Building and Enhancing New Literacies Across the Curriculum
medium of encoded texts within contexts in
MODULE 3:
NEW LITERACIES, FUNCTIONAL
LITERACIES, AND MULTILITERACIES
LEARNING OUTCOMES:
1. Discuss new literacies and their impact on
the teaching-learning process
2. Describe a multiliterate teacher
3. Define functional literacy
4. Cite how functional literacy and new
literacies can be integrated in the
curriculum and practiced in a classroom
5. Draw relevant life lessons and significant
values from personal application of
functional literacy
6. Analyze a research abstract on new
literacies and their implications on teaching
and learning.
7. Make a project plan or action plan that
presents functional literacy in action
 NEW LITERACIES
 Between 1950 and 1970, the development
of literacy, both operational and functional,
was established.
 According to Gunes (2020), during this
period literacy was defined as reading and
writing skills necessitated for activities in
modern society. Beyond the 1990s, literacy
had started to diversify in the light of
technological developments, change of
living conditions in cities, and the new
necessities.
 At first, literacy was used in various types
such as computer literacy, technology
literacy, Internet literacy, and media literacy
 EXPLORING NEW LITERACIES
respectively (Altun, 2005).
 Literacy is not confined only to knowing
how to read and write rather, it is a matter
of applying knowledge for specific
purpose in particular contexts.
 Lankshear and Knobel (2006) averred that
literacies intend to generate and
communicate meanings through the
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various discourses.
 Kress (2003) posited that literacy can only
happen when having a kind of potential
content through interaction with the text.
 Literacies can bear a coding system that can
capture the meaning, such as "letteracy"
(i.e., within language and recognition of
alphabetic symbols.)
 The Primary English Teaching Association
Australia (2015) asserts that 21st Century
literacy has expanded to include social
change, increasing fields expertise and
digital technologies.
 Subject-specific literacies are recognized to
require the application of specialized
knowledge and skills, information skills,
and the creative and imaginative language.
 21st Century literacy combines cross-
curricular capabilities also called
'multiliteracies' and now commonly
referred to as 'new literacies'.
 These new literacies are fused with
traditional print literacy to create
opportunities and enable student to
understand and use new text types, while
exploring knowledge and information with
a wide array of technological tools such as:
blogging, fanfic writing, manga producing,
meme-ing, photoshopping, anime music
videos (AMV), podcasting, vodcasting, and
gaming, running a paper- based zine,
reading literacy novels and wordless
picture books, reading graphic novels
and comics, and reading bus timetables.
(Primary English Teaching Association
Australia, 2015).
 Leander (2003) noted that new literacies are
often flexible, continuous and open, where
online and offline lives and "literacyscapes"
merge.
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
Building and Enhancing New Literacies Across the Curriculum
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 judgements 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 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.
Meaning schools should provide teachers with
professional training and up to date technology that
could help in utilizing classrooms. Example of this
technologies are as follows:
 Using of PowerPoint presentation in
lectures
 VR or Virtual Reality
 Online library
 AI or Artificial Intelligence
 Using of tablet or laptop instead of
traditional notebooks
Global economies, new technologies, and
exponential growth in information are
transforming our society.
So teachers need to prepare students for this
world with problem solving, collaboration, and
analysis, as well as skills with word processing,
hypertext, LCDs, Webcams, Podcast, smartboards,
and social networking software that are central to
individual and community success.
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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 fanfiction, and the Internet Public
Library, expand both the range of available
texts and social dimension of literacy.
3. Research on the 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 or
metacognition, reflection, and audience
awareness.
7. Both typical and atypical students, who
receive an online response to online
writing, revise their works better than those
participating in traditional methods.
 FUNCTIONAL LITERACIES
 Functional /ˈfəNG(k)SH()n()l comes
from the Latin word functionem,
meaning "performance, execution." or
capacity.
 While literacy means “the ability to read
and write” If we combine the words
together:
 Functional Literacy means “the capacity or
capability to read and write proficiently”
 Functional Literacy is to learn the basic
skill of reading and writing in order to be
literate and use them to function and
manage daily living.
