BENLAC

MIDTERMS

Module 3:
NEW LITERACIES, FUNCTIONAL LITERACY AND MULTILITERACY

CONCEPT EXPLORATION
Students are taught to read and write print with fluency, speed and comprehension of the message of the writer
and the interpretation of the content of the material. The United Nations Educational, Scientific and Cultural
Organization (UNESCO) asserts that a person, who is literate, can comprehend and write simple and short
sentences related to his/her daily life.

New Literacies
Between 1950 and 1970, the development of literacy, both operational and functional, was established. During this
period, literacy was defined as reading and writing skills necessitated for activities in modern society (Gü neş,
2000). Beyond the 1990s, literacy had started to diversify in the light of technological developments, change of
living conditions in cities, and the new necessities. Hereafter, literacy then became multi-faceted.

At first, literacy was used in various types, such as computer literacy, technology literacy, Internet literacy, and
media literacy, respectively (Altun, 2005). Later on, it became a lifestyle along with a person's entire life in a
society that encompasses information literacy cultural literacy and universal literacy.

Truly, literacy has changed and developed through a multitude of phases within a specific period based on societal
needs.

However, along this line, literacy is not confined only to knowing how to read and write rather, it is a matter of
applying knowledge for specific purposes in particular contexts. It includes a socially-driven and evolved a pattem
of activities, such as writing correspondence, records keeping and inventories, posting announcements, reporting,
etc. As such, Lankshear & Knobel (2006) averred that literacies intend to generate and communicate meanings
through the medium of encoded texts within contexts in various discourses.

Kress (2003) posited that literacy can only happen when having a kind of potential content through interaction
with the text. Likewise, a particular text may be understood for being connected or related. Although in a way, such
meaning can be more relational than literal or expressing solidarity or affinity with particular people, like
understanding the Internet, online practices and online content. Hence, anything available online can become a
resource for making diverse meaning.

Literacies can bear a coding system that can capture the meaning, such as "letteracy" (i.e.. within language and
recognition of alphabetic symbols).

Moreover, the Primary English Teaching Association Australia (2015) asserts that 21st Century literacy has
expanded to include social change, increasing field expertise and digital technologies. To be literate requires
comprehension, selection and use of multi modal codes and conventions to interpret and express ideas, feelings
and Information. Subject-specific literacies are recognized to require the application of specialized knowledge and
skills, information skills, and the creative and imaginative language. Literacy in the 21st century. therefore,
demands the ability to perform and act confidently, efficiently and ethically with a wide range of written and visual,
print, live, digital or electronic text types according to purpose.

The increasing complexity of modern communication gives rise to a number of distinct capabilities and
possibilities. Hence, 21st Century literacy combines cross-curricular capabilities also called multiliteracies and now
commonly referred to as 'new literacies These broad skills include visual literacy, information literacy, cultural
literacy and digital literacy dynamics. These new literacies are fused with traditional print iteracy to create
opportunities and enable students to understand and use new text types, while exploring knowledge and
information with a wide array of technological tools of such as blogging, fanfic writing, manga producing, meme-
ing photoshopping, animé music video (AMV), podcasting, vodcasting. and gaming, running a paper-based zine,
reading literary navels and wordless picture books, reading graphic novels and comics, and reading bus timetables.
(Primary English Teaching Association Australia, 2015).

Leander (2003) noted that new literacies are often flexible. continuous and open, where online and offline lives
and "Literacyscapes" merge. Thus, when a literacy practice becomes a mindset with the concept of Web 2.0, it can
be regarded as a new literacy. New technologies enable and enhance these practices in a way that is highly complex
and exciting for students.

Exploring the New Literacies

There are seven new literacies that are stressed in the 21 st century curriculum.
1. Multicultural Literacy is about understanding ethnic groups that comprise the population and focuses on
complex issues of identity, diversity and citizenship.
2. Social literacy is the development of social skills, knowledge and positive values in human beings to act
positively and responsibly in sophisticated complex social settings.
3. Media literacy is the ability to access, analyze, evaluate, and create media.
4. Financial literacy is the ability to make informed judgments and make effective decisions regarding the use and
management of money.
5. Digital literacy is the ability to effectively use digital devices for purposes of communication, expression,
collaboration and advocacy in a knowledge-based society.
6. Ecological literacy is understanding the principles of ecosystems toward sustainability
7. Creative literacy is the ability to make original ideas that have value, and the ability to see the world in new
ways.

