Republic of the Philippines

Iloilo Science and Technology University

Miagao Campus
Miagao, Iloilo

BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURICULUM

WITH EMPHASIS ON THE 21ST CENTURY SKILLS

MODULE I: LITERACIES AND ITS KINDS AND IMPORTANCE

1. Early Literacy and Emergent Literacy
2. New Literacies and Social Phenomena of the 21st Century
A. The 21st Century Literacy
B. The 21st Century Learner
C. Importance of the New Literacy Skills in the 21st Century

Lesson Outcomes: At the end of the lesson, the students must have:
a. processed the varying concepts and definition of literacy, early literacy and emergent literacy;
b. discussed the different 21st century literacy;
c. described and distinguished a 21st century learner; and
d. explained the importance of the new literacy skills in the 21st century.

ACTIVATE:
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Study the following quotes and give a penny for a thought. Be ready for your name if it will be mentioned during
the online discussion.

1.) 2.)

ACQUIRE:
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Study the bubbles below and the different definitions of the different kinds of literacy.
LITERACY
 is the ability to read, write, speak and listen in a way that lets us communicate effectively and make sense of the
world.
 in the modern world, it is the knowledge and competence in a specific area to include the ability to use
language, numbers, images, computers, and other basic means to understand, communicate, gain useful
knowledge, solve mathematical problems and use the dominant symbol systems of a culture
 the concept of literacy is expanding across countries to include skills to access knowledge through technology
and ability to assess complex contexts
 as the "ability to identify, understand, interpret, create, communicate and compute, using printed and written
materials associated with varying contexts" (UNESCO)
 it involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and
potential, and to participate fully in their community and wider society (UNESCO).
 Lacking vital literacy skills holds a person back at every stage of their life. As a child they won't be able to
succeed at school, as a young adult they will be locked out of the job market, and as a parent they won't be able
to support their own child's learning. This intergenerational cycle makes social mobility and a fairer society more
difficult.

KINDS OF LITERACY

EARLY LITERACY AND EMERGENT LITERACY

 It means helping children develop the skills they will need to become successful readers.
 Early literacy activities build rich language skills: vocabulary, self-expression, and understanding
(comprehension).
 Developing early literacy skills makes it easier for children to learn to read.
 Children who enter school with these skills have an advantage that carries with them throughout their school
years.
 Reading is an essential skill for success in school and later in life.

EARLY LITERACY BEHAVIORS

1. Book Handling Behaviors. Behaviors related to a child’s physical manipulation or handling of books, such as page
turning and chewing.
2. Looking and Recognizing. Behaviors related how children pay attention to and interact with pictures in books,
such as gazing at pictures or laughing at a favorite picture. Behaviors that show recognition of and a beginning
understanding of pictures in books, such as pointing to pictures of familiar objects.
3. Picture and Story Comprehension. Behaviors that show a child’s understand of pictures and events in a book,
such as imitating an action seen in a picture or talking about the events in a story.
4. Story-Reading Behaviors. Behaviors that include children’s verbal interactions with books and their increasing
understanding of print in books, such as babbling in imitation of reading or running fingers along printed words.

EMERGENT LITERACY
 Emergent literacy is a term that is used to explain a child's knowledge of reading and writing skills before they
learn how to read and write words
 It is a process involving the development of language and concepts, especially as they begin to be linked
together.
 It signals a belief that, in literate society, young children—even one- and two-year-olds—are in the process of
becoming literate.
 Emergent literacy is of critical importance in early education in light of research showing that children learn skills
that prepare them to read years before they start school.
 This may include listening and speaking, signing, using objects, pictures, gestures, or any combination of ways in
which a child understands and interprets experiences.

THE BASIC COMPONENTS OF EMERGENT LITERACY INCLUDE:

1. Print motivation: Being interested in and enjoying books.
2. Vocabulary: Knowing the names of things.
3. Print awareness: Noticing print, knowing how to handle a book, and knowing how to follow words on a page.
4. Narrative skills: Being able to describe things and events and to tell stories.
5. Letter knowledge: Understanding letters are different from each other, knowing their names and sounds, and
recognizing letters everywhere.
6. Phonological awareness: Being able to hear and play with the smaller sounds in words.[1]
What is Early Literacy?
Early Literacy is typically used to describe the period between birth and age 8 when young children are building
their assorted language skills that will assist them in being competent literacy consumers and producers. This window
includes the emergent phase before children are conventional readers and writers and the very early stage of
conventional reading and writing when children are starting to decode words and produce some of their own writing.

It’s a critical learning period that we need to support with rich read aloud, singing, exposure to the world around
them, and lots and lots of talking with them about what we’re doing, seeing, and experiencing.

Children are also learning how text works. They learn the critical concept that in English, the sounds of our
language are represented by letters. That’s called the Alphabetic Principle. Until children understand that, all those
letters just don’t make any sense. Further, they have to figure out which letters go with which sounds. They also build a
sight word vocabulary (words they know just by looking at them, not sounding them out, such as “the” or “and”), learn
that we read from left to right, that the words stay the same in a book, that we read the words not the pictures, and
how to spell and write. That’s a lot going on in the early years!

Media Literacy
 Media Literacy is the skill of comprehending the nature of communications, specifically in regard to
telecommunications and mass media.
 This ability requires knowledge of the framework of the media, and how it may impact the content of the media.
Trivia:
1. Did you know that by the time children reach senior citizen status, they will have spent three years of their lives
watching commercials alone?
2. Fifty-two percent of all zero to eight year olds have access to a mobile device: smartphone, iPad/tablet, and
spend an average of 43 minutes a day using them.
3. Nearly half of babies under the age of two watch an average of two hours of television per day. Psychologists
believe children under the age of two learn best by interfacing face-to-face with other children and adults ... not
screens.