 The term functional literacy was initially
defined by UNESCO (The United Nations
Building and Enhancing New Literacies Across the Curriculum
Educational, Scientific and Cultural
Organization) through William S. Gray in
his Teaching of Reading and Writing
(1956). 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.
 Survival Literacy - addresses all language
models including speaking, listening,
reading, and writing. The primary emphasis
for this class is learning basic knowledge
such as letters, colors, time, basic
conversation, money and finance.
 Reductionist Literacy - everything can be
explained by reducing complex ideas or
issues to their simplest component parts.
 As societies evolve into technical
innovations, the definition of functional
literacy has been modified to meet
the changing demands (Concise Oxford
Companion to the English Language, 1968)
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 overall
educational system 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 (i.e. increase in
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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 focuses on different job skills
and developmental aspects.
Example of this programs are
the following (in the Philippine
context):
 Agricultural
 Health
 Industry
 Family Planning
 Home making
 Arts
 Culture
 Technical-Vocational programs
There is a new functional literacy aspect, called
specific literacy ,that is becoming a trend.
In specific literacy the job of the student is
analyzed to see exactly the literacy skills needed and
those that are only taught.
What is the significance of this approach?
 Starts in the workplace
 Uses a diagnostic approach
 Identifies turning points in economic life that
may act as an incentive to learning
 Assesses the limits of a short-term intervention
 Looks for generic skills
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 himself/ herself in daily life.
Building and Enhancing New Literacies Across the Curriculum
Based on these definitions we can conclude that
functional literacy means 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 LITERACIES 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
9 out of 10 Filipinos aged 10-64 were
functionally literate.
 However, it was also evident that school
dropouts contributed to low functional
literacy.
 1 in every 100 or about 400
million Filipino children and youth were out of
school in 2013.
 (Based on my research) Although the
Philippines has a basic literacy rate of more
than 88.5%, issues of illiteracy remain. As
for the Department of Education (DEPED)
there are more than 1 million pre-literates
citizens in the country and more than 6
million people are deemed to be functionally
illiterate.
The question is how do we address the illiteracy
issues in our country?
 Create formal and non-formal learning
environments
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 Active participation of local stakeholders
 Capacity building of teachers
 Development of contextualized or
indigenized learning materials
 Tracking of improvement of reading, basic
math, and essential skills
 Improvement of classrooms and
several reading facilities
 Establishing a culture of reading program
 Parental training and learning and
 Skill integration in the curriculum
An analysis shows that low functional literacy
could mean low resilience to respond to abnormal
conditions and increases a child's vulnerability to
exploitation. This could result in unpreparedness for
employment and eventually increased dependency
on welfare programs.
One of the government initiatives to address the
illiteracy in the Philippines is the program called
Alternative Learning System or ALS that provides an
opportunity for learning among out-of-school youths
for them to land in better jobs.
 INTEGRATION OF NEW LITERACIES IN THE
CURRICULUM
 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.
 MULTILITERATE LEARNERS
 New literacy skills and practices are required by
each new ICT as it emerges and evolves.
 Coiro, et. al (2008) noted four common elements
as broad dimensions of new literacies to wit: (1)
the 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, and personal participation
in a global community; (3) new literacies rapidly
change as defining technological 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 digital age.
Building and Enhancing New Literacies Across the Curriculum PEC-PCK-1
IMPACT OF NEW LITERACIES ON INSTRUCTION technological and multimedia tools now
available to them to design and produce
 Additional changes are taking place in literacy
websites, television shows, radio shows, public
instruction (Grisham and Wolsey, 2009). Henry
service announcements, mini- documentaries,
(2008) restated that engagement in literacy
electronic portfolios, DVDs, oral histories and
activities is being transformed today like at no
even films.
other time in history. As students turn to the
 In a way, students can freely express their
Internet and other information communication
points of view as they create projects using
technologies (ICTs) at increasing rates to read,
multi media and deliver these products to real
write, and interact with texts, they must develop
world audiences, realizing they can make a
new skills and strategies or new literacies, to be
difference and change the world.
successful in these multimodal, intertextual and

interactive environments. The Internet has
 PREPARING TEACHERS FOR MULTILITERACIES
become the defining technology for today's youth
 New London Group (1996) underscored
and may be the most important ICT for students to
multi- literacies as multimodal ways of
learn how to manipulate successfully.
communication that include communications
 Labbo and Reinking, 1999), it cannot be ignored
between and among other languages using
that literacy changes experiences at school and in
diverse channels within cultures and an ability
everyday lives. As such, rapid profound changes in
to understand technology and multimedia
technology impact syudents literacy journey.