The Truth on 21st Century Literacies According to Research

Since success with technology depends largely on critical thinking and reflection, teachers with relatively little
technological skills can provide less useful instruction. Therefore, schools must support the teachers by providing
them professional training and up-to-date technology for utilization in classrooms.

Global economies, new technologies, and exponenties growth in information are transforming our society. Since
today's peopis engage with a technology-driven, diverse, and quickly pranging world, teachers need to prepare
students for this world with problem. solving, collaboration, and analysis, as well as skills with wore processing,
hypertext, LCDs, Webcams, podcasts, smart boards, and social networking software that are central to individual
and community success. The National Council of Teachers of English (2013) came up with a research that
reveals the following:

1. As new technologies shape literacies, they bring opportunities for teachers to foster reading and writing in more
diverse and participatory contexts.
2. Sites, like literature's Voice of the Shuttle, online fan-fiction, and the Internet Public Library, expand both the
range of available texts and the social dimension of literacy.
3. Research on electronic reading workshops shows that they contribute to the emergence of new literacies.
4. Research also shows that digital technology enhances writing and interaction in several ways.
5. K-12 students, who write with computers, produce compositions of greater length and higher quality are more
engaged with and motivated toward writing than those who do not write with computers.
6. College students, who keep e-portfolios, have a higher rate of academic achievement and overall retention rate
than those who do not keep e-portfolios. They also demonstrate a greater capacity for metacognition, reflection
and audience awareness.
7. Both typical and atypical students, who receive an online response to writing, revise their works better than
those participating in traditional method.
Functional Literacy

The term functional literacy was initially defined by UNESCO through William S. Gray in his Teaching of Reading
and Writing (1956) as adult training to meet independently the reading and writing demands placed on them. It
stresses the acquisition of appropriate verbal, cognitive and computational skills to accomplish practical results in
specific cultural settings dubbed as survival literacy and reductionist literacy.

Over the decades, as societies have evolved into technical innovations, the definition of functional literacy has been
modified to meet the changing demands (Concise Oxford Companion to the English Language, 1998).

Referring to functional literacy, UNESCO states the following:

1. Literacy programs should be integrated to and correlated with economic and social development plans.
2. The eradication of illiteracy should begin with population sectors, which are highly motivated and need literacy
for their own and their country's benefit
3. Literacy programs should be linked with economic priorities and carried out in areas undergoing rapid
economic expansion
4. Literacy programs must impart not only reading and writing but also professional and technical knowledge
leading to greater participation of adults in economic and civic life.
5. Literacy must be an integral part of the over-all educational systern and plan of each country.
6. The financial need for functional literacy should be met with various resources, as well as be provided for
economic investments
7. The literacy programs should aid in achieving main economic objectives (Le, increase in labor productivity, food
production, industrialization, social and professional mobility, creation of new manpower and diversification of the
economy).

Thus, literacy materials present reading, writing and numeracy concepts using words and ideas needed in using
information for learners to enhance sufficient literacy skills and continue learning on their own.

A number of functional literacy programs have been carried out that focus on different job skills and development
aspects. To name a few, in the Philippine context, are agricultural, health, industry, family planning, home making,
arts and culture and technical-vocational programs.

A new functional literacy aspect, called specific literacy, is becoming a trend, in which the job of the student is
analyzed to see exactly the literacy skills needed and those that are only taught. This is to prevent job-skill
mismatch. in specific literacy, the student may learn very little but will be of immediate value that would result in
increased learner motivation.

Therefore, the specific literacy strategy is a planning tool that allows the literacy worker to focus on skills that are
of value to the learners

Significance of this approach includes literacy that:

(1) starts in the workplace;
(2) uses a diagnostic approach;
(3) identifies turning points in economic life that may act as an incentive to learning;
(4) assesses the limits of a short-term intervention; and
(5) looks for generic skills.

Gunes (2000) posited that functional literacy constitutes the second level of literacy next to basic literacy, in which
literary and mathematical information and skills can be utilized in one's personal, social, economic and cultural
endeavors. Therefore, the essence in functional literacy is to learn basic related information and and use them in
daily life. Functional literacy level comprises both technical and functionales Functional compassing social,
citizenship, and economic roles.
In context, Çapar (1998) cites that a functionally literate person is someone who is one step ahead of literacy and
maintains literacy activity throughout his/her life in order to keep living and effectively accommodate him/herself
to his/her surroundings. It is, therefore, an ongoing process.

