Module 3: : NEW LITERACIES, FUNCTIONAL LITERACY AND MULTILITERACY LEARNING OUTCOMES . Discuss new literacies and their i teaching-learning process espe nee 2. Describe a multiiterate teacher 3, Define functional literacy . Cite how functional literacy and new literacies can be integrated in the curriculum and __ practiced in the classroom ~ . Draw relevant life lessons and si ~ ignificant values from personal application of functional [+ literacy . Analyze a research abstract on new literacies and their implications on teaching and learning by . Make a project plan or action plan that presents functional literacy in action INTERACTIVE PRESENTATION fableau Technique: This is an activity that depicts the students’ “understanding of the concept of new literacies including their expressions through tableau formation. (Tableau is a depiction of a.scene through monumental statue formation.) It enhances creativity, resourcefulness, and critica2! thinking. . rocedure: 14. Group the students into 4 or 5 depending on the class size. 2. Give ample time for each group to think of ideas that are related to the assigned new literacy (i.e. social literacy, media literacy, multicultural literacy, digital literacy, creativity literacy, and ecoliteracy) 7 3. Ask each group to form a tableau that portrays a scenario or scene of the assigned topic. 4. Explain the tableau. Let the group presenter do this. 5. Give the class time for a brief reflection of the activity. CONCEPT EXPLORATION » | Students are taught to read and write print with fluency, speed and comprehension of the message of the writer and the interpretation .' Jof 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.40 Bun cee ann Exewncava New Liteaces we . 5 Snoss a Po - New Literacies Between 1 operational and Se vamal, wee aesiblishen Coote | of H2°8 racy poo nd ‘ al, was established. During this pe" , literacy was defined °° (on no _ writing skills necessitated for activities in fo diversify in the light of t 0). Beyond the 18906, ter acy, Ye og st nto technotogical developments, change of 'wing concn ecaled. necessities. Hereatter; literacy then At first, literacy was used in various types, such aS computer media literacy, literacy, technology literacy, Internet lit q h feracy, (Altun, 2005). Later on, it became a Teatyie along with a respectively n's entire life in a society that encompasses information literacy, cultural literacy and universal literacy. changed and developed through @ multitude of Truly, literacy has phases within 2 specific period based on societal needs. However, along this line, literacy is not confined only to knowi how to read and write rather, it is a matter of applying knowledge a specific purposes in particular contexts. It includes @ socially-driven and evolved 2 pattern of activities, such as writing correspondence, records keeping an’ i , posting announcements, reporting, 4 etc. As such, Lankshear & Knobel (2006) averred that literacies intend to generate and communicate meanings 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 expressin. lidarity 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 meaning, such as “letteracy” (i-€-+ within language an alphabetic symbols). Moreover, the Primary English Teaching Associa’ (2015) asserts that 21% Century literacy has expanded to include tise and digital technologies. To Social change, increasing field expe! ie ension, selection and use of multimodal be literate requires compreh codes and conventions to interpret and express ideas, information. Subject-specific literacies are recognized to -require pplication of specialized knowledge and skills, information skills, pedis ve and imaginative language. Literacy i 21st centuy and pat the ability to perform and act confidently, or electronia text a wide range of written and visual, print, live, The: here types according to purpose (www.petaa.edu.au)- fise toa number er amblexity of modern communication gives Century literacy combines capabilities and possibilities. Hence, 24 cross-curricular capabilities also ef can capture the \d recognition of tion AustraliaModule 3: New Literacies, Functional Lteracy and Muttiteracy . 41 muttiliteracies' and now commonly referred to as ‘new literacies’. These broad skills include visual literacy, information literacy, cultural wteracy and digital literacy dynamics. These new literacies are fused with traditional print literacy to create opportunities and enable students to understand and use new text types, while exploring xnowledge and information with a wide array of technological tools, 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 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. 