Table of Contents

Module 1 -Introduction to New LiteraciesWhat is Literacy?.Traditional literacy Vs. New

Literacies.Importance of Acquiring New Literacies..Types of New Literacies.

Module 2 - Globalization and Multi-cultural Literacy

Key Concepts.

Globalization.

Multi-culturalism.

The Globalization Trend and Literacy: Issues and Concerns..................

Multi-culturalism and Literacy: Issues and Concerns.......................

Diversity, equality and social justice.

Addressing Diversity Issues and Integrating Multi-culturalism

into the Curriculum.

Module 3-Social Literacy

What is Social Literacy?.

Importance of Social literacy.

Developing and Integrating Social Literacy

in the School Curriculum.

Module 4 -Traditional Media Literacy.

What is Traditional Media Literacy?.

The Role of Mass Media in the Society..

Mass Media: Issues and Concerns.

Effective Use of the Different Media Materials

(Trimedia: TV, radio, print).

Developing and Integrating Media Literacy in Education.

Module 5-Cyber Literacy/Digital Literacy.

What is Digital Literacies?.

The Digital Environment.

The Digital Tools..

Types of Digital Literacies.

..·....··

Locating and Filtering.·······...

Sharing and Collaborating.

Reusing and Repurposing.............····.·.·....

Creating and Generating...........

Organizing and Curating.

Digital Literacy Applications in Education.

Course Code:Prof.Ed.8/Prot.Ed.9

Course Title:Building and Enhancing New Literacies Across the Curriculum

Course Description:

The course introduces the concept of new literacies in the 21s" century as an evolvingsocial phenomena
and shared cultural practices across learning areas.The 21s century literaciesshall include(a)globalization
and multi-cultural literacy, (b) social literacy.(c) media literacy.(d) financial literacy.(e) cyber
literacy/digital literacy,(f) eco-literacy and (g) arts andcreativity literacy.Field based-interdisciplinary
exploration and other teaching strategies shallbe used in this course. Fluency in multi-literacies shall be
developed among learners to cope intoday's fast-changing world.

Course Outcomes:

At the end of the course, your students must be able to:

1. Recognize the benefits of new literacies as lifelong skills.

2. Realize the importance of addressing diversity issues to cope with globalization trend.

3.Manifest mature attitude (personal and professional) in dealing with varied socialenvironments.

4. Create media in a variety of forms.

5.Choose and apply appropriate digital literacy trough creating blog,e-portfolio or termpaper.

6.Acknowledge interconnectedness and interdependence with natural systems.and present ways to

practice eco-literacy

7.Appreciate the different art forms and illustrate assigned form of art.
Module 1

Module Title:Introduction to New Literacies

Module Description:

Module 1 introduces students to the subject. It reviews "literacy" and defines theconcept of "new
literacies.It also compares and contrast traditional literacy and new literacy.The module ends with the
discussion on the importance of acquiring new literacies to copewith the demands of today's society.

Purpose of the Module:

The module aims to give students a rationale on the changing concept of literacy,comparing the
traditional view and the moderm idea. It also has for its purpose to make studentsrealize the
significance of acquiring knowledge and skills on the so-called "new literacies"asthese are necessary life
skills to adapt to the changing times.The last part of the module givesstudents an overview of the many
types of new literacy.

Module Outcomes:

Define "new literacies" and discuss its importance in different facets of life

Module Requirements:

At the end of this module,students will be given an objective test for comprehensioncheck on
introduction to new literacies (i.e.simple recall/identification).Another test to begiven is a short essay in
which they should be able to give their own definition of "newliteracies";compare and contrast
traditional concept of "literacy"and the so called "newliteracies";and discuss the importance of acquiring
new literacies.

Key Terms:

Litetacy,new litenacies,Introduction to new literacies, importance of new literactes

Learning Plan

Lesson No:1

Lesson Tirle:Introduction to New Literacies

Let's Hit These:

At the end of this lesson,students should be able to:

Recapitulate the traditional concept of literacy

Define new literacies

Compare and contrast the old concept of "literacy"and the "new literacies"

Discuss the importance of acquiring new literacies to succeed in the ever-changing world

Identify types of new literacies

Let's Get Started:

The world of literacy has expanded alongside technology, and new literacies are beingused as an
alternative or an addition to traditional text (Sanders, 2016).Students'world outsideof school has
become"multimodal" and therefore must be linked with the basic literacy theyacquire in schools.