 Multiliteracy is a variety of modes or
Hence, Leu, et. al (2004) posited that changes in
methods of communications that include
literacy are confronted by inovation, that the new
communication between and among other
literacies of today will be replaced by even bewer
languages that uses different channels within
ones tomorrow as new ICTs contiously emerge
cultures. It is also an ability to understand
in a more globalized community of learners. And
technologies and multimedia, this offerss new
such changes bear important implications to
classroom pedagogy that helps to manage
instruction, assessment, professional
classrooms.
development.
 Biswas (2014) asserted that one challenge for
educators is to help students create a
 MULTILITERACIES IN EDUCATIONAL REFORM
sustainable literacy development throughout
 It tends to be cross disciplinary in nature. Students
schooling, so that students can develop strong
complete a research project, create multiple
literacy skills
technologies, analyze and process information,
think creatively, plan out the process, and  Borsheim, et. al. 2008) multiple and new
work collaboratively in teams with other students. literacies require students to integrate
 Schools may allow students to pursue alternative technology-enhanced educational tools into
learning pathways, in which students earn their work.
academic credit and satisfy graduation  Ajayi (2011) recommended that teacher
requirements by completing an internship, education must prepare teachers to
apprenticeship or experience. teach multiliteracies in their schools.
 Where in the schools are allowing the students Therefore, Newman (2002) in Biswas (2014)
to experience the real life scenario or situations suggests that teachers integrate 4 components
that they need to handle when they finally able to of multiliteracies in teaching:
work on that industry.
 ASSESMENT OF MULTILITERACIES 1. Situated practice leads students towards
 Assessments moves from usual memorization meaningful learning
of facts and disconnected processes to
2. Overt instruction guides students to the
demonstration of understanding through
systematic practice of learning process with
application in a variety of contexts.
tools and techniques.
 MEDIA LITERACY SKILLS
 are honed as students use real world issues
from the environment. Students use the
Building and Enhancing New Literacies Across the Curriculum PEC-PCK-1
3. Critical framing teaches students how to 4. Be open about one's own strengths and
question diverse perceptions for better limitations with technology and invite
learning experiences. students to help;
4. Transformed action teaches students to 5. Explore technologies students are
apply the lessons they learn to solve real- using outside the classroom and find ways
life problems. to incorporate them into one's teaching;
6. Use wiki to develop a multimodal reader's
guide to a class texts;
7. Include a broad variety of media and genres
in class texts;
8. Ask students to create podcast to share with
an authentic audience.
9. Give students explicit instruction about
how to avoid plagiarism in a digital
environment
10. Refer to the partnership for 21st century
skills website.
 FOR SCHOOLS AND POLICY
MAKERS
Teaching multiliteracies can inform, engage,
1. Teachers need both intellectual and
and encourage students to embrace the multiplicity
material support for effective 21st century
of learning practices (New London Group, 1996).
literacy instruction
Moreover, teaching multiliteracies can help
teachers blend and apply the following four 2. Schools need to provide continuing
instructional processes of multiliteracies in opportunities for professional
classroom to ensure successful teaching and development as well as up-to-date
advancing students' learning processes. technologies for use in literacy classrooms
Research shows that effective instruction in 3. Address the digital divide by lowering the
21st century literacies takes an integrated number of students per computer and by
approach, helping students understand how to providing high quality access (broadband
access, evaluate, synthesize and contribute to speed and multiple locations) to
information (New London group, 1996). technology and multiple software
packages.
Teachers insists to:
4. Ensure that students in literacy classes have
1. Encourage students to reflect regularly on
regular access to technology;
the role of technology in their learning.
5. Provide regular literacy specific
2. Create a website and invite
professional development in technology for
students to use it to
teachers and administrators at all levels,
continue class discussions and bring in
including higher education
outside voices.