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* 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 21* 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. ee s—s—‘“_OS_42> Buwpwa ano Ennancina New Lireracies Across THE CURRICULUM Global economies, new technologies, and exponentis in information are transforming our cooly. Since. ‘oaey's c engage with a technology-driven, diverse, and quickly chang, world, teachers need to prepare students for this world with probe’ solving, collaboration, and analysis, as well as_ skills with a processing, hypertext, LCDs, Webcams, podcasts, smartboards, social networking software that are central to individual and community success. The National Council of Teachers of English (2013) came i research that reveals ‘the following: nana | ) “p with a 4. As new technologies shape literacies, they bring opportunities for teachers to foster reading and writing in more diverse ang 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 the social dimension of literacy. Research on electronic reading workshops shows that they 3. contribute to the emergence of new literacies. 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. Both typical and. atypical students, who receive an online orks better than those 7. response to writing, revise their we participating in traditional method. 7 ¢ A Functional Literacy ed by UNESCO The term functional literacy was initially defin me trough Willam S. Gray in his Teaching of Reading and Wailing (1956) as adult training to meet independently the reading and writing demands placed on them. It stresses the acquisition of Sport verbal, cognitive and computational skis to accomplish practical results in specific cultural settings dubbed as Suv a reductionist literacy. inne ener, Gecades, as societies have evolved into technica! meet the char lan of functional literacy has been modiicn Language ee ane (Concise Oxford Companion to Referring to fun ‘ ction, 1. Uteracy lala UNESCO states the following: ®conomic and soda be integrated to and correlated with . al 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. } §. Literacy must be an integral part of the over-all 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 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 Foncepts using words and ideas needed in using information for eamers to enhance sufficient literacy skills and continue learning on eir own. A number of functional literacy programs have been carried out that focus on different job skills and development aspects. To name a ew, 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 js to prevent job-skill mismatch. In specific literacy, the student may WHearn 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 ithe 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. (https://www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-and- mapsftunctional-literacy) 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 Module 3: New Literacies, Functional Literacy and Muttiiteracy @344 Brn one we Bowron New Lirences Across ht Cumecinat literacy is to learn ba: use her in ay Me, Functional terete dnformation and sills ors functional while mprises both te! economic roles. le encompassing social, citizenship, 94 In context, Gapar (1998) cit is someone who is one step ahead of Were ncllonally Hiern s Ero activity throxignoet hister life in order to Aan reg ottecively sccommoda ss. wine! to his/her surroundings. It Is, therefore. @n UNESCO defines functional litera ivi “4 icy as the ability of an individual to take part in significant activities in professional, Neal, political and cuttural ts 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 ind ‘literacy” as “reading and writing skills.” Therefore, it is capacity” al the capability to proficiently read and write that can be used in daily fife 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 of lifelong learning necessary for the ability to express him! UNESCO's definition also adds that functional herself in daily life. 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 thst of hishher family and the society. The National Statistics Authorty wn ee literacy as the level of literacy that includes , writing and numeracy skills that help peo le co} the daily demands of life Y —_ as an activity nese definitions, functional literacy can be conclude! the sont hat contributes to the development of an individual att to listening, speakie the ability to use information and skills rela dally ite in social, cature ea ngs and arithmetic necess2 sementicscholarog)’ - U"4! and economic aspects effectively (ntips# Improving Fu neti amines? year, tre ein in the Philippines , creased functional 1 hilippines has conti | att al literacy rate continuously aspired toModule 3: New Literacies, Functional Literacy and Multiliteracy 45 5 Manuyo (2019) reported that based on the 2013 Functional iteracy, Education and Mass