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COURSE CODE: EDUC 10

TABLE OF CONTENTS
DESCRIPTIVE TITLE: Building and Enhancing New
Literacies across Curriculum TOPIC 1: Introduction to 21st Century Literacies

PREREQUISITE(S): TOPIC 2: Globalization and Multicultural

Literacies
CREDIT UNITS: 3
TOPIC 3: Social Literacy
COURSE DESCRIPTION: This course introduces the
concepts of new literacies in the 21st century as an TOPIC 4: Media and Cyber/Digital Literacy
evolving social phenomenon and shared cultural
practices across learning areas. The 21st century literacies TOPIC 5: Financial Literacy
shall include (a) globalization and multi-cultural literacy,
(b) social literacy, (c) media literacy, (d) financial literacy, TOPIC 6: Eco- Literacy
(e) cyber/digital literacy, (f) eco-literacy, (g) arts and
creativity literacy, and (h) critical literacy. TOPIC 7: Arts and Creativity Literacy

COURSE OUTCOMES: After successful completion of

the course, as a pre-service teacher, you are expected to:

1. demonstrate practical understanding of the concepts

of the new literacies of the 21st century;
2. exhibit knowledge of teaching strategies that promote
literacy skills;
3. apply teaching strategies that develop learner’s critical
and creative thinking and /or higher order thinking skills;
4. demonstrate skills in the positive use of ICT; and
5. Express appreciation of the diverse literacies of the
21st century.

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WEEK NOS. 2-4: Introduction to 21st
Century Literacies
“Literacy is a bridge from misery to hope.”
-Kofi Annan
Former UN Secretary General
Literacy is defined as the quality or state of being literate.
Literacy is the ability to identify, understand, interpret,
create, communicate, and compute, using printed and
written materials associated with varying contexts.
Literacy involves a continuum of learning in enabling
individual to achieve his/her goal, to develop his/her
knowledge and potential, and to participate fully in
his/her wider society. (United Nations Educational, Scientific
and Cultural Organization)
It is imperative for teachers to educate their students on
the new meaning of the word, literate and “to try new
things, and work with students to find where learning is
most comfortable for them to succeed” (Lynch, 2018).
Literacy is an ever-changing concept which people must
dedicate themselves to understanding in order to
become literate in the 21st century.
A. Traditional Literacies:
• Basic Literacy is the ability to read, write, listen,
speak, compute, and think strategically.
• Comprehension Literacy is the ability to
understand the meaning of the written text or
what is being read.
• Early Literacy is the development of skills
students need in order to transition from
learning to reading to learn.
• Functional or Practical Literacy is the ability to
read and write to perform everyday task.
“A significantly higher level of literacy which
includes not only reading and writing skills but
also numeracy skills. The skills must be
sufficiently advanced to enable the individual to
participate fully and efficiently in activities
commonly occurring in his life situation that
require a reasonable capability
communicating by written language.”
Source: https://psa.gov.ph/press-releases/id/163646
Three things that have been critical in the rise of the
new literacies:
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• Increase Reach- We are communicating with
more people, from more diverse cultures,
across vaster distances that ever before.
• Increased Means of Communication- We are
communicating in more ways and at faster
speeds than ever before.
• Increased Breadth of Content-We are
communicating about more things than ever
before.
The 21st century literacies and skills :
1. Globalization and multi-cultural literacy
- discusses how our increasing ability to
communicate with almost anyone,
anywhere, in real time requires new skills
and attitudes in interacting with people with
cultures, perspective, worldviews and
priorities different from our own,
particularly with the end-view of not only
peace and understanding, but also mutual
benefit and productivity.
2. Social Literacy-Explores the need for the
ability to navigate our own social networks.
3. Media Literacy- In an age where information
is power and where, having the right (and
wrong) information and the ability to
communicate it with others and use it to
address real world problems, easily spell the
difference both personal and career success
and failure.
4. Financial Literacy- This will help mitigate the
ever-widening gap between the rich and the
poor. It addresses the notorious problems of
short-sightedness regarding personal
finances.
5. Cyber/Digital Literacy- Explore the emerging
need to locate verify, and ultimately manage
online information.
6. Eco-Literacy and Artistic and Creative
Literacy -Explore the emerging demands for
knowing how to effectively and sustainable
manage the natural resources that our
increased industrialization and demands for
productivity are so rapidly eating up. It also
explores how this increase in productivity also
brings with an increased demand for arts and
aesthetics and the need to develop ways of
effectively communicating through the
creative arts in industries dominated by the
objective data.
of
7. Critical Literacy- Addresses the increasing
need to discern the underlying messages
behind the new “text” of the 21st century,
particularly in an ever-increasing
multicultural society where ideas, cultures,
and ideologies vie with another for power and
dominance in the minds of the masses.
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Features of 21st Century Learning and
• Technology provides teachers and students
Teaching (Bolstad, et.al, 2012)
with access to variety of educational resources
that promotes creativity, critical thinking,
Below are the seven features of 21st Century Learning
communication and collaboration.
1. Personalized learning
2. Equity, diversity, and inclusivity
• Teacher’s Professional Growth and
3. Learning through doing
Development. Teachers must sustain their
4. Changed role of the teacher
image as desirable and progressive members of
5. Community relationships
21st century academic community. They remain
6. Technology
passionate in knowing and discovering all the
7. Teacher professionalism
latest research on best teaching practices.
• Personalized learning is also called student- Source : https://helpfulprofessor.com/21st-century-learning/
centered learning and it recognizes that not all Retrieved March 5, 2021
students learn in the same manner. In other
words, this approach aims to customize learning Critical Attributes of 21st Century
for each student’s strengths, needs, skills and Education
interests.
“If you’re not doing the things that scare you,
Teachers can adjust their teaching methods in some you’re not really learning.”
ways. They can -Seth Godin
- differentiate content difficulty;
- differentiate modes of delivery; and • Be a teacher of peace in the 21st century
- differentiate assessment strategies. education and beyond. Someone who promotes
or respects diversity in the classroom and in the
• Equity, diversity, and inclusivity school.

The 21st century education embraces equity, • Read: The Critical Attributes of 21st Century
diversity and inclusivity in the classrooms by: Education using this link.
- Equity is grounded in the principle of http://iflex.innotech.org/GURO21/module1/l1_
fairness. 5.html
The goal of 21st century educators is to achieve
equality of the outcomes. • Critical Attributes of 21st Century Education
- Diversity is considered strength in the
21st century classrooms. Diversity 1. Integrated and Interdisciplinary
promotes acceptance regardless of their 2. Technologies and Multimedia
culture differences.
3. Global Classrooms
- Inclusivity means students of all ability 4. Creating/ adapting to constant personal and
levels, physical disabilities, or learning social change, and lifelong learning
disabilities deserve to be included in 5. Student-centered
mainstream classroom. 6. 21st century skills
7. Project-based and research driven
8. Relevant, rigorous and real world
• Learning through doing encourages the
students to learn through doing. The central idea
of this approach is students learn much better at
knowing, remembering and using knowledge if
they learn actively, rather than passive learning.

• New role of the teacher means ‘from teacher-

centered classroom to student-centered.’ The
teacher’s job is to facilitate and help coach the
students as they learn.