UNESCO defines functional literacy as the ability of an individual to take part in significant activities in
professional, social, political and cultural aspects in a society, where he/she lives using his/her literacy skills (De
Castel, 1971; Goksen, Gulgoz and Kagitcibasi, 2000; as cited in Savas, 2006).

Hatch (2010) defines it based on the American Heritage College Dictionary (AHCD). Accordingly, the word
"functional" means "building capacity" and "literacy" as "reading and writing skills." Therefore, it is the
capability to proficiently read and write that can be used in daily life routines.

Likewise, Knoblauch and Brannon (1993), as cited in Jabusch (2002) distinguished basic literacy and functional
literacy as having the expression. Functional to indicate performance with texts, including mathematics.

The Education for All Global Monitoring Report (UNESCO, 2006) states that functional literacy means the ability to
make significant use of activities involving reading and writing skills that include using information,
communicating with others, and following a path of lifelong learning necessary for the ability to express him/
herself in daily life. UNESCO's definition also adds that functional literacy includes those skills essential for both
official and unofficial participation, as well as those which are necessary for national change and development that
can be used to aid an individual in contributing to his/her own development and that of his/her family and the
society. The National Statistics Authority defines functional literacy as the level of literacy that includes reading,
writing and numeracy skills that help people cope with the daily demands of life.

Based on these definitions, functional literacy can be concluded as an activity that contributes to the development
of an individual and the society, including the ability to use information and skills related to listening, speaking,
reading, writing, and arithmetic necessary for daily life in social, cultural and economic aspects effectively.

Improving Functional Literacy in the Philippines

Over the years, the Philippines has continuously aspired to attain an increased functional literacy rate Manuyo
(2019) reported that based on the 2013 Functional Literacy Education and Mass Media Survey (FLEMMS), the
country registered a 90.3% rate, which means that nine out of every 10 Filipinos aged 10-64 were functionally
literate. In 2003, there were still gaps at the community level. In the study conducted by World Vision, results
showed that the proportion of girls and boys aged 11-13, who were functionally literate, placed at a critical rate of
44%, or below 50% of the students were able to read with comprehension by the end of their basic education.

It was also evident that school dropouts contributed to low functional literacy. Obviously, one in every 100 or
about 4 million Filipino children and youth were out-of-school in 2013. Of the total number, 22.9% got married,
19.2% lacked a family income to be sent to school and 19.1% lacked interest in attending schools. In order to
address illiteracy issues, creating formal and non-formal learning environments, active participation of local
stakeholders, capacity building of teachers, development of contextualized or indigenized learning materials, and
tracking of improvement of reading, basic math and essential life skills outcomes were desired. Interventions also
included improvement of classrooms and several reading facilities, establishing a culture of reading program,
parental training and learning, and skill integration in the curriculum.

In a follow-up study by World Vision in 2016, the functional literacy rate went up at 76.53%. In the community
level, the rate inclined to 62.64%, or around 50%-70% of the students were able to read with comprehension by
the end of their basic education. The increase was significant within the 3-year interval but it also indicated more
improvement is expected considering that rate remained 17.36% short of the 80% threshold.

An analysis shows that low functional literacy could mean low resilience to respond to abnormal conditions and
increase a child's vulnerability to exploitation. This could also result in unpreparedness for gainful employment
and eventually increased dependency on welfare programs.
One of the government initiatives to address this is the Alternative Learning System (ALS) that provides an
opportunity for learning among out-of-school youth for them to land in better jobs.

Integration of New Literacies in the Curriculum

To address the call for literacy in today's world, students must become proficient in the new literacies of 21
century technologies. The International Reading Association (IRA) believes that literacy educators have the
responsibility to integrate information and communication technologies into the curriculum to prepare students
for the future they deserve.

The multiliterate learner.

Today, the Internet and other forms of information and communication technologies (ICTs) are rede skills the
nature of reading, writing, and communication. New literacy practices are required by each new ICT as it emerges
and Thus, these new literacies need to be integrated into the curriculum to prepare students for successful civic
participation in a globa environment.