Let's Read:

What is Literacy?

For us to better understand the idea behind "new literacies,"it is but necessary that wefirst refer to its
foundation embedded in the term "literacy."Here are some definitions ofliteracy.

Literacy, defined most simply, is the ability to read and

write.(http://hackeducation.com/2014/11/11/new-literacies-in-the-classroom).

Literacy is a process by which one expands one's knowledge of reading and writing inorder to develop
one's thinking and learning for the purpose of understanding oneself and
theworld(https://www.encyclopedia.com/history/encyclopedias-almanacs-transcripts-and-maps/lite
racy-education).

Literacy is the capacity to communicate using inscribed,printed, or electronic signs orsymbols for
representing language(https://www.britannica.com/topic/literacy).

Literacy is the ability to identify,understand,interpret,create,communicate andcompute,using printed

and written materials associated with varying contexts. Literacy involves a continuum of leaming in
enabling individuals to achieve their goals,to develop theirknowledge and potential,and to participate
fully in their community and wider society(UNESCO.2004;2017).
Literacy is the ability to read,view,write,design,speak and listen in a way that allowsyou to communicate
effectively.The power of literacy lies not just in the ability to read andwrite, but rather in a person's
capacity to apply these skills to effectively connect,interpret anddiscernthe intricaciesofthe
worldinwhichtheylive(https://www.3pleaming.com/blog/literacy-important/).

Traditional Literacy Versus New Literacies

The meaning of literacy has evolved through time. From being simply known as "theability to read and
write", literacy in now viewed as inclusive of other skills needed for one tocope in this fast-paced world.

Traditional literacy is defined as "the quality of being literate: knowledge of letters:condition in respect
to education, esp. ability to read and write" It is the building block for allother literacies; without it. they
would be impossible to master. (OED Online,"literacy,"2nded.).

Moreover,foundational or traditional literacy is about print on a page, or decoding andmaking sense of

words, images and other content that a reader can string together and thenbegin to comprehend.They
are the words and pictures students read and pore over that arecontained in textbooks, in novels, on
standardized tests, and even in comic books.

The new literacies encompass much more. Their utility lies in online readingcomprehension and learning
skills, or 21st century skills, required by the Internet and otherinformation and communication
technologies (ICTs), including content found on wikis,blogs,video sites,audio sites,and in e-mail.They
require the ability not just to "read" but also tonavigate the World Wide Web,locate
information,evaluate it critically,synthesize it andcommunicate it-all skills that are becoming vital to
success in this century's economy and(workforce.https://www.readingrockets.org/article/new-
literacies).

"New literacies" that arise from new technologies include things like text-messaging,blogging, social
networking,podcasting,and videomaking.These digital technologies alter andextend our communication
abilities,often blending text, sound, and imagery. Althoughconnected to older,“offline" practices,these
technologies change what it means to both "read"and "write" texts. (They change the meaning of "text,"
as well.)(http://hackeducation.com/2014/11/11/new-literacies-in-the-classroom).

Indeed,technology has everything to do with literacy. Being able to use the latestelectronic technologies
has everything to do with being literate(Wilhelm,2000,cited in
Rosaen&Terpstra,2010).Literacy,therefore,may be thought of as a moving target,continuallychanging its
meaning depending on what society expects literate individuals to do.As societalexpectations for literacy
change,and as the demands on literate functions in a society change,so too must definitions of literacy
change to reflect this moving target.(Leu,Kinzer,Coiro &Cammack 2004,cited in
Rosaen&Terpstra,2010).Literacy is no longer an end point to beachieved and tested but rather a process
of continuously learning how to become literate.(Leu.2001,cited in in Rosaen&Terpstra,2010).
Importance of Acquiring New Literacies

While traditional literacy and a liberal education are still important

(Nussbaum,1997;Delbanco,2012;Ferrall,2011),in the 21st century students need to know more andbe
able to do more than they did in the past. Students need 21st century literacy. Thisnew literacy includes
traditional literacy skills, such as reading, writing, and arguing. Butmore importantly, it includes new
literacy skills,such as critical thinking,scientificreasoning, and multi-cultural awareness
(NCTE,2008;Wagner,2008;Grubb,2003,p.3;Sagan,1996,p.325).