• Academic Community Relationships. The 21st

century teachers leverage the skills and
knowledge of the community. They recognize
that they cannot be experts on everything.
Therefore, they seek/invite experts/ resource
persons from academic community and bring
them into classroom. Source: https://www.21stcenturyschools.com/critical-attributes-of-21st-
century-education.html

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• What 21st century education looks like? What
changes does the 21st century bring to the
teaching and learning process?
• Integrated and Interdisciplinary
This critical attribute entails that teachers review
and organize the curriculum and identify
strategies on how different subjects can be
effectively linked to enhance the learning
experiences of students. For example, Teachers
can combine Mathematics and Physical
Education subjects. Students can exercise their
Math skills by estimating how far or how high
they jumped.
• Technologies and Multimedia
The 21st century education promotes the full use
of available Information and Communication
Technology (ICT) as well as multimedia that
extend learning beyond the text and beyond the
classroom walls.
• Global classrooms
st
Teachers of 21 century education brings the
world into classrooms. They engage students
with the world. They teach them to empathize
with others, value diverse perspectives and
cultures, understands how events around the
world are interconnected.
• Creating/ adapting to constant personal and
social change, and lifelong learning
st
Education in the 21 century believes that
learning takes place not only in the classrooms
but also in our everyday lives.
This means that learning is acquisition of
knowledge, skills, and values that can be used in
life.
• Student-centered
As the term implies, students’ individual needs
and interest are forefront of 21st century
educators’ teaching practices.
This attribute is also known as learner-centered
education and teachers of 21st century education
encourages students to be active participants in
the learning process.
• 21st century skills
Aside from basic literacy skills, learners must
develop in themselves the 21st century skills that
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would help them cope with life and work in the
21st century communities.
1. Collaboration and Teamwork
2. Creativity and Imagination
3. Critical Thinking
4. Problem Solving
• Project-based and research driven
Emphasis on data, information, and evidence –
based decision making are among the critical
attributes of 21st century education. This implies
that 21st century teachers need to be research
driven.
Also, 21st century learners must be given
opportunities to develop their knowledge and
skills through engaging projects and self-
directed activities, such as learning projects
within and outside the classrooms.
• Relevant, rigorous and real world
Attributes of relevant and rigorous 21st century
education:
Higher order thinking (HOT) is performed by
students during instruction.
Deep understanding and mastery of critical
disciplinary concepts and skills are
demonstrated.
Concepts and skills are applied to situations,
issues, problems, in the world beyond school.
21st Century Skills Categories
• A 21st century education is about giving students
the skills they need to succeed in this rapidly
changing world and helping them to grow the
confidence to practice those skills.
• 21st Century Skills Categories :
• A. Learning Skills
1. Critical thinking-Finding solutions to
problem. The most important quality for
someone to have in health sciences.
2. Creativity-Thinking outside the box. This
skill empowers students to see concepts in
a different light, which leads to innovation.
3. Collaboration-Working with others. Means
getting students to work together, achieve
compromises and get the best possible
results from solving a problem.
4. Communication-Talking to others. It is the
glue that brings all of these educational
qualities together.
• B. Literacy Skills
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1. Information literacy-Understanding facts, • Expanded flow of individual people among
figures, statistics, and data. It is the foundational societies.
skill. It helps students understand facts, • Interdependence of expressive culture among
especially data points, that they’ll encounter nations.
online.
2. Media Literacy-Understanding the methods Expressive Culture Deals with how a
and outlets in which information is published. It particular culture
is the practice of identifying publishing methods, expresses itself in its
outlets, and sources while distinguishing language, music and
between the ones that are credible and the ones arts.
that aren’t.
3. Technology Literacy-Understanding the • Expanded flow of instrumental culture around
machines that make the information age the world.
possible. It goes another step further to teach Instrumental Culture Refers to “common
students about the machines involves the models to social
information age. order”(Meyers, 2000)
that is, models or
• C. Life Skills ways of thinking
1. Flexibility-Deviating from plans as needed. about and enacting
It is the expression of someone’s ability to national identity,
adapt to changing circumstances. nation-state policies
2. Leadership-Motivating a team to both domestic and
accomplish goal. Is someone’s penchant for foreign, socio-
setting goals, walking a team through the economic
steps required, and achieving those goals development, human
collaboratively. rights, education and
3. Initiative-Starting projects, strategies, and social progress.
plans on one’s own.
4. Productivity-Maintaining efficiency in an
age of distractions. Reasons of Expanding Flow of People
5. Social Skills-Meeting and networking with among Societies
others for mutual benefit.
1.Socio-Economic migration- it explains the OFW
Phenomenon.

WEEK NO. 5: Globalization and 2.Political expulsion-People are trying to escape the
Multicultural Literacies political climate of a particular country.

3.Travel for the sake of leisure.

Globalization is the process of interaction and
integration between people, business entities,
government, and cultures from other nations.
The Effects of Globalization
• Economic, political, and military dependence
and interdependence between nations.
Four ways of unequal income increase.
1.Creates a small, highly paid class of elites to
manage those investments, who create many
but usually low-pay jobs.
2.Profits from the investments are
repatriated, rather than invested in the host
country, therefore inhibiting domestic capital
formation.
3.Foreign capital penetration tents to
concentrate land ownership among the very
rich.
4.Host countries tend to create political and
economic climates favorable to foreign capital
that in turn limit domestic labor’s ability to
obtain better wages
Cultural Literacy- refers to the ability to understand the
signs and symbols of a given culture and being able to
participate in its activities and customs as opposed to
simply being a passive and observer.
What is Dona Victoria Syndrome?
A kind of inferiority complex wherein anything and
everything natively Filipino is considered by the Filipinos
themselves as being inferior.
Challenges for Cultural Literacy in the Philippines
As Applebee(1987) observes, interesting discussions on
cultural literacy give rise to some very difficult questions
which are particularly important to a multicultural and
multilingual nation like Philippines.
• What kinds of knowledge constitute cultural
literacy? Is it knowing facts, names, and dates,

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or is it something more experiential like being
familiar with a story or a particular song?
• If culture is more “caught than taught” should
cultural literacy be one of the goals of
education? If yes how does one teach it?
• Whose cultures must we be literate in to be
considered “culturally literate”? Who decides
which cultures are included and which ones are
excluded and on what basis?
• Is cultural literacy education simply a means for
the dominant culture to express its dominance
over minority cultures?
• How is cultural literacy to be assesses and
evaluated? How can we know someone is
“culturally literate”?
What is Multicultural Literacy?
This is the knowledge and skills necessary to ensure that
any communication with a culture different from our
own is clear productive and respectful such that their
differences are celebrated and neither culture is
demeaned or treated as inferior.
The skills and knowledge required to be a multi-
culturally literate are the ff:
• Selflessness
• Knowledge that good and useful things can(and
do) come from those different from us.
• Willingness to compromise
• Acceptance that there are limits
• Idea that we cannot be friends with everyone.
Issues in Teaching and Learning Multicultural Literacy
in the Philippines.
1.Conflicting Requirements for Peace.
Desired
Territory
Peace
2.Nationalistic and Regionalistic Pushback
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4.The Question of Value
Honesty Discrimi
Laws nation
Pedagogies in Multicultural Teaching
1.Learn about other cultures- Banks(1991) posits that
the first step to teaching multiculturalism is knowing
about cultures that are not your own. It follows that if
you, the teacher , know only your own culture, then you
will be unable to teach your students to appreciate a
culture that is different from your own.
2.Familiarize yourself with how discrimination and
prejudice appear in your own culture.- Boutte(2008) and
Banks(1991) agree that teachers must be able to
identify and confront patterns of discrimination and
prejudice in their own lives before they can teach their
students to do the same. Example, when someone you
just met says he or she is from Mindanao, what words
immediately come out of your mouth in response? Do
they betray some long held preconceptions about
people from the region?
3. As you are, so will you behave- Key to genuine
multicultural literacy is core values-that is, what you,
the teacher , really believe about people who are
different from you; not the kind of belief that you
determines your behavior when you think no one is
watching.
4.Model more, tell more- Young students, by nature, will
have difficulty in exercising empathy toward those who
are different from them. The ability is there, but it will
naturally lack practice. It is therefore not enough that
teachers tell them to be more compassionate- you, the
teacher, must model for them what empathy and
compassion for others look like on a day to day basis.