Digital Literacy
 Digital Literacy is the capacity to use digital technology, communication devices or networks to locate, analyze,
use and produce information.
 It is the ability to read, write and clarify media, to replicate data and visuals through digital manipulation, and to
assess and implement new knowledge gained from digital environments.
 Because Digital Literacy has a tremendous impact on children, we must not forget the digital divide, those who
have access to the Internet and those who do not.

Global Literacy
 Global Literacy is understanding the interdependence among countries and their people, and having the ability
to communicate and collaborate across cultures.
 Here is a Global literacy skill list to help assess students’ Global Literacy:

1. Position topics and viewpoints within their environmental, economic, political and historical context;
2. Chronicle the characteristics, elements, evolution and ramifications of global structures;
3. Find historical and up-to-date links, recognizing how the lives and fates of people on other parts of the world
blend with our own;
4. Initiate ethical positions pertaining to global matters;
5. Demonstrate an awareness of global responsibility and individual empowerment.

Emotional Literacy
 Emotional Literacy is the ability to understand your emotions, the capacity to listen to others and empathize
with their emotions, and the potential to demonstrate emotions effectively.
 Emotional Literacy enhances relationships, generates loving possibilities between people and encourages the
feeling of community.
 Emotional Literacy student objectives include:
1. Knowing your feelings;
2. Having a sense of empathy;
3. Learning to direct one’s emotions;
4. Mending emotional damage.

 The four R’s of Emotional Literacy are:

1. Responsibility
2. Resourcefulness
3. Resilience
 4. Respect
5. Informational Literacy

Informational Literacy
 Informational Literacy is the ability to recognize what information is required, understand how the information
is structured, distinguish the principal sources of information for a given need, find and assess those sources
critically, then share that information.
 Informational Literacy student objectives include:

1. Grasping the basics of the Internet;

2. Examining and classifying information;
3. Developing search queries;
4. Understanding the justification and components of a citation;
5. Evaluating plausibility, usefulness and websites;
6. Referencing sources and avoiding plagiarism.

Environmental Literacy
 Environmental Literacy is the ability to demonstrate proficiency of the environment and the conditions affecting
it, especially as it applies to climate, land, air, energy, food, water and our ecosystems.
 It means students:

1. Understand society’s influence on population growth, development, resource consumption growth and much
more.
2. Study and assess environmental issues, and make precise conclusions about beneficial solutions.
3. Take both independent and communal action towards tackling challenges, such as participating in global
endeavors, and creating solutions that encourage action on environmental issues.

 Environmentally literate people are:

1. 10 percent more likely to conserve energy in the home
2. 10 percent more likely to obtain environmentally safe products
3. 50 percent more likely to recycle
4. 50 percent more likely to avoid using chemicals in yard care

Visual Literacy
 Visual Literacy is the ability to identify and understand ideas communicated through actions or images (decode),
as well as to be able to communicate ideas or messages through imagery (encode).
 Creative/critical thinking skills must be taught at the earliest age possible, for this becomes the foundation upon
which our students will construct their educational experience, one that will evolve into lifelong learning.

21st Century skills are 12 abilities that today’s students need to succeed in their careers during the Information Age.
 These skills are intended to help students keep up with the lightning-pace of today’s modern markets.
 They’re essential in the age of the Internet.

Critical thinking Creativity

Collaboration Communication
Information Literacy Media Literacy
Technology Literacy Flexibility
Leadership Initiative
Productivity Social Skills

WHAT IS 21ST CENTURY LITERACY?

 This new literacy includes traditional literacy skills, such as reading, writing, and arguing.
 It includes new literacy skills, such as critical thinking, scientific reasoning, and multi-cultural awareness (NCTE,
2008; Wagner, 2008; Grubb, 2003, p. 3; Sagan, 1996, p. 325).
 Requires both the "effective use" of language and "large amounts of specific information" about the world
(Hirsch, 1988, pp. 2-3).
 Students also need to learn about how knowledge is created, especially how the most reliable knowledge is
made through scientific methods.
 Students need an understanding of qualitative (Cushman, Kintgen, Kroll, & Rose, 2001) and quantitative literacy
(Paulos, 2001; Steen, 2001; Steen, 2004).
 Students need to know about the research university, academic disciplines, and the specific work that scientists
do within their disciplines.
  Students need to know how concepts work to define and categorize knowledge, and how concepts can be
organized into conceptual frameworks that interconnect facts into larger fields of knowledge (Barber, 2012).
 Students need to be able to understand concepts as tools, which can be used to solve real-world problems (Fish,
2011, p. 15, 29).
 Students need to understand the theoretical purposes and the concrete practices of research, thinking, and
writing. Psychologists call this holistic understanding “meta-cognition,” which means "thinking-about-thinking"
and "thinking-about-doing."

APPLY:
___________________________________________________

On a manila paper or a cartolina, create a COLLAGE depicting your concept of literacy in the 21 st century in the
field of education. Use pictures and images from any printed materials. Be reminded that your PRETTY/HANDSOME
FACE must be part of the collage. Take a photo of your finished output and submit it in our VLE platform.

ASSESS:
___________________________________________________
25 item quiz

Prepared:

MA. MAJA JADE N. PEREZ, Ph. D.

Associate Professor V