literacy/Digital
appropriate digital literacy Literacy
trough creating blog, e- A. What is Digital Literacies?
portfolio or term paper. 1. The Digital Environment
2. The Digital Tools
B. Types of Digital Literacies
1. Locating and Filtering
2. Sharing and Collaborating
3. Reusing and Repurposing
4. Creating and Generating
5. Organizing and Curating
C. Digital Literacy Applications in
Education
6 Acknowledge Module 6 - Eco-literacy
interconnectedness and A. What is Eco-literacy
interdependence with B. Inner Ecology
natural systems and present C. Outer Ecology
ways to practice eco- D. Importance of Eco-literacy
literacy E. Education for Sustainability

Appreciate the different art Module 7 - Art and Creativity

forms and illustrate Literacy
assigned form of art. A. Art and Its Types
B. What is Art and Creativity
Literacy?
C. Bringing Art Literacy in
Education
 Module in Technical Writing

Course Requirements:

In general, the requirements of Prof. Ed. 8/Prof. Ed. 9 are as follows:

 Written Outputs (academic papers – reflection papers/ analytical papers/

reaction papers)
 Other outcome-based outputs
 Portfolio/ compilation of outputs in the subject

Grading Criteria:
Requirement/Assessment Task Percentage
Major Course Output 50%
Major Exams 30%
Class Standing 20%
TOTAL 100%

Course Materials:
 Rubrics
 Course policies
 Module in Technical Writing

Module 1
Module Title: Introduction to New Literacies

Module Description:

Module 1 introduces students to the subject. It reviews “literacy” and defines the
concept of “new literacies. It also compares and contrast traditional literacy and new literacy.
The module ends with the discussion on the importance of acquiring new literacies to cope
with the demands of today’s society.

Purpose of the Module:

The module aims to give students a rationale on the changing concept of literacy,
comparing the traditional view and the modern idea. It also has for its purpose to make students
realize the significance of acquiring knowledge and skills on the so-called “new literacies” as
these are necessary life skills to adapt to the changing times. The last part of the module gives
students an overview of the many types of new literacy.

Module Outcomes:

Define “new literacies” and discuss its importance in different facets of life

Module Requirements:

At the end of this module, students will be given an objective test for comprehension
check on introduction to new literacies (i.e. simple recall/identification). Another test to be
given is a short essay in which they should be able to give their own definition of “new
literacies”; compare and contrast traditional concept of “literacy” and the so called “new
literacies”; and discuss the importance of acquiring new literacies.

Key Terms:

literacy, new literacies, introduction to new literacies, importance of new literacies

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Learning Plan

Lesson No: 1

Lesson Title: Introduction to New Literacies

Let’s Hit These:

At the end of this lesson, students should be able to:

 Recapitulate the traditional concept of literacy

 Define new literacies
 Compare and contrast the old concept of “literacy” and the “new literacies”
 Discuss the importance of acquiring new literacies to succeed in the ever-
changing world
 Identify types of new literacies

Let’s Get Started:

The world of literacy has expanded alongside technology, and new literacies are being
used as an alternative or an addition to traditional text (Sanders, 2016). Students’ world outside
of school has become “multimodal” and therefore must be linked with the basic literacy they
acquire in schools.

Let’s Read:

What is Literacy?

For us to better understand the idea behind “new literacies,” it is but necessary that we
first refer to its foundation embedded in the term “literacy.” Here are some definitions of
literacy.

Literacy, defined most simply, is the ability to read and write. (http://hackeducation
.com/2014/11/11/new-literacies-in-the-classroom).

Literacy is a process by which one expands one's knowledge of reading and writing in
order to develop one's thinking and learning for the purpose of understanding oneself and the
world (https://www.encyclopedia.com/history/encyclopedias-almanacs-transcripts-and-maps/
lite racy-education).

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

symbols for representing language (https://www.britannica.com/topic/literacy).

Literacy is the ability to identify, understand, interpret, create, communicate and

compute, using printed and written materials associated with varying contexts. Literacy
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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, 2004; 2017).