Media Survey (FLEMMS), the country Megistered a 90.3% rate, which means that nine out of every 10 iipinos aged 10-64 were functionally literate. In 2003, there were still Maps at the community level. In the study conducted by World Vision, sults showed that the proportion of girls and boys aged 11-13, who rere functionally literate, placed at a critical rate of 44%, or. below 0% of the students were able to read with comprehension by the end. their basic education. : It was also evident that school dropouts contributed to low nctional literacy. Obviously, one in every 100 or about 4. million ilipino children and youth were out-of-school in 2013. Of the total :@umber, 22.9% got married, 19.2% lacked a family income to be sent ‘Y school and 19.1% lacked jnterest in attending schools. In order {® address illiteracy issues, creating formal and non-formal learning ‘Wnvironments, active participation of local stakeholders, capacity ilding of teachers, development of contextualized. or indigenized’ paring materials, and tracking of improvement of reading, basic math ind essential life skills outcomes were desired. Interventions also Bcluded improvement of classrooms and several reading facilities, stablishing a culture of reading program, parental training and arming, and skill integration in the curriculum. bttps:/;www.worldvision. org. ph/stories/improving-functional-literacy-in- Whe-philippines/) a igs In a follow-up study by World Vision in 2016, the functional eracy rate went up at 76.53%. In the community level, the rate lined to 62.64%, or around 50%-70% of the students were able read with comprehension by the end of their basic education. The rease was significant within the: 3-year interval but it also indicated ore improvement is expected considering that rate remained 17.36%. port of the 80% threshold (https://pdfs.semanticscholar.org). : An analysis shows that low. functional literacy could mean low silience to respond to abnormal conditions and increase a child's. Minerability to exploitation. This could also result in unpreparedness gainful employment and eventually increased dependency on. plfare programs. ’ One of the government initiatives to address this is the Alternative aming System (ALS). that provides an Opportunity for learing- "Ng out-of-schoo! youth for them to land in better jobs. = | Psi/pds. semantioscholar.org/304 1/2807 d8e26167db495 16527 13964a98546ec.pdl) tegration of New Literacies in the Curriculum To address the call for literacy in today’s world “mus come proficient in the new literacies of 24s conhity tects res, Ze Intemational Reading Association (IRA) believes that itera y ncators have the responsibility to integrate information and &Munication technologies into the curri P future they deserve. . salu to ei=Para students for(4g Buncwna avo Ennancnso New Lireractes Across THE CURRICULUM rms of The multiliterate learner. Today, the Internet and oes ind the / information and communication technologies (ICTs) af@ Te skills and nature of reading, writing, and communication. New liter snd evolves. practices are required by each new ICT as it emerges curriculum Thus, these new literacies need to be integrated into a global to prepare students for successful civic participation environment. ICTs skillfully Students would desire for: (1) teachers who _US® ~ iniy and for teaching and learning; (2) peers who use ICTS a that offers who share their knowledge; (3) a literacy curriculu™ world; (4) opportunities for collaboration with peers around fe thinking into instruction that embeds critical and culturally sensitiv literacies; (5) practice, standards and assessments that include ne ae of ICTs for leaders and policymakers who are committed advoce! Tl classrooms teaching and learning; and (8) equal access to ICTS for al and students. Coiro, et. al (2008) noted four common elements Drone dimensions of new literacies, to wit: (1) the Internet and 0} ‘i s i i i s tea dispositions for their require new social practices, skills, strategies, and dis mic, and effective use; (2) new literacies are central to full civic, economic, “ personal participation in a global community; (3) new literacies rapt ly change as defining technologies change; and (4) new literacies are multiple, multimodal and multifaceted, thus, they benefit from multiple lenses seeking to understand fiow 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 i sleet p for students to learn how to manipulate iterany oo there are multiple ways to view the changes # and Renkin munication emerging from new technologies (Labo xperiences a oe m fannt be ignored that literacy change changes | and In everyday lives. As such i fourk Leu, et al iect"ology impact students’ Mason al (2004) noc is’ literacy journey. Hen® woven tw enon 2 ry a, cen nes loday wil dlbalized ggoOTOW as new ICTs contin ough feblaced by implications to iene learners. And such anges i 7 lon, assessment, professiong deve imporyutiiteracies in the Educational Reform In a broader essence, the concept of 21* century skills is tivated by the belief that teaching students the most relevant, |, in-demand, and universally applicable skills should be vetized in today’s schools. As such, students need to be taught different skills that should fect the specific demands of a complex, competitive, knowledge- pased, information-age, technology-driven economy and society. 