Like older forms of literacy,the new literacy requires both the "effective use" oflanguage and "large
amounts of specific information" about the world (Hirsch, 1988,pp.2-3). In addition to traditional
literacy, students also need to learn about how knowledgeis created,especially how the most reliable
knowledge is made through scientificmethods.Science has become the primary tool of the 21st century
knowledge economy;therefore,students should be exposed to all major scientific methodologies.
Studentsneed an understanding of both qualitative (Cushman,Kintgen,Kroll,&Rose,2001)andquantitative
literacy (Paulos,2001:Steen,2001:Steen,2004). And while knowledge ofmost scientific methodology does
require advanced mathematical literacy,students withonly minimal mathematical knowledge can still be
introduced to both qualitative andquantitative scientific methods through an understanding of key
concepts,theories,anddata (Wilson, 2013). To fully understand scientific methodology,students need to
knowabout the research university,academic disciplines, and the specific work that scientistsdo within
their disciplines. Only then will students be able to concretely grasp howknowledge is created. debated,
and refined through the scientific process(http://21centurylit.org/introduction).

21st Century Literacy is more than just reading and writing.It is knowing how tolearn and know.Utilizing
scientific research on cognition and meta-cognition,studentsneed to understand how the brain creates
and uses subjective knowledge,and the differentprocesses that create objective knowledge. Students
need to know how concepts work todefine and categorize knowledge,and how concepts can be
organized into conceptualframeworks that interconnect facts into larger fields of knowledge
(Barber,2012). Students need to be able to understand concepts as tools,which can be used tosolve real-
world problems (Fish, 2011, p. 15,29). Most importantly,students need torecognize threshold
concepts(Land,Meyer,&Smith,2008),which enable new ways tosee and know the world.Two of the most
important threshold concepts involve learningto see writing as two separate tools:It is both a tool for
thinking and knowing, and it is atool for communicating knowledge and persuading people to see the
truth. Students needto understand the theoretical purposes and the concrete practices of
research,thinking,and writing. Psychologists call this holistic understanding "meta-
cognition,"whichmeans "thinking-about-thinking" and "thinking-about-doing." Such higher orderthinking
enables us to better understand ourselves (both our strengths and limitations).which then enables us to
know better and perform better(Dunn,Saville,Baker,&Marek,2013). Students need to be able to do, not
just know (Wenger,1999).

Also,there is a growing gap between what today's students do in school and what theydo at
home.According to a recent Pew Internet and American Life Project study,"The DigitalDisconnect:The
Widening Gap between Internet-Savvy Students and Their Schools,"studentsare spending 27 hours a
week online at home,compared to an average of 15 minutes per week at school."It's hard to develop
online skills in traditional classrooms when so little instructionaltime is online." says Susan
Patrick.president of the North American Council for OnlineLearning,"Online learning is not this separate
silo that we might need to use as a tool."Administrators should have such learning weaved into
classrooms,she adds.

Today's students,the "digital natives" as they are sometimes called,are practicallyinseparable from their
computers,video games and the Internet. Moreover, a recent study bythe National School Boards
Association found that 96 percent of students who have onlineaccess use the technologies for social
networking such as blogging,sharing music,instantmessaging, and posting their own movies. Not exactly
the first thing you think of when youimagine a classroom.

And although digital natives may be tech savvy, they don't use a lot of information,orat least they don't
know how to think critically about the information they use.They needguidance on how to find the best
information most efficiently and determine fact from fiction.

"Technology and knowledge in general are growing at an exponential rate," says MaryColombo,assistant
superintendent of curriculum and instruction at Hopkinton (Mass.) PublicSchools. "Where do you find it?
How do you gather it? How should you use it?"(https://www.readingrockets.org/article/new-literacies).

