UNIVERSIDAD DE MANILA

(Formerly City College of Manila)

UDM Annex, Plaza Lacson, Sta. Cruz, Manila
College of Education – Technical-Vocational

MODULE IN BUILDING ENHANCING NEW LITERACIES ACROSS THE CURRICULUM

W/ EMPHASIS ON THE 21ST CENTURY SKILLS

Program Bachelor of Science in Industrial Technology

Level/Placement Level 3, 1st Semester
Course Title Building Enhancing New Literacies Across the Curriculum w/ Emphasis on
the 21st Century Skills
Course Code TVE 311
No. of Units 3 Units
Pre-requisite None
Rationale This course introduces the concepts of new literacies in the 21st century
as an evolving social phenomenon and shared cultural practices across
learning areas. The 21st century literacies shall include: a) globalization
and multicultural literacy; b) social literacy; c) media literacy; d)
financial literacy; e)cyber/digital literacy, f) eco-literacy; g) arts and
creativity literacy, and h) critical literacy.
Focus Understanding of fundamental concepts across the curriculum such as
globalization and multicultural literacy, social literacy, media literacy,
financial literacy that will enhance students’ 21st century skills and
dedicated to the holistic development of the students.
Outcome To this end, the course provides an overview of the various 21st Century
skills which enables students to become globally competitive. it seeks to
Literacy across the curriculum which requires children and young
people to have skills which enable them to interpret and compose texts
across different disciplines. This involves teaching that prompts learning
that embeds a grasp of how different language choices and patterns
represent and document ideas and views of the world through a range
of genres and develops a sense of the way disciplinary knowledge is
organized (for example, in mathematics, science, history or geography).
Module Title Building Enhancing New Literacies Across the Curriculum
Module No. Module 1
Total Study Hours 3 Hours/Week Blended Learning
Module Writer Julius Ortega Espiritu, L.P.T., M.A.Ed.
Module/Learning Julius Ortega Espiritu, L.P.T., M.A.Ed.
Facilitator No. 09305146332/09569781114
Contacts julius.espiritu@deped.gov.ph
Module This course introduces the concepts of new literacies in the 21st century
Introduction. 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 explorations
and other teaching strategies shall be used in this course. You will spend
3 hours of blended learning per week to complete this course. You will
be using a variety of learning materials such as online lecture, hand-
outs, journal etc. some assessment tool such as task sheets, essay test

TVE 311 – Building Enhancing New Literacies Across The Curriculum 1 of 5

 UNIVERSIDAD DE MANILA
(Formerly City College of Manila)
UDM Annex, Plaza Lacson, Sta. Cruz, Manila
College of Education – Technical-Vocational
and authentic assessment materials will be utilized in evaluating your
progress and terminal learning.
Module Learning ❖ Understand the definitions of conventional literacy
Outcomes ❖ Comprehend the implications on both the national and individual
level;
❖ Formulate one’s personal level of cultural and multicultural literacy
❖ Assess level of personal financial literacy using set of standards and
questions
❖ Characterize financial literacy in the Philippines
Rubrics for The following will be the rubrics that will be used for assessing
Grading your weekly task and final output for this module:
Criteria Point
Creativity – the work is done creatively. It employs many 5 points
ideas that add color to the totality of the work. The concepts
and ideas are presented in a creative way.
Completeness – the elements that are being asked in the 5 points
activity are complete and well presented. There are no
lacking elements.
Originality – the concept of the work is original and not a 5 points
mere reproduction or duplication of any work of anyone.
Ideas and thoughts are conceived by creative imagination
only.
Organization – the concepts of the work are presented 5 points
logically. Concepts and ideas are cohesive and do not
possess ambiguous thoughts and impressions.
Neatness – the work is neat and clean. The format of the 5 points
work also possesses the same quality as it is with its
substance.
Punctuality – the submitted work is on time or before the due 5 points
date that was set for the submission.
TOTAL 30 points
Writing Take note of the guidelines to follow as you complete all your written
Mechanics outputs.