21* Century skills may be taught in a wide variety of school settings. Teachers may advocate teaching cross-disciplinary skills, while schools may require 21" 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 students to pursue altemative learning pathways, in which students eam 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 lf-assessment. Media literacy skills are honed as students address real- orld issues from the environment. Students use the technological nd multimedia tools now available to them to design and Toduce websites, television shows, radio shows, public service nnouncements, mini-documentaries, electronic portfolios, DVDs, oral 'stories and even films. " Ina way, students can freely express their points of view as they ate projects using multimedia and deliver these products to real- "ld audiences, realizing that they can make a difference and change 'e World, They learn what it is to be a Contributing citizen, and carry ese Citizenship skills throughout their lives. As a result, standardized test scores are higher because students acquired the skills and content in a Meaningful connected way ith Profound understanding. They actually master the content on a Module 3: New Literacies, Functional Literacy and Multiliteracy 4748 Prncme mo Exrunons New LiTERACES Across me Cummcuiunt Nw aot much higher level and develop their : a throughout their schooling. basic skills by constant applicatio” Preparing teachers for . don Group (1996) underscored mmutt-teracios acs vmatirmodel ways of communication that include communications between anil among other languages using diverse channels within cultures. and 2° ability to understand technology and multimedia. As such, applying multiliteracies to teaching offers a new classroom pedagogy thi extends and helps manage classrooms. 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 im, 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 teachers to teach multliteracies in their schools where there is a critical gap between multiliteracies and classroam pedagogy (Pennington, 2013). Given globalization and technological changes, + teaching muttiliteracies is indispensable to literacy teaching and: jeaming in the 21% 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 instruction 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 muttiiteracies in classroom to i nt i ensure successful teaching 4! advancing students’ learning processes. ° toe on ‘hres that effective instruction in 21% Century literacies access, evaluat, approach, helping students understand how ® London Group, 1996). esize, and contribute to information ( Teachers insist to: ae role of technolog\ ) encourage students to reflect reguil mee, Students 10 use it tp one eaming; (2) create a website ant of informe S; (3) give student te class discussions and bring . tion they find on the yartoaies for evaluating the qe et; (4) be open about one’swith an authentic audience; (9) give dents explicit instruction about how to avoid plagiarism in a digital to the Partnership for 21% Century Skills For schools and policymakers: (1) Teachers need both intellectual ‘pnd material support for effective 21% Century literacy instruction; (2) students per computer and by Providing high quality access broadband speed and multiple locations) to technology and multiple ; (4) Ensure that students in literacy classes chnology into instruction; (7) Protect online learners and ensure leit privacy; (8) Affirm the importance of literacy teachers in helping ludents develop technological Proficiency; and (9) Adopt and regularly pview standards for instruction in technology. The integration of new literacies and the teaching of multiliteracies ~ pen new pedagogical practices that create Opportunities for future - What is meant by new literacies? teaching-learning Process? Describe a multiliterate teacher. - Distinguish between basic and function; - How can we integrate new literacies and functi . . the curriculum and in classroom Practice? national leracy in What is their impact on the al literacy,1 CURRICULUM New Literacies Across TH! ENHANCING /' — Module 4: i G NEW LITERACIES IN THE CURRICULYy © LEARNING OUTCOMES _ Discuss the concept of integrated