Module 3

New Literacies, Functional

Literacy and Multiliteracy

BENLAC Uni-C
ELLEONOR P. ABATAY
MAEZELLE S. ALIVIA
MARK ANTHONY ALOTENCIO
DEXTER ARMEZA
 Contents
01 02 03 04
New Literacies Exploring the The Truth on 21st Century Functional Literacy
New Literacies Literacies According to
Research

05 06 07 08
Improving Integration of New The Multiliterate Impact of New
Functional Literacies in the Learner Literacies on
Literacy in the Curriculum Instruction
Philippines

09 10 11
Multiliteracies in the Assessment of Preparing Teachers
Educational Reform Multiliteracies for Multiliteracies
New Literacies
Literacy
Between 1950 Beyond 1990’s
and 1970
➢Literacies was ➢ Literacy became multi-faceted
defined as reading ➢ Diversify with technological
and writing skills developments, change of living
condition in the cities and the
necessitated for new necessities.
activities in modern
society (Gunes,2000)

Altun, 2005 Lankshear & Knobel

➢ At first, literacy was
used in computer
(2006)
literacy, technology ➢ Intend to generate
literacy, internal and communicate
literacy and media meanings through
literacy texts within contexts
➢ Later on, it became a in various discourses
lifestyle
Literacy
Kress (2003)
➢ Literacy can only happen when having a
kind of potential content through
interaction with the text
➢ Particular text maybe understood for
being connected or related
Example: “Milkfish has a body fusiform,
elongated, moderately compressed, smooth
and streamlined.”
Primary English Teaching Association
Australia (2015)
➢ Asserts that 21st Century literacy has
expanded to include social change,
increasing field expertise and digital
technologies
TO BE LITERATE?
✓ Comprehension
✓ Selection and use of multimodal codes
✓ conventions to interpret and express
ideas, feelings and information
Subject-specific literacies
➢ Recognized to require the application of
specialized knowledge and skills,
information skills, and the creative and
imaginative language
21st Century Literacy
➢ Demands the ability to perform and act
confidently, efficiently and ethically with a
wide range of written and visual, print, live,
digital or electronic text types according to
purpose (www.petaa.edu.au)
 Multi-literacies or “new literacies”
21st
New Century Traditional
Literacy
Blogging manga producing
Fanfic writing

photoshopping anime music video (AMV)

meme-ing
 vodcasting running a paper-based zine
podcasting

reading literary novels and

wordless picture books reading bus timetables
reading graphic novels and comics
Exploring the
New Literacies
7 new literacies that are stressed in the 21st Century Curriculum
1. Multicultural Literacy
➢ Understand ethnic group
➢ Focus on identity,
diversity and citizenship
2. Social Literacy
➢ Developing social skills,
knowledge and positive
values in human beings
3. Media Literacy
➢ Ability to access, analyze,
evaluate and create media
4. Financial Literacy
➢ Ability of judgement 6. Ecological Literacy
and managing of ➢ Understand the
money principles of ecosystems
towards sustainability
5. Digital Literacy
7. Creative Literacy
➢ Effectively used digital ➢ Making original ideas
devices for purposes of that have value and
communication, ability to see the world
expression, collaboration in new ways
and advocacy in a
knowledge-based
society
 The Truth on 21st
Century Literacies
According to
Research
The National Council of Teachers of English (2013) came up with
a research that reveals the following:
Brings opportunities for teachers to
foster reading and writing in more
diverse and participatory contexts

Expand both the range of available texts

and the social dimension of literacy

Shows that they

contribute to the
emergence of
new literacies
The National Council of Teachers of English (2013) came up with
a research that reveals the following:

Digital technologies
enhances writing and
interaction in several ways
➢ Produce
compositions of College students, who keep e-
greater length and portfolio, have higher rate of
higher quality academic achievement and
➢ more engaged with overall retention rate than those
and motivated who don’t.
toward writing
Both typical and atypical students
who receive an online response to
writing, revise their works better
than those participating in
traditional method.
FUNCTIONAL LITERACY
 FUNCTIONAL LITERACY
• The term FUNCTIONAL LITERACY was initially
defined by UNESCO through WILLIAM S. GRAY
in his Teaching of Reading and Writing.