Students would desire for:

(1) teachers who use ICTS skillfuly for teaching and learning;
(2) peers who use ICTs responsibly ane who share their knowledge;
(3) a literacy curriculum that offers opportunities for collaboration with peers around the world;
(4) instruction that embeds critical and culturally sensitive thinking into practice, standards and assessments that
include new literacies;
(5) leaders and policymakers who are committed advocates of ICTs for teaching and learning; and
(6) equal access to ICTs for all classrooms and students.

Coiro, et. al (2008) noted four common elements as broader dimensions of new literacies, to wit:
(1) Internet and other ICTS require new social practices, skills, strategies, and dispositions for their effective use;
(2) new literacies are central to full civic, economic, anc personal participation in a global community;
(3) new literacies rapidly change as defining technologies change; and
(4) new literacies are multiple, multimodal and multifaceted, thus, they benefit from multiple lenses seeking to
understand how to better support the students in a digital age.

Impact of new literacies on instruction.

Additional changes are taking place in literacy instruction (Grisham and Wolsey, 2009). Henry (2008) restated that
engagement in literacy activities is being transformed today like at no other time in history. As students turn to the
Internet and other information communication technologies (ICTS) at increasing rates to read, write and interact
with texts, they must develop new skills and strategies, or new literacies, to be successful in these multimodal,
intertextual and interactive environments. The Internet has become the defining technology for today's youth and
may be the most important ICT for students to learn how to manipulate successfully.

Although, there are multiple ways to view the changes in literacy and communication emerging from new
technologies (Labbo and Reinking, 1999), it cannot be ignored that literacy changes experiences at school and in
everyday lives. As such, rapid profound changes in technology impact students' literacy journey. Hence. Leu, et al
(2004) posited that changes in literacy are confronted by Innovation, that the new literacies of today will be
replaced by even newer ones tomorrow as new ICTs continuously emerge in a more globalized community of
learners. And such changes bear Important Implications to instruction, assessment, professional development and
research.

Multiliteracies in the Educational Reform

In a broader essence, the concept of 21st century skills is motivated by the belief that teaching students the most
relevant. useful, in-demand, and universally applicable skils should be prioritized in today's schools.
As such, students need to be taught different skills that should reflect the specific demands of a complex,
competitive, knowledge based, information-age, technology-driven economy and society.

2st 1 Century skills may be taught in a wide variety of school settings. Teachers may advocate teaching cross-
disciplinary skills, while schools may require 21st century skills in both instruction and assessment processes.
Schools and teachers may use educational approaches that inherently expedite or facilitate the acquisition of cross-
disciplinary skills.

Educational strategies, that include authentic, outcome-based leaming, project-based leaming and performance-
based learning tend to be cross-disciplinary in nature. Students complete a research project, create multiple
technologies, analyze and process information, think creatively, plan out the process, and work collaboratively in
teams with other students.

Likewise, schools may allow alternative leaming pathways, students to pursue in which students earn academic
credit and satisfy graduation requirements by completing an internship, apprenticeship or immersion experience.
In this case, students can acquire a variety of practical, job-related skills and work habits, while also completing
academic coursework and meeting the same learning standards required of students.

Assessment of multiliteracies.

Assessment moves from usual memorization of facts and disconnected processes to demonstration of
understanding through application in a variety of contexts. Real-world audiences are important part of the
assessment process, including self-assessment.

Media literacy skills are honed as students address real- world issues from the environment. Students use the
technological and multimedia tools now available to them to design and produce websites, television shows, radio
shows, public service announcements, mini-documentaries, electronic portfolios, DVDs, oral histories and even
films.

In a way, students can freely express their points of view as they create projects using multimedia and deliver
these products to real- world audiences, realizing that they can make a difference and change the world. They learn
what it is to be a contributing citizen, and carry these citizenship skills throughout their lives. As a result,
standardized test scores are higher because students have acquired the skills and content in a meaningful
connected way with profound understanding. They actually master the content on a much higher level and develop
their basic skills by constant application throughout their schooling.

Preparing teachers for multiliteracies.

