MO D U LE

AS YOU JOURNEY TO THIS LESSON YOU ARE EXPECTED TO:

to attain the skills necessary to do so, students need teachers that are well-versed in new
literacies as well as a curriculum that is engaging, motivating, flexible, and accessible. The
importance of 21st Century learning in the school environment is significant and continuously
growing. Students need to be equipped with the skills to adequately participate in the global
society and have the skills to continue to adapt as the technology grows and changes.

LITERACIES

Defines as "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
individuals to achieve their goals, to develop their
knowledge and potential, and to participate fully
in their community and wider society.” (UNESCO)

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 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 1990s, literacy had started the diversify in the light of technological
developments, change of living conditions in cities, and the new necessities.
Hereafter, literacy then 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 a
specific period based on 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 communicated meanings through the medium of
ecoded 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 e
understood for being connected or related. Although in a way, such meaning can be
more relational than literal or 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).

Moreover, the 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 requires comprehension, selection and use of multi-modal 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 the creative and imaginative language.

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 Literacy
in the 21st
century,
therefore, 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).

The increasing complexity of modern communication gives rise to a number of

distinct capabilities and possibilities. Hence, 21st Century literacy combines cross-
curricular capabilities also called multiliteracies’ and now commonly referred to as new
literacies’. these broad skills include visual literacy, information 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,
photo-shopping, anime’ music (AMV), podcasting, vodcasting, and gaming, running a
paperbased 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 the 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.This is about understanding ethnic groups that

comprise the population and focuses on complex issues
of identity, diversity and citizenship.

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“BuildingandEnhancingNewLiteraciesAcrosstheCurriculum”2 Term20-21
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 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-driven, diverse and
quickly changing world, teachers need to prepare students for this world with problem solving,
collaboration and analysis as well as skills with word processing, hypertext, LCDs, Webcams,
podcasts, smart boards and social networking software that are central to individual and
community success.

T h e N a t i o n a l C o u n c i l of T e a ch e r s o f E n g l i s h ( 20 13 ) c a me
up w it h a r e s ea r ch t h a t re v e a l s t h e f o l l
ow in g :

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 fan fiction 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 to the emergence of
new literacies.

4. Research also shows that digital technology enhances writing and interaction in several
ways.

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 5. K- 12 students, who
write with computers,
produce
compositions of greater length and higher quality are more engaged with and motivated toward
writing than those who not not write with computers.
6. College students, who keep e-portfolios, have a higher rate of academic achievement and
overall retention rate than those who do not keep e-portfolios. They also demonstrate a greater
capacity for meta-cognition, reflection and audience awareness.

7. Both typical and atypical students, who receive an online response to writing, revise their
works better than those participating in traditional method.

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.

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 rated to read, write
and interact with texts, they must develop new skills and strategies, or new literacies,
to be successful in these multi-modal, inter-textual 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 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

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 ICTs
continuously
emerge in a
more globalized community of learners. And
such changes bear important implications to
instruction, assessment, professional
development and research.
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.

UNESCO also 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 skills (De Castel, 1971; Goksen, Gulgoz and Kagitcibasi,
2000; as cited in Savas, 2006).

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.

In context, Capar (1998) cites that a functionally literate person is someone who is
one step ahead of literacy and maintains literacy activity throughout his/herself to his/her
surroundings. It is therefore, an ongoing process.

Hatch (2010) defines it based on the American Heritage

College Dictionary

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 (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 text, including mathematics.

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 on 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.semaricscholar.org).

Over the 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:

 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 benefit.

 Literacy programs 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 an 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.

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  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 technicalvocational
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. This is to prevent job-skill mismatch. In specific literacy, the student may learn very little
but will be of immediate value that would result in increase 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.

Gunes (2000) posited that functional literacy constitutes the second level of literacy next to
basic literacy, in which literacy and mathematical information and skill 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.

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 in 2019 as it reached 91.6 percent, This was based on the results of the PSA’s Functional
Literacy, Education and Mass Media Survey (FLEMMS). PSA said the figure translates to around
73.0 million out of 79.7 million in the same age group who are considered literate on a functional
level.

Generally, functional literacy rates among the population 10 to 64 years old across sexes
and age groups were higher in 2019 than in 2013. In 2019, females posted higher functional
literacy rate (92.9%) than males (90.2%). Both posted significantly higher rates compared with
the proportion of functional literate female (92.0%), and male (88.7%) Filipinos in 2013. Among
age groups, 20 to 24-year-old (96.0%) Filipinos had the highest functional literacy rate in 2019,
while those aged 60 to 64 years old (84.8%) had the lowest. (Figure 1, and Table 1)

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 Across regions, the National Capital Region (NCR) and Bangsamoro Autonomous
Region in Muslim Mindanao (BARMM) registered the highest (96.5%), and lowest
(71.6%) functional literacy rate, respectively. (Figure 2, and Table 1)

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 Filipinos who are at least junior high school completers in the K-12 curriculum or
equivalently high school graduates in the old curriculum were reported to have very high
functional literacy rates (100.0%). This also
remained true across all regions. Meanwhile,
persons who had no grade completed or
received early childhood education were
reported to have the lowest functional literacy
rate of 2.7 percent. (Figure 3)

About half (53.4%) of Filipinos in the age

group 10 to 64 years old had a literacy level
4, or had completed at least four years of
secondary education (that is, at least junior
high school completer/high school
graduate), and most of them were from the
20 to 24 years old age group (76.7%).