6. Require teacher preparation programs to
3. Give students strategies for evaluating the
include training in integrating technology
quality of information they find on the
into instruction
internet.
7. Protect online learners and ensure their
privacy
Building and Enhancing New Literacies Across the Curriculum
8. Affirm the importance of literacy
teachers in helping students develop
technological proficiency
9. Adopt and regularly review standards for
instruction in technology.
The integration of new literacies and teaching
of multiliteracies open new pedagogical practices
that create opportunities for future literacy teaching
and learning. Multiliteracies can also help teachers
provide equal access to learning for all students.
MODULE 4:
INTEGRATING NEW LITERACIES IN
THE CURRICULUM
Learning Outcomes
1. Discuss the concept of integrated curriculum
2. Distinguish the different curriculum
Integration approaches, methods and types
3. Identify lessons or course disciplines that may
be appropriate for curriculum integration
4. Draw relevant life lessons and significant
values from curriculum integration
experiences in class
5. Analyze research abstract on curriculum
integration and its implications on teaching-
learning process.
6. Make a lesson plan with thematic integration
across related disciplines
<> 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
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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:
 ncourages 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 learners:
 provides a deeper
understanding of content
 offers opportunities for more
small group and industrialized
instruction
 accommodates a variety of
learning styles/theories (i.e.,
social learning theory,
cooperative learning, intrinsic
motivation, and self-efficacy)
and multiple intelligences.
(http://onlineschool7.blogspot/2016/04/components-
of-integrated-curriculum.html)
Approaches of Integration
The Association for Supervision and Curriculum
Development (2004) presents three approaches to
integration and these are multidisciplinary,
interdisciplinary and transdisciplinary.
1. 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
Building and Enhancing New Literacies Across the Curriculum
that the previous Restructured Basic
Education. Curriculum (RBEC) is a best
depiction of a multidisciplinary approach
The four disciplines (Araling Panlipunan,
Values Education. MAPEH and TLE) were
integrated along with a theme termed
Makabayan a an integrated subject served
as a laboratory of life. Makabayan was a
learning area that stressed the
development of social awareness empathy
and commitment for common good.
Grades in these four disciplines were
usually computed to comprise the general
grade in Makabayan as a discipline. At the
end of the week, the four disciplines
collaborated to design a culminating
activity along with the given theme that
connected these four discipline areas. The
following is the structure of Makabayan
that used the multidisciplinary approach
centered on a given theme.
2. Interdisciplinary Approach
 When a teacher integrates subdisciplines
within a subject area, he/she is practicing
intradisciplinary approach. For example, one
integrates reading, 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.
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 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 learn other subjects while
enhancing their computer skills.
Additionally, schools can utilize service-
learning projects in the classroom.
 In this approach to integration.
teachers organize and capsulize the
curriculum around common leaming
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
Building and Enhancing New Literacies Across the Curriculum
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 learn the skills and
concepts that are beyond the
immediate lesson
(www.theclassroom. com).
3. Transdisiplinary Integration
 In the transdisciplinary approach to
integration, teachers design a Interconnecting the Three Approaches
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 learning and negotiating
the curriculum
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SUBJECT AREAS
Theme and Concepts
Life Skills
Real-World Context
Community Integration
Social Protection and Dilemmas
Life Experiences
Student Questions
 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 learning, 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.
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.
T
Despite some differences in the degree
T
and the intent of integration, the three
h
approaches share many similarities. As such,
e
the centrality of standards and the need for
m
accountability bring the three approaches
e
closer together in practice (ASCD, 2004).