New Group (1996) underscored fors multiseras multimodal ways of London communication that include
communications between and among other languages using diverse channels within cultures applying ability to
understand technology and multimedia multiliteracies to teaching offers a new classroom pedagogy that extends
and helps manage classrooms. a. As such, Biswas (2014) asserted that one challenge for educators is to help
students create a sustainable literacy development throughout schooling, so that students can develop strong
literacy skills (Borsheim, et al, 2008). Certainly, multiple and new literacies require students to integrate
technology-enhanced educational tools into their work. Ajayi (2011) recommended that teacher education must
prepare teachers to teach multiliteracies in their schools where there is a critical gap between multiliteracies and
classroom pedagogy (Pennington, 2013). Given globalization and technological changes, teaching multiliteracies is
indispensable to literacy teaching and learning in the 21 st century.

Therefore, Newman (2002) in Biswas (2014) suggests that teachers integrate four components of multiliteracies in
teaching:
1. Situated practice leads students towards meaningful learning by integrating primary knowledge.
2. Overt instructiori guides students to the systematic practice of learning process with tools and techniques.
3. Critical framing teaches students how to question diverse perceptions for better learning experiences.
4. Transformed action teaches students to apply the lessons they leam to solve real-life problems.
Thus, teaching multiliteracies can inform, engage, and encourage students to embrace the multiplicity of learning
practices (New London Group, 1996). Moreover, teaching multiliteracies can help teachers blend and apply the
following four instructional processes of multiliteracies in classroom to ensure successful teaching and advancing
students' learning processes.

Research shows that effective instruction in 21 st Century literacies takes an integrated approach, helping students
understand how to access, evaluate, synthesize, and contribute to information (New London Group, 1996).

Teachers insist to:

(1) encourage students to reflect regularly on the role of technology in their learning;
(2) create a website and invite students to use it to continue class discussions and bring in outside voices;
(3) give students strategies for evaluating the quality of information they find on the Internet;
(4) be open about one's own strengths and limitations with technology and invite students to help;
(5) explore technologies students are using outside the classroom and find ways to incorporate them into one's
teaching;
(6) use wiki to develop a multimodal reader's guide to a class text;
(7) include a broad variety of media and genres in class texts;
(8) ask students to create a podcast to share with an authentic audience;
(9) give students explicit instruction about how to avoid plagiarism in a digital environment; and
(10) refer to the Partnership for 21st Century Skills website.

For schools and policymakers:

(1) Teachers need both intellectual and material support for effective 21 st century literacy instruction;
(2) Schools need to provide continuing opportunities for professional development, as well as up-to-date
technologies for use in literacy classrooms;
(3) Address the digital divide by lowering the number of students per computer and by providing high quality
access (broadband speed and multiple locations) to technology and multiple software packages;
(4) Ensure that students in literacy classes have regular access to technology;
(5) Provide regular literacy- specific professional development in technology for teachers and administrators at all
levels, including higher education;
(6) Require teacher preparation programs to include training in integrating technology into instruction;
(7) Protect online learners and ensure their privacy;
(8) Affirm the importance of literacy teachers in helping students develop technological proficiency; and
(9) Adopt and regularly review standards for instruction in technology.

The integration of new literacies and the teaching of multiliteracies open new pedagogical practices that create
opportunities for future literacy teaching and learning. Multiliteracies can also help teachers provide equal access
to leaming for all students. In effect, students leam to collaborate by sharing their thoughts with others in online
spaces where they can engage in different forms or modes of learning process.

Consequently, students can be expected to become more confident and knowledgeable in their learning through
participatory and collaborative practices as a result of this new literacy integration in the curiculum for teacher
education (New London Group, 1996).

SYNTHESIS

 New literacy demands the ability to move confidently, efficiently and ethically between and among a wide
range of written and visual, print, live, digital or electronic text types according to purpose.
 Functional literacy is the level of literacy that includes not only reading and writing but also numeracy skills
that would help people cope with the daily demands of life.
 There are various plans and programs of the government in improving functional literacy in the Philippines.
 New literacies can be integrated into the curriculum through effective teaching-learning implementation.
 Multiple literacies are multimodal ways of communication, which include communications among different
languages, using language within different cultures, and the ability to understand technology and multimedia.
Module 4:
INTEGRATING NEW LITERACIES IN THE CURRICULUM

CONCEPT EXPLORATION
Innovative educators concerned with improving student achievement seek ways to create rigorous, relevant, and
engaging curriculum as a way to realize curriculum integration. Today, the subjects in the curriculum should not be
taught singly and compartmentally but rather become integral towards total development of the child.

