LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Title: New Literacies. Functional Literacy, and Multiliteracy

Topics:

3.1 New Literacies

3.2 Functional Literacy
3.3 Multiliteracies in the
Educational Reform

4 hours

https://prezi.com/p/dalrzhfayeff/new-literacies-functional-
literacy-and-multiliteracy/

Students are taught to read and write print with fluency, speed and comprehension
of the message of the writer and the interpretation of the content of the material. The
United Nations Educational, Scientific and Cultural Organization (UNESCO) asserts that
a person, who is a literate, can comprehend and write simple and short sentences related
to his/her daily life.

1. Discuss new literacies and their impact on teaching-learning

process;
2. Describe a multiliterate teacher;
3. Define functional literacy;
4. Cite how functional literacy and new literacies can be integrated in the curriculum and
practiced in the classroom;
5. Draw relevant life lessons and significant values from personal application of functional
literacy;
6. Analyze research abstract on new literacies and their implications on teaching and
learning process; and
7. Make a project plan or action that presents functional literacy in action

Based on your prior understanding, define functional literacy.

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Describe a multiliterate teacher.

NEW LITERACIES

Between 1950 and 1970, the development of literacy, both operational and
functional, was established. During this period, literacy was defined as reading and writing
skills necessitated for activities in modern society (Gunes,2000). Beyond the 1990’s
literacy started to diversity in the light of technological developments, change of living
conditions in cities, and the new necessities. Hereafter, literacy the became multi-faceted.
At first, literacy was used in various types, such as computer literacy, technology
literacy, internet literacy, and media literacy, respectively (Altun,2005).
Later on, it became a lifestyle along with a person’s entire life in a society that
encompasses information literacy, cultural literacy and universal literacy.
Truly, literacy has changed and developed through a multitude of phases within specific
period based om societal needs.
However, along this line, literacy is not confined only to knowing how to read and
write rather, it is a matter of applying knowledge for specific purposes in particular
contexts. it includes a socially-driven and evolved a pattern of activities, such as writing
correspondence records keeping and inventories, posting announcements, reporting, etc.
As such, Lankshear & Knobel (2006) averred that literacies intend to generate and
communicate meanings through the medium of encoded texts within contexts in various
discourses.
Kress (2003) posited that literacy can only happen when having a kind of potential
content through interaction with the text. Likewise, a particular text may be understood for
being connected or related. Although in a way, such meaning can be more relational than
literal expressing solidarity or affinity with particular people, like understanding the Internet,
online practices and online content. hence anything available online can become a
resource for making diverse meaning.
Literacies can bear a coding system that can capture the meaning, such as
“letteracy” (i.e., within language and recognition of alphabetic symbols).

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Moreover, the Primary English Teaching Association Australian (2015) asserts that
21st Century literacy has expanded to include social change, increasing field expertise and
digital technologies. To be literate requires comprehension, selection and use of
multimodal codes and conventions to interpret and express ideas, feelings and
information. Subject specific literacies are recognized to require the application of
specialized knowledge and skills, information skills, and creative and imaginative
language. Literacy in the 21st century, therefore, demands the ability to perform and act
confidently, efficiently or electronic text types according to purpose (www.petaa.edu.au).
The increasing complexity of modern communication gives rise to a number of
distinct capabilities and possibilities. Hence, 21st Century literacy combines crosscurricular
capabilities also called ‘multiliteracies’ and now commonly referred to as ‘new literacies’.
These broad skills include visual literacy, cultural literacy and digital literacy dynamics.
These new literacies are fused with traditional print literacy to create opportunities and
enable students to understand and use new text types, while exploring knowledge and
information with a wide array of technological tools such as blogging, fanfic writing, manga
producing, meme-ing, photoshopping, anime music video (AMV), podcasting, vodcasting,
and gaming, running a paper-based zine, reading literacy novels and wordless picture
books, reading graphic novels and comics, and reading bus timetables. (Primary English
Teaching Association Australia, 2015).
Leander (2003) noted that new literacies are often flexible, continuous and open,
where online and offline lives and ‘literacyscapes” merge. Thus, when a literacy practice
becomes a mindset with the concept of Web 2.0, it can be regarded as a new literacy.
New technologies enable and enhance these practices in a way that is highly complex and
exciting for students.