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 Moreover, around
three-fifths
(60.5%) of
Filipinos in the age group 10 to 64 years old living in urban areas, and twofifths (44.3%) of
those living in rural areas were in
literacy level 4. (Figure 3)

Also, about half (52.4%) of elementary graduates can read, write, compute, and
comprehend. Additionally, 77.7 percent of Filipinos in the age group 10 to 64 years
old had the minimum set of skills/competencies in functional literacy level 3.
The FLEMMS 2019 is a nationwide household-based survey and one of the
designated statistical activities of the Philippine Statistics Authority (PSA) by virtue of
Executive Order 352.

In another baseline study conducted by World Vision in 2016, the functional literacy
rate across World Vision’s assisted areas was at 76.53%. In
. Siayan, Zamaboanga del Norte, the rate went up from 44% to 62.64% which amounts
to 50%-70% of the students that were able to read with comprehension by the end of
their basic education. The increase was significant within the 3year interval but it also
shows that there is more to be done as the rate is still 17.36% short of the 80%
threshold.

To date, World Vision continues to work with the Department of Education, the
local government and community volunteers across its 38 area programs in the
Philippines. World Vision has catered to more than 85,000 children through its
education interventions and has trained 2,571 teachers and 3,606 community
educators in context-based teaching methodologies for reading and literacy building.
And 15,231 Children are currently participating in after-school literacy activities.

In a separate root cause analysis by World Vision, results show that low
functional literacy could mean low resilience to respond to abnormal conditions and
could 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 Education for All (EFA)
Post-2015 Agenda. EFA identifies nine strategic tasks to achieve its goals, including
the provision of opportunity for out-of-school youth to learn through the Alternative
Learning System (ALS). In 2016, World Vision complements with this agenda by

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 monitoring
almost 8,000
youth
attending the program. It also explored opportunities to enable the youth to land in
better jobs.

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 Corio, et.
Al (2008) noted four
common
elements as broader dimensions of new literacies, to with: (1) the Internet and other ICTs
require new social practices , skills, strategies and dispositions for their effective use; (2)
new literacie 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, multi-modal and ,multifaceted, thus they benefits from multiple lenses
seeking to understand how to better support the students in a digital age.

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 schools.

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 crossdisciplinary skills.

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

based learning and performance-based learning tend to be crossdisciplinary in nature.
Students complete a research project, create multiple technologies, analyze and process

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 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.

ASSESSMENT OF MULTI-LITERACIES.

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,
mini-documentaries, electronic portfolios, DVDs. 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 MULTI-LITERACIES.

New London Group (1996) underscored multi-literacies as multi-modal ways of

communication that include communications between and among other languages using
diverse channels within cultures and an ability to understand technology and multi-media.
As such, applying multi-literacies to teaching offers a new classroom pedagogy that
extends and helps manage classrooms.

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 Biwas
(2014) asserted
that one challenge
for educators is to help students 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 multi-literacies in their schools where there is a critical gap
between multiliteracies and classroom pedagogy (Pennigton, 2013). Given globalization
and technological changes, teaching multi-literacies is indispensable to literacy teaching
and learning in the 21st century.

Thus, teaching multi-literacies can inform, engage and encourage students to

embrace the multiplicity of learning practices (New London Group, 1996). Moreover,
teaching multi-literacies can help teaches blend and apply the following four instructional
processes of multi-literacies in classroom to ensure successful teaching and advancing
student’s 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;

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 (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 multi-modal 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;
and
(10) refer to the Partnership for 21st Century Skills website. For schools and policymakers:

(1) Teachers need both intellectual and material support for effective 21 st century literacy
instruction;
(2) School 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 computed 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 multi-literacies open new
pedagogical practices that create opportunities for future literacy teaching and learning.
Multi-literacies can also help teachers provide equal access to learning for 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).

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References

1. (https://www.encyclopedia.com/humanities/encyclopedias-almanacs-
transcriptsandmaps/functional-literacy)

2. https://www.worldvision.org.ph/stories/improving-functional-literacy-in-
thephilippines/#:~:text=In%20another%20baseline%20study%20conducted,assisted%20ar ea
s%20was%20at%2076.53%25.&text=To%20date%2C%20World%20Vision%20continues,
area%20programs%20in%20the%20Philippines.

3. https://psa.gov.ph/content/functional-literacy-rate-estimated-916-
percent2019#:~:text=About%2091.6%20percent%20Filipinos%2010 ,literate%20on%20a%
20functi onal%20level.

4. https://www.igi-global.com/dictionary/enhancing-autonomy-active-inquirymeaning/19565

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