Today,many children are being classed as 'digital natives' -just as comfortable onlineas they are offline.
The internet enables endless educational possibilities,with constantlyevolving information
streams.however,the vastness of the internet can be a hindrance to thosechildren who cannot
effectively sift through and interpret the material presented.Strongliteracy skills are a key tool used
when children discern and interpret information,enablingthem to utilise the internet to its full potential
and making sure that the inevitable 'digitalfootprint' that children will leave, is one that is
safe,appropriate,and reflective of their true

The changes that the English language has undergone over the course of history isstaggering. The past
decade alone has seen students' literacy repertoire extend beyond thetraditional pillars of reading,
comprehension, grammar and writing, to include digital andinteractive applications.With today's
learners faced with a myriad of traditional and digitalliteracies,how can we as parents ensure that our
children developthe skills to effectivelynavigate and decipher the constant information stream that
surrounds them?(https://www.3plearning.com/blog/literacy-important/).

Apart from the obvious changes of literacy materials over the past few decades,aseducators,we need to
take note and expand on the concept of what literacy skills children areneeding to succeed in this
modern world.We are no longer able to teach just reading,oral andwriting skills;digital multiliterate
technologies require extra skills like semantic skills,management skills, networking skills and evaluation
skills. Fundamental writing and readingskills are not replaced by digital literacies,but are extended to
account for the shift in learningpracticesthattechnologydemands(Edwards-Groves,2012).

In order to create the best learning environment in our classrooms for our students,weneed to provide a
multiliterate digital-based classroom,that incorporates both traditional andnew age literacy teaching
practices.Gee states that the most important variable for youngstudents for later success in literacy and
content learning in school is the amount of talk,interaction,and mentoring they have had from adults
early in life (2012). In order to create aheavily productive environment,as educators,we need to be
informed about the continual

change of literacies and embrace multiliteracies. We need to encourage oral language andfacilitate for a
range of different learning styles through different forms of literacy.(https://njryal.wecbly.com/how-has-
literacy-changed.html).

Types of New Literacies

Today's new literacy can be classified asfollow(Ryan,N.https://njryal.weebly.com/how-has-literacy-

changed.html):(See Figure 1)

1.Traditional Literacy-Reading,writing,speaking and listening.

2. Information Literacy-The ability to identify what information is needed and the abilityto
locate,evaluate,and use information.

3. Visual Literacy-The ability to understand and produce visual messages.

4. Critical Literacy-The ability to question,challenge and evaluate the meanings andpurposes of texts.

5. Media Literacy-The ability to question, analyze,interpret, evaluate, and create mediamessages.

6.Tool Literacy-The ability to use tools to manage,consume and create information.

7. Digital Literacy-The ability to use digital technology,communication tools ornetworks to

locate.evaluate.use and create information.

Iraditional

Literacy

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Digital Literacy

Information

Literacy

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digital sedhnology.

·The abiity to oentity

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er netwarks bolecane

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crate nforrnation

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Today's

(New)

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Viiual Literacy

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Literacy

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Media Literacy

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Figure 1.Today's New Literacy

Source:https://njryal.weebly.cow/how-has-literacy-changed.huml

Rosaen &Terpstra(2010)identifies eight(8) types of new literacies:

1. Cultural Literacy

2. Digital/Information Media Literacy

3. Emotional Literacy

4. Environmental Literacy

5. Numeracy

6. Print Literacy

7. Social Literacy

8. Visual Literacy

The University of Pittsburgh Library System calls the new literacy as the"21"centuryliteracies,"(See
Figure 2)which covers visual literacy,media literacy,technology literacy,network literacy,and cultural
literacy as follow:(Source:

https://pitt.libguides.com/c.php?g=12354&p=65747)

1.Visual Literacy

Constructing meaning from images and expressing oneself in terms of visuallywhile recognizing the
validity and accuracy of those images

Example of integration into library instruction:

Use images from Flickr to compare and contrast primary &secondarysources

2. Media Literacy

Critical understanding of media in a variety of formats and an understanding ofthe impact of various
media on the individual and society

Example of integration into library instruction:

Use a variety of media (print & online newspapers, Wikipedia,etc.) to findand evaluate information on a
current news topic

3. Technology Literacy

Critical thinking and problem solving skills related to digital technology andcommunication

Example of integration into library instruction:

Have students create a wiki to collaborate on an annotated bibliography

4.Network Literacy

Understanding of the tools and skills related to networked communication and theability to use those
skills tomake informed decisions

Example of integration into library instruction:

Use a shared catalog such as WorldCat to locate a list of resources