1. Written output should be a minimum of 300 and maximum of 500

words. Total number of words should be indicated on the last page
of your output.
2. For computer-generated output, use the format
a. short bond paper
b. font style is Century Gothic
c. font size is 12
d. double spacing
e. Justified.
3. Hand-written output should be readable and in print.
4. Electronic outputs may be sent to the official email address of the
instructor listed above.
5. Written output may be scan/photograph and sent to the Moodle
account or Messenger account of the instructor.
TVE 311 – Building Enhancing New Literacies Across The Curriculum 2 of 5
 UNIVERSIDAD DE MANILA
(Formerly City College of Manila)
UDM Annex, Plaza Lacson, Sta. Cruz, Manila
College of Education – Technical-Vocational
Discussion: Reading Material No. 12

ENVIRONMENTAL LITERACY

Climate change
• is a long-term change in the statistical distribution of weather patterns over periods of
time that range from decades to millions of years.
• It may be a change in the average weather conditions or a change in the distribution
of weather events with respect to an average, for example, greater or fewer extreme
weather events.
• Climate change may be limited to a specific region, or may occur across the whole
Earth.
• In recent usage, especially in the context of environmental policy, climate change
usually refers to changes in modern climate.
• It may be qualified as anthropogenic climate change, more generally known as
global warming or anthropogenic global warming (AGW).
• What is climate change adaptation?
• Adaptation to global warming and climate change is a response to climate change
that seeks to reduce the vulnerability of natural and human systems to climate
change effects.
• Even if emissions are stabilized relatively soon, climate change and its effects will last
many years, and adaptation will be necessary. Climate change adaptation is
especially important in developing countries since those countries are predicted to
bear the brunt of the effects of climate change.
• A concerted effort is needed...
• Integrating climate change adaptation into a traditional curriculum requires hard
work and an administrator that is willing to support and empower staff to challenge
themselves and their students.
• You can make the case for climate change adaptation to the both internal and
external stakeholders in your school by demonstrating the importance of
environmental literacy including climate change adaptation, and the academic
benefits of an environmentally oriented curriculum.
• The Importance of Environmental Literacy
• Environmental literacy in students goes beyond simple classroom discussions on
global climate change or limited recycling efforts. Today’s students will face many
environment-related challenges as they grow into tomorrow’s leaders.
• Waste disposal, water allocation and quality, adapting to climate change, genetic
engineering of food, energy consumption, and species preservation and diversity are
just a few of the issues that will define our future.
• Citizens will need environmental literacy to make informed decisions based on
analysis of available science and the impacts of viable alternatives.
• Academic Success through Environmental Education
• Providing opportunities for students to explore topics of interest to them across
disciplines through environmental education produces exciting results.
• With an effective environmental education program, students benefit from:
➢ Topics that engage them and foster enthusiasm for learning.

TVE 311 – Building Enhancing New Literacies Across The Curriculum 3 of 5

 UNIVERSIDAD DE MANILA
(Formerly City College of Manila)
UDM Annex, Plaza Lacson, Sta. Cruz, Manila
College of Education – Technical-Vocational
➢ Fewer discipline and classroom management problems.
➢ Better performance on standardized tests.
➢ Real-world application of classroom learning.
➢ Higher retention of knowledge and skills; and
➢ Increased teacher morale and enthusiasm.

Components of a Successful Environmental Education Program

• Instructionally valid learning such as smaller learning communities with personal
instruction, appropriate use of technology, varied and engaging instruction, in-depth
topic study, and ongoing evaluation.
• Real-world application of learning through field work.
• Exploration of issues and opportunities for students to make choices based on their
findings.
• Place-based learning.
• Integration of disciplines rather than a pure science-content approach.
• Professional training for educators; and
• Meeting curricular goals and benchmarks through the instruction.