Identity &
Language

3. The Persistence of the Problem

Language Religion

Culture
Color
Education

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WEEK NO. 6: Social Literacy
Social Literacy concerns itself with the development of
social skills, knowledge and positive human values that
enable human beings to act positively and responsibly in
range of complex social settings.
Three inter-related components of social skills:
• Social Cognition
• Social Performance
• Social Perception
Social Skill is defined in literature as the ability to interact
with others in given social context in specific ways that
are socially acceptable are valued and at the same time
personally beneficial, mutually beneficial, or primarily
beneficial to other.
There are several types of social skills that must be
mastered for a child to be socially adept.
1.Greetings- Children develop relationships with peers
by interacting with them. The first step in a social
interaction is greeting someone. Greeting others is done
not only with words like “hi” or “how are you?” but facial
expressions, tone of voice, and gestures such as a nod or
a wave.
2.Initiating Conversations- In order to carry on a
conversation, a child must be able to initiate, maintain
and close conversation appropriately. This requires good
listening and attention skills, as well as the ability to take
turns and probe for missing information.
3. Understand the listener-Once a conversation is
initiated, it has to be maintained. In order to do that. It is
important to understand the audience one is taking to.
4.Emphatizing- Empathy is more than perspective
taking; it means that one is able to feel what the other
person feels. Empathy allows one to really connect with
other people.
5.Reading Social Cues- It is very important to read social
cues in a conversation. Cues are the hints and signals that
guide us to the next thing to say or do. Social cues can be
verbal or non-verbal.
6.Previewing or Planning-Conversation also require that
one previews or thinks about what effect the words or
actions may have on the listener before she says or does
them.
7.Problem-Solving-Problems and conflict are often a
part of social interactions. Someone may not agree, get
angry, insult, or become aggressive at someone that one
says. Conflicts cannot be avoided and are often
necessary to “clear the air”. Turning a conflict from a
“win-lose” situation to a “win-win” situation.
8. Apologizing- Everyone makes social mistakes at one
time or another. A person with good social skills is
confident enough to make a sincere apology for her
error.
Role of Parents and Teachers in
Teaching Social Skills to Children
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1.Parents can teach Social skills by:
• Modelling
• Role-Playing
• Providing opportunities to develop new skill
2.Teachers do not have to teach a class in social
skills but should be alert to teasing and bullying and
aware of children that are rejected by their peers.
3.Work corporately with the children’s parents to
prevent the humiliation, embarrassment, and
distress that befall the children.
4.Let the children cooperate instead of competing.
Issues in Teaching Social Literacy
1.Subjective Standards of Morality- The natural
outcome of postmodern philosophies is that truth and
morality are considered subjective and open to
individual interpretation. This can be seen in the current
culture, where actions and behavioral patterns that
were once considered bad have now become
acceptable- so much so that many now consider them
to be even good.
2. Human Nature-While we would all like to believe
that people are inherently good, experience has taught
us that the inherent goodness of humanity is, at best,
unreliable: Sometimes it is there, often it is not. We are
quick to champion the cause of moral uprightness,
justice, and equity, but balk when our words and
actions come under their scrutiny.
• Today’s student have grown up with the
internet that have become inseparable from
their gadgets. Blake(2017) offers helpful
reminders to young professionals in terms of
social skills in the modern age. This situation
underscores the importance of educating
students in what could be called social literacy
to ensure their academic and career success.
3. Situational Awareness in the Workplace- While
casual office has become the norm offices, job
interviews typically require more formal dress and
behavior to demonstrate a level of respect. Stories
prevail of young adults showing up to interviews in
causal clothing, texting, or using phones during job
interviews or even bringing their parents with them.
4.Social Intelligence to Technological Communication-
Text-speak and technology use have affected many
young people’s ability to communicate. While email has

deformalized much of the communication process,
students still need to ensure their writing denotes
respect and provides enough context for professors (or
future employers) to readily respond.
Emotional Intelligence- is the ability to understand, use,
and manage your own emotions in positive ways to
relieve stress, communicate effectively, empathize with
others, overcome challenges and defuse conflict.
Four Components of Emotional Intelligence
1. Self-awareness
This is considered the foundation for all the
other components of emotional intelligence.
Self- awareness means being aware of what you
are feeling; being conscious of the emotions
within yourself.
2. Self-Management
This is the second key component of emotional
intelligence in managing emotions.
Operationally it means that team members
need to be able to balance their own moods so
that worry, anxiety, fear or anger do not get in
the way of what needs to be done.
3. Social Awareness
Being socially aware means that you
understand how to react to different social
situations, and effectively modify your
interactions with other people so that you can
achieve the best results. It also means being
aware of the world around you and how
different environments influence people.
Increasing social awareness means improving
your skills to connect with other verbally,
nonverbally and in the community.
4. Relationship Management
The final component of emotional intelligence is
the ability to connect with others, build positive
relationships, respond to the emotions of
others and influence others on the team.
Relationship management includes the
identification, analysis and management of
relationships with people inside and outside of
your team as well as their development. It is
also vital in negotiating successfully, resolving
conflicts and working with others toward a
shared goal.
People Skills- Are patterns of behavior and behavioral
interactions. Among people, it is an umbrella term for
skills under Three related set of abilities: Personal,
Effectiveness, interactions skills, and intercession skills.
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People skills are usually the following:
• Ability to effectively communicate, understand,
and empathize.
• Ability to interact with others respectfully and
develop productive working relationship to
minimize conflict and maximize rapport.
• Ability to build sincerity and trust; moderate
behaviors (less impulsive) and enhance
agreeableness.
WEEK NO. 7: Media and Cyber/Digital
Literacy
Media Literacy, put simply, is the ability to identify
different types of media and the messages they are
sending.
The Ability to access, analyze, evaluate, and
communicate messages in a wide variety of
forms.(Aufderheide, 1993)
The ability to identify different types of media and
understand the messages they are
communicating.(Common Sense Media, n.d.)
Five essential concepts necessary for any analysis of
media messages
• Media Messages are constructed
• Media messages are produced within economic,
social, political, historical, and aesthetic
contexts.
• The interpretative meaning-making processes
involves in messages reception consist of an
interaction between the reader, the text, and the
culture.
• Media has unique “languages” characteristics
which typify various forms, genres, and symbol
systems of communication.
• Media representations play a role in people’s
understanding of social reality.
Actions that often being mistaken for being
representative of media literacy:
• Criticizing the media is not, in and of
itself, media literacy. However, being
media literate sometimes requires that
one indeed criticized what one sees and
hears.
• Merely producing media is not media
literacy although part of being media
literate is the ability to produced media.
• Teaching with media (videos,
presentations, etc.) does not equal
media literacy. An education in media
literacy must also include teaching
about media
• Viewing media and analyzing it from a
single perspective is not media literacy.