Literacy is the ability to read, view, write, design, speak and listen in a way that allows
you to communicate effectively. The power of literacy lies not just in the ability to read and
write, but rather in a person’s capacity to apply these skills to effectively connect, interpret and
discern the intricacies of the world in which they live
(https://www.3plearning.com/blog/literacy-important/).

Traditional Literacy Versus New Literacies

The meaning of literacy has evolved through time. From being simply known as “the
ability to read and write”, literacy in now viewed as inclusive of other skills needed for one to
cope in this fast-paced world.
Traditional literacy is defined as "the quality of being literate; knowledge of letters;
condition in respect to education, esp. ability to read and write" It is the building block for all
other literacies; without it, they would be impossible to master. (OED Online, "literacy," 2nd
ed.).
Moreover, foundational or traditional literacy is about print on a page, or decoding and
making sense of words, images and other content that a reader can string together and then
begin to comprehend. They are the words and pictures students read and pore over that are
contained in textbooks, in novels, on standardized tests, and even in comic books.

The new literacies encompass much more. Their utility lies in online reading
comprehension and learning skills, or 21st century skills, required by the Internet and other
information and communication technologies (ICTs), including content found on wikis, blogs,
video sites, audio sites, and in e-mail. They 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 in this century's economy and
(workforce. https://www.readingrockets.org/article/new-literacies).

“New literacies” that arise from new technologies include things like text-messaging,
blogging, social networking, podcasting, and videomaking. These digital technologies alter and
extend our communication abilities, often blending text, sound, and imagery. Although
connected to older, “offline” practices, these technologies change what it means to both “read”
and “write” texts. (They change the meaning of “text,” as well.)
(http://hackeducation.com/2014/11/11/new-literacies-in-the-classroom).

Indeed, technology has everything to do with literacy. Being able to use the latest
electronic technologies has everything to do with being literate (Wilhelm, 2000, cited in Rosaen
& Terpstra, 2010). Literacy, therefore, may be thought of as a moving target, continually
changing its meaning depending on what society expects literate individuals to do. As societal
expectations for literacy change, and as the demands on literate functions in a society change,
so too must definitions of literacy change to reflect this moving target. (Leu, Kinzer, Coiro &
Cammack 2004, cited in Rosaen & Terpstra, 2010). Literacy is no longer an end point to be
achieved and tested but rather a process of continuously learning how to become literate. (Leu,
2001, cited in in Rosaen & Terpstra, 2010).

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Importance of Acquiring New Literacies

While traditional literacy and a liberal education are still important (Nussbaum,
1997; Delbanco, 2012; Ferrall, 2011), in the 21st century students need to know more and
be able to do more than they did in the past. Students need 21st century literacy. This
new literacy includes traditional literacy skills, such as reading, writing, and arguing. But
more importantly, it includes new literacy skills, such as critical thinking, scientific
reasoning, and multi-cultural awareness (NCTE, 2008; Wagner, 2008; Grubb, 2003, p. 3;
Sagan, 1996, p. 325).

Like older forms of literacy, the new literacy requires both the "effective use" of
language and "large amounts of specific information" about the world (Hirsch, 1988, pp.
2-3). In addition to traditional literacy, students also need to learn about how knowledge
is created, especially how the most reliable knowledge is made through scientific
methods. Science has become the primary tool of the 21st century knowledge economy;
therefore, students should be exposed to all major scientific methodologies. Students
need an understanding of both qualitative (Cushman, Kintgen, Kroll, & Rose, 2001) and
quantitative literacy (Paulos, 2001; Steen, 2001; Steen, 2004). And while knowledge of
most scientific methodology does require advanced mathematical literacy, students with
only minimal mathematical knowledge can still be introduced to both qualitative and
quantitative scientific methods through an understanding of key concepts, theories, and
data (Wilson, 2013). To fully understand scientific methodology, students need to know
about the research university, academic disciplines, and the specific work that scientists
do within their disciplines. Only then will students be able to concretely grasp how
knowledge is created, debated, and refined through the scientific process
(http://21centurylit.org/introduction).