Exploring the New Literacies

There are seven new literacies that are stressed in the 21st century curriculum.
1. Multicultural Literacy is about understanding ethnic groups that comprise the
population and focuses on complex issues of identity, diversity and citizenship.
2. Social Literacy is the development of social skills, knowledge and positive
values in human beings to act positively and responsibly in sophisticated
complex social settings.
3. Media Literacy is the ability to access analyze evaluate and create media.
4. Financial Literacy is the ability to make informed judgments and make effective
decisions regarding the use and management of money.
5. Digital Literacy is the ability to effectively use digital devices for purpose s of
communication, expression, collaboration and advocacy in a knowledge-based
society.
6. Ecological Literacy is understanding the principles of ecosystems toward
sustainability.
7. Creative Literacy is the ability to make original ideas that have value, and the
ability to see the world in new ways.

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The Truth on 21st Century Literacies According to Research

Since success with technology depends largely on critical thinking and reflection,
teachers with relatively little technological skills can provide less useful instruction.
Therefore, schools must support the teachers by providing them professional training and
up-to-date technology for utilization in classrooms.
Global economies, new technologies, and exponential growth in information are
transforming our society. Since today’s people engage with a technology-drive, diverse,
and quickly changing world, teachers need to prepare students for this world with problem-
solving, collaboration, and analysis, as wells as skills with wordprocessing, hypertext,
LCD’s, Webcams, podcasts, smartboards, and social networking software that are central
to individual and community success.
The National Council of teachers of English (2013) came up with a research that
reveals the following:
1. As new technologies shape literacies, they bring opportunities for teachers to foster
reading and writing in more diverse and participatory contexts.
2. Sites, like literature’s Voice of the Shuttle, online fanfiction, and the Internet Public
Library, expand both the range of available texts and the social dimension of
literacy.
3. Research on electronic reading workshops shows that they contribute on the
emergence of new literacies.
4. Research also shows that digital technology enhances writing and interaction in
several ways.
5. K-12 students, who write with computers, produce compositions of greater length
and higher quality are more engaged with and motivated toward writing that those
who do not write with computers.
6. College students, who keep e-portfolios, have a higher rate of academic
achievement and overall retention rate that those who do not keep eportfolios. They
also demonstrate a greater capacity for metacognition, reflection and audience
awareness.
7. Both typical and atypical students, who receive an online response writing, revise
their works better than those participating in traditional method.

Functional Literacy

The term functional literacy was initially defined by UNESCO through William S.
Gray in his Teaching of Reading and Writing (1956) as adult training to meet independently
the reading and writing demands placed on them. It stresses the acquisition of appropriate
verbal, cognitive and computational skills to accomplish practical results in specific cultural
settings dubbed as survival literacy and reductionist literacy.
Over decades, as societies have evolved into technical innovations, the definition
of functional literacy has been modified to meet the changing demands (Concise Oxford
Companion to the English Language, 1998).
Referring to functional literacy, UNESCO states the following:

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1. Literacy programs should be integrated to and correlated with economic and social
development plans.
2. The eradication of illiteracy should begin with population sectors, which are highly
motivated and need literacy for their own and their country’s benefit.
3. Literacy programs should be linked with economic priorities and carried out in areas
undergoing rapid economic expansion.
4. Literacy programs must impart not only reading and writing but also professional
and technical knowledge leading to greater participation of adults in economic and
civic life.
5. Literacy must be an integral part of the over-all educational system and plan of each
country.
6. The financial need for functional literacy should be met with various resources, as
well as be provided for economic investments.
7. The literacy programs should aid in achieving main economic objectives (i.e.
increase in labor productivity, food production, industrialization, social and
professional mobility, creation of new manpower and diversification of the
economy).