• It refers to the capacity of a person to engage in

all those activities in which literacy is required
for effective function of his/her group and
community and also enabling him/her to
continue to use reading, writing and calculation
for his/her own and community’s development.
 UNESCO STATED THAT
• Literacy programs should be integrated to
and correlated with economic and social
development plans
• The eradication of illiteracy should begin
with population sectors, which are highly
motivated and need literacy for their own
and their country’s benefits.
• Literacy should be linked with economic
priorities and carried out in areas
undergoing rapid economic expansion.
• 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.
• Literacy must be and integral part of the
over-all educational system and plan of
each country.
• The financial need for functional literacy
should be met with various resources, as
well as be provided for economic
investments.
• 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 development
aspects. To name a few, in the Philippine
context, are agricultural, health, industry,
family planning, home making, arts and
culture and technical-vocational
programs.
• A new functional literacy aspect, called
specific literacy, is becoming a trend, in
which the job of the student is analyzed to see
exactly the literacy skills needed and those
that are only taught. The students may learn
very little but will be of immediate value that
would result in increased learner 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
literacy that;
• Starts in the workplace
• Uses a diagnostic approach
• Identifies turning points in economic life
that may act as an incentive to learning
• Assesses the limits of a short-term
intervention; and
• Looks for generic skills
• Gunes (2000) posited that functional literacy
constitutes the second level of literacy next to
basic literacy, in which literacy 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 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.
• Hatch(2010) defines it based on 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.
• 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 the 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.
• Functional literacy is about developing and
enhancing the skills our whole society needs
to function. If we don’t have individuals with
mathematical knowledge, reading and writing
skills, or analytical abilities, we cannot have
functioning communities, businesses, or
governments
 Improving Functional
Literacy in the Philippines
• Over the years, the Philippines has continuously
aspired to attain an increased functional literacy
rate.
• Manuyo (2019) reported that based on the 2013
Functional literacy, Education and Mass Survey
(FLEMMS), the country regitered a 90.3% rate,
which means that 9 out of 10 Filipinos aged 10-
64 were functionally literates. In 2003, there
were still gaps at the community level. In the
study conducted by World Vision, were
functionally literate, placed at a critical 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, 1 in every 100 or about 4million
Filipino children and youth were out-of-
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 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.
• 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.
• 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 Systems (ALS) that
provides an opportunity for learning among out-of-
school youth for them to land in better jobs.
Integration of New Literacies in the
curriculum

The multiliterate learner

Impact of new literacies on instruction.

Multiliteracies in the educational

reform
Integration of New
Literacies in the
curriculum
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 a responsibility to integrate information and
communication technologies into the curriculum to prepare
students for the future they deserve.
Integration of New Literacies in the
curriculum

The multiliterate learner

Impact of new literacies on instruction.

Multiliteracies in the educational

reform
The multiliterate learner
 The multiliterate learner
Today, the internet and other forms of information and communication technologies (
ICT`s) are redefining the nature of reading, writing, and communication.New literacy
skills and practices are required by new ICT as it emerges and evolves. Thus, these
new literacies need to be integrated into the curriculum to prepare student for
successful civic participation in a global environment.
 The multiliterate learner
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. Literacy curriculum that offers opportunities for collaboration
with peers around the world;
4. Instruction 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;
6. Equal access for all classrooms and students.
 The multiliterate learner
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, skill,
strategies, and dispositions for effective use.
2. New literacies are central to full civic , economic, and personal
participation in global community;
3. New literacies rapidly change as defining technologies change;
4. New literacies are multiple, multimodal, and multifaceted, thus,
they benefit form multiple lenses seeking to understand how to
better support the students in a digital age.
The multiliterate learner
Integration of New Literacies in the
curriculum

The multiliterate learner

Impact of new literacies on instruction.