True media literacy requires both the
ability and willingness to view and
analyze media from multiple positions
and perspective.
• Media literacy does not simply mean
knowing what and what not to watch;
“watch carefully, think critically.”
Dimensions of Media Literacy
1. Cognitive-The ability to intellectually
process information communicated by the
media: words on a printed page, ominous
music in a film, understanding location
based off of exterior scenes.
2. Emotional- Covers the feelings created by
media messages: news reports of soldier
returning home, reacting to a scary movie.
3. Aesthetic- interpreting media content from
an artistic or critical point of view, how it
compares to other works.
4. Moral- Examining the values of the medium
or the message. e.g. good guys win,
cheaters never win.
Advantages and Disadvantages of Media
Information.
Advantages
• The media provides a way for information
and news to be widely shared. This
information ranges from basic stuff like
the local weather and upcoming events to
the exposition of injustices.
• It exposes us to culture, art, and ways of
life which we would otherwise never have
known.
• Thanks to advertising, the media provides
a platform for business to gain market
shares, thereby keeping the economy
going.
Disadvantages
• Anyone with a keyboard and an opinion
can get published on the internet, and
this can lead to hatred and
misinformation.
• Many media users behave unethically.
• The media gives rise to a need for good
judgement and discernment, which are
not attributes possessed by anybody.
Digital Literacy- Ability to locate, evaluate,
create, and communicate information on
various digital platforms. It is the technical,
cognitive, and sociological skills needed to
perform tasks and solve problems in digital
environments.
Dimensions of Information Literacy
1. Tool Literacy- the ability to understand and
use the practical and conceptual tools of
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current information technology, including
software, hardware and multimedia, that
are relevant to education and the areas of
work and professional life that the individual
expects to inhabit.
2. Resource Literacy- the ability to understand
the form, format, location and access
method of information resources, especially
daily expanding networked information
resources. This is practically identical with
librarians’ conceptions of information
literacy, and includes concepts of the
classification and organization of such
resources.
3. Social-structural literacy- or knowing that
how information is socially situated and
produced. This means knowing about how
information fits into the life of groups; about
the institutions and social networks—such
as the universities, libraries, researcher
communities, corporations, government
agencies, community groups—that create
and organize information and knowledge;
and the social processes through which is
generated.
4. Research Literacy- The ability to understand
and use of the IT-based tools relevant to the
work of today’s researcher and scholar. For
those in graduate education, this would
include discipline-related computer
software for quantitative analysis,
qualitative analysis and simulation, as well as
an understanding of the conceptual and
analytical limitations of such software.
5. Publishing Literacy- the ability to format and
publish research and ideas electronically, in
textual and multimedia forms(including via
World Wide Web, electronic email and
distribution lists, and CD-ROMS), to
introduce them into the electronic public
realm and the electronic community of
scholars.
6. Emerging Technology Literacy-the ability to
ongoingly adapt to, understand, evaluate
and make use of the continually emerging
innovations in the information technology so
as not to be prisoner of prior tools and
resources, and to make intelligent decisions
about adoption of new ones. Clearly this
includes understanding of the human,
organizational and social context of
technologies as well as criteria for their
evaluation.

Critical Literacy-the ability to evaluate critically
the intellectual, human and social strength and
weaknesses, potentials and limits, benefits and
costs of information technologies. This would
need to include a historical perspective (e.g. the
connection between algorithmic thinking,
formalization in mathematics , and the
development of Western Science and rationality
and their limits).
Four Skills and Competencies Comprising Digital
Literacy
1. Underpinnings- This refers to those skills
and competencies that “support” or
“enable” everything else within digital
literacy namely, traditional literacy and
computer/ICT literacy.
2. Background Knowledge- This largely refers
to knowing where information is kept, and
how it is disseminated- a skill taken for
granted back in the day when information
almost exclusively resided in the form of
printed text.
3. Central Competencies- These are the skills
and competencies that a majority of
scholars agree on as being core to digital
literacy today, namely:
• Reading and understanding digital
and non-digital formats;
• Creating and communicating digital
information;
• Evaluation of information;
• Knowledge assembly;
• Information literacy
• Media Literacy
4. Attitudes and Perspective- Bawden(2008)
suggest that it is these attitudes and
perspective that link digital literacy today
with traditional literacy, saying “it is not
enough to have skills and competencies,
they must be grounded in some moral
framework.
• Independent Learning- the initiative
and ability to learn whatever is
needed for a person’s specific
situation.
• Moral/Social Literacy- an
understanding of correct,
acceptable, and sensible behavior
in a digital environment.
Information Literacy within Digital Literacy
Information Literacy as a critical component of
Digital Literacy as the “cognitive skills tha
consumers use to evaluate information in an
educated and effective manner.
Information literacy acts as a filter by which
consumers evaluate the veracity of the
information being presented to them via digital
media and thereupon sort the erroneous,
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irrelevant, and biased from what is
demonstrable factual.
Socio-Emotional Literacy within Digital Literacy
Based on research, the older a user is, the less
likely they behave naively online. Digitally
literate users know how to avoid “traps” of
cyberspace mainly because they are familiar
with the social and emotional patterns of
working in cyberspace- that it is really just an
outworking of human nature.
Digital Natives
This is in reference to the generation that was
born during the information age(as opposed to
digital immigrant- the generation prior that
acquired familiarity with digital systems only as
adults and who has not known a world without
computer, the internet, and connectivity.
Challenges to Digital Literacy Education
• Teach media and digital literacy
integrally. Any attempt to teach these
principles must first realize that they
cannot be taught separately from other
context- meaning, they cannot be
taught separately from other topics.
Critical Thinking requires something
other than itself to think critically about,
and thus cannot develop in a vacuum.
• Master your subject matter. Whatever
it is you teach, you must not only
possess a thorough understanding of
your subject matter, you must also
understand why you are teaching it, and
why it is important to learn.
• Think “multi-disciplinary.” Once
communication is accepted as
important, this opens-up new venues
where the new literacies can be
exercised.
• Explore motivations, not just
messages. While it is very important
that students learn what is the message
being communicated by any media text,
it is also important to develop in them a
habit for asking why is the message
being communicated in the first place.
Leverage skills that students already have. It is
always surprising how much a person can do when
they are personally and affectively motivated to do
so- in other words, a person can do amazing things
when they really want to.

Digital Literacy
It can be defined as the ability to locate, evaluate,
create, and communicate information on various digital
platforms. It is the technical, cognitive, and sociological
skills needed to perform tasks and solve problems in
digital environments.
Skills and Competencies in Digital Literacy
1. Tool Literacy- Competence in using hardware
and software tools
2. Resource Literacy- Understanding forms of and
access to information resources.
3. Social-Structural literacy- understanding the
production and social significance of
information.
4. Research Literacy- Using IT tools for research and
scholarships.
5. Publishing Literacy- Ability to communicate and
publish information.
6. Emerging Technologies Literacy-Understanding
of new development in IT.
7. Critical Literacy- Ability to evaluate the benefits
of new technologies.
Bawden(2008) collated the skills and competencies
comprising digital literacy from contemporary scholars
on the matter into four groups:
1. Underpinnings- This refers to those skills and
competencies that “support” or “enable”
everything else within digital literacy.namely:
Traditional literacy and computer/ICT literacy(
ie., the ability to use computers in everyday life.)
2. Background Knowledge- This largely refers to
knowing where information on a particular
subject or topic can be found, how information
is kept, and how it is disseminated- a skill taken
for granted back in the day when information
almost exclusively resided in the form of printed
text.
3. Central Competencies- These are the skills and
competencies that a majority of scholars agree
on as being core to digital literacy today.
• Reading and understanding digital and
non-digital formats:
• Creating and communicating digital
information;
• Evaluation of information;
• Knowledge assembly;
• Information literacy;
• Media literacy;
4. Attitudes and Perspective-(Bawden(2008)
suggest that it is these attitudes and perspective
that link digital literacy today with traditional
literacy, saying “it is not enough to have skills
and competencies, they must be grounded in
some moral framework,” specifically:
• Independent learning- the initiative and
ability to learn whatever is needed for a
person’s specific situation; and
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• Moral/social literacy- an understanding
of correct, acceptable and sensible
behavior in a digital environment.
Digital Citizenship
Refers to the ability to engage positively,
critically and competently in the digital environment,
drawing on the skills of effective communication and
creation, to practice forms of social participation that are
respectful of human rights and dignity through the
responsible use of technology.
Cyber citizenship
The rights, privileges and responsibilities required of
internet and cellular network users
Key messeges for safe and responsible digital citizenship.
1. Be respectful-and expect respect
2. Protect your reputation.
3. Protect your privacy.
4. Watch your tone
5. Be skeptical.
Nine elements of Digital Citizenship
1. Digital Access-Although we live in a Digital Era,
not everyone has access to technology. As
teachers, we should be aware of this digital
divide. Not all students can afford a computer, a
smartphone and internet access. That’s why
educators need to provide suitable alternatives
for each student’s needs.
2. Digital Literacy- Digital Literacy also includes the
ability to differentiate between real and fake
content which can have a negative impact on the
lives of your students. They need to learn which
content is good for them and what they should
avoid in order to lead a balance life.
3. Digital Etiquette- We should teach students to
become”digitally fluent”. Digital etiquette
shapes their online behavior to respond
positively to online content. In this way, their
online attitude is reflected in the real world and
vice versa.
4. Digital Law- The online environment has room
for both positive and negative interactions.
Digital Law deals with legal rights and restrictions
governing technology usage. To prevent any kind
of online crime, no matter how serious, students
as digital citizens need to know law and how it
applies to them in particular.
5. Digital Communication-Online communication
has become so common that students forget
they are doing so in a virtual space, where
miscommunication happens often. The internet
has given a voice to anyone who needs it. In turn,
this requires empathy and appropriate reactions
from its users.
6. Digital Commerce-Highlights the necessity to
tackle safety issues related to using money in the
digital world. Technology also used in the
classroom to teach students about the various
career paths that they could choose in the
future. Understanding how e-commerce works is