Thus, literacy materials present reading, writing and numeracy concepts using
words and ideas needed in using information for learners to enhance sufficient literacy
skills and continue learning on their own.
A number of functional literacy programs have been carried out that focus on
different job skills and developmental aspects. To name the few in the Philippines context,
are agricultural, health, industry, family planning, home making, arts and culture and
technical-vocational programs.
A new functional literacy speed, called specific literacy, is becoming a trend, in
which the job of the students is analyzed to see exact skills needed and those that are
only taught. This is to prevent job-skill mismatch. In specific literacy, the students may
learn very little but will be of immediate value that would result in increased leaner
motivation.
Therefore, the specific literacy strategy is a planning tool that allows the literacy
worker to focus on skills that are of value to the learners.
Significance of this approach includes literary that: (1) starts in the workplace: (2) uses a
diagnostic approach; (3) identifies turning points in economic life that may act as an
incentive to learning: (4) assesses the limits of a short-term intervention; and (5) looks for
generic skills.
(http://www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-
andmaps/functional-literacy)
Gunes (2000) posited that functional literacy constitutes the second level of literacy
next to basic literacy, in which literary and mathematical information and skills can be
utilized in one’s personal, social, economic, and cultural endeavors. Therefore, the
essence in functional literacy is to learn basic related information and skills and use them
in daily life. Functional literacy level comprises both technical and functional skills while
encompassing social, citizenship, and economic roles. In context, Capar (1998) cites that
a functionally literate person is someone who is one step ahead of literacy and maintains

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literacy activity throughout his/her life in order to keep living and effectively accommodate
him/herself to his/her surroundings. It is, therefore, an ongoing process.
UNESCO defines functional literacy as the ability of an individual to take part in
significant activities in professional, social, political, and cultural aspects in a society,
where he/ she lives using his/her literacy sills (De Castel, 1971; Goksen, Gulgoz and
Kataitcibasi, 2000; as cited in Savas, 2006).
Hatch (2010) defines it based on the American Heritage College Dictionary
(AHCD). Accordingly, the word “functional” means “building capacity” and “literacy” as
“reading and writing skills.” Therefore, it is the capability to proficiently read and write that
can be used in daily life routines.
Likewise, Knoblauch and Brannon (1993), as cited in Jabusch (2002) distinguished
basic literacy and functional literacy as having the expression “functional” to indicate
performance with texts, including mathematics.
The Education for All Global Monitoring Report (UNESCO, 2006) states that
functional literacy means the ability to make significant use of activities involving reading
and writing skills that include using information, communicating with others, and following
a path of lifelong learning necessary for the ability to express him/herself in daily life.
UNESCO’s definition also adds that functional literacy includes those skills essential for
both official and unofficial participation, as well as those which are necessary for national
change and development that can be used to aid an individual in contributing to his/her
own development and that of his/her family and the society. The National Statistics
Authority defines functional literacy as the level of literacy that includes reading, writing
and numeracy skills that help people cope with the daily demands of life.
Based on these definitions, functional literacy can be concluded as an activity that
contributes to the development of an individual and the society, including the ability to use
information and skills related to listening, speaking, reading, writing, and arithmetic
necessary for daily life in social, cultural and economic aspects effectively
(https://pdfs.semanticscholar.org).

IMPROVING FUNCTIONAL LITERACY IN THE PHILIPPINES

Over the years, the Philippines has continuously aspires to attain an increased
functional literacy rate.
Manuyo (2019) reported that based on the 2013 Functional Literacy, Education and
Mass Media Survey (FLEMMS), the country registered a 90.3% rate, which means that
nine out of every 10 Filipinos aged 10-64 were functionally literate. In 2003, there were
still gaps at the community level. In the study conducted by World Vision, results showed
that the proportion of girls and boys aged 11-13, who were functionally literate, placed at
a critical rate of 44%, or below 50% of the students were able to read with comprehension
by the end of their basic education.
It was also evident that school dropouts contributed to low functional literacy.
Obviously, one in every 100 or about 4 million Filipino children and youth were outof-
school in 2013. Of the total number, 22.9% got married, 19.2% lacked a family income to
be sent to school and 19.1% lacked interest in attending schools. In order to address
illiteracy issues, creating formal and non-formal learning environments, active participation
of local stakeholders, capacity building of teachers, development of contextualized or