21st Century Literacy is more than just reading and writing. It is knowing how to
learn and know. Utilizing scientific research on cognition and meta-cognition, students
need to understand how the brain creates and uses subjective knowledge, and the different
processes that create objective knowledge. Students need to know how concepts work to
define and categorize knowledge, and how concepts can be organized into conceptual
frameworks that interconnect facts into larger fields of knowledge (Barber,
2012). Students need to be able to understand concepts as tools, which can be used to
solve real-world problems (Fish, 2011, p. 15, 29). Most importantly, students need to
recognize threshold concepts (Land, Meyer, & Smith, 2008), which enable new ways to
see and know the world. Two of the most important threshold concepts involve learning
to see writing as two separate tools: It is both a tool for thinking and knowing, and it is a
tool for communicating knowledge and persuading people to see the truth. Students need
to understand the theoretical purposes and the concrete practices of research, thinking,
and writing. Psychologists call this holistic understanding “meta-cognition,” which
means "thinking-about-thinking" and "thinking-about-doing." Such higher order
thinking enables us to better understand ourselves (both our strengths and limitations),
which then enables us to know better and perform better (Dunn, Saville, Baker, & Marek,
2013). Students need to be able to do, not just know (Wenger, 1999).

Also, there is a growing gap between what today's students do in school and what they
do at home. According to a recent Pew Internet and American Life Project study, "The Digital
Disconnect: The Widening Gap between Internet-Savvy Students and Their Schools," students
are spending 27 hours a week online at home, compared to an average of 15 minutes per week

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at school. "It's hard to develop online skills in traditional classrooms when so little instructional
time is online," says Susan Patrick, president of the North American Council for Online
Learning. "Online learning is not this separate silo that we might need to use as a tool."
Administrators should have such learning weaved into classrooms, she adds.

Today's students, the "digital natives" as they are sometimes called, are practically
inseparable from their computers, video games and the Internet. Moreover, a recent study by
the National School Boards Association found that 96 percent of students who have online
access use the technologies for social networking such as blogging, sharing music, instant
messaging, and posting their own movies. Not exactly the first thing you think of when you
imagine a classroom.

And although digital natives may be tech savvy, they don't use a lot of information, or
at least they don't know how to think critically about the information they use. They need
guidance on how to find the best information most efficiently and determine fact from fiction.

"Technology and knowledge in general are growing at an exponential rate," says Mary
Colombo, assistant superintendent of curriculum and instruction at Hopkinton (Mass.) Public
Schools. "Where do you find it? How do you gather it? How should you use it?"
(https://www.readingrockets.org/article/new-literacies).

Today, many children are being classed as ‘digital natives’ – just as comfortable online
as they are offline. The internet enables endless educational possibilities, with constantly
evolving information streams, however, the vastness of the internet can be a hindrance to those
children who cannot effectively sift through and interpret the material presented. Strong
literacy skills are a key tool used when children discern and interpret information, enabling
them to utilise the internet to its full potential and making sure that the inevitable ‘digital
footprint’ that children will leave, is one that is safe, appropriate, and reflective of their true

The changes that the English language has undergone over the course of history is
staggering. The past decade alone has seen students’ literacy repertoire extend beyond the
traditional pillars of reading, comprehension, grammar and writing, to include digital and
interactive applications. With today’s learners faced with a myriad of traditional and digital
literacies, how can we as parents ensure that our children develop the skills to effectively
navigate and decipher the constant information stream that surrounds them?
(https://www.3plearning.com/blog/literacy-important/).

Apart from the obvious changes of literacy materials over the past few decades, 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 (Edwards-Groves, 2012).

In order 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. Gee states that the most important variable for young
students for later success in literacy and content learning in school is the amount of talk,
interaction, and mentoring they have had from adults early in life (2012). In order to create a
heavily productive environment, as educators, we need to be informed about the continual
[Course Code]: [Course Title] Page 5 of 17
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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.
(https://njrya1.weebly.com/how-has-literacy-changed.html).