curriculum : sh the different curriculum: ; topoen approaches. methods and types ‘or course disciplines ° Me be enero jate for curriculum integration 4 oon relevent life lessons and significant values trom curriculum —_ integration expenences in class m 5 Anaiyze research abstract on curriculut egraton and its implications on teaching- Yearning process / 6. Make a lesson plan with thematic integration across related disciplines q INTERACTIVE PRESENTATION The Zoo: This activity entails fusing students accordingly using animal sounds to determine their grouping. The respective groups will answer the questions of the teacher later, Procedure: 7 1. Students will think of an animal, the sound of which they wil imitate while Fresponding to the teacher's question: “If you were an animal, what would you be?” - The students will create the sounds of their chosen animals. . The teacher will ask students with a similar sound of animals to group together. 4. On the final grouping arran jement, the it cane ig teacher will ask the first 5. The teacher will ask the class to chan ir te ge their grouping by Providing clues, such as based on thei i i: i oe n their habitat, size, friends 6. For every change of grouping, a question wil i answered by the grape ones 3 in will be raised to be eG won arin, , ideas. '9 and collaborating their 7. The class will find time for a brief feflection on the activity. Sample Questions for Reflection: 1. Describe your experience in integrating yourself with others. 2. What have you gained from involving yourself with different integrated groups? 3. What became your challenge in the process of Self-integration? %More 4 Integrating New Lterscies a , He ee acie ane ineieen? nee Comet BY nat course subj can be integrated? . we integration be conducted? And in whet way can XPLORATION ) B educators concerned with Improving student innovate ok ways to create rigorous, relevant, and engagi e curriculum integration. Today a to realiz' miculum in the curriculum should not be taught singly and me integral towards total development GONCEPT E ted curriculum gained ssential organization tities called kills and urriculum ction of an integra d on the & e role ok diverse en of knowledge, 5! ept of Integr Tre Cone e the introdu st support | 5 om ! design emphasizes the fined in terms ines clearly det values. an int rated curriculum... _ ™ eeu on basic skills, content and higher-level thinking; « encourages lifelong learning; structures learning around themes, big i concepts; _ vides conne ‘ous 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; and * accommodates 2 variety of learning styles/theori feaming theory, cooperative learning, intrinsic mot self-efficacy) and multiple intelligences. ep ronmneschoo! biogsp0U2016/04/components-oF integrated-curiculum. ml) Approaches to Integration mora ene noes mosey. vende se oemeaticd 'seipinany Someone al Many different ways to create iecpines with & thems. There they tend t0 di wn be to differ in the level of intensi ffor f sity of the integrati fecalled that the previous Restructured Basie Edu cat n lucation ideas and meaningful ctions among vari ies (i.€., social tivation, andCurriculum (RBEC) is a best depiction of Sy eieae Poach The four disciplines (Araling Panlipunan, Values lucation, MAP and TLE) were integrated along with a theme termed Makabayan ; an integrated subject served as a laboratory of life. Makabayan Wag a leaming area that stressed the development of Social awareneg, empathy and commitment for common good. Grades in these f } disciplines were usually computed to comprise the general Grade i Makabayan as a discipline. At the end of the week, the four disciplingg Given ie following is at used the multidisciplinary APProach collaborated to design a culminating activity along with the theme that connected these four discipline areas. Thi the structure of Makabayan th; centered on a given theme udents to understan? Ciplines and a 1 brings a posit!Module 4:.Integrating New Literacies in the Curriculum 59 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 ysics to focus on a common intradisc iplinary 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 oe skills. Additionally, schools can utilize service-learning projects in the dlassroom (www.theclassroom.com) Interdisciplinary Approach. In this approach to integration, teachers organize and capsulize the curriculum around come jeaming across disciplines to emphasize interdisciplinary ski oa concepts. The disciplines are identifiable, but they pera . importance than in the multidisciplinary approach. For eo nage teaching Filipino as a discipline, the teacher hones studen Deakin skills while resorting to content and topics in Araling eae Below is an illustration of interdisciplinary structure. a a) (yakee are times that