a
n
d
C
Building and Enhancing New Literacies Across the Curriculum PEC-PCK-1

Comparing and Contrasting the Three Approaches to Integration

(Association for Supervision and Curriculum Development, 2004)
ASPECTS MULTIDISIPLINARY INTERDISIPLINARY TRANSDICIPLINARY
Organizing Center Standards of the Interdisciplinary skills  Real-life Context
discipline organized and concepts embedded  Student questions
around a theme in disicplinary standards
Conceptualization of  Knowledge best  Disciplines  All knowledge
knowledge learned through the connected by interconected and
structure of the common concepts Interdependent
disciplines. and skills  Many right answers
 A right Answer  Knowledge  Knowledge
 One Truth considered to be considered to be
socially constructed indeterminate and
 Many right answers ambiguos
Role of Discipline  Procedures of  Interdisciplinary  Discipline identifies
Discipline skills and concepts id desired, but real
considered most stressed life context
important emphasized
 Distinct Skills and
concepts of
Discipline taught
Role of Teacher  Facilitator  Fcilitator  Co-planner
 Specialist  Specialist/ generalist  Co-learner
 Generalist/ specialist
Starting Place  Disciplinary  Interdisciplinary  Student questions
standards and bridge and concerns
procedures  Know/DO/Be  Real- world context
Degree of Integration  Moderate  Medium/ Intense  Paradigm shift
Assessment  Discipline-based  Interdisciplinary  Interdisciplinary
skills/ concepts skills/ concepts
stressed stressed
Learning to know  Concepts and essential understandings across discplines
Learning to Do  Disciplinary skills as  Interdisciplinary  Interdisciplinary
the focal point skills as the focal skills and
Building and Enhancing New Literacies Across the Curriculum
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 entails an
output which involves accomplishing a
complex task, performing a classroom report an improvement in
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
PEC-PCK-1
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
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, a
broader 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
learning centers. As students move
through the learning centers to
complete the activities, they learn
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
Building and Enhancing New Literacies Across the Curriculum
(CMU). learning centers in the
classroom can affect the ability to
focus and study among young
children. In fact, learning 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.
5. Fusion
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
PEC-PCK-1
presentations as they use a wide
range of presentation, such as
video, panel, forum or
colloquium, debate, sculpture,
music, etc. They can demonstrate
an in-depth understanding of the
topics as a result of their sustained
interest around various questions.
In fact, fewer recess problems
occur during this two-week
period that made teachers enjoy
the process and the results
 In this method, teachers fuse skills,
knowledge, or even attitudes into the
regular school curriculum. In some
schools, students learn respect for the
environment in every subject area or
some incorporate values across
disciplines. Fusion can involve basic
skills. Many schools emphasize
positive work habits in each subject
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.
Building and Enhancing New Literacies Across the Curriculum
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
Classroom
Chhabra (2017) posited that
integrating 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
schools prefer integrating the curriculum in
their classrooms as it improves student
achievement and leads to an increase in
PEC-PCK-1
student standardized scores Placing student
achievement on top priority, an integrated
curriculum 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 curricular 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
the
Building and Enhancing New Literacies Across the Curriculum PEC-PCK-1

Integration of New Literacy in the k to 12 Curriculum

Literacy Subject Area Outcome Strategy Assessment Output
1. Multicultural Araling Demonstrate respect for  Role Playing  Rubric
and Panlipunan cultural diversity  Brain Storming Assessmen
Globa t result
l Literacy  Brainstormin
g report
2. Social Literacy Edukasyon sa Apply ethical and moral  Case analysis  Case report
Pagpapakatao standards on given  Dilemma  Narratives
issues and cases Annalysis
3. Media Literacy English Use media  Media-  E-Portfolio
Filipin in assisted  Google slip
o communication instruction
dissemination
and
transaction
4. Financial Math Solve problems in the  Problem  Scores
Literacy context of business and Solving i
investment aspects n problem
solving
in drills
exercise
TLE Apply  Business  Business
effectiv simulation and pla
e teachniques in immersion n and
budgeting and income inventory
generating enterprise
5. Computer Examine the computer  Hands-on  Computer
Digital/Cy Subject virus that commonly activity capstone
ber Literacy damages  Experimenta
compute l learning
r networks and systems.  Project-based
Research Cite ways in resolving  Explanator  Researc
plagarism issues and y method h output
determine
researc
h
protocols
6. Ecoliteracy Science Suggest ways on how to  Project-based  Project
protect nature and  Task-based Porfoli
address climate change o
 Participatio
n Log
 Learning
Reflection
Journal
7. Arts MAPEH Creative artwork and  Manipulativ  Project design
an artistic designs using e works  Crafts
d Creative indigenous materials  Arts
Literacy studi
o workshop
method