Academic and Social Benefits of Environmental Education

• Environmental education emphasizes cooperative learning, critical thinking and
discussion, hands-on activities, and real-world application. Students who study
environmental education develop and practice skills like:
• Working in teams.
• Listening to and accepting diverse opinions.
• Solving real-world problems.
• Taking the long-term view.
• Promoting actions that serve the larger good.
• Connecting with the community; and
• Making a difference in the world.
• Students who fail in traditional school settings often succeed when the natural
outdoor environment becomes their classroom.
• With environmental education, students who learn best by doing can be as
successful as students who learn best through lectures and books.
• Hands-on experiences motivate students to learn and pay off in better test scores,
better social skills, and increased parental involvement.
Assessment Task Sheet # 12
Checkpoint
Answer the following questions for this week’s task.

1. Define Climate Change and Global Warming?

2. What are the effects of Global Warming and Climate Change to
you and to your community?
3. Do you believe that the world can still solve the problem in
Climate Change or Global Warming? Justify your answer.
4. As a student, how can you help in alleviating the effects of
Climate Change and Global Warming in our community and
country? Explain your answer.
5. Do you think environment is being undermined by the economic
TVE 311 – Building Enhancing New Literacies Across The Curriculum 4 of 5
 UNIVERSIDAD DE MANILA
(Formerly City College of Manila)
UDM Annex, Plaza Lacson, Sta. Cruz, Manila
College of Education – Technical-Vocational
development happening in the country? Elucidate your answer.
References Books and Journals:

Bojuwoye, O., Moletsane, M., Stofile, S., Moolla, M., & Sylvester, F. (2014).
Learners’ Experiences of Learning Support in Selected Western Cape
Schools. South African Journal of Education, 34 (1), Pp1-15.
Christie, F. & Derewianka, B. (2018). School discourse: Learning to write
across the years of schooling. (Rev.)London: Continuum.
Dunlosky, J., Rawson, A.K., Marsh, E.J., Nathan, M.J., & Willingham, D.T.
(2013). Psychological Science in the Public Interest, 14 (1), Pp4-58.
Gomez, Frederick W. (2019). Building and Enhancing New Literacies
Across Curriculum. Manusccript Humphrey (2017) Instructions,
observation, description and personal recount shifting to ‘non-technical
ideas’ in the everyday domain to ‘ideas of academic disciplines’ (2017,
p. 11).
Humphrey, S. (2017). Academic literacies in the Middle Years: A
framework for enhancing teacher knowledge and student
achievement. New York and London: Routledge.
Manichander, T. (2015). Psychology of Learners & Learning. Laxmi Book
Publications, Maharashtra, Pp.14-18.
Mangal, S.K. (2014). Essentials of Educational Psychology. PHI Learning
Pvt. Ltd, New Delhi, Pp. 616-636.
Sogunro, O.A. (2015). Motivating Factors for Adult Learners in Higher
Education. International Journal of Higher Education, 4 (1), Pp22-38.
Syomwene, A., Kitainge, K., & Mwaka, M. (2013). Psychological
Influences in the Curriculum Decision Making Process. Journal of
Education and Practice, 4 (8), Pp173-181.

Internet Sites.

https://sitwe.wordpress.com/2015/12/14/types-of-literacy-or-literacies/
http://21centurylit.org/introduction#:~:text=21st%20Century%20Literacy
%20is%20more,processes%20that%20create%20objective%20knowledge.
https://www.wider.unu.edu/publication/impact-globalization-
world%E2%80%99s-poor
https://21stcenturyliteracy214.wordpress.com/test-2/
http://www.ldonline.org/lavoie/The_Teacher%27s_Role_in_Developing_S
ocial_Skills/16075
https://www.emergingedtech.com/2018/08/vital-social-skills-to-teach-
pre-school-children/
https://www.investopedia.com/terms/f/financial-literacy.asp

TVE 311 – Building Enhancing New Literacies Across The Curriculum 5 of 5