a teacher in Filipino teams up with a ee om tached Panlipunan to teach a lesson in Araling Panlipunan while s! the needed skills in the Filipino 1 subject. FILIPINO around common learning , Incorporate interdisciplinary solving and analytic skills in he purpose is to learn the skills ite lesson (www.theclassroom, transdisciplinary approach lum within student needs they apply disciplinary WO routes lead to learning and_ ¢ ano ENN 60 Bunn Theme and Concepts Life skills Real-World Context Career Hons “4 unity Integral sietal Prblens 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 leaming 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. ches offer an excellent fit for Standards through integrate standards-based ning practices. Thus, the Nsdisciplinary Perspectives Process. Teachers can use ication in a Single classroom linary, and tra in the design ‘el of edu the ‘degree and the intent of many pet S. As such, the eepu 2004) bring the three_— |e Standadcar * Standards of Comparing and Contra: Module 4: 4: Integrating New Literacies in the Curricuum 64 Associati stin; 5 (Association for Superien nn, ree Approaches to Integration vi ‘sion and Curriculum Development, 2004) Multidisciplinary * Interdisciplinary _Interdisciptinary | isciplinary * Real-life context organizing the disciplines organized Skills and concepts * Student questions around a theme embedded in . f- disciplinary standards Knowledge best | © Discipli 1. i learned through nyounmen connected | * All knowledge nd conceptual- Peetveuteot | ‘and “oe ieee intion Cle . aa * Knowledge + Many right answers Knowled considered to be * Knowledge . eos a socially constructed considered to be edie * Many right answers indeterminate and amt iquous * Procedures * Interdisciplinary * Disciplines of discipline skills and concepts identified if desired. considered most stressed but real context important emphasiz' Disciplines | « Distinct skills and concepts of discipline taught + Facilitator * Facilitator * Co-planner * Specialist + Specialisgeneralist * Co-leaner Teacher * Generalist! ' specialist iecipllt ‘isciplit ~ Student questions Disciplinary ‘ Interdisciplinary : standards and bridge jand.concams procedures * Know/Do/Be * Real-world context + ‘rt [tot Mediunvintense Paradigm shift | ion . interdisciplinary skills/ Interdisciplinary skills/ Assessment Discipline-based | concepts stressed concepts stressed ian ingto | Concepts and essential understandings across disciplines * Disciplinary skills | ° Interdisciplinary skills ® Interdisciplinary the focal point | asthe focal point skills and ; < interdisciplina'y disciplinary skills skills alsO * Disciplinary skills also applied in a real-life included included context > Democratic values . acter education « Habits of mind Life skills (e.g., teamwork, seif-responsibility) ® Backward design « Standards-based « Alignment of instruction, standards and assessmentUM yy, 15 THE CURRICUL * Nag Larenacies AcROS Bui 7, + Constructivist approach . I . reenential Jearning + Personal relevance « Student choice * Differentiated instruction camer lance of traditional and authentic ass Sena : Caminatng activity that integrates discipt ‘Supervision and Curiculum Development, 2004) (Source Association for Methods of Curriculum Integration ‘Anchored on approaches to curriculum integration, there ary ) methods that are processed and devised for this purpose. id Learning. It engages students _in Creating ‘ Trovecoe vile 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 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 ora model. It usually culminates with product Presentation, and product evaluation while feflecting on the entire Production process (Schneiderman, et. al, 1998 in Corpuz, 2014). 7 Implementation Outcome. As a result, Curtis (2002 ° . is revealed ia Project-based programs show that students go ae beyond 'e minimum effort, make Connections among different subject — to answer open-ended questions, retain what they have reeds Pe paring to real-life Problems, have fewer discipline dosed ne have lower absenteeism, S| Considered teamwork, Critical thinking skills, pba roMing, aid time management. . im-solving, and 2. Service Learning. It students in a wide range of ex Paired with structured preparation and student unique about service learning is that it Offers direct tection ‘of theoretical models. As such, the real-world applicatio, ication oa knowledge in a community setting allows students to Sao Course material in more meaningful ways. It impounds eee reflective, contextualized, strength-based, reciprocal Peo ate leaming (Clavenger-Bright, et. al, 2012). 