The Concept of Integrated Curriculum

In retrospect, the introduction of an integrated curriculum gained greatest support in the 1960s. Based on the
essential organization of content, the design emphasizes the role of diverse entities called academic disciplines
clearly defined in terms of knowledge, skills and values.

Thus, an integrated curriculum...

 focuses on basic skills, content and higher-level thinking:
 encourages lifelong learning; structures learning around themes, big ideas and meaningful concepts;
 provides connections among various curricular disciplines:
 provides learners opportunities to apply skills they have learned;
 encourages active participation in relevant real-life experiences;
 captivates, motivates and challenges leamers; provides a deeper understanding of content;
 offers opportunities for more small group and industrialized instruction; and accommodates a variety of
learning styles/theories (i.e., social learning theory, cooperative learning, intrinsic motivation, and self-
efficacy) and multiple intelligences.

Approaches to Integration

The Association for Supervision and Curriculum Development (2004) presents three approaches to
integration and these are multidisciplinary, interdisciplinary and transdisciplinary.

Multidisciplinary Approach
A multidisciplinary approach focuses primarily on different disciplines. Teachers, who employ this approach, may
create standards from the disciplines within a theme. There are many different ways to create a multidisciplinary
curriculum, and they tend to differ in the level of intensity of the integration effort. It can be recalled that the
previous Restructured Basic Education Curriculum (RBEC) is a best depiction of a multidisciplinary approach The
four disciplines (Araling Panlipunan. Values Edu theme n Makabayon Makabayan wel awarenes to and TLE) were
integrated along with a an integrated subject served as a laboratory of life. a learning area that stressed the
development of social empathy and commitment for common good. Gradeenerathete disciplines were usually
computed to comprise the e four disrade Makabayan as a discipline. At the end of the week, the four discipitnes as
culminating activity along the follow given collaborated to desid these four discipline areas iplinaryllowing the
structure of Makabayan that used the multidisciplinary approed centered on a given theme.

When a teacher integrates subdisciplines within a subject area, he/she is practicing intradisciplinary approach. For
example, one integrates roading, writing and oral communication in the English subject. Likewise, teachers often
integrate Philippine history, world history, geography, economics and government in an intradisciplinary social
studies program. Likewise, science integrates subdisciplines, such as earth science, biology, chemistry and physics
that responds to spiral curriculum approach. This connection is presented in the structure below.

Through this integration, teachers expect students to understand the connections between the different
subdisciplines and their relationship to the real world. In fact, this approach brings a positive impact on the
achievement of students.

In using the multidisciplinary integration approach, there is a need to organize a list of standards from various
disciplines around one common theme. Likewise, come up with a list of standards from related disciplines, such as
earth science, biology, chemistry and physics to focus on a common intradisciplinary science program. Another
way of doing it is by fusing skills, knowledge and attitudes into the school curriculum or utilizing technology across
the curriculum. In this way, students leam other subjects while enhancing their computer skills. Additionally,
schools can utilize service-learning projects in the classroom.

Interdisciplinary Approach
In this approach to integration, teachers organize and capsulize the curriculum around common learning across
disciplines to emphasize interdisciplinary skills and concepts. The disciplines are identifiable, but they assume less
Importance than in the multidisciplinary approach. For example, in teaching Filipino as a discipline, the teacher
hones students' language skills while resorting to content and topics in Araling Panlipunan. Below is an illustration
of interdisciplinary structure. Therefore, there are times that a teacher in Filipino teams up with a teacher in
Araling Panlipunan to teach a lesson in Araling Panlipunan while she teaches the needed skills in the Filipino 1
subject.

In addition, in using the interdisciplinary integration approach, there is a need to structure the curriculum around
common learning areas across disciplines. For example, incorporate interdisciplinary skills, such as thinking skills,
problem solving and analytic skills in teaching Science, Math and English. The purpose is to leam the skills and
concepts that are beyond the immediate lesson.

Transdisciplinary Integration
In the transdisciplinary approach to integration, teachers design a curriculum within student needs and concerns.
Students develop life skills as they apply disciplinary and interdisciplinary skills in a real-life context. Two routes
lead to transdisciplinary integration, namely: project-based leaming and negotiating the curriculum.