Types of New Literacies

Today’s new literacy can be classified as follow (Ryan, N.

https://njrya1.weebly.com/how-has-literacy-changed.html): (See Figure 1)

1. Traditional Literacy – Reading, writing, speaking and listening.

2. Information Literacy – The ability to identify what information is needed and the ability
to locate, evaluate, and use information.
3. Visual Literacy – The ability to understand and produce visual messages.
4. Critical Literacy – The ability to question, challenge and evaluate the meanings and
purposes of texts.
5. Media Literacy – The ability to question, analyze, interpret, evaluate, and create media
messages.
6. Tool Literacy – The ability to use tools to manage, consume and create information.
7. Digital Literacy – The ability to use digital technology, communication tools or
networks to locate, evaluate, use and create information.

Figure 1. Today’s New Literacy

Source: https://njrya1.weebly.com/how-has-literacy-changed.html

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Rosaen & Terpstra (2010) identifies eight (8) types of new literacies:

1. Cultural Literacy
2. Digital/Information Media Literacy
3. Emotional Literacy
4. Environmental Literacy
5. Numeracy
6. Print Literacy
7. Social Literacy
8. Visual Literacy

The University of Pittsburgh Library System calls the new literacy as the “21st century
literacies,” (See Figure 2) which covers visual literacy, media literacy, technology literacy,
network literacy, and cultural literacy as follow: (Source:
https://pitt.libguides.com/c.php?g=12354&p=65747)

1. Visual Literacy
 Constructing meaning from images and expressing oneself in terms of visually
while recognizing the validity and accuracy of those images
 Example of integration into library instruction:
 Use images from Flickr to compare and contrast primary & secondary
sources

2. Media Literacy
 Critical understanding of media in a variety of formats and an understanding of
the impact of various media on the individual and society
 Example of integration into library instruction:
 Use a variety of media (print & online newspapers, Wikipedia, etc.) to find
and evaluate information on a current news topic

3. Technology Literacy
 Critical thinking and problem solving skills related to digital technology and
communication
 Example of integration into library instruction:
 Have students create a wiki to collaborate on an annotated bibliography

4. Network Literacy
 Understanding of the tools and skills related to networked communication and the
ability to use those skills to make informed decisions
 Example of integration into library instruction:
 Use a shared catalog such as WorldCat to locate a list of resources

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5. Cultural Literacy
 Analyzing and understanding culture and society and showing familiarity and
compassion towards other cultures
 Example of integration into library instruction:
 Have students find topics The New Dictionary of Cultural Literacy
(http://www.bartleby.com/59/) to research in library database & discuss
findings

Figure 2. 21st Century Literacies

Source: https://pitt.libguides.com/c.php?g=12354&p=65747

Suggested Readings and Support Materials:

Education Update. (August 2010). Retrieved from http://www.ascd.org/publications/

newsletters/ education-update/aug10/vol52/num08/Dawn-of-the-New-Literacies.aspx

New age, new literacies, new means of educating students. YouTube video.
https://teachallreachall.weebly.com/new-age-new-literacies-new-ways-of-educating
students.html.

References/Sources:
Ryan, N. https://njrya1.weebly.com/how-has-literacy-changed.html.
Rosaen & Terpstra (2010https://pitt.libguides.com/c.php?g=12354&p=65747.

[Course Code]: [Course Title] Page 8 of 17

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Sanders, A. 2016. Retrieved from https://www.sciencedirect.com/topics/social-sciences/new-

literacies.

New literacies in the classroom. (November 2014). Retrieved from http://hackeducation

.com/2014/11/11/new-literacies-in-the-classroom.

https://www.encyclopedia.com/history/encyclopedias-almanacs-transcripts-and-maps/ lite
racy-education.
https://www.britannica.com/topic/literacy.
UNESCO, 2004; 2017
https://www.3plearning.com/blog/literacy-important/
OED Online, "literacy," 2nd ed.
workforce. https://www.readingrockets.org/article/new-literacies
http://hackeducation.com/2014/11/11/new-literacies-in-the-classroom
Leu, Kinzer, Coiro & Cammack 2004, cited in Rosaen & Terpstra, 2010
http://21centurylit.org/introduction
https://www.readingrockets.org/article/new-literacies
https://www.3plearning.com/blog/literacy-important/
https://njrya1.weebly.com/how-has-literacy-changed.html

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