Multiliteracies in the educational

reform
 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 student 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 environment.
 Impact of new literacies on
instruction.
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 in 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.
Integration of New Literacies in the
curriculum

The multiliterate learner

Impact of new literacies on instruction.

Multiliteracies in the educational

reform
 Multiliteracies in the
educational reform
In a broader essence, the concept of 21st century skills is motivated by the
belief that teaching students the most relevant, useful, in demand , and
universally applicable skills should be prioritized in today`s school.

As such, student need to be taught different skills that should reflect the specific
demands of a complex, competitive, knowledgebased , information-age,
technologies-driven economy and society.

21st century skill may be taught in a wide variety of school settings. Teachers
may advocate teaching cross-disciplinary skills, while schools may required 21st
century skill in both instruction and assessment process.

Educational strategies, that include authentic, outcome-based learning, project

based learning tend to be cross-disciplinary in nature. Student complete a
research project, create multiple technologies, analyze and process
information, think creatively, plan out the process, and work collaboratively in
teams with other students.
Multiliteracies in the
educational reform
 ASSESMENT OF
MULTILITERACY

PREPARING
TEACHER

MAEZELLE S. ALIVIA
 Assessment for 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

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, mini-documentaries,
electronic portfolios, DVDs, oral
histories and even films.
 PREPARING TEACHERS FOR
MULTILITERACIES
multiliteracies as multimodal ways
communications that includes
communication between and among
other languages using diverse
channels within cultures and an
ability to understand technology and
multimedia.

Biswas (2014) asserted that one

challenge for educators is to help
students create a sustainable literacy
development throughout their
schooling.
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 how to
apply the lessons they learn to solve real-life
problems.
 Teaching multiliteracies can inform, engage, and
encourage students to embrace the multiplicity of learning
practices (New London Group, 1996).

Teaching multiliteracies can help teachers blend and apply the

following four instructional processes of multiliteracies in
classroom to ensure successful teaching and advancing
student’s learning process.

Research shows that effective instruction

in the 21st Century literacies takes an
integrated approach, helping students
understand how to access, evaluate,
synthesize, and contributed to
information (New London Group, 1996).
Teachers be determined to:
Encourage students to reflect regularly on
the role of technology in their learning

Create website and invite students to use it

to continue class discussions and bring in
outside voices;

Give students strategies for the quality of

information they find on the internet
Teachers be determined to:
Be open about one’s own strengths and
limitations with technology and invite students
to help

Explore technologies students are using outside

the classroom and find ways to incorporate
them into one’s teaching

Use wiki to develop multimodal

reader’s guide to a class text
 Teachers be determined to:

Include a broad variety of media and genres AVOID PLAGIARISM!

in class texts

Ask students to create a podcast to share

with an authentic audience

Give students explicit instruction about how

to avoid plagiarism in a digital environment

Refer to the Partnership for 21st Century

Skills website
 For Schools and
Policy-makers
1. Teachers need both intellectual and material support
for effective 21st Century Literacy Instruction
2. Schools need to provide continuing opportunities to
Professional Development, as well as up-to-date
technologies for use in literacy classrooms

4. Address the digital divide by lowering the number of students per computer
and by proving high quality access (broadband speed and multiple locations)
to technology and multiple software packages

5. Ensure that students in literacy classes have regular access to technology

 For Schools and Policy-makers
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

9. Adopt and regularly review standards for instruction

in technology
The integration of new literacies and
teaching of multiple literacies open
new pedagogical practices that create
opportunities for future literacy
teaching and learning. Multiliteracies
can also help teachers provide equal
access to learning. Multiliteracies can
also help teachers provide equal
access to learning for all student. 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.
Thanks !