a must, both as consumers and as potential
entrepreneurs.
7. Digital Rights and Responsibilities- The online
world has its regulations and a user has rights
and responsibilities. The internet can also be
used for harmful purposes and anyone needs
protection against cyberbullying, for instance.
Schools should approach this subject in
classrooms, hold students accountable for their
actions and also report any misconduct in the
virtual environment as well.
8. Digital Health and Wellness- Students should be
taught to protect themselves and others from
potential harm and ask for help if they need it.
Making use of online resources is a plus, but
everyone should be aware of the dangers as
well.
9. Digital Security-Security in the online world is
important. When using devices at school or at
home, students should be aware of potential
malware attacks. Teachers should explain how
to prevent them from happening and how to
protect their devices as much as possible.
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target feels threatened. Criminal harassment is
punishable by up to 10 years in prison.
2. Defamatory Libel- is a crime under the Criminal
Code. It is the most often treated as a crime if the
libelous statement is directed against a person in
authority and could seriously harm his or her
reputation. Defamatory libel is punishable by up
to five years in prison.
3. Publishing Intimate images without consent
was added as an offence in 2015. This includes
both intentionally spreading an image ”in which
the person is nude, is exposing his or her genital
organs or anal region or her breast or is engaged
in explicit sexual activity” as well as “being
reckless as to whether or not that person gave
their consent to that conduct.
What is RA 10627?
The Anti-Bullying Act, aims to protect children enrolled
in kindergarden, elementary, and secondary schools and
learning centers from being bullied. It requires Schools to
adopt policies to address the existence of bullying in their
perspective.

Cyberbullying How Cyberbullying Affects Mental Health

It is the bullying that takes place over digital
devices like cellphones, computer, and tablets. 1. Depression
Cyberbullying can occur through SMS, Text, and 2. Self-Esteem
apps, or online in social media, forums, or 3. Suicide
gaming where people can view, participate or 4. Anxiety-The feeling of fear
share content.
Social Media-allows individuals to keep in touch with
How the Law Address Cyberbullying friends and extended family.

Civil Law. This is the branch of Law that deals It is a computer-based technology that facilitates the
with property rights, personal dignity and sharing of ideas, thoughts, and information through the
freedom from injury. building of virtual networks and communities.

1. A cyberbully may be engaged in defamation. Most Popular Social Media websites

This is when the bully causes harm to 1. Facebook(2.74billion users)
someone’s reputation by spreading false 2. Youtube(2.29 billion users)
information about that person. In general, 3. WhatsApp(2 billion users)
defamation that appears temporarily(as 4. Instagram(1.22 billion users)
unrecorded speech or in live broadcast) is 5. Tiktok(689 million users)
called slander, and defamation that appears
permanently( in a book or on website) is Five benefits of Social Media
called libel. 1. Build Relationship
2. Share your expertise
To be libelous a statement must: do harm to 3. Increase your visibility
someone’s reputation, have a clear and obvious target, 4. Educate yourself
and be seen by people other than the person making the 5. Connect anytime
statement and the target.
What are the advantages of Social Media?
Criminal Law 1. You reach large audiences.
This branch of law determines which actions are crimes 2. You have a direct connection with your
against the state. audience
1. Harassment- is a crime under the criminal code • You get to know them better
Harassment is when something a person says or • You provide better customer
does makes someone fear for his or her safety, service
or for the safety of others. Even if the • You gain valuable insight about
perpetrator did not intend to frighten someone, your customer
she or he can be charged with harassment if the
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• You see how your audience • Types of income
perceives your product. and taxes
3. You can generate organic content • Labor market
• Photos Buying goods and • Scarcity, choice,
• Videos services and opportunity
4. You have access to paid advertising cost
service. • Factors that
5. You build your brand influence spending
6. You can evaluate your performance choices, such as
7. You can join social media networks for advertising, peer
free. pressure, and
8. You can create viral content spending choices of
9. You can uncover valuable insights others
• Comparing the
What are the disadvantages of Social costs and benefits
Media? of spending
1. You can receive negative feedback decisions
2. You open up for the potential embarrassment • Basics of budgeting
3. You must spend a lot of time on your campaigns and planning
4. You have to wait to see results • Making a spending
decision
• Payment methods,
costs, and benefits
WEEK NO. 8: Financial Literacy of each
• Budgeting and
Financial Literacy, it is the ability to read, analyze, classification of
manage, and communicate about the personal financial excuses
conditions that affect material well being. • Satisfaction,
determinants of
demand, costs of
Knowledge of financial products(ex. A stock vs a bond, information search,
fixed vs adjustable rate mortgage) choice of product
durability.
Knowledge of financial concepts(eg., inflation, • The role of
compounding, diversification, credit scores) government and
other institutions in
Having the mathematical skills or numeracy necessary providing
for effective financial decision making. information for
consumers.
Being engage in certain activities such as financial Saving • Concept of saving
planning. and interest
• How people save
Key concepts on Financial Literacy money, where
people can save
Standards Key Concepts money, and why
Earning Income • Income earned or people save money
received by people • The role that
• Different types of financial
jobs as well as institutions play as
different forms of intermediaries
income earned or between savers and
received borrowers.
• Benefits and costs • The role
of increasing government
income through the agencies such as
acquisition of the Federal Deposit
education and Insurance
skills. Corporation(FDIC)
• Government play in protecting
programs that savings deposits
affect income

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• Role of markets in Protecting and Insuring • Concepts of
determining financial risks and
interest rate loss
• Present versus • Insurance(transfer
future value of risks through risk
• Financial regulators pooling)
• The factor • Managing risk
determining the • Identity theft
value of a person’s • Life insurance
savings overtime products
• Automatic savings • How to protect
plans; “rainy-day” oneself against
funds identity theft.
• Saving for
retirement
Using Credit • Concept of credit The Benefits of Financial Literacy
and the sources of 1. It determines one’s ability to provide basic
credit needs, attitude toward money and investments,
• Why interest rates as well as one’s contribution to the community.
vary across 2. Financial literacy enables people to understand
borrowers and apply knowledge and skills to achieve a
• Basic calculations lifestyle that is financially balanced, sustainable,
related to ethical, and responsible.
borrowing(principal 3. Increased personal financial literacy affects
interest) one’s financial behavior.
• Credit reports and 4. It cultivates proper decision-making skills and
credit scores discipline.
• Behaviors that 5. It is easier for adults to bear when they have
contribute to learned the basics of personal finance in their
strong credit youth.
reports and scores
• Impact of credit Financial Literacy in the Philippines
reports and scores
on consumers Some findings in the state of financial literacy in the
• Consumer country
protection law • World Bank study in 2014 estimated 20
Financial Investing • Concept of million Filipinos saved money but only half
Financial had bank accounts.
investment • Asian Development Bank(ADB) study in 2015
• Variety of possible revealed that PH does not have a national
financial strategy for financial education and literacy.
statements • In 2016, Bangko Sentral ng Pilipinas released
• Calculate rates of the national strategy for financial inclusion,
return stating that while institutions strive to
• Relevance and broaden financial services, financial literacy
calculation of real should also complement such initiatives.
and after-tax rates • As per Standard & Poor’s Ratings services
of return survey last year, only 25% of Filipinos are
• How markets cause financially literate. This means that about 75
rates of return to million Filipinos have no idea about inflation,
change in response risk diversification, insurance, compound
to variation in risks interest, and bank savings.
and maturity • Ten years after discovery of the stock
• How diversification market, still less than one percent of PH
can reduce risk population is interested in it.
• How financial • More than 80% of the working middle class
markets react to have no formal financial plan.
changes in market
conditions and Developing Financial Literacy
information. One’s attitude about money is heavily influenced by the
parent’s attitude and behavior about money. The

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attitude you formed early in life probably affect how you provide opportunity for reflection and
save, spend, and invest today. feedback and require discipline and
consistency.
Six major characteristics types in how people view Long-term financial goals can take years to
money. achieve. This include saving money for a
1.Frugal- frugal people seek financial security by living down payment on a home, a child’s college
below their means and saving money. They rarely buy education.
luxurious items: they save money instead. They save
money because they believe that money will offer Developing a Spending Plan
protection from unprecedent events and expenses. 1.Record-Keep a record of what you spend.
2.Review-Analyze the information and
2.Pleasure- Pleasure seekers use money to bring decide what you do.
pleasure to themselves and to others. They are more 3.Take action- Do something about what you
likely to spend than to save. They often live beyond their have written down.
means and spend more that to save. They often not
careful and do not change, they may fall into deep debt.
Importance of Saving
3.Status- Some people use money to express their social
status. They like to show to “purchase” and “show off” 1. Emergency Bolster- You should save
their branded items. money to avoid going to debt just to pay
emergency situations, like unexpected
4.Indifference- Some people place very little importance medical expenses and damages caused by
on having money and would rather grow their own food calamities or accidents.
and craft their own clothes. It is as if having too much
money makes them nervous and uncomfortable. 2.Retirement-You will need
savings/investments to take place of income
5.Powerful- Powerful people use money to express you will no longer receive when you retire.
power or control over others.
3.Future Events-You need to save for future
6.Self-worth- People who spend money for self-worth events like weddings, birthdays,
value how much they accumulate and tend to judge anniversaries, and travels so as not to
others based on the amount of money they have. sacrifice your fixed expenses.

Spending Patterns 4.Instability of Social Security- Pensions

from social security should only serve as
1. Fixed vs Variable expenses supplementary and not the primary of
-Fixed expenses remail the same year round. Car income after retirement.
payment is an example. Variable expenses occur
regularly but the amount you pay varies. Electric 5.A little Goes a Long Way- Small consistent
and gas bills are example of these. savings go a long way.

2. Needs vs Wants Two ways to save:

-Financial discipline starts with an ability to • Save before you spend
recognize whether expenses are needs or wants, • Save after you spend wisely
and followed by ability to prioritize needs over
wants. Needs are essential to our survival. Wants In order to stick to the savings habit, You
are things that you would like to have but you should:
can live without, such as new clothes or a new • Commit to a month
cell phone. You want them but do not necessarily • Find an accountability partner
need them. Too many wants can ruin a budget. • Find a savings role model who is
successful with his/her money,
Practical Steps you can undertake to enhance through tried and true friend.
your financial literacy. • Write your goal down and track it
• Avoid tempting situations (don’t go
1. Setting Financial Goals- It is the first step to to the mall just to “hang out”)
managing one’s financial life. Goals may be
short, medium, and long-term. Short-term
goals can be measured in weeks and can
provide instant gratification and feedback.

Medium-term goals should be accomplished

within one to six months. These goals
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WEEK NO. 10: Eco-Literacy
Ecological Literacy
Refers to an individual’s understanding not only of
ecological concepts, but also of his or her place in the
ecosystem.
Is about understanding how our activities-including
reading and writing-not only impact the earth but fit into
the complex web of ecological relationships within we
live.
Characterizing an Eco literate Person
1. An inquirer, who actively secures the basic skills
and knowledge in order to carry out ecological
responsibilities. This also enables her to reach
her own potential and place in the physical and
natural environment.
2. A reflective learner, who understands the value
and limitations of human knowledge, the power
and limitations of the natural world, the role of
intuition in real life pursuits, and the role of self
as it is manifested in one’s personal narrative.
3. Intelligently self-directed, who engages in self-
appraisal, sets new learning objectives, develops
plan to achieve those objectives, carries out
those plans in a flexible inquiry-directed manner,
and reflects on the whole process.
4. Morally Responsible, who governs actions with
precepts(responsibility, seeking justice and
equality for all) that maintain harmonious
relationship.
5. Ecologically Responsible, who embodies
ecological ideals in daily life
6. Seek self-transcendence, who moves beyond
the limitations of personal ego by identifying
with human groups(past and future)
Benefits of being an Eco Literate
1. Environmental and Economic sustainability. A
system-wide culture of sustainability helps
preserve and enhance what the institution
values today as well as for the future.
2. Reputation as a leader through example. As
colleges and universities offer courses in
environmental management, engineering, laws
and regulations, and assessment, greening
initiatives provide them opportunities to
practice what they preach and make their mark
as environmental leaders.
3. Economic Benefits. A routine, curriculum-based,
environment audit program that reveals waste
and inefficiency associated with campus
activities, coupled with the identification of
environment-friendly alternatives, can yield
significant cost savings for the institution.
4. Real-Life work experience for your students.
Environmental audits and pollution prevention
evaluations can be integrated into the
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curriculum, providing students with hands-on
investigative and problem-solving experience
that they can take with them when they enter
the workforce.
5. Improved quality of life in the campus. A green
Campus is a cleaner, safer, and healthier place to
live and work.
Seven Environmental Principles
1. Nature knows best-This is the most basic
principle. We as humans have to understand
nature and follow its rules, because if we want to
ensure a continuous and steady supply of
resources, one must go against natural process.
If we, humans, caused any disruption in the cycle
of nature, tis can bring imbalance to our
ecosystem.
2. All forms are important. Each organism plays a
fundamental role in nature. It is easy to
appreciate the beautiful organisms like butterfly,
especially if one knows their important role in
pollination. The giant ones like elephants, the
whales, the alligators-are the ones we respect
mixed with fear or wonder and the products they
produce
3. Everything is connected to everything else. In an
ecosystem, all biotic and abiotic components
interact with each other to ensure that the
system is sustained. Any intrusion from outside
may cause an imbalance and collapsing of the
system.
4. Everything Changes. The environment is
constantly changing. Organism also develop
through time. However, with our current
technology, we have affected these natural
changes that these changes now causes
problematic events to us. Humans should
rethink their relationship with the environment
often turn out to be catastrophic.
5. Everything must go somewhere. It doesn’t just
disappear. For example, if you throw a piece of
candy wrapper away, it disappears from sight
but does not cease to exist. It ends up a
component of the atmosphere and can be
brought down by rains. Any particular type of
waste should be a concern to us. It may be
pollutant or a resource depending on certain
factor. Be a responsible person and throw your
trash in a proper place.
6. Ours is a finite earth. Earth’s resources can be
classified as either renewable or non-renewable.
Renewable resources are those that can be
easily replenished by natural cycles(e.g. water,
air, plants, animal) while non-renewable
resources can be replenished, it is important to
understand that these are renewable only if they
are not overused and not destroyed from factors
such as pollution.
7. Nature is beautiful and we are stewards of
God’s creation. Among all creatures, humans are
the only ones made in God’s image and have

been given the right to have dominion over all
his creations. Being the most intelligent and
gifted with reason, humans are capable of
manipulating creation to their own advantage.
Yet, creation exist without nature. They are co-
natural with the environment they live in. If the
environment they live in is destroyed, with it will
go Homo Sapiens.
Ecological Literacy is a form of transformative education
that requires shifts in three related areas:
1. Perception(seeing)
2. Conception(knowing)
3. Action(doing)
In schools, teachers also required to shift emphasis
through the following
• From parts to whole-Subjects are to be
taught as integrated not as isolated units in
curriculum Isolated units in the curriculum.
• From objects to relationships. An
ecosystem is a community, Communities
are characterized by networks, or
relationships. Schools put premium on
relationship-based processes such as
cooperation, collaboration, and decision-
making by consensus
• From objective knowledge to contextual
knowledge. This shift requires one to
explain properties of the parts within the
context of the whole or in terms of
environments and systems.
• From quantity to quality Assessments have
traditionally emphasized standardized
testing in terms of quantities. numeric
scores, and measurements Schools are
challenged to design assessment more
adequate than the standardized tests if they
are to practice this principle
• From structure to process-Systems are
dynamic and evolving. Thus. the
understanding of living structures is linked
to understanding renewal change and
transformation. This shift is embodied in
project based learning, which highlights the
application of knowledge within evolving
real-life contexts.
• From contents to patterns - When we draw
maps of relationships, we discover certain
configurations of relationships that appear
again and again. We call these
configurations patterns. Instead of focusing
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on what a living system is made of, we
study its patterns. Pedagogically the shift
reminds us of the importance of integrating
art info programs of study. This enables
children even of young age to recognize and
express patterns whether we talk about
poetry, literature, visual arts performing
arts, and music.
WEEK NO 11: Arts and Creativity
Literacy
Artistic Literacy is defined in the National Coalition for
Core Arts Standard: A Conceptual Framework for Arts
Learning (2014) as the knowledge and understanding
required to participate authentically in the arts.
What is Visual Literacy
Visual literacy is the ability to interpret, negotiate, and
make meaning from information presented in the form
of an image, extending the meaning of literacy, which
commonly signifies interpretation of a written or
printed text. Visual literacy is based on the idea
that pictures can be "read" and that meaning can be
through a process of reading.
The ability to use imagination to transcend traditional
ideas, rules, patterns, relationships, or the like, and to
create meaningful new ideas, forms and methods.
WHY IS VISUAL LITERACY IMPORTANT?
1.Visual Information is More Memorable
One of the most effective ways to encourage
information to make that important jump from the
limited short-term memory to the more powerful long-
term memory is to pair text with images. Studies show
that we retain approximately 10-20% of written or
spoken information, but around 65% of information
when it is presented visually.
2. Visual Information is Transferred Faster
Information presented visually is processed extremely
quickly by the brain. The brain is even being able to see
images that appear for a mere 13 milliseconds. Around
90% of the information transmitted to the brain is
visual in nature.
3.Helps Students Communicate with the World
Around Them
Traditionally, we think teaching literacy as the two way
street of reading and writing. We can think of visual
literacy as involving the similar processes of
interpreting images and creating images. In a fast-
moving world, with ever-increasing diagnosis of
attention deficit disorders, we increasingly rely on
images to quickly convey meaning.

4. Enriches Understanding
While images can be used in isolation, they often
accompany text or audio. Images can greatly enrich the
students’ understanding of a text or other media, but
to be able to interact with these deeper levels of
meaning, students must possess the necessary skills to
access those depths.
5. Increases Enjoyment
Not only does increased visual literacy enrich the
understanding of our students of the media they
consume, but it can also enrich their enjoyment too -
especially of visual art. If you have taken younger
students to an art gallery you may have heard protests
of ‘This is boring!’
However, when students have a deeper understanding
of the ‘meaning’ behind the art pieces, or are familiar
with the context around the art, insights into the lives
of the artists, or experienced with some of the
techniques that produced the pieces, students often
derive
greater pleasure from their visit.
The same is true of their engagement in terms of visual
literacy. As informed readers of images in a range of
modalities, students are opened up to an exciting
dimension of shape, color and texture and more.
1. Creates More Educated Image Readers
In an era of fake news and ceaseless advertising, a
responsible approach to the duty of educating our
students must involve encouraging them to become
informed viewers of the world around them, including
the media they engage with. Through the teaching of
visual literacy we can help students understand the
different ways the images they consume can be used
to manipulate their emotions and persuade them to act
in a given way.
What is hand-eye coordination?
Hand-eye coordination, or eye-hand coordination, is
the ability to do activities that require the simultaneous
use of our hands and eyes, like an activity that uses the
information our eyes perceive (visual spatial perception)
to guide our hands to carry out a movement.
• We use our eyes to direct attention to a
stimulus and help the brain understand
where the body is located in space (self-
perception).
• We use our hands to simultaneously carry out
a determined task based on the visual
information our eyes receive
Eye-hand coordination is a complex cognitive ability, as
it calls for us to unite our visual and motor skills, allowing
for the hand to be guided by the visual stimulation our
eyes receive. Hand-eye coordination is especially
important for normal child development and academic
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success, but is also an important skill that adults use in
countless activities on a daily basis.
Examples of eye-hand coordination
• We use hand-eye coordination whenever we
write. As you start making lines, our eyes send
visual information to the brain to tell it where
the hand is placed and if your handwriting is
legible With this information, the brain
generates instructions for how the hand has
to move in order to create appropriate lines
and shapes, resulting in letters. Visual
feedback also helps correct erroneous shapes
(letters) generated by the previous motor
instructions. It is a sequence of fast and
precise motor actions that require a certain
amount of skill and training.
• A similar sequence takes place when we type
on a keyboard. The type of movements are
different, but we still use visual information
to tell the brain how to guide the hand or if a
mistake needs to be corrected.
• When you drive, you are constantly using
hand-eye coordination because you have to
use the visual information to move your
hands on the wheel, keeping the car in the
middle of the lane and avoiding accidents.
• Almost every sport requires the use of hand-eye
coordination to coordinate what you see with
your eyes with the movement if your body.
Depending on the sport, either hand-eye
coordination (basketball, tennis, football, etc.) or
foot-eye coordination (soccer, track, etc.) will be
more dominant. Whatever the sport, you can
count on the fact that they eye will be
coordinating with some part of the body, so a
more appropriate term for this type of
coordination may simply called motor
coordination.
• Putting a key in a lock also uses hand-eye
coordination. Similar examples would be when
you insert a credit card in a chip reader, or when
a child plays with toys with shapes that they have
to fit into a certain hole.
Problems and disorders related to poor hand-eye
coordination
Poor hand-eye coordination can affect many different
activities, which may lead to developmental disorders,
learning disorders (problems learning to read and write
and play sports), in academics (making mistakes when
they take notes, poor hand-writing, poor
attention), professional areas (if there are problems

typing or assembling objects), and problems with daily
activities (from eating to sewing to driving).
How can you measure and assess hand-eye
coordination?
We use hand-eye coordination almost constantly in our
daily lives, and is one of the skills that makes it possible
to appropriately fit into our environments on a daily
basis. This is why assessing hand-eye coordination and
knowing if there is any deficiency can be helpful in a
number of different areas.
1. Academic Areas: to know if a child might have
trouble doing certain tasks or completing
homework, tests, essays, etc.
2. Medical Areas: To know if a patient will be able
to drive (or eat) on their own.
3. Professional Areas: To know if an employee will
be able to perform their job properly and safely.
Characterizing Artistically Literate Individuals
1. Use a variety of artistic media, symbols, and
metaphors to communicate their own ideas and
respond to the artistic communication of others.
2. Develop creative personal realization in at least
one art from in which they continue active
involvement as an adult.
3. Cultivate culture history, and other connections
through diverse form and genres of artwork.
4. Find joy, inspiration, peace, intellectual
stimulation, and meaning when they participate
in the arts.
5. Seek artistic experiences and support the arts in
their communities.
Students can embody different forms of arts
• Use their minds in verbal and nonverbal ways
• Communicate complex ideas in a variety of
forms
• Understand words, sounds, or ideas.
• Imagine new possibilities
• Persevere to reach goals and make them
happen.
What education can learn from arts?
1. Form and content cannot be separated. How
something is said done shapes the content of
experience. In education, how something is
taught, how curricula are organized, and
how schools are designed Impact upon what
students will learn.
2. Everything interacts-There is no content
without form and no form without content.
3. Nuance Matters- To the extent to which
teaching is an art, attention to nuance is
critical. It can also be said that the aesthetic
lives in the details that the maker can shape
in the course of creation. How a word is
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spoken, how a gesture is made, how a line is
written, and how a melody is played, all
affect the character of the whole.
4. Surprise is not to be seen as an intruder in
the process of inquiry, but as a part of the
rewards one reaps when working artistically.
5. Slowing down perception is the most
promising way to see what is actually there.
It Is true that we have certain words to
designate high levels of intelligence. We
describe somebody as being swift, or bright,
or sharp, or sharp on the pick. Speed in its
swift state is a descriptor for those we call
smart.
6. The limits of language are not the limits of
cognition. WE know more that we can tell.
7. Somatic experience is one of the most
important indicators that someone has
gotten is right. Related to the multiple ways
in which we represent the world through our
multiple forms of literacy is the way in which
we come to know the world through the
entailments of our body.
8. Open-ended tasks permit the exercise of
imagination, and an exercise of the
imagination is one of the most important
aptitudes.
Issues in Teaching Creativity
• Educate the well-being of learners and
shift from the conventional learnings
toward academic ability alone.
• Give equal weight to the arts, the
humanities, and to physical education.
• Facilitate and work toward stimulating
curiosity among learners.
• Awaken and Develop powers of
creativity among learners.
• View intelligence as diverse dynamic,
and distinct, contrary to common belief
that it should be academic ability-
geared.
How art will help the education in the development of
the system of reading, writing, and numbering.
1. Imagination and pretense, fantasy and
metaphor. A creative curriculum will simply
allow, but will actively support, play and
playfulness.
2. Active menu to meaning making. IN a classroom
where children can choose to draw, write, paint,
or play in the way that suits their purpose and/or
mood, literacy learning and arts learning will
inform and support each other.
3. Intentional, holistic making. A creative
curriculum requires a creative teacher, who