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indigenized learning materials, and tracking of improvement of reading, basic math and
essential life skills outcomes were desired. Interventions also included improvement of
classrooms and several reading facilities, establishing a culture of reading program,
parental training and learning, and skill integration in the curriculum.
(https://www.worldvision.org.ph/stories/improving-functional-literacy-in-thephilippines/)
In a follow-up study by World Vision in 2016, the functional literacy rate went up at
76.53%. In the community level, the rate inclined to 62.64%, or around 50%70% of the
students were able to read with comprehension by the end of their basic education. The
increase was significant within the 3-year interval but it also indicated more improvement
is expected considering that rate remained 17.36% short of the 80% threshold
(https://pdfs.semanticscholar.org).
An analysis shows that low functional literacy could mean low resilience to respond
to abnormal conditions and increase a child’s vulnerability to exploitation. This could also
result in unpreparedness for gainful employment and eventually increased dependency
on welfare programs.
One of the government initiatives to address this is the Alternative Learning System
(ALS) that provides an opportunity for learning among out-of-school youth for them to land
in better jobs.
(https://pdfs.semanticscholar.org/3941/28e7d8e26f67db4951eb52713964a98546ec. pdf)

Integration of New Literacies in the Curriculum

To address the call for literacy in today’s world, students must become proficient in
the new literacies of 21st century technologies. the International Reading Association (IRA)
believes that literacy educators have the responsibility to Integrate information and
communication technologies into the curriculum to prepare students for the future they
deserve.
The multiliterate learner: Today, the Internet and other forms of information and
communication technologies (ICTs) are redefining the nature of reading, writing, and
communication. New literacy skills and practices required by each new ICT as it emerges
and evolves. Thus, these new literacies need to be integrated into the curriculum to
prepare students for successful civic participation in a global environment.
Students would desire for: (1) teachers who use ICTs skillfully for teaching and learning;
(2) peers who use ICTs responsibly and who share their knowledge;
(3) a literacy curriculum that offers opportunities for collaboration with peers around the
world; (4) instructions that embeds critical and culturally sensitive thinking into practice,
standards and assessments that include new literacies; (5) leaders and policymakers who
are committed advocates of ICTs for teaching and learning, and (8) equal access to ICTs
for all classrooms and students.
Coiro, et. al (2008) noted four common elements as broader dimensions of new
literacies, to wit: (1) the Internet and other ICTs require new social practices, skills,
strategies, and dispositions for their effective use; (2) new literacies are central to full civic,
economic, and personal participation in a global community; (3) new literacies rapidly
change as defining technologies change; and (4) new literacies are multiple, multimodal

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and multifaceted, thus, they benefit from multiple lenses seeking to understand how to
better support the students in a digital age.
Impact of new literacies on instruction. Additional changes are taking place in
literacy instruction (Grisham and Wolsey, 2009). Henry (2008) restated that engagement
in literacy activities is being transformed today like at no other time in history. As students
turn to the Internet and other information communication technologies (ICTs) at increasing
rates to read, write and interact with texts, they must develop new skills and strategies, or
new literacies, to be successful in these multimodal, intertextual and interactive
environments. The internet has become the defining technology for today’s youth and may
be the most important ICT for students to learn how to manipulate successfully.
Although, there are multiple ways to view the changes in literacy and
communication emerging from new technologies (Labbo and Reinking, 1999), it cannot be
ignored that literacy changes experiences at school and everyday lives. As such, rapid
profound changes in technology impact students’ literacy journey. Hence, Leu, et. al
(2004) posited that changes in literacy are confronted by innovation, that the new literacies
of today will be replaced by even newer ones tomorrow as new ICTs continuously emerge
in a more globalized community of learners. And such changes bear important implications
to instruction, assessment, professional development and research.

