Lesson 4 : Integrating

New Literacies in the

Curriculum
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….

[Link] on basic skills, content and higher-

level thinking
[Link] lifelong learning
[Link] learning around themes, big ideas
and meaningful concepts
[Link] connections among various curricular
disciplines
[Link] learners opportunities to apply skills
they have learned
[Link] active participation in relevant
real-life experiences
[Link], motivates and challenges
learners.
[Link] a deeper understanding of
concept
[Link] opportunities for more small
group and industrialized instructions
[Link] a variety of learning
styles/theories (i.e. social learning
theory, cooperative learning, intrinsic
motivation, and self-efficacy) and
multiple intelligences
Approaches to Integration

[Link] 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 Education, MAPEH and TLE) were
integrated along with a theme terme.
[Link] as 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 that
Multidisciplinary approach centered
on a given theme.
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:
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 fro 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,
[Link] Approach. In
this approach to like less
importance, than in the
multidisciplinary approach. For
example, in teaching Filipino as a
disciple, the teacher hones students’
language skills while reporting 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 analytical skills in teaching
Science, Math and English. The purpose
is to learn the skills and concepts that are
beyond the immediate lesson.
[Link] Integration –
teachers design a curriculum within
students 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.
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 students to
present a problem. Project-based learning
allow the 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 I real-life
situations.
 Interconnecting the Three
Approaches

Comparing and Contrasting the Three

Approaches to Integration
Role of Disciplines Procedures of *Interdisciplinary *Disciplines
discipline skills and concepts identified if desired,
considered most stressed but real-life context
important emphasized
*Distinct skills and
concepts of
discipline taught

Role of Teachers *Facilitator *Facilitator *Co-planner

*Specialist *Specialist/generalis *Co-learner
*Generalist/
specialist

Starting Place *Disciplinary * Interdisciplinary *Student questions

Standards and Bridge and concerns
procedures *Know/Do/Be *Real-world context

Degree of Moderate *Medium/Intense Paradigm Shift

Integration
Assessment Discipline-based Interdisciplinary Interdisciplinary
skills/concepts skills/concepts
stressed stressed
 Methods of Curriculum Integration

[Link]-Based Learning. It engages students in

creating knowledge while enhancing their skills,
creativity, collaboration, communication, reasoning,
synthesis and resilience. As such it entails an output
which involves accomplishing a complex tasks,
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.
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.
[Link] 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
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 settings allows students to
synthesize course material in more meaningful
ways.
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, a broader
appreciation of the discipline and an enhanced
sense of civic responsibility.
[Link] 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.
Implementation Outcome. As a result,
according to a study by Carnegie Mellon
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.
[Link]- 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 ay involve
teachers across the same grade,
wherein teachers carefully connect
the activities to the standards in each
discipline. Overtime, 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.
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, 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.
[Link]. In this method, teachers fuse
skills, knowledge, or even attitudes into
the regular school curriculum. In some
school students learn respect foe
environment in every subject area or
some incorporate values across discipline.
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. 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,
[Link].
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

[Link]. This happens when topic

surrounding disciplines are connected, which
allows students to review and re-conceptualize
ideas within discipline. However, it has its
shortcomings because the content focus still
remains in one discipline.

[Link]. 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.
[Link]. 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
teachers 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.

[Link]. This reflects when a teacher plans

to base the subject read 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

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 schools prefer integrating the
curriculum in their classrooms as it
improves student achievement and leads
to an increase in student standardized
scores.
Benefits of Integrated Curriculum
Model

[Link] focuses on basic skills, content, and

higher-level thinking
[Link] provides a deeper understanding of
content.
[Link] encourages active participation in
relevant real-life experences.
[Link] provides connections among various
curricular disciplines.
[Link] accommodates a variety of learning
styles, theories and multiple intelligences.
New Literacy
Integration in the K to
12 Curriculum
Lesson 5 : Multicultural and Global
Literacy

As schools cater to diverse students in

class, be it in terms of gender, color,
race, nationality, religious affiliations,
cultural ethnic groups, socio-economic
status, etc. teachers need to understand
the concept of multicultural literacy to
come up with appropriate approaches in
class.
 Multicultural literacy consists of the skills
and ability to identify the creators of knowledge
and their interests to reveal the assumptions of
knowledge, to view knowledge from diverse
ethnic and cultural perspective, and to use
knowledge, to view knowledge to guide action
that will create a humane and just world.

Multicultural literacy then, brings attention

to diversity, equity and social justice to foster
cultural awareness by addressing difficult
issues like discrimination and oppression
towards other ethnicities
Accordingly, education for multicultural
literacy should help students to develop
the 21st century skills and attitudes that
are needed to become active citizens who
will work toward achieving social justice
within communities. Because of the
growing racial, language and ethnic
diversity in the country, multicultural
literacy needs to be transformed in
substantial ways to prepare students to
function effectively in the 21st Century.
 Boutte (2008) reiterated that
making small changes within the
classrooms can create big changes
globally. As diversity grows, there is
a need for the emergence of
multicultural education that is more
representative of the students in
today’s classrooms.
Banks (2003) asserted that teaching
students to be advocates of
multiculturalism is also a matter of
sending a message of empathy and
tolerance I schools to develop a deeper
understanding of others and appreciation
of different cultures.
Developing these attitudes and skills
requires basic knowledge prior to
teaching students how to question
assumptions about cultural
knowledge and how to critique and
critically think about these
important cultural issues, which is
what essentially makes multicultural
literacy a 21st Century literacy.
 Global Literacy

Global literacy aims to address issues

of globalization, racism, diversity and
social justice. It requires awareness and
action, consistent with a broad
understanding of humanity, the planet,
and the impact of a human decision on
both. It also aims to empower students
with knowledge and take action to make a
positive impact in the world and their local
community.
According to the Ontario Ministry of
Education (2015), a global citizen
should posses the following
characteristics:

[Link] for humans regardless of race,

gender, religion or political perspectives
[Link] for diversity and various
perspective
[Link] sustainable patterns
of living, consumption and
production
[Link] the natural world
and demonstrate respect on
the rights of all living things
 Interconnecting multicultural and
global literacy. Every classroom contains
students of different races, religions and
cultural groups. Guo (2014) averred that
students embrace diverse behaviors,
cultural values, patterns of practice, and
communication, yet they all share one
commonality, which in their educational
opportunity.
Therefore, teachers should teach their students
that other cultures exist and that these
deserve to be acknowledged and respected.
Integrating a variety of cultural context into
lessons and activities teaches students to view
the world from many angles, creates respect
for diversity and enables students to learn
exciting information. As classrooms become
increasingly more diverse, it is important for
educators to analyze and address diversity
issues and integrate multiculturalism
information into the classroom curriculum.
Global Competence

The desire to participate in interconnected,

complex and diverse societies has become a
pressing need. Recognizing the roles of schools
in preparing the youth to participate in the
world, The OECD’s ( Organization for Economic
Cooperation and development) Program for
International Student Assessment (PISA)
developed a framework to explain, foster and
assess students global competence. This design
serves as a tool for policymakers, leaders and
teachers in fostering global competence among
students worldwide.
Global Competencies is a
multidimensional capacity. Therefore
globally competent individuals can
analyze and rationalize local, global and
intercultural issues, understand and
appreciate different perