Literacy Notes

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Ed. 110 – Building and Enhancing New Literacies Across the Curriculum
Indicative Content
Introduction to 21st Century Literacies
Explore
Lesson 1 Traditional or Conventional Literacy
Module 1 Lesson 2 Expanded Views of Literacy
Lesson 3 Literacy in the 21st Century
Enhance
Reflect
Evaluate
References
LEARNING OUTCOMES
On completion of this lesson, one should be able to develop a clear and
practical understanding of the following:
1. definitions of conventional literacy: and
2. describe expanded views of literacy in the 21st century.
Explore
Literacy is defined by dictionaries as the state of being able to read and write
(Literacy, Literate, n.d.). Although it is the ultimate thesis of this chapter that such a
traditional definition no longer suffices in the information age, a thorough
understanding of literacy and its past nuances will give us a solid foundation in
exploring and discussing the "new" literacies of the 21st century and why possessing
them is now mandatory for both teachers and students in all levels of education.
This module explores several definitions of literacy and what being literate
means in the multiplicity of contexts in the 21st century, with the goal of raising
awareness in readers who might be presently unaware of the evolving perspectives on
literacy and giving teachers the opportunity to pause and reflect on their own literacies
even as they attempt to teach the new literacies to their students.
Traditional or Conventional Literacy
The word "literacy" stem from the word "literate," which first appeared in the
15th century and is in turn derived the Latin word litteratus, meaning "(a person)
marked with letters"-that is, "distinguished or identified by meaning letters" - and it
carried with it the idea that such a person was cultured and educate. Since the subjects
of the time (e.g., grammar, logic, arithmetic, geometry, etc.) all had written texts (which
were composed of letters) that had to be studied, the ability to read and write was
therefore of prime importance, leading to the strong association of being “literate” with
the ability to read and write.
Miller (1973) divides this conventional concept of literacy into three sub-
categories
1. Basic Literacy - It is the ability to correspond visual shapes to spoken sounds in
order to decode written materials and translate shapes them into oral language. Simply
put, it is the ability to recognize letters and words. This would be akin to recognizing
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that the sequence of letter “b-a-s-a” forms the word basa in Filipino even without
understanding what it means.
2. Comprehension Literacy-It is the ability to understand the meaning of what is
being read. To capitalize on the example above, this would be like knowing that basa
can mean either "to read" or "to be wet".
3. Functional or Practical Literacy - If is the ability to read (i.e., decode and
comprehend) written materials needed to perform everyday vocational tasks. This is the
equivalent of reading the text "Ang bata ay nagbabasa." and being able to understand
that basa here refers to reading and not to being wet.
Based on this conventional view of literacy, we notice two things for reading
(and therefore literacy) to exist: (1) a text (consisting of symbols and grammar) to be
read; and (2) a meaning or message being communicated by the text for the reader to
extract. Without a text, there would be nothing to read; without meaning, the text is
reduced to series of incomprehensible doodles.
It should therefore be noted that even in Miller's definition of literacy, the act of
reading implies a level of understanding. Simply knowing how to say a word (or a series
of words) is not the same as being able to understand what it means. Without
understanding of the meaning of the words, reading has not taken place. Based on this,
Schlechty (2001) defines the concept of functional literacy as the state of being able to
read, but not well enough to manage daily living and employment tasks that require
reading skills beyond a basic level.
As the rest of this module will argue, this synchronicity between decoding
textual symbols and being able to extract and understand their meaning is necessary
part of being literate, even as the new contexts of the 21st change the nature of what
the "text" is, and what it means to "read 'write."
Expanded Views of Literacy
Despite the ubiquity of the traditional view of literacy, Roberts (1995) notes that
"in the past fifty years, hundreds of definitions of "literacy' have been advanced by
scholars, adult literacy workers, and programme planners," with even the United
Nations Educational, Scientific, and Cultural Organization (UNESCO, 2006)
acknowledging that literacy as a concept has proven to be complex and dynamic, it
being continually defined and interpreted in multiple ways.
In 2004, UNESCO formally defined literacy 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."
Note that "reading" does not appear in UNESCO's definition of literacy. Instead,
literacy has taken on a definition more akin to "knowing about something and what to
do with it."
In this vein, Mkandawire (2018) more succinctly posits that literacy is "a form
of knowledge, competence, and skills in a parficular field or area," being supported by
UNESCO (2006), Barton (2007), and Mkandawire, Simooya-Mudenda, & Cheelo
(2017), which acknowledged that-as we have just pointed out-modern views appear to
equate literacy with knowledge.

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This shift in the definition of literacy from "reading and writing" to "knowledge"
is especially important as we explore the "new" literacies of the 21st century that seem
far-removed from the contexts upon which conventional literacy is based.
When viewed from the perspective of conventional/traditional literacy the
concept of "new" literacies is a bit of a misnomer, as even these new literacies of the
21st century make generous use of being able to read and write, rather than supplant
them as skills necessary for survival. However, when viewed from the perspective of
literacy as knowledge, the new literacies begin to make sense as they are the "skills and
bodies of knowledge" that are necessary for survival and productivity in the information
age.
In the same vein of reasoning, the new literacies are not "new" per se-as in the
sense that they never existed before. Rather, we consider them to be new because the
contexts in which old skills and knowledge are being employed are new, both in nature
and in scope. The ability to translate textual information into images is not a new skill,
but it is the ability to do so in way that it is concise, complete, and clear that is certainly
new, given that there will be ninety percent of the population will be informed on the
issue. Similarly being able to verify the truth-value and veracity of a document is not a
skill - but being able to do so when there are a hundred similar document available to
you online is.
Case in point: Throughout history, humans have communicated on levels apart
from the spoken and written word, for example, visually, using the long-distance
communication system of smoke signals used by the ancient Chinese, the ancient
Greeks, and the indigenous peoples of North America.
In the Victorian era, there was such a thing as the "Language of Flowers," where
the kind, color, and arrangement of a bouquet of flowers were used to communicate
messages that could not otherwise be spoken aloud in Victorian society (Greenaway.
1884). For example, a bouquet of oak leaves (representing strength). purple roses
(sorrow), white lilies (resurrection), and pale yellow tulips and rosemary (memory or
remembrance) would altogether communicate a message of sympathy, usually over the
death of a loved one.
Successfully interpreting these "visual languages" required a kind of "visual
literacy to understand the message being presented and to manage the information
encoded therein--skills which, as following chapters will further reveal, are coming into
use again in the 21st century literacies. The difference is that now we are not analyzing
smoke signals or bouquets, but rather sounds, texts, and images from a hundred
different sources at a nearly non-stop rate to the point where accuracy, validity, and
reliability of the messages we interpret form the basis for some very important personal
and collective decision-making.
Another difference involves the question of necessity: One did not need to be
literate in the language of flowers to live a fruitful and fulfilled life in Victorian-era
England, but to be not media or digitally literate in the 21st century makes one
vulnerable to manipulation by those who are, and such manipulation can easily cost an
individual time, money, property, and even life.
These so-called "new" literacies arose from the increasing availability of
communication technologies that were once unavailable to the average individual.
Technologies like blogging and vlogging, social networking. And even text-
messaging change and expand both the extent and the form of our communication-
blending text, sound, and images in ways unforeseen and unprecedented (Richardson,
2014). Never before have the opinions of a twelve year-old child in an unheard-of

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town in an unheard-of country been available for everyone on earth to read and hear,
and while adults might scoff at a child's opinions that child might have more than a
thousand online subscribers who certainly think his or her opinions are important,
maybe even more so than the opinions of adults.
Simply put, three things have been critical in the rise of the new literacies:
1. Increased Reach - We are communicating with more people, from more
diverse cultures across vaster distances than ever before.
2. Increased Means of Communication -We are communicating in more ways
and at faster speeds than ever before.
3. Increased Breadth of Content - We are communicating about more things
than ever before.
How do we work together with people of different cultures who might have
vastly different perspectives on communication, work ethics, values, religious beliefs,
and world views? What do we do when some of these might be mutually exclusive to
our own? In an age where information is power-where knowing more and knowing
first can spell the difference between success and failure-how do we leverage both
current and emergent technologies so that our endeavours are both productive and
profitable? Moreover, how do we navigate and manage the veritable minefield of
information that was once considered taboo and private and is now online, for all the
world to see and judge whether we like it or not?
Answering such complex questions requires new sets of skills and knowledge –
ones that our school system have never had to teach before. With these changes in with
whom, now, and why we communicate, new literacies are required not only to make
sense of the changes, but also to use these technologies and paradigms in meaningful
and productive ways- something required not only of students, but of teachers as well.,
To better address the need for teachers to be literate in these new literacies,
this module discusses and explores them in the ensuing chapters, namely:
Globalization and Multicultural Literacy discusses how our increasing ability
to communicate with almost anyone, anywhere, in real time requires new skills and
attitudes in interacting with people with cultures, perspectives, worldviews, and
priorities different from our own, particularly with the end-view of not only peace and
understanding, but also mutual benefit and productivity.
The module on Social and Financial Literacy meanwhile explores the need for
the ability to navigate our own social networks-of both the online and off- line variety-
to not only communicate clearly, but also to leverage resources which we ourselves
might not possess. At the same time, the chapter addresses the notorious problem of
short-sightedness in Filipino culture regarding personal finances and how this must be
addressed at an increasingly earlier age to help mitigate the ever-widening gap between
the rich and the poor.
Media and Cyber/Digital Literacy explores the emerging need to locale, verify,
and ultimately manage online information, especially in an age where information is
power and where having the right (and wrong) information and the ability to
communicate it with others and use it to address real-world problems easily spell the
difference between both personal and career success and failure.
Eco-literacy, Arts, and Creativity Literacy explores the emerging natural
demand for knowing how to effectively and sustainably manage natural resources that
our increased industrialization and demands for productivity are so rapidly eating up.
The module also explores how this increase in productivity also brings with an

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increased demand for arts and aesthetics and the need to develop ways of effectively
communicating through the creative arts in industries dominated by objective data.
Finally, Critical Literacy addresses the increasing need to discern the underlying
(and often tacit) messages behind the new "texts" of the 21st century, particularly in an
ever-increasingly multicultural society where ideas, cultures, and ideologies vie with
one another for power and dominance in the minds of the masses.
Enhance
One of the ways students can be trained in the new literacies is to engage them
in digital storytelling, wherein the students take part in the traditional process of
storytelling, but with some digital enhancements. They choose a topic, conduct
research, write a script, develop a story, and through the use of multimedia, create
something that can be played online or on a computer.
Digital Storytelling can be broken down into following six steps:
1. Writing -Write about a particular story from your life. The story must have a central
theme.
2. Developing a Script - Develop a script that identifies the important points of your
story.
3. Creating a Storyboard - Create a storyboard that visually organizes the flow of the
story. Assign a particular image to portions of the script.
4. Locating Multimedia - Use search engines to locate photos and videos. Photos and
videos from one's personal collection may also be used.
5. Creating the Digital Story - Record the voice over for your movie. Create the movie
using the software that is available to you.
6. Sharing and Uploading - Share your story in class and upload your work online.
Reflect
Wrap up
* Traditional Literacy is the ability to read and write.
* The traditional or conventional concept of literacy can be divided into sub-categories:
1. Basic Literacy, which is the ability to recognize letters and words
2. Comprehension Literacy, which is the ability to understand the meaning of what is
being read: and
3. Functional/Practical Literacy, which is the ability to read written materials needed to
perform everyday vocational tasks.
* Modern views of literacy equate it with knowledge.

* New literacies have risen due to increased reach, increased means communication,
and increased breadth of content. These new literacies means more globalization and
multicultural literacy, social and financial literacies are globalization media and
cyber/di literacy, eco -literacy, arts, and creativity literacy and critical literacy.

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INDIVIDUAL/and/or TEAM WRITTEN OUTPUT

Significant Points to Remember:
A. Individual:
1. Be guided with the attached rubrics. This will be the basis in rating your answers.
2. You are expected to follow the stated questions or tasks required.
3. Answers are found in the lecture notes, however other sources of information can be
considered as long as references was reflected in the answer sheets.
4. All written outputs either individual or team will be submitted at the CoEd building
and to be placed in a box intended for our course Ed.110 .
B. Written output by team/dyad/triad.
1. A plus factor of 5 points will be added to the total scores if the team showed
collaboration, cooperation and active involvement in accomplishing the group output.
2. As a team, each member will be given the opportunity to be a leader. Therefore,
member number 1 will be the leader of the first task and others will follow.
3. Assign tasks of topics for each member.
4. Document your interactions/ conversations through messenger group chat. It must be
reflected as evidences.
Questions to Ponder (Personal/ Individual written output)
On your own, read the questions and instructions carefully. Write/type your answer on a
long size bond paper and submit it or place it in a box provided at the CapSU CoEd Building.
1. Given the traditional/conventional concept of literacy, how literate are you?

2. How deep is your level of comprehension?
3. As a pre-service teacher, what kind of written materials should you able to read and
understand?
4. Which of the new literacies are you knowledgeable in? Which of the new literacies
do you lack knowledge in?
5. Although reading education in the Philippines aims to develop Functional/ Practical
literacy in learners, what level of literacy is being developed when classroom
practices focus more on memorization rather than on understanding and
application?
Evaluate (Team written output)
As a team, read the questions and instructions carefully. Write/type your answer on a long
size bond paper and submit it or place it in a box provided at the CapSU CoEd Building.
1. Compare and contrast the traditional concept of literacy to the modern view of
literacy.
2. Describe the changes in the 21st century that have led to the rise of new literacies.
3. With a partner or triad, brainstorm and answer this question: What teaching
strategies and forms of assessment could you use to help develop functional
literacy?

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Indicative Content
Globalization-Cultural and Multi-cultural Literacy
Explore
Lesson 1 The Effects of Globalization
Module 2 Lesson 2 Cultural Literacy
Lesson 3 Multicultural Literacy
Lesson 4 Issues in Teaching and Learning Multi-
cultural Literacy in the Philippines
Enhance
Reflect
Evaluate
LEARNING OUTCOMES
On completion of this lesson, one should be able to
1. discuss globalization and its implications on both the national and
individual level;
2. explain cultural and mulit-cultural literacy in the Philippines;
3. give meaning on one's personal level of cultural and multicultural
literacy.
Explore
Globalization is the process of interaction and integration between people,

business entities, governments, and cultures from other nations, driven by international
trade and investment and supported by information technology (Levin Institute, 2017).
To better illustrate this, consider two people from different countries, for
example, the Philippines and South Korea. Let us say they meet in college and become
good friends, so that the Korean comes to be treated like a member of the Filipino's
family. After some time, the Korean returns to her own country, but something has
changed-she notices an aspect of her culture that she finds herself wishing to be more
Filipino. She knows very well that she cannot change Korean culture as a whole, so she
decides to just change herself. She decides to just change herself she does not change
everything of course-just a little thing here and there: he is still obviously Korean, but she
she just does a few things differently from those have never been to the Philippines.
Now suppose a little more time passes and the Korean is very happy with the
changes she has made to her life that makes it just a little more Filipino. Let us say some
of her colleagues notice how she does some things differently and they become curious, so
she tells them about her experiences in the Philippines and how that in some ways, she
wishes to do things the way the Filipinos do. Her colleagues decide to give it a try, and they
find that they like this different way of doing things, too.
Now let us say that when we look at the person from the Philippines, something
similar has taken place: the Filipino, while still being Filipino through and through has
made a few changes in her life as a result of her experience of Korean through her friend
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during their years in college. Some of her friends have also noticed it and have made similar
little changes in their own lives.
Because our exposure to the concept of globalization has largely been through an
economic lens, it is tempting to limit globalization as something that concerns economists
and businessmen. But globalization and its effect goes beyond import or export and Foreign
Direct Investment (FDI). Notice in our illustration, the friends of the two people in question
were affected by their interaction, even if they themselves had never been to Korea or had
not met a Filipino. Now scale this up to the point where it is not just two people from two
different nations interacting, but millions of people, from nearly two hundred different
countries, where we are no longer integrating just languages or mannerisms or food recipes,
but everything from styles of clothing, forms of entertainment, education, technology,
manufacturing, ways of doing business, ideas, and whole worldviews. This is globalization
as we know it today.
Globalization as a phenomenon is not new. Nations and cultures have been
interacting and integrating with one another for millennia. Consider how ancient Greek
culture was so widespread across the Mediterranean that even the Egyptians could speak
their language, and how Rome was so inspired by Greek culture that they adopted it
wholesale. Consider how so much of the Chinese Arab, and Indian cultures have become
part of our own; these interactions and subsequent integrations did not happen recently, but
even during centuries before there was even a political entity known as the Philippines.
What is different now, however, is the speed at which globalization happening, its
overall scope, and its effects on the lives of ordinary people. Not only are we interacting
with, learning from and integrating knowledge gleaned from other cultures and nations at
an unprecedented rate, there is now also a sense that no matter where one lives or how
limited is one’s to-face interaction with members of another nation or culture and no Even
one's time is spent online, globalization and its effects are inescapable. Even remote villages
will be exposed to the latest KPOP hit, if they have access to a radio. If they produce rice,
they will also feel the effect of a more affordable rice imports from Thailand and Vietnam.
If they have access to kerosene stove, they will feel the effects of the fluctuations in oil
price originating from Arab nations. All these things take place without having to know
anyone from or anything about Korea, Thailand, Vietnam, or the Middle East.
The Effects of Globalization

The Effects of Globalization are multi-dimensional. As shown earlier, they range
from economic to cultural, on both national and individual levels.
Meyer (2000), summarizes the effects of globalization as follows:
1.economic, political and military dependence and interdependence between
nations;
2. expanded flow of individual people among societies;
3. interdependence of expressive culture among nations, and
4. expanded flow of instrumental culture around the world.
Economic Dependence/Interdependence
When the term globalization entered the Philippine public mind set in the early 90s,
it was popularly understood to be a mainly economic phenomenon, and a negative one at
that. The idea that foreign owned businesses could come into the country and freely “set-
up shop” thereby choking –out local industries w not a welcome thought even though it
was erroneous.
While Philippine society has come to realize that this early perspective represented
a shallow understanding of globalization, the fact of the matter is that globalization has
brought economic development to our society as a whole. By attracting Foreign Direct
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Investment (FOI. new technologies employment opportunities, and money have come into
the country. The phenomenon of a taxi driver owning multiple smartphones to browse
social media while stuck in traffic because of the rise of the number of vehicles on our
roads is testament to this fact.
This does not mean, however, that there have been no negative effects of
globalization. Kentor (2001) notes that foreign capital dependence increases income
inequality in four ways: (1) It creates a small, highly paid class of elites to manage these
investments. who create many but usually low-pay jobs: (2) Profits from these investments
are repatriated, rather than invested in the host country, therefore inhibiting domestic
capital formation: (3) Foreign capital penetration tends to concentrate land ownership
among the very rich: and 4) Host countries tend to create political and economic climates
favorable to foreign capital that in turn limit domestic labor's ability to obtain better wages
In simple words, "the rich become richer, and the poor become poorer."
Hout (1980) observes that international dependence (another word for
globalization) tends to suppress adult wages, which in turn perpetuates the role of children
as economic necessities (the familiar saying "Kapag maraming anak maraming katulong sa
hanapbuhay"), leading to explosive population growth.
In a chain reaction of negative effects, this explosive population growth creates a
large sub-sector of society that is insulated from economic development yet competes for
resources with the rest of the population. Coupled with the economic inequalities in which
this society is couched, this encourages political instability, resulting in policies that favor
the redistribution of income, which in turn discourages investment, which then slows
economic growth.
Political and Military Dependence/Interdependence

A survey conducted in late 2018 found that three in five Filipinos belive that the
United States would intervene on behalf of the country in case of war (Viray. 2018). Despite
the current very conservative stance of the US on its foreign policies, this can be taken as
evidence of the Philippines' depend on both the political and military power of the US in
order to maintain its sovereignty as a nation-state in the Southeast Asia region. Similar
things can be said of Russia and the many communist nations throughout the world.
The point is that where there are some forms of economic dependence/
interdependence, political dependence/interdependence is not far behind, as the
participating nations strive to protect their investments and interests in one another.
Expanded Flow of Expressive and Instrumental Culture

Expressive culture, as the term suggests, deals with how a particular culture
expresses itself in its language, music, arts, and the like. Globalization encourages the
monetization of these cultural artifacts and their import/export among participating
cultures; the increased consumption of which changes the consuming culture. Case in point,
KPOP music and culture was d relatively niche occupation ten years ago, with very few
people aware of its existence, let alone actual fans. Today it is practically ubiquitous in
Philippine society, alongside the consumption of all things Korean, from skin-care products
to instant noodles.
Instrumental culture, on the other hand, refers to "common models of social order"
(Meyer, 2000)-that is, models or ways of thinking about and enacting national identity,
nation-state policies both domestic and foreign, socio-economic development, human
rights, education, and social progress. A simple example of this is the Philippine
educational system: Closely patterned after the American educational system, education
leaders in the country closely follow the educational trends in America and select European
countries, perceiving them to be the global leaders in the field. While this has served us to
an arguably satisfactory degree thus far, it is interesting to observe that the problems and
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difficulties in American education eventually show-up in Philippine education, albeit five

to ten years removed.
Expanded Flow of People among Societies

The fact that globalization encourages the movement of people between nation-
states should come as no surprise to us. The Philippine Statistics Authority (PSA) estimates
that there were 2.3 million Overseas Filipino Workers (OFWs) during the period of April
to September 2017, who were responsible for up to 205.2 billion pesos in remittances
(Philippine Statistics Authority, 2018).
Meyer (2000) observes three reasons for this: socio-economic migration, political
expulsion, and travel/tourism.
Socio-economic migration explains the Philippines' OFW phenomenon. Filipinos
travel abroad to find better economic opportunities for themselves
and their families for lack of said opportunities here.
Political expulsion, on the other hand, has more to do with trying to escape the
political climate of a particular country, thereby forcing an individual to seek asylum (and
ultimately, resettlement) in another more favorable country.
Travel for the sake of leisure (1.e., tourism) is a strong indicator of economic
development as more and more Filipinos are able to finance short term travels abroad,
fueled by curiosity that is fed by social media and enabled by globalization.
Cultural Literacy
Cultural Literacy is a term coined by Hirsch (1983), referring to the ability to
understand the signs and symbols of a given culture and being able to participate in its
activities and customs as opposed to simply being a passive (and outside) observer. The
signs and symbols of a culture include both its formal and informal languages, its idioms
and forms of expression, entertainment, values, customs, roles, traditions, and the like-most
of which are assumed and unstated. Thus, they are learned by being part of the culture,
rather than by any formal means.
To illustrate this, consider the following statement: "The classroom was in absolute
bedlam." Without any sort of background, the reader is forced to guess the meaning of the
word "bedlam" from its context within the sentence. As it turns out, "bedlam" refers to a
scene of uproar, confusion, and chaos. The term is British in origin, referring to a
psychiatric hospital in London by the name of St. Mary Bethlehem that was once
representative of the worst excesses of insane asylums during the 14th century and
"bedlam" is a corruption of the word "Bethlehem" in the name. While it is one thing to
know that meaning of the word, note that it is knowledge of its cultural origins that better
enables a person to both appreciate and participate in conversations and activities.
Of course, by its very definition, cultural literacy is culture-specific, but it is not
limited to national cultures, contrary to what many people assume. The culture of one
workplace can be very different from another, just as the culture of a particular school can
differ widely from another school nearby.
There are far too-many cultures for any one person to be literate in all of them. As
more and more Filipinos travel-both domestically and abroad-as the result of globalization
and the increased opportunities it brings, the need to develop new cultural literacies comes
to the fore.
Cultural Literacy in the Philippines

The National Commission for Culture and the Arts (NCCA) is the government
body tasked with the documentation, preservation, and dissemination of Philippine culture,
both locally and abroad. Part of how the NCCA is addressing this and related matters is
through the establishment of the Philippine Cultural Education Program (PCEP), which
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"envisions a nation of culturally literate and empowered Filipinos" (NCCA, 2015).

Designed to make cultural education accessible to all sectors of Philippine society, the
PCEP held national consultative meetings, conferences, workshops, art camps, and
festivals on culture-based teaching and good governance from 2003 to 2007. As a result of
Republic Act 10066 (2010). PCEP has been designated as the body, together with the
Department of Education (DepEd), tasked to "formulate the cultural heritage education
programs both for local and overseas Filipinos" that are to be an integral part of Philippine
education in all its aspect.
Cultural education-and thus cultural literacy-in the Philippines is quite a challenge.

given that Philippine culture is a complex blend of many indigenous and colonial cultures
and varies widely across regions, and the average citizen is almost as ignorant of other
Philippine cultures as foreigners are. To point out consider the question, "What makes
something or someone 'Filipino'?"
The average reader will be hard-pressed to pin down a definite answer.

De Leon (2011) argues that this is in part due to a colonial mindset among Filipino artists
that inhibits the full development and realization of Filipino artistic creativity - a kind of
artistic and cultural creativity that is fully Filipino.
De Leon (2011) coins this propensity for Filipinos to look at their culture and
themselves through Western lenses as the Doña Victorina Syndrome, a kind of inferiority
complex wherein anything and everything natively Filipino is considered by the Filipinos
themselves as being inferior backward, and worthless in comparison to their Western
counterparts, and therefore a source of embarrassment and unease. As De Leon puts it, our
low self-esteem borders on self-contempt, the results of which are doubt in the Filipino
capacity for achievement, perverse delight in belittling ourselves, lack of respect and even
outright contempt for one another, and blind dependence on foreign goods, concepts,
techniques, approaches, and expertise (2011). The biggest challenge then, according to him,
is the deconstruction of the negative self- images and notions of ourselves that we have
imbibed over generations through "a workable, effective program of education that can
make Filipinos more responsive and sensitive to Filipino dignity, needs, values, and cultural
potentials and assets."
For De Leon, it is excellence in the arts-via an expression that is truly Filipino-that
can form the core of national unity. Of course, this remains to be seen.
Challenges for Cultural Literacy in the Philippines

As Applebee (1987) observes, interesting discussions on cultural literacy give rise
to some very difficult questions which are particularly important to multicultural and
multilingual nation like the Philippines.
What kinds of knowledge constitute cultural literacy? Is it knowing facts, names, and
dates, or is it something more experiential like being familiar with a story or a
particular song?
If culture is more "caught than taught," should cultural literacy be one of the goals of
education? If yes, how does one teach it?
Whose cultures must we be literate in to be considered "culture literate"? Who decides
which cultures are included and which on are excluded, and on what bases?
Is cultural literacy education simply a means for the dominant culture to express its
dominance over minority cultures?
How is cultural literacy to be assessed and evaluated? How can we know someone is
"culturally literate"?
As of the writing of this book, no definitive answers to these questions exist in the literature.
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Multicultural Literacy
As cultures begin to mix and change as a result of globalization, conflicts inevitably

arise over identity, values, and worldviews. This situation consequently needs for a literacy
that enables us to quickly and easily identify and resolve such conflicts, preferably before
they even begin. This has come to be understood as multicultural literacy.
Multicultural Literacy as a set of skills and knowledge is difficult to define because

of how it changes depending on the contexts in which it is discussed. For example,
multicultural literacy as defined in American literature is different from how it is deployed
in a more European context.
In America, multicultural literacy has very strong leanings toward knowing or

identifying the poly-ethnic origins of knowledge with the express goal of fostering equality,
diversity, and social justice. This is in direct response to the "Euro-centric" and "white-
dominant" traditions of education that in the eyes of American cultural minorities
(particularly the blacks) is a form of racial injustice. This is very foreign to the Philippine
context, which, despite having our own deeply ingrained traditions of discrimination, does
not have the same issues of discrimination as in the United States, nor the same amount of
hostility. Nevertheless, the fact that the perceived need for multicultural literacy stems from
a sighted sense of justice for "the other" (that is, any individual, group, or culture that
another individual, group, or culture considers "not of us," for any reason) cannot be
ignored in our attempts to pin down a functional definition of multicultural literacy for
ourselves.
Meanwhile., in Europe, multicultural literacy comes more in the form of

intercultural communication competence (ICC), which is defined by Dusi, Messeti, and
Steinbach (2014) as a composite of skills, abilities, attitudes, personality patterns, etc.
necessary for clear and productive communication with cultures other than our own.
Similarly, Fontini (2006) defines it as "a complex of abilities needed to perform effectively
and appropriately when interacting with others who are linguistically and culturally
different from oneself.
Clearly, the broader and more magnanimous European definition of multicultural

literacy is more fitting for the Philippine context, even if the exact definition of what ICC
consists of is still being hotly debated. For the purposes of this book, it would also be wise
to include how justice contributes to the literacy: that is, there would be no discussion on
multicultural literacy if not for the lack of justice in a multicultural discussion or discourse.
We define multicultural literacy here as the knowledge and skills necessary to

ensure that any communication with a culture different from our own is clear, productive,
and respectful such that their differences are celebrated and neither culture is demeaned or
treated as inferior.
It is important to realize that under this definition, a "different culture "is not just
limited to "someone from another country," but could also include someone whose gender,
economic background, religious beliefs, sexual orientation, or even sense of fashion is
different from our own.
The skills and knowledge required for one to be multi culturally literate are not
mere language skills, Since it is assumed that some medium of communication already
exists between two cultures. Rather, true multicultural literacy consists of perspectives,
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attitudes, and beliefs about other culture that affect the manner in which we communicate
and the motives behind our communication. Here are some examples:
1. Be selfless. An attitude of selflessness-one that is less concerned with how I feel and
more concerned with how I am making other feel-is crucial to multicultural literacy, as so much
of the offense and conflict associated with the meeting of different cultures is the result of a "me
first" attitude: I should be accommodated, you should be the one to adjust to me, I should feel
comfortable with you before make efforts to make you feel comfortable, etc. Such selflessness is
not instinctive to people, and is especially difficult when one feels insecure of oneself and identity.
2. Know that good and useful things can (and do) come from those different from us
Hand-in-hand with a dismissive attitude toward another culture is the idea that nothing good can
come from them. Furthermore, there is a tendency to ignore or outright dismiss evidence to the
contrary. Simply acknowledging that good ideas and products have come from cultures we might
not like goes a long way in preparing our minds to perceive them as being equally valuable.
3. Be willing to compromise Any significant interaction with someone from a different

culture is governed by the principle of "He/She wants something, and I want something." In other
words, cultures do not interact out of pure magnanimity. If both of you are willing to give the
other what they want, well and good. But what happens when on or both are unwilling to give
what the other wants? There must be a compromise: a reciprocal adjustment of demands and
expectations to accommodate what the other party is willing to give.
4. Accept that there are limits - At some point however, one or both cultures will be
unwilling/unable to adjust their wants for the sake of the other any further. Beyond this point, the
productivity of the interaction drops and one must either change the purpose of the interaction or
walk away, accepting that what you want cannot be had from that particular source. Attempting
to force the other party to adjust (when you refuse to do the same) only results in
misunderstanding, hurt, and conflict. The sooner we accept this, the sooner we can set realistic
expectations of one another.
Issues in Teaching and Learning Multicultural Literacy in the Philippines

A number of important issues stand in the way of Philippine educators attempting to learn
multicultural literacy for themselves and teach it in turn to others, which are different from what
can be found in Western literature, particularly those of the United States. Conflicting
Requirements for Peace
When all is said and done, the heart of multicultural literacy is peace among different
cultures-that is, productive and non-violent interaction. It is easy to assume that all cultures value
peace to the same degree and are therefore willing to make the same compromises in order to
attain it, but this is not necessarily true.
Take for example the Israeli/Palestinian conflict, which is really a conflict over territory:
Both sides desire peace, but they do not desire it enough to be willing to compromise. In a very
real sense, both sides would rather live in perpetual conflict with one another rather than give-up
their claim to the land which each side believes is rightfully theirs.
On a more personal, immediate front, I am reminded of an activity a fellow teacher

conducted in her class where she asked her students to write down how they defined "peace." One
student revealingly wrote: "Peace is when I get what I want."
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Nationalistic and Regionalistic Pushback
The increasing demand for multicultural sensitivity, inclusion, and diversity in the
recent years has also given rise to resistance from groups who believe that their identity is being
"watered-down" by the needed compromises. Case in point is the very recent proposal of
"Ortograpiya ti Pagsasao nga llokano" by officials of the Komisyon ng Wikang Filipino (KWF)
in October of 2018. The proposal was met with intense backlash from group of Iokano writers
and language advocates over the "incompetence in preparing the llokano orthography that didn't
conform with the existing orthography being used by the Ilokano writers and experts," claiming
that the proposed orthography as based on Tagalog and not Ilokano and that the commission's
attempts impel the regional language to conform to the standards of the Ortograpiyang Pambansa
(National Orthography) would "destroy the identity of the llokano language" (Dumiao, 2018).
In the ensuing online firestorm, one particular individual commented on how such regional
pride is out of step with modernity, particularly with our need to be united as a country. Now this
sentiment is consistent with the multicultural literacy of being able to put aside differences for
the sake of a common goal but notice how for the llokanos, national unity (as far as language is
concerned) is not worth the cost of giving-up their ability to determine the orthography of their
language for themselves.
Such issues become even more complex and clouded when they come to a head with
economics, social justice, and religion. What is to be done when accommodating the
idiosyncrasies of another culture means decreased economic opportunities for other members of
my culture? What about when we must decide between gender equality and retaining a venerable,
historical institution like the Boy Scouts of the Philippines? What about if, for the sake of peace,
one culture must compromise on its religious values? We might think that peace is worth it, but
what if the other culture believes otherwise? We see here that while multicultural inclusiveness
is by and large a good thing. It comes at a cost. Part of the identity of the host culture becomes
diluted and lost-the inevitable result of the compromises necessary for it to have some form of
multicultural understanding. In effect, pushing for multicultural inclusion might very well be
asking some cultures to decide which has more value: Inclusion or Identity?
We must be aware that these questions are easier to answer for the culture that wants to be
accommodated (because it will cost them nothing). Rather than the one that must do the
accommodating.
The Persistence of the Problem
On the surface, multicultural literacy might seem to just be a matter of good common
sense," and understandably so, no one actively desires to experience discrimination regarding
what they know and what they can and cannot do simply on the basis of race, ethnicity, or in the
case of the Philippines, region of origin. If therefore makes perfect sense to collectively refrain
from such behaviour under the assumption that "If you don't do it to me, I won't do it to you. And
yet, to our horror and shame, the practice persists. Worse we sometimes find ourselves
participating in and justifying such discriminatory behavior only online and not in real life (as if
anything written or posted online is not, in fact, in real life).
Therefore, the primary issue that educators face in teaching multicultural literacy to their
students and learning it for themselves is, "Why does this problem persist or to put it in another
way, "Despite all out advances in science. technology, and culture, why is this still a problem
today?"
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Boutte (2008) suggests that issues of discrimination in all its forms (racial religious, tribal,
cultural, etc.) are really issues of hatred, which she defines in an educational setting as "the lack
of compassion and lack of respect for the rights of others", and that such hatred must be fought
and its roots must be attacked, because for as long as hatred exists in the human mind, real peace
will be impossible (Vreeland, 2001)
If this is true, then it leads to some interesting questions: For one, what is the root of this
hatred? Boutte (2008) suggests that, at least in an educational context, such hate is often
unintentional, but is usually the result of a lack of education. Now if a lack of education is to
blame, then a lack of education in what, exactly? Is it awareness of the existence of those different
from use. Is it awareness that those different from us are worthy of respect?
The former is unlikely: Thanks to the Internet; we are very much aware of the existence of
people and cultures that are fundamentally different from US, yet this has done nothing to mitigate
the hatred that Boutte speaks of. The latter question is more promising, but presumes that
something exists in all individuals-regardless of color, language, religion, education, social status,
etc.-that is worthy of respect. If this is true, what is this something? How do you teach it?
To date, no literature exists within academia that gives a definitive, authoritative, and final
answer to these questions.
The Question of Value

“BAWAL MAGTAPON NG BASURA DITO.”
Another issue in teaching and learning multicultural literacy is better posited as a question:
"Why should I treat people of another culture with respect.”
It might seem that the answer to the question is a simple one: for peace. But as we have
seen earlier, not everyone values peace to the same degree. What if, for a certain culture, it is
easier to just destroy anyone who opposes them rather than expend the effort needed to come to
a mutual understanding?
Such statements might sound crass, but only if we believe that we, as society, are above
such things. How many Times have we broken "small" laws and rules of etiquette-running red
traffic lights "because no one is there to catch me." or asking a vendor at a flea-market or tiangge
to list a different price on the receipt than what an item is worth-because it is more convenient
than to do otherwise? How many times have we been selfish in our decision-making, not thinking
about, not caring about its implications for others? And how many times have we justified such
behavior "because of the circumstances" "because everyone else is doing it"?
In other words, "Why should I value another culture, another society, another person more
than myself and my own?" If we subscribe to Daw (2016) concept of a "selfish gene"- where on
a genetic level, the more we individuals are genetically similar to one another, the more sense it
make to behave selflessly toward one another and selfishly toward others who different-then we
can easily frame the issue of discrimination of cultural discrimination and injustice as one of both
genetics and survival. This means that the injustice you experience is necessary for my survival,
and therefor it is in my best interests (genetic and otherwise) that I maintain the status quo or
reverse , as the case may be. Educators like Freire (2000) have recognized and written against
such a monstrous perspective-and rightly so-but have also admitted that when the oppressed are
freed from their oppression, they inevitably become the new oppressors.
If such perspectives seem horrible to us (and they should), it is because the question of the
value of humanity, both individually and collectively as a culture, makes no sense without
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subscribing to some absolute moral standard-one that is true and right for all people, regardless
of race, color, or creed. But in today's society where such absolutes are reduced to matters of
perspective, there remains no final and sensible answer to the question.
Enhance
A majority of research on multicultural literacy stems from the West, specifically the
United States, and focuses on teaching teachers to be more multicultural in their pedagogies.
 Learn about other cultures. Banks (1991a) posits that the first step to teaching
multiculturalism is knowing about cultures that are not your own. It follows that if you, the
teacher, know only your own culture, then you will be unable to teach your students to
appreciate a culture that is different from your own.
 Familiarize yourself with how discrimination and prejudice appear in your own culture.
Boutte (2008) and Banks (1991b) agree that teachers must be able to identify and confront
patterns of discrimination and prejudice in their own lives before they can teach their students
to do the same. For example, when someone you just met says he or she is from Mindanao,
what words immediately come out of your mouth in response? Do they express genuine
acceptance, or do they betray some long-held preconceptions about people from the region?
 As you are, so will you behave. Key to genuine multicultural literacy is core values-that is,
what you, the teacher, really believe about people who are different from you; not the kind of
belief that you can just say you possess when talking to your class, but the kind that
determines your behavior when you think no-one is watching.
Simply put, if you do not truly believe that those who are different have value equal to your
own, it will show, and your students will detect it. It will be seen in the words you use, in the
expression on your face, in the change of you behavior when you think no one can see, etc. The
converse is also true: If you do believe others have value equal to your own, no matter their social
class, educational background, skin color, or regional accent, it will show; and what
is shown is what students will learn.
 Model more, tell more. Young students, by nature, will have difficulty in exercising empathy
toward those who are different from them. The ability is there, but it will naturally lack practice.
It is therefore not enough that teachers tell them to be more compassionate - teacher must model
for them what empathy and compassion others look like on a day-to-day basis.
Reflect
Wrap up
 Globalization is the process of interaction and integration between people business entities,
governments, and cultures from other nations, driven by international trade and investment
and supported by information technology.
 Cultural Literacy is the knowledge and understanding of the life of a culture to the point where
one can fluently participate in the activities of the said culture. This includes, but is not limited
to, its languages, traditions, values, beliefs, forms of entertainment, and worldviews.
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 Multicultural Literacy is the knowledge and skills necessary to ensure that any
communication with a culture different from our own is clear productive, and respectful such
that their differences are celebrated and neither culture is demeaned or treated as inferior.
 The skills and knowledge required to be multi-culturally literate are:

1. selflessness;
2 knowledge that good and useful things can (and do) come from those different from us:
3. willingness to compromise;
4 acceptance that there are limits; and
5. idea that we cannot be friends with everyone.
The issues in teaching and learning multicultural literacy in the Philippines are the
nationalistic/regionalistic pushback, the persistence of the problem, and the question of value.
On your own, read the questions and instructions carefully. Write/type your answer on a
long size bond paper and submit it or place it in a box provided at the CapSU CoEd Building.
Questions
1. What makes a person Filipino? If a person has Filipino parents but is born in another
country, is he/she still a Filipino? What about if a person with a foreign parents is
born and raised in the Philippines, is he/she Filipino? Explain your reasoning.
2. What is your attitude toward people who have a different culture from yours? Do you
celebrate how they are different from you? Do you look down on them?
3. What skills and knowledge do you need to improve in to become multi- culturally
literate?
4 Why should you as an individual respect and value people who are different from
you?
As a team, read the questions and instructions carefully. Write/type your answer
on a long size bond paper and submit it or place it in a box provided at the CapSU CoEd
Building.
Questions
1. Describe globalization to a peer.
2. Explain to a peer what multi-cultural literacy is.
3. With a partner or triad, share answers to the following question: How can you teach
multi-cultural literacy in the classroom?
4. Have you interacted with people who have a different culture from yours? How was
your interaction with them? Was it clear? Was it productive? Was it respectful? What
could you have done fora better interaction?
5. Consider regional discrimination in the Philippines: If a woman speaks Cebuano or
bisaya in Manila, she is often assumed to be a maid or yaya; If a man speaks Tagalog
with a heavy, provincial accent, he is often assumed to be a laborer, driver, or
involved in some form of manual or service labor. What are your own discriminatory
practices?
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Indicative Content
Social Literacy
Explore
Lesson 1 The Role of Parents and Teachers in
Module 3 Teaching Social Skills to Children
Lesson 2 Issues in Teaching Social Literacy
Enhance
Reflect
Evaluate
LEARNING OUTCOMES
1. define social literacy ;
2. explain the roles of parents and teachers in teaching social skills to children;
3. discuss and examine issues in social literacy.
Explore
Social literacy concerns itself with the development of social skills, knowledge and
positive human values that enable human beings to act positively and responsibly in range
of complex social settings. It is the knowledge of how to behave and treat other people
in a way that is morally upright just, and equitable, with a view of promoting positive and
productive relation that are free from unfair prejudices, hate, and discrimination. These
three descriptions will be explained below.
By morally upright, we refer to thoughts, speech, actions, and motivation, that
adhere to a standard of right and wrong. On the other hand, just refer to speech, actions,
and behaviours that are in-line with a fixed standard n justice-a system that promotes and
rewards good and at the same time punishes wrongdoing. Any system of justice, whether
national, regional, or local requires a body of rules or laws by which to measure and
administer reward and punishment. Equitable are the speech, actions, behaviours, and
decisions that treat others fairly, regardless of background or circumstances. Not to be
confused with equality, which connotes a fixed standard of treatment for a people, equity
seeks the good of others, and labours to find means by which everyone gets "what they
need" rather than simply "everyone gets the same thing in the same amount."
Peers and schools play a formative role on the social skills development of children.
these social skills are often expressed as consisting of three inter-related components:
social perception, social cognition and social performance Arthur, Davison, & Stow, 2000).
Increasing emphasis has been placed on the last component, particularly in terms of
outcomes. Social skill is defined in literature as 'the ability to interact with others in a given
social context in specific ways that are socially acceptable or valued and at the same time
personally beneficial mutually beneficial, or primarily beneficial to others.
There are several types of social skills that must be mastered for a child to be socially
adept. These range from the ability to initiate, maintain, and end a conversation to reading
social signals to more complex skills such as solving problems and resolving conflict
(Lawson, 2003). The following examples represent some of the fundamental principles of
relating well to others. Children with social skill deficits can be taught these skills directly
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by parents, teachers, and/or professionals using the strategies of modeling, role-playing,

rehearsal and practice.
Greeting- Children develop relationships with peers by interacting with them. The
first step in a social interaction is greeting someone. Greeting others is done not only with
words like "Hi!" or "How are you?" but with facial expressions, tone of voice, and gestures
such as a nod or a wave. The nonverbal part of greeting someone is just as important as
the words. It is not so much what one says but how he/ she says it that lets people know
he/she is glad to see them.
Initiating Conversation-In order to carry on a conversation. a child must be able to
initiate, maintain and close conversation appropriately. This requires good listening and
attention skills, as well as the ability to take turns and probe for missing information,
Being a good conversationalist requires turn taking and reciprocity, Children have to listen
as well talk. It they do not show an interest in what the other person has to say they
probably will not be interested in talking. Impulsive children often have trouble knowing
when to talk and when to listen.
Understanding the listener. Once a conversation is initiated, it has to be maintained.
In order to do that, it is important to understand the audience one is talking to. A socially
adept child quickly and unconsciously identifies and categorizes his listener, measures
what he/she has planned to say against the anticipated response of the listener and then
proceeds, alters, avoids what she has planned to say. He/she knows that talking to
authority figures is not done in the same way when talking to peers, A misread of the
listener often leads to a misunderstood message and potential social rejection. To
converse in a socially appropriate manner, children must be able to take the perspective
or point of view of the other person, i.e., think the way they think. To do this a child must
pretend that he/she is the listener and think about what he/she needs to hear to
understand what is being said.
Empathizing - Empathy is more than perspective taking: It means that one is able
to tell what the other person feels. Empathy allows one to really connect with other
people, Other children often think of children who lack empathy as mean, unkind, or self-
centered.
Reading Social Cues - It is very important to read social cues in a conversation.
Cues are the hints and signals that guide us to the next thing to say or do. Social cues can
be verbal or nonverbal. Verbal Cues are the words that the other person is saying. Tone
of voice is an important part of verbal cues. Good detectives pay very close attention to
nonverbal cues.
Previewing or Planning- Conversations also require that one previews or thinks
about what effect the words or actions may have on the listener before she says or does
them. It the impact will be negative, one can adjust what she might say or do.
Problem solving - problems and conflict are often a part of social interactions.
Someone may not agree, get angry, insult, or become aggressive at something that one
says. How one reacts to these conflicts depends on how good her problem solving skills
are. Conflicts cannot be avoided and are often necessary to "clear the air" Turning a
conflict from a "win-lose" situation to a "win - win" situation is the best way to resolve
conflict. This requires negotiation and compromise, give and take that results in a
situation where all parties can live with and help maintain friendships.
Apologizing - Everyone makes social mistakes at one time or another. A person
with good social skills is confident enough to make a sincere apology for her error. This
is a courageous act and is the quickest or easiest way to correct a social blunder. In reality,
other people usually have a higher opinion of someone who apologizes for making a
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mistake. Apologizing is a sign of humble and mature character when one commits
mistakes.
The Role of Parents and Teachers in Teaching Social Skills to Children
Parents typically play the major role in teaching children social skills. Parents can
directly teach social skills by modelling, role-playing, and providing. Opportunities for
their child to rehearse and practice new skills. They should encourage and praise the child
for successfully using a new skill. Professionals, typically intervene only when children are
having substantial social difficulty with peers. These individuals can implement structured,
guided, and effective programs that often involve group work with peers. Children must
then generalize the skills they learn in the group to school and other personal social
situations.
School is the place where children spend the majority of their time with peers. It
is, therefore, a natural and perfect setting for children to learn and practice social skills.
While teachers do not have to teach a class in social skills, they can take advantage of
every opportunity to help children improve their social skills. They should be alert to
teasing and bullying and aware of children that are rejected or ignored by their peers.
They should work cooperatively with the children's parents to prevent the humiliation,
embarrassment, and distress that befall these children. Pairing a socially inept child with
a socially adept one, involving children in cooperative instead of competitive learning
exercises, identifying and acknowledging the strengths of all children, understanding
social weaknesses, and creating an environment in which diversity is accepted, and
celebrated can greatly enhance all children's social abilities, sense of belongingness, and
self-esteem, not just in the classroom but in life as well.
Issues in Teaching Social Literacy
How children develop their social literacy is intrinsically a contextual matter and
is not something which can be easily traced in a linear or developmental fashion. The
acquisition of social literacy is a complex process which is historically and culturally
conditioned and context specific. Children learn through social practices, both explicit and
implicit, and become human through social interaction. Nevertheless, it is also the case
that children engage in social activity before they are taught in other words, children are
disposed to be social before they learn what sociability is all about.
There are two distinct ways of answering the question on how children learn to
live socially with each other and with adults. The first view is normative and communal.
From their culture, children learn customs that provide them with a guide to act in ways
that minimize conflict. The second view is pragmatic and individualistic. The social order
of children is created by explicit and implicit agreements entered into by self-seeking
individuals for avert the worst consequences of their selfish instincts (Arthur, Davison, &
Stow, 2000). In this last view, social order is dependent on sanctions and formal
agreements. Rules are obeyed because they confer personal advantage on a child. In the
normative view, children are persuaded of the moral force of acting socially through their
voluntary associations with others, both in their immediate circle, such as the family, and
in the wider community, for example, through membership of a church or club. The child
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in this normative view will not only know the correct behaviour but will perform the role
without any need for regular, conscious reference to the rules governing it.
Teaching social literacy in schools is not as easy as it appears to be due to
subjective standards of morality and inherent human capacity to judge and make excuses.
Subjective Standards of Morality
The natural outcome of postmodern philosophies is that truth and morality are
considered subjective and open to individual interpretation. This can be seen in the
current culture, where actions and behavioural patterns that were once considered bad
have now become acceptable - so much so that many now consider them to be even good.
When the standard of measure between good and bad changes, this gives us license to
change as well and opens the gates to all kinds of abuse. This, in effect, pulls fine rug out
from under any and all attempts at true justice and equitability, since they themselves
rely on a fixed moral standard. Interestingly, many of those who insist on a subjective
moral standard be the first to demand for a fixed moral standard when they themselves
fall victim to a subjective morality's inevitable outcome.
Human Nature
While we would all like to believe that people are inherently experience has taught
us that the inherent goodness of humanity is, at best unreliable: Sometimes it is there,
often it is not. We are quick to champion on the cause of moral uprightness, justice, and
equity., but balk that when our words and actions come under their scrutiny. In other
words, we insist that others be judged according to a fixed moral standard, but invoke a
subjective one when our own behaviour is questioned. We demand Justice when we
perceive ourselves to be victims of wrongdoing. But we surround ourselves with excuses
when we do wrong. We insist that others treat us equitably, but are reluctant when
treating others with equity costs more than we expected.
Enhance
Today's students have grown up with the Internet that they have become
inseparable from their gadgets. Blake (2017) offers helpful reminders to young
professionals in terms of social skills in the modern age. This situation underscores the
importance of educating students in what could be called social literacy to ensure their
academic and career success.
Situational Awareness in the Workplace
While casual office attire has become the norm in many offices, job interviews
typically require more formal dress and behaviour to demonstrate a level of respect.
Stories prevail of young adults showing up to interview in casual clothing, texting, or using
phones during job interviews or even bringing their parents with them such behaviour
demonstrates a lack of situational awareness about what is appropriate to do in different
social circumstances. While college classrooms or the actual office atmosphere may allow
for a more casual dress code, students need to be taught what is socially acceptable in
terms of dress or behaviour for them to stand out above their colleagues. An ability to
read social situations illustrates strength to employers-quickly picking up on a client's
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mood or expectations in various business or cross-cultural situations can be the difference

between
success and failure.
Social Intelligence in Technological Communication
Text-speak and technology use have affected many young people's ability to
communicate. While email has deformalized much of the communication process,
students still need to ensure their writing denotes respect and provides enough context
for professors (or future employers) to readily respond. In addition, text-speak has
reduced students' ability to communicate using correct grammar. Through studying
particular communication genres and what they demand, students can learn more about
what individual situations demand in terms of the formality of communication. For
example, if a professor signs an email with "Dr. Smith," this is a fairly good indication that
he expects to be addressed as such and not informally by his first name.
Social Intelligence in Traditional Communication
While email has taken over as the primary method of communication, traditional
modes of discourse still exist. For example, many employers still expect cover letters in
addition to resumes, and the lack of a thank-you note fora gift is often perceived as more
than a simple social oversight. An ability to craft these types of documents illustrates an
understanding of social expectations and denotes a level of respect or appreciation. While
not related to the traditional educational canon, learning to properly write a cover letter
or business letter or a thank-you card not only teaches students that these documents
exist and are often necessary but also shows them how to craft such documents, saving
them time and energy in the future.
Reflect
Wrap Up
 Social literacy concerns itself with the development of social skill, knowledge, and
positive human values that enable human beings to act positively and responsibly in range
of complex social settings.
 Social skills range from the ability to initiate, maintain, and end a conversation to
reading social signals to more complex skills such as solving problems and resolving
conflict.
 The modern age calls for young professionals to develop situational awareness
and social intelligence in both technological and traditional communication to succeed in
their academic and career endeavours.
 Peers and schools play a formative role on the social skill development of
children.
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A. Individual:
A. Individual:
On your own, read the questions and instructions carefully. Write/type your answer
Building.
1. Are you more of a listener or a talker? Which social skill/s do you think you
need to develop? In what ways can you develop it/them
2. If you were a parent at this time, what would you teach your children on
social literacy? How would you teach them?
3. If you were an employer, what would you look for in aspirants or applicants
for your company?
4. How do teachers educate children of social literacy nowadays? What specific content
and learning experiences are there in the curriculum that develop social literacy?

As a team, read the questions and instructions carefully. Write/type your answer on
a
long size bond paper and submit it or place it in a box provided at the CapSU CoEd
Building.
1. How do computer technology and social media affect your social skills and that of your
peers? Cite positive and negative impacts of digital technology to communication.
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2. Make a list of Dos and Don'ts in the school and the workplace in relation
to social literacy. Present it creatively through an info graph.
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Indicative Content
Explore
Lesson 1 The Benefits of Financial Literacy
Module 1 Lesson 2 Financial Literacy in the Philippines
Lesson 3 Developing Personal Financial Literacy
Enhance
Reflect
Evaluate
LEARNING OUTCOMES
1. define financial literacy:
2. assess level of personal financial literacy using set of standards and
questions ;
3. characterize financial literacy in the Philippines; and
4. start practical steps to develop personal financial literacy
EXPLORE
The National Endowment for Financial Education defines financial literacy as "the
ability to read, analyze, manage, and communicate about the personal financial conditions
that affect material well-being. If include: the ability to discern financial choices, discuss
money and financial issues without (or despite) discomfort, plan for the future, and respond
competently to life events that affect every day financial decisions, including events in the
general economy" (Incharge Education Foundation, 2017). To put it simply, it is "the ability
to use knowledge and skills to manage one's financial resources effectively for lifetime
financial security" (Mandell, 2009). Meanwhile, Hastinas et al. (2013) refers to financial
literacy as:
1. knowledge of financial products (e.g., a stock Vs. a bond, fixed vs. adjustable
rate mortgage);
2. knowledge of financial concepts (e.g., inflation, compounding. diversification,
credit scores);
3. having the mathematical skills or numeracy necessary for effective financial
decision making; and
4. being engaged in certain activities such as financial planning.
Public and private institutions alike have recognized the need for financial literacy
to be incorporated in the school curriculum. Financial education and advocacy programs of
the public and private sectors have been identified as key areas in building an improved
financial system in the Philippines (Go, 2017). Republic Act 10922, otherwise known as
the "Economic and Financial Literacy Act" mandates DepEd to "ensure that economic and
financial education becomes an integral part of formal learning."
The Council for Economic Education, the leading organization in the United States
that focuses on the economic and financial education of students from Kindergarten
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through high school developed six standards gearing toward deepening students'
understanding of personal finance through an economic perspective. The standards and key
concepts are summarized in the table below.
Standards Key Concepts
 Income earned or received by people
 income different types of jobs as well as different forms of income
earned or received
Earning  benefits and costs of increasing income through the acquisition of
income education and skills
 government programs that affect income
 types of income and taxes
 labor market
 scarcity, choice, and opportunity cost and services
 factors that influence spending choices, such as advertising, peer
pressure, and spending choices of others
 comparing the costs and benefits of spending decisions
Buying  basics of budgeting and planning
goods  making a spending decision payment methods, costs, and benefits
of each
 budgeting and classification of expenses
 satisfaction, determinants of demand, costs of information search,
choice of product durability
 the role of government and other institutions in providing
information for consumers
concept of saving and interest
how people save money, where people can save money, and why
people save money
the role that financial institutions play as intermediaries between
savers and borrowers
the role government agencies such as the Federal Deposit Insurance
Corporation (FDIC) play in protecting savings deposits
role of markets in determining interest rates
Saving the mathematics of saving
the power of compound interest
real versus nominal interest rates
present versus future value
financial regulators
the factors determining the value of a person's savings Over time
automatic savings plans, "rainy-day" funds
saving for retirement
 concept of credit and the cost of using credit
 why people use credit and the sources of credit
Using  why interest rates vary across borrowers
Credit  basic calculations related to borrowing (principal interest,
compound interest)
 credit reports and credit scores
 behaviors that contribute to strong credit reports and scores
 impact of credit reports and scores on consumers
 consumer protection laws
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 concept of financial investment |

 variety of possible financial investments
 calculate rates of return
Financial  relevance and calculation of real and after-1ax rates of return
Investing  how markets cause rates of return to change in response to variation
in risk and maturity
 how diversification can reduce risk
 how financial markets react to changes in market conditions and
information
o concepts of financial risk and loss
o insurance (transfer of risk through risk pooling)
Protecting o managing risk
and Insuring o identity theft
o life insurance products
o how to protect oneself against identity theft
The Benefits of Financial Literacy

One's level of financial literacy affects one's quality of life significantly. It
determines one's ability to provide basic needs, attitude toward money and investment, as
well as one's contribution to the community. Financial literacy enables people to understand
and apply knowledge and skills to achieve a lifestyle that is financially balanced,
sustainable, ethical, and responsible.
Increased personal financial literacy affects one's financial behaviour. These
changes in behaviour pay dividends to society as well. People who work, spend, save,
borrow, invest, and manage risk wisely are less likely to require a government rescue.
Financial literacy does not totally eliminate the need for a social safety net because even
the most prudent individual can encounter financial difficulties. But taking responsibility
for one's financial life cultivates proper decision-making skills and discipline. Most of the
responsibility for managing financial matters rests with the individual. That responsibility
is easier for adults to bear when they have learned the basics of personal finance in their
youth.
Financial Literacy in the Philippines
In his article "State of Financial Education in the Philippines," Go (2012 indicated
several findings of researches with regards to the state of financi literacy in the country
including the following:
1. World Bank study in 2014 estimated 20 million Filipinos saved mone but only
half had bank accounts.
2. Asian Development Bank (ADB) study in 2015 revealed that PH does not have
a national strategy for financial education and literacy.
3. In 2016. Bangko Sentral ng Plipinas (BSP) released the national strategy for
financial inclusion, stating that while institutions strive to broaden financial
services, financial literacy should also complement Such initiatives.
4. As per Standard & Poor's (S&P) Ratings services survey last year, only 25% of
Filipinos are financially literate. This means that about 75 million Filipinos
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have no idea about inflation, risk diversification, insurance, compound interest,

and bank savings.
5. Ten years after discovery of the stock market, still less than one percent of PH
population is invested in it.
6. More than 80 percent of the working middle class have no formal financial
plan.
Because of these findings, public and private sectors alike have recognized the need
to strengthen financial education in the country. Last November 27-28, 2018, more than
1,000 leaders, decision-makers, influencers, and representatives from public and private
institutions, civic society, and the academe gathered for the first ever Financial Education
Stakeholders Expo organized by BSP. The Expo is designed to build an organized network
of players that share the vision of a financially literate citizenry and cohesively implement
a variety of initiatives to achieve his vision. This is in line with the BSP advocacy for
financial education and Supports the BSP mandates of maintaining price stability, financial
stability, and efficient payments system. It is the BSP's conviction that a financially
educated Filipino is an empowered Filipino who is able to make wise financial decisions
that positively impact personal financial circumstances, and, consequently, contribute to
inclusive and sustained economic development.
The Expo supports Republic Act No. 10922 which designates second week of
November as Economic and Financial Literacy Week. It is also aligned with the objectives
of the Philippine National Strategy for Financial Inclusion. particularly the pillar on
Financial Education and Consumer Protection.
Developing Personal Financial Literacy
One's attitude about money is heavily influenced by the parents' attitude and
behaviour about money. The attitudes you formed early in life probably affect how you
save, spend, and invest today. Do you behave similarly or differently from your parents
about handling money?
There are six major characteristic types in how people view money (Incharge,
2017).
Frugal: Frugal people seek financial security by living below their means and
saving money. They rarely buy luxurious items; they save money instead. They save money
because they believe that money will offer protection from unprecedented events and
expenses.
Pleasure: Pleasure seekers use money to bring pleasure to themselves and to
others. They are more likely to spend than to save. They often live beyond their means and
spend more than they earn. If they are not careful and do not change, they may fall into
deep debt.
Status: Some people use money to express their social status. They like to purchase
and "show off" their branded items.
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Indifference: Some people place very little importance on having money and
would rather grow their own food and craft their own clothes. It is as if having too much
money makes them nervous and uncomfortable.
Powerful: Powerful people use money to express power or control Over others.
Self-worth: People who spend money for self-worth value how much they
accumulate and tend to judge others based on the amount of money they have.
Which characteristic closely resembles your attitude about money? Explain your
answer.
Spending Patterns
Are you prudent or have you been accused of spending money lavishly? Or are you
somewhere in between? Individuals have different spending patterns. Before one can come
up with a financial improvement plan, one needs to analyze his/her spending habits. There
are two common spending patterns: habitual spending and impulsive spending. Habitual
spending occurs when one spends out of a habit, when one buys the same item daily,
weekly, or monthly. Daily items may include water, rice, and cup of coffee. Week items
may be grocery items. Monthly items are the electricity and Internet bills. Impulsive
spending occurs when one mindlessly purchases items that he or she does not need. Many
people are offen enticed by monthly sales at the malls with the attitude that they may lose
fhe items the following day.
Fixed vs. Variable Expenses
Fixed expenses remain the same year-round. Car payment is an example. Variable
expenses occur regularly bur the amount you pay varies. Electric and gas bills are examples
of these.
Which expenses are fixed and which are variable? Indicate the monthly Total. Put
a check mark on the corresponding type.
Monthly total Fixed Variable
Food
Clothing
Gas
Medicine
Internet
Needs vs. Wants

Financial discipline starts with an ability to recognize whether expenses are needs
or wants, and followed by ability to prioritize needs over wants. Needs are essential to our
survival. Wants are things that you would like to have but you can live without. Such as
new clothes or a new cell phone model. You want them but do not necessarily need them.
Too many wants can ruin a budget.
Needs Wants
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Enhance
Here are practical steps you can undertake to enhance your financial literacy.
Setting Financial Goals
Setting financial goals is the first step to managing one's financial life. Goals may be short,
medium, and long-term. Short-term goals can be measured in weeks and can provide instant
gratification and feedback. "I will ride on the LRT instead of taxi" and "I will bring lunch
every day" are examples of short-term goals. Medium-term goals should be accomplished
within one to six months. These goals provide opportunity for reflection and feedback and
require discipline and consistency. Long-term financial goals can take years to achieve.
These include saving money for a down payment on a home child's college education, and
retirement. They may also include paying off a car, student loans, or credit card debt.
Developing a Spending Plan Time and effort are necessary to build a sustainable
spending plan. Three easy steps are proposed below when developing your personal
spending plan:
1. Recording- Keep a record of what you spend.
2. Reviewing - Analyze the information and decide what you do.
3. Taking action- Do something about what you have written down
Importance of Saving
Because no one can predict the future with certainty, we need to save money for
anything that might happen. Here are some reasons why saving is important
Emergency Bolster. You should save money to avoid going to debt just to pay
emergency situations, like unexpected medical expenses and damages caused by calamities
or accidents.
Retirement - You will need savings/investments to take the place of income you
will no longer receive when you retire.
Future Events - You need to save for future events like weddings, birthdays,
anniversaries, and travels so as not to sacrifice your fixed expenses.
Instability of Social Security- Pensions from social security should only serve as
Supplementary and not the primary source of income after retirement. A Little Goes a Long
Way -Small consistent savings go a long way.
There are two ways to save:
1. save before you spend: and
2. save after you spend wisely.
In order to stick to the savings habit, you should:
1. commit to a month;
2. find an accountability partner;
3. find a savings role model who is successful with his/her money, through tried
and true savings;
4. write your goal down and track it; and
5. avoid tempting situations (don't go to the mall to "hang out").
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Reflect
Wrap Up
 Financial literacy is the ability to Use knowledge and skills to manage one's financial
resources effectively for lifetime financial security.
 Financial literacy enables people to understand and apply knowledge and skills to
achieve a lifestyle that is financially balanced, sustainable. ethical, and responsible.
 One's attitude about money is heavily influenced by the parents' attitude and behaviour
about money.
 Standards for developing understanding of financial literacy include earning income.
buying goods and services, saving. Using credit, financial investing. protecting, and
insuring.
Questions to Ponder
Building.
Questions
1. How well do you understand personal finance concepts?
Rate your knowledge below
4: Above Average 2: Limited Knowledge
3: Average Knowledge 1: No Knowledge
2. Financial literacy requires skills to aid you in making responsible and ethical financial
decisions. These skills include being able to set goals, create and keep current a budget,
formulate a spending plan, and keep organized records. Think about your overall skills
in those mentioned and mark where you feel your overall skills level is.
4: Above Average Skill 2: Limited Skill
3: Average Skill 1: No Skill
Behaviour is applying what you learn to bring positive impact. Positive financial
behaviour brings numerous benefits. Paying bills and debts on time and making
3. regular deposits in savings account are positive financial behaviours.
Rate your ability to practice positive financial behaviour.
4: Above Average Ability 2: Limited Ability
3: Average Ability 1: No Ability
How does your budget pie look like? Using the following categories, map your budget
plan using a pie. You may add more categories as needed.
4. a. Housing c. Internet e. Debt g. Transportation
b.
1. Electric bills d. Food f. Education
Ideal Budget Current Budget
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Evaluate
As a team, read the questions and instructions carefully. Write/type your

answer on a long size bond paper and submit it or place it in a box provided at the
CapSU CoEd Building.
Questions
1. Differentiate among the following financial goals:
a. short-term
b. medium term, and
c. long-term financial goals.
2 Give at least 2 examples for each.
3 Interview at least 2 friends, 2 classmates, and 2 relatives. Explore their financial
behaviour or spending and saving behaviour and present data using any of the
following forms:
a. infographic b. meme c. cartoon
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A. Individual:
A. Individual:
Building.
1. Are you more of a listener or a talker? Which social skill/s do you think you
need to develop? In what ways can you develop it/them
2. If you were a parent at this time, what would you teach your children on
social literacy? How would you teach them?
3. If you were an employer, what would you look for in aspirants or applicants
fo your company?
4. How do teachers educate children of social literacy nowadays? What specific content
and learning experiences are there in the curriculum that develop social literacy?

As a team, read the questions and instructions carefully. Write/type your answer on a
long size bond paper and submit it or place it in a box provided at the CapSU CoEd
Building.
1. How do computer technology and social media affect your social skills and that of your
peers? Cite positive and negative impacts of digital technology to communication.
2. Make a list of Dos and Don'ts in the school and the workplace in relation
to social literacy. Present it creatively through an infograph.
19 | P a g e
AY 2020-2021
20 | P a g e

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AY 2021-2022

Traditional or Conventional Literacy

Gemma F. Agustin 1|Page

Expanded Views of Literacy

Gemma F. Agustin 2|Page

Gemma F. Agustin 3|Page

Gemma F. Agustin 4|Page

* Modern views of literacy equate it with knowledge.

Gemma F. Agustin 5|Page

Gemma F. Agustin 6|Page

INDIVIDUAL/and/or TEAM WRITTEN OUTPUT

B. Written output by team/dyad/triad.

Questions to Ponder (Personal/ Individual written output)

1. Given the traditional/conventional concept of literacy, how literate are you?

Evaluate (Team written output)

Gemma F. Agustin 7|Page

Globalization is the process of interaction and integration between people,

The Effects of Globalization

Political and Military Dependence/Interdependence

Expanded Flow of Expressive and Instrumental Culture

difficulties in American education eventually show-up in Philippine education, albeit five

Expanded Flow of People among Societies

Cultural Literacy in the Philippines

"envisions a nation of culturally literate and empowered Filipinos" (NCCA, 2015).

Cultural education-and thus cultural literacy-in the Philippines is quite a challenge.

The average reader will be hard-pressed to pin down a definite answer.

Challenges for Cultural Literacy in the Philippines

As cultures begin to mix and change as a result of globalization, conflicts inevitably

Multicultural Literacy as a set of skills and knowledge is difficult to define because

In America, multicultural literacy has very strong leanings toward knowing or

Meanwhile., in Europe, multicultural literacy comes more in the form of

Clearly, the broader and more magnanimous European definition of multicultural

We define multicultural literacy here as the knowledge and skills necessary to

3. Be willing to compromise Any significant interaction with someone from a different

Issues in Teaching and Learning Multicultural Literacy in the Philippines

Requirements for Peace

On a more personal, immediate front, I am reminded of an activity a fellow teacher

Nationalistic and Regionalistic Pushback

The Persistence of the Problem

The Question of Value

 The skills and knowledge required to be multi-culturally literate are:

Questions to Ponder (Personal/ Individual written output)

Evaluate (Team written output)

by parents, teachers, and/or professionals using the strategies of modeling, role-playing,

The Role of Parents and Teachers in Teaching Social Skills to Children

Issues in Teaching Social Literacy

Subjective Standards of Morality

Situational Awareness in the Workplace

mood or expectations in various business or cross-cultural situations can be the difference

Social Intelligence in Technological Communication

Social Intelligence in Traditional Communication

INDIVIDUAL/and/or TEAM WRITTEN OUTPUT

B. Written output by team/dyad/triad.

Questions to Ponder (Personal/ Individual written output)

Evaluate (Team written output)

 concept of financial investment |

The Benefits of Financial Literacy

have no idea about inflation, risk diversification, insurance, compound interest,

Developing Personal Financial Literacy

Needs vs. Wants

Ideal Budget Current Budget

As a team, read the questions and instructions carefully. Write/type your

INDIVIDUAL/and/or TEAM WRITTEN OUTPUT