Multiliteracies in the Educational Reform

In a broader essence, the concept of 21st century skills is motivated by the relief
that teaching students the most relevant, useful, in0demand, and universally applicable
skills should be prioritized in today’s school.
As such, students need to be taught different skills that should reflect the specific
demands of a complex, competitive, knowledge-based, information-age, technology-
driven economy and society.
21st Century skills may be taught in a wide variety of school settings. Teachers
may advocate teaching cross-disciplinary skills, while schools may require 21st century
skills in both instruction and assessment processes. Schools and teachers may use
educational approaches that inherently expedite or facilitate the acquisition of cross-
disciplinary skills.
Educational strategies, that include authentic, outcome-based learning, project-
based learning and performance-based learning tend to be cross-disciplinary in nature.
Students completes a research project, create multiple technologies, analyze and process
information, think creatively, plan out the process, and work collaboratively in teams with
other students.
Likewise, schools may allow students to pursue alternative learning pathways, in
which students earn academic credit and satisfy graduation requirements by completing
an internship, apprenticeship or immersion experience. In this case, students can acquire
a variety of practical, job-related skills and work habits, while also completing academic
coursework and meeting the same learning standards required of students.

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Assessment of multiliteracies. Assessment moves from usual memorization of

facts and disconnected processes to demonstration of understanding through application
in a variety of contexts. Real-world audiences are important part of the assessment
process, including self-assessment.
Media literacy skills are honed as students address real-world issues from the
environment. Students use the technological and multimedia tools now available to them
to design and produce websites, television shows, radio shows, public service
announcements, mid-documentaries, electronic portfolios, VDs, oral histories and even
films.
In a way, students can freely express their points of view as they create projects
using multimedia and deliver these products to real-world audiences, realizing that they
can make a difference and change the world. They learn what it is to be a contributing
citizen, and carry these citizenship skills throughout their lives. As a result, standardized
test scores are higher because students have acquired the skills and content in a
meaningful connected way with profound understanding. They actually master the content
on a much higher level and develop their basic skills by constant application throughout
their schooling.

Preparing teachers for multiliteracies. New London Group (1996) underscored

multi-literacies as multimodal ways of communication that include communications
between and among other languages using diverse channels within cultures and an ability
to understand technology and multimedia. As such, applying multiliteracies to teaching
offers a new classroom pedagogy that extends and helps manage classroom.
Biswas (2014) asserted that one challenge for educators is to help create a
sustainable literacy development throughout schooling, so that students can develop
strong literacy skills (Borsheim, et. al, 2008). Certainly, multiple and new literacies require
students to integrate technology-enhanced educational tools into their work. Ajayi (2011)
recommended that teacher education must prepare teachers to teach multiliteracies in
their schools where there is a critical gap between multiliteracies and classroom pedagogy
(Pennington, 2013). Given globalization and technological changes, teaching
multiliteracies is indispensable to literacy teaching and learning in the 21st century.
Therefore, Newman (2002) in Biswas (2014) suggests that teachers integrate four
components of multiliteracies in teaching:
1. Situated practice leads students towards meaningful learning by Integrating primary
knowledge.
2. Overt instruction guides students to the systematic practice of learning process with
tools and techniques.
3. Critical framing teaches students how to question diverse perceptions for better
learning experiences.
4. Transformed action teaches students to apply the lessons they learn to solve real-
life problems.

Thus, teaching multiliteracies can inform, engage, and encourage students to

embrace the multiplicity of learning practices (New London Group, 1996). Moreover,
teaching multiliteracies can help teachers blend and apply the following four instructional

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processes of multiliteracies in classroom to ensure successful teaching and advancing