understands the creative process, and
purposefully supports learners in their
experience.
4. Co-player, Co-Artist. Educators must be
reminded of the importance of understanding
children as current citizens, with capacities and
capabilities in here and now.
Critical Literacy and the Arts
The creation of artistic products by an individual and the
perception and rejection upon other’s artworks
showcase the power of critical literacies at work within
arts context. It is the primary aim of critical literacy to:
1. allows students to see how text work to construct their
worlds their cultures, and their identities in powerful,
often overtly ideological ways; and
2. understand how they use texts as social tools in ways
that allow for a reconstruction of these same worlds.
The arts, literacies, and reality are dynamically linked and
understanding attained by critically reading aesthetic
text involves perceiving the relationship between the art,
its creator, and its context. Both the practice and
understanding of art forms and being critically literate
are interconnected. Indeed, critical literacy makes
possible a more adequate ‘reading’ of the world, on the
basis of which people can enter into ‘rewriting’ the world
into a formation in which their interests, identities, and
legitimate aspirations are more fully present and present
more equally.
Textual analysis can be guided by asking the learners to
make their way systematically through a list of questions
such as the following:
• What is the subject or topic of this text?
• Why might the author have written it?
• Who is it written for? How do you know?
• What values does the author assume the reader
holds? How do you know?
• What knowledge does the reader need to bring
to the text in order to understand it?
• Who would feel ‘left out’ in this text and why?
Who would feel that the claims made in the text
clash with their own values beliefs or
experiences?
• How is the reader ‘positioned’ in relation to the
author? (e.g., as a friend, as an opponent, as
someone who needs to be persuaded as invisible
as someone who agrees with the authors views)?
Another approach for analyzing texts is to use a checklist
such as CARS (Credibility, Accuracy, Reasonableness,
Support), which was originally developed for use in
evaluating websites.
• Credibility – evidence of authenticity and
reliability is important. Tests that help the reader
judge the credibility of a text include examining
the author's credentials and the quality of
content. It is necessary to look for biographical
details on their education, training, and/or
experience in an area relevant to the
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information by asking, “Do they provide contact
information (email, postal address, or phone
number)? What do you know about the author’s
reputation or previous publications?”
Information texts should pass through a review
process where several readers examine and
approve the content before it is published.
Statements issued in the name of an
organization have almost always been seen and
approved by several people.
• Accuracy – information needs to be up-to-date,
factual, detailed, exact, and comprehensive.
Things to bear in mind when judging accuracy
include timeliness and comprehensiveness. We
must therefore be careful to note when
information was created, before deciding
whether it is of value. It is always a good idea to
conserve more than one text. Indicators that the
text is inaccurate either in whole or in part
include the absence of a date or an old date on
information known to change rapidly; vague or
sweeping generalizations; and the failure to
acknowledge opposing views.
• Reasonableness – involves examining the
information for fairness, objectivity, and
moderateness. Fairness requires the writer to
offer a balanced argument, and to consider
claims made by people with opposing views a
good information text will have a claim based on
tone arguing or presenting material thoughtfully
like comprehensiveness objectivity is difficult to
achieve with writers however try to minimize
bias
• Support – support for the writer’s argument
from other sources strengthens their credibility.
It can take various forms such as writing
bibliography, references, and corroboration. It is
a good idea to triangulate information, that is to
find at least three texts that agree. If other texts
do not agree, further research into the range of
opinion or disagreement is needed. Readers
should be careful when statistics are presented
without identifying the source or when they
cannot find any other texts that present or
acknowledge the same information.
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WEEK NOS. 12-18: Final Assessment

At this point, students enrolled in this course will role play as a student-teacher and will be tasked to do a live teaching
demonstration. Subject to modification by the instructor, these are the general guidelines that must be observed:
• The student-teacher will be scheduled to do a live teaching demonstration of a chosen/designated lesson in
secondary education that is aligned to his/her specialization.
• The instructor will designate a 21st century literacy to be integrated by the student teacher in his/her chosen
lesson.
• The student-teacher will integrate the designated 21st Century literacy in his/her chosen lesson and will see to it
that such literacy was adequately met.
• A detailed lesson plan shall be prepared and submitted by the student-teacher to the instructor prior to the
scheduled teaching demonstration.
• The detailed lesson plan shall consist of six (6) basic components, namely: (a) Objectives/Intended Learning
Competencies – aligned to the updated DepEd Curriculum Guide, (b) Subject Matter/Topic, (c) Preliminary
Activities, (d) Lesson Proper/Procedure, (e) Summary and/or Generalizations, (f) Evaluation and Assessment.
Albeit instructor’s prescribed format shall prevail.
• The student-teacher may employ a variety of instructional materials and strategies in the context of fully online
learning environment.
• The following shall be the rubrics for the teaching demonstration.

Demonstrates the acquisition of assigned 21st century literacy

in the teaching-learning process
Formulates/adopts objectives of lesson plan
Selects appropriate and varied teaching methods/strategies
Executes effective preliminary activities
Gives clear directions and logical explanations
Has mastery of the subject matter
Direct Teaching-Learning Situation (40%)
Addresses individual differences through differentiated
learning
Utilizes collaborative/cooperative learning strategies
Communicates clearly and accurately
Provides appropriate verbal and non-verbal reinforcements
Utilizes the art of questioning to develop higher order
thinking skills (HOTS)
Lesson plan shows integration of the designated 21st century
literacy
Lesson plan contains relevant and appropriate activities
Lesson plan shows integration of other subjects and relevant
Lesson Planning (15%)
contemporary issues
Lesson plan manifests learner-centered activities
Lesson plan is organized, neat, and observed proper format
Lesson plan is submitted on time
Instructional materials are appropriate for the given activity
Maximized the proper and effective use of adequate
Preparation and Utilization of Instructional Materials (15%) technologies including software and interactive apps.
Instructional materials show the teacher’s creativity and
resourcefulness
Diagnoses learner’s need
Evaluates learner’s outcome
Assessment/Evaluation (10%)
Assesses lesson to determine desired outcomes within
allotted time
Proactively addresses technical issues
Maintains good rapport with students
Classroom Management (10%) Pays attention to the routine matter
Handles disciplinary problems properly
Motivates and keeps students’ attention and interest
Well-poised
Personal Qualities (10%) Properly groomed
Pleasant disposition

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