'ipementation Outcome. As a result, Glenn (2001) found lore 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, a broader appreciation of the soon. and an enhanced sense of civic responsibility (ASCD, 4, 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 Camegie Melion University (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. & 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 cutminating 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 fegular school schedule. Other thematic programs may involve teachers across the same ade, wherein teachers carefully connect the activities to the Standards in each discipline. Over time, they have developed a long fist Of possible cufminating activities. They also update their Website onemualty and | ae it as a teaching tool with students. The site integration (ASOD, ae oe 8 for those interested in this method of im Feuaton aon Guicome, Using theme-based learning, students Aiso, students are ton-task behavior and work collaboratively. ngrossed both as presenters and as anTe M é Lireracies Across THE CURRICULU! Bunoine ince task presentations as audience for the I ein, such as video, panel, forum’? use'a wos tae sculpture, music, etc, They can demonstrat, coreg”, oonderstanding of the topics as a result of their an er oat around various questions. In fact, fewer Teceg, a eocnn during this two-week period that made teacherg enjoy the process and the results. . In this method, teachers fuse skills, knowledge, or eve & rees into the regular school curriculum. In some Schools, students eam respect for the environment in every subject area or in the classroom (Bolack, et al., 2005; Ror 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 4 positive, fun, and engaging environment in which to learn, Other Types of Integrated Curriculum There are different types of an i rated curriculum @s mentioned by ASCD (2004): a 1. Connected. This happens when topics Surrounding disciplines are Connected, which allows stud i lents to review and re-conce; tualize ideas withina discipline, However, it has its Shortcomings ecahes the content focus stil} femains in one discipline, 2. Sequenced. This is observed when similar ideas are ta together, although in different Subj cross 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 Fequires a lot of Communication and collaboration between two teachers. A teacher presents the structure, format and standards in making fesearch while Collaborating with the science teacher, who NO focuses on the Content area of research that is related to Science, |. This reflects when a teacher plans to base the subject ip emne ALL. 2 central theme that wil tend students ta sox ne connection within different subjects.ing Curriculum Integration in the Chhabra (2017) posite nefits of Integrated Curriculum Model 4, It focuses on basic skills, Content, and higher-level thinkin 2. It provides a deeper understanding of content. ° 3. Itencourages active Participation in relevant real-life experiences. : It provides connections among various curricular disciplines. , It accommodates a varie! intelligences. Classroom approaches of integration 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. Integration of New Literacy in the K to 12 Curriculum Subject Area Araling Panlipunan Literacy Edukasyon Outcome Demonstrate respect for cultural diversity Apply ethical and mor- al standards on given issues and cases Use media in communication dissemination and transaction Solve problems in the context of business and investment aspects Apply effective techniques in budgeting and income generating enterprise Role playing Brainstorming Case analysis Dilemma analysis Media-assisted instruction Problem solving EOS the Curriculum = 6S ty of learning styles, theories and multiple assessment result Brainstorming report Case report Narratives E-portfolio Google clip Scores in problem solving drills and exercises: Business plan and inventoryM 66 _Burone ano Exancina New Literacies Across THE CURRICULU Hands-on activity | Computer Capstone Experiential learning Project-based Exploratory Research Output method ‘Examine the computer virus that commonly damages computer networks and systems Cite ways in resolving Plagiarism issues and determine research Protocols Suggest ways on how to protect nature and address climate change Project-based Project Portfolio Task-based Participation Log Learning Reflection journal Create artworks and artistic designs using Manipulative works indigenous materials 1. Whatis an integrated curriculum? 2. What are the different approaches, model Curriculum integration? me , Sand types of 3. How can you apply integration interdisciplinary and transdisciplinary approaches? 4. Which curriculum ini tegration approach would i different types of leamers in diverse classroom conte te “8. In what lessons or cou iscipli “\ most appropriate? integration ir OF in the echool. What ite lessons and values have you roaiscs . and warmed?