students’ learning processes.
Research shows that effective instruction in 21st Century literacies takes an
integrated approach, helping students understand how to access, evaluate, synthesize,
and contribute to information (New London Group, 1996)
Teachers insist to: (1) encourage students to reflect regularly on the role of
technology in their learning; (2) create a website and invite students to use it to continue
class discussions and bring in outside voices; (3) give students strategies for evaluating
the quality of information they find on the Internet; (4) be open about one’s own strengths
and limitations with technology and invite students to help; (5) explore technologies
students are using outside the classroom and find ways to incorporate them into one’s
teaching; (6) use wiki to develop a multimodal reader’s guide to a class text; (7) include a
broad variety of media and genres in class texts; (8) ask students to create a podcast to
share with an authentic audience; (9) give students explicit instruction about how to avoid
plagiarism in a digital environment; (10) refers to Partnership for 21st Century Skills
website.
For schools and policymakers: (1) Teachers need both intellectual and material
support for affective 21st century literacy instruction; (2) Schools need to provide continuing
opportunities for professional development, as well as up-to-date technologies for use in
literacy classrooms; (3) Address the digital divide by lowering the number of students per
computer and by providing high quality access (broadband speed and multiple locations)
to technology and multiple software packages;(4) Ensure that students in literacy classes
have regular access to technology; (5) Provide regular literacy-specific professional
development in technology for teachers and administrators at all levels, including higher
education; (6) Require teacher preparation programs to include training in integrating
technology into instruction; (7) Protect online learners and ensure their privacy; (8) Affirm
the importance of literacy teachers in helping students develop technological proficiency:
and (9) Adopt and regularly review standards for instruction in technology.
The integration of new literacies and the teaching of multiliteracies open new
pedagogical practices that create opportunities for future literacy teaching and learning.
Multiliteracies can also help teachers provide equal access to learning of all students. In
effect, students learn to collaborate by sharing their thoughts with others in online spaces
where they can engage in different forms or modes of learning process. Consequently,
students can be expected to become more confident and knowledgeable in their learning
through participatory and collaborative practices as a result of this new literacy integration
in the curriculum for teacher education (New London Group, 1996).

1. Learning Worksheet. Now that you are finished studying the material above, do the
following learning tasks:

Describe a multiliterate teacher.

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.
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Define functional literacy.
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Explain how new literacies and functional literacy can be integrated in the teaching-
learning process.
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Explain how new literacies impact teaching-learning process.
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2. Research Reading. Analyze the following research abstract and answer the
questions that follow.

Research title: New literacies integration by student teacher/cooperating teacher dyads

in elementary schools: A collective case study / Author: Friedrich (2014)

Research abstract:

Situated in Technological Pedagogical Content Knowledge (TPACK) and collaborative

inquiry, this collective case study examines new literacies integration by student
teacher/cooperating teacher (ST/CT) dyads supported by a coach in elementary schools.
The study took place at a large Midwestern public school district where many STs from a
large Midwestern public university complete their student teaching experience. Through

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detailed vignettes of five ST/CT dyads, this study provides an explicit view of varieties of
dyad collaboration when a new literacies emphasis is included in the student teaching
semester. Research questions prompt the examination of dyad new literacies integration
through (a) enacting professional development in the classroom, (b) planning lessons to
involve children with new literacies and (c) impacting dyad collaboration. ST and CT
detailed descriptions provide a valuable insight into processes and effects of this
integration focus. Lessons learned include collaborative approaches to integration that
work, teacher growth comes with empowerment, and dyad partners become learners
together when adding a new literacies focus. An innovative student teaching design arises
to prepare teachers for 21st century classrooms.

Link to the article:

https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1216&context=cehsdiss

Question 1: How are new literacies integrated by student teachers and cooperating
teachers in their schools?
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Question 2: How did the results of the study on new literacies in a Midwestern public
university impact the student teaching design?
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3. Curriculum Application Task. Make a project plan or activity that presents functional
literacy in action (i.e., service learning, community integration, immersion activity,
industry visit, benchmarking, etc.). Use the template sample provided below.

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PROJECT PLAN

Name of project
Brief description
Leader
Members
Beneficiaries

Target Success Date and Persons Resources Accomplishment

objectives indicators venue involved (Human,
Material,
Financial)

TIME TABLE
Indicators Day1/ Day2/ Day3/ Day4/ Day5/
Week1 Week2 Week3 Week4 Week5
Task/ activity
Lead
Coordinator
Counterpart
Expected
accomplishment

PROGRAM OF ACTIVITIES
TIME ACTIVITY IN-CHARGE

Share a personal experience where you have exhibited functional literacy.

What life lessons and values have you realized and learned?
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This will be announced soon.

De Leon, E. B. (2020). Building and enhancing new literacies across the curriculum.
Quezon City, Metro Manila: Lorimar Publishing

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