In using the transdisciplinary integration approach, there is a need to plan out the curriculum around student
needs and concerns. Transdisciplinary integration is utilized through project-based leaming. which involves
allowing the students to present a problem. Project- based learning allows students to make connections among
different subjects by solving social problems and answering open-ended questions. It can also be done by utilizing
student questions as a basis for curriculum design. Learning how to solve problems and to ask questions enables
students to apply the skills in real-life situations.

Interconnecting the Three Approaches

These approaches offer an excellent fit for standards through a backward design process as teachers integrate
standards-based planning with effective teaching and learning practices. Thus, the multidisciplinary,
interdisciplinary, and transdisciplinary perspectives offer different maps to begin the design process. Teachers can
use any of the approaches at any level of education in a single classroom or in a team approach.
Despite some differences in the degree and the intent of integration, the three approaches share many similarities.
As such, the centrality of standards and the need for accountability bring the three approaches closer together in
practice (ASCD, 2004).

Methods of Curriculum Integration

Anchored on approaches to curriculum integration, there are methods that are processed and devised for this
purpose.

1. Project-Based Learning
It engages students in creating knowledge while enhancing their skills in critical thinking, creativity collaboration,
communication, reasoning, synthesis and resilience (Barron and Darling-Hammond, 2008 in Corpuz, 2014). As
such it entalis an output which involves accomplishing a complex task performing a presentation and producing a
project, a craft or an artifact. Here, students start by defining the purpose of creating the end-product, identify the
audience; do research on the topic design the product: implement the design, solve the problems that arise, and
come up with the product guided by a plan or a model. It usually culminates with product presentation, and
product evaluation while reflecting on the entire production process (Schneiderman, et al, 1998 in Corpuz, 2014).

Implementation Outcome. As a result, Curtis (2002) revealed that project-based programs show that students go
far beyond the minimum effort, make connections among different subject areas to answer open-ended questions,
retain what they have learned, apply learning to real-life problems, have fewer discipline problems, and have lower
absenteeism. Student assessment considered teamwork, critical thinking skills, problem-solving, and time
management.

2. Service Learning
It refers to learning that actively involves students in a wide range of experiences, which often benefit others and
the community, while also advancing the goals of a given curriculum. Community-based service activities are
paired with structured preparation and student reflection. What is unique about service learning is that it offers
direct application of theoretical models. As such, the real-world application of classroom knowledge in a
community setting allows students to synthesize course material in more meaningful ways. It impounds
integrative, reflective, contextualized, strength-based, reciprocal, and lifelong learning (Clavenger-Bright, et. al,
2012).

Implementation Outcome. As a result, Glenn (2001) found that more than 80 percent of the schools that integrate
service learning into the classroom report an improvement in grade point average of participating students. On the
other hand, such programs foster lifelong commitment to civic participation, sharpen "people skills," and prepare
students for the work force. Students also gain a deeper understanding of the course/curricular content, broader
ader appreciation of the discipline and an enhanced sense of civic responsibility (ASCD. 2004).

3. Learning Centers/Parallel Disciplines

A popular way to integrate the curriculum is to address a topic or theme through the lenses of several subject
areas. In an elementary classroom, students often experience this approach at leaming centers. As students move
through the learning centers to complete the activities, they leam about the concept being studied through the
lenses of various disciplines.

In the higher grades, students usually study a topic or theme in different classrooms. This may take the form of
parallel disciplines and teachers sequence their content to match the content in other classrooms (ASCD, 2004).

Implementation Outcome. As a result, according to a study by Carnegie Mellon University (CMU), leaming centers
in the classroom can affect the ability to focus and study among young children. In fact, leaming centers allow
children to role- play in order to understand and make sense of the real world and their personal experiences in it.
Thus, these help children understand the social world, develop communication skills, and build relationships.

4. Theme-Based
Some teachers go beyond sequencing content and plan collaboratively and they do it in a more intensive way of
working with a theme dubbed as "theme-based." Often, three or more subject areas are involved in the study, and
the unit ends with an integrated culminating activity. Units of several weeks' duration may emerge from this
process, and the whole school may be involved. A theme- based unit involving the whole school may be
independent of the regular school schedule.

Other thematic programs may involve teachers across the same grade, wherein teachers carefully connect the
activities to the standards in each discipline. Over time, they have developed a long list of possible culminating
activities. They also update their Website continually and use it as a teaching tool with students. The site offers
many interesting options for those interested in this method of integration (ASCD, 2004).

Implementation Outcome. Using theme-based learning, students can exhibit excellent on-task behavior and work
collaboratively. Also, students are engrossed both as presenters and as an audience for the half-day performance
task presentations as they use a wide range of presentation, such as video, panel, forumo colloquium, debate,
sculpture, music, etc. They can demonstrats an in-depth understanding of the topics as a result of thes sustained
interest around various questions in fact, fewer rece problems occur during this two-week period that made
teachers enjoy the process and the results.
5. Fusion
In this method, teachers fuse skills, knowledge, or even attitudes into the regular school curriculum. In some
schools students leam respect for the environment in every subject area o some incorporate values across
disciplines. Fusion can involve basis skilts. Many schools emphasize positive work habits in each subjeg area.
Educators can also fuse technology across the curriculum with computer skills integrated with in every subject
area (ASCD, 2004),

Implementation Outcome. As a result, fusion brings positive gains in student achievement resulting from
integrated instruction in the classroom (Bolack, et al., 2005; Romance & Vitale, 1992 Campbell and Henning, 2010).
In addition, students make connections among disciplines, values, concepts, content, and life experiences. Students'
increased critical thinking skills, self. confidence, positive attitude, and love for learning manifest their
effectiveness. Shriner, et al. (2010) also found that motivated teachers and students allow a classroom to be a
positive, fun, and engaging environment in which to learn.

Other Types of Integrated Curriculum

There are different types of an integrated curriculum as mentioned by ASCD (2004):
1. Connected. This happens when topics surrounding disciplines are connected, which allows students to review
and re-conceptualize Ideas within a discipline. However, it has its shortcomings because the content focus still
remains in one discipline.
2. Sequenced. This is observed when similar ideas are taught together, although in different subjects, which
facilitates learning across content areas, but requires a lot of communication among teachers of different
disciplines.
3. Shared. This is when teachers use their planning to create an integrated unit between two disciplines. Although
in some ways, this method of integration requires a lot of communication and collaboration between two teachers.
A teacher presents the structure, format and standards in making research while collaborating with the science
teacher, who focuses on the content area of research that is related to science.
4. Webbed. This reflects when a teacher plans to base the subject areas around a central theme that will tend
students to see the connection within different subjects.

Doing Curriculum Integration in the Classroom

Chhabra (2017) posited that integraling curriculum in the classroom includes combining different subject areas
and then, teaching them in relation to a singular theme or an idea, Innovative teachers and schodis prefer
integrating the curriculum in their classrooms as it improves student achievement and leads to an increase in
student standardized scores Placing student achievement on top priority, an integrated cumiculum utilizes the
mentioned three different approaches of integration
Benefits of integrated Curriculum Model
1. It focuses on basic skills, content, and higher-level thinking.
2. It provides a deeper understanding of content.
3. It encourages active participation in relevant real-life experiences
4. It provides connections among various curicular disciplines
5. It accommodates a variety of learning styles, theories and multiple intelligences.

New Literacy Integration in the K to 12 Curriculum

The new literacy can be integrated into the K to 12 curriculum across subject areas as presented in the table below.
However, the integration of new literacy is not limited to the identified disciplines, the given learning outcomes,
suggested strategies and assessment In fact, each learning area can integrate as many new literacies as possible
depending on the lesson, the nature of the subject and the objectives or intended outcomes. New literacy
integration can take place in as many disciplines as possible.
SYNTHESIS

> Curriculum integration is the unification of all subjects and experiences.

> Multidisciplinary approaches focus primarily on the disciplines organized around a theme.
> In an intradisciplinary approach, teachers integrate subdisciplines within a subject area for the students to
understand the connections between the different subdisciplines and their relationship to the real world.
> In an interdisciplinary integration, teachers organize the curriculum around common learning across identifiable
disciplines.
> In the practice of a transdisciplinary approach, teachers organize curriculum around student questions and
concerns while developing skills in a real-life context.
> Curriculum integration models include project-based, topic-based, theme- based and task-based learning while
other types of curriculum integration are called connected, sequenced, shared and webbed.
> Considering its benefit, there is a need to implement an integrated curriculum model in the classroom to respond
to the demands and challenges posed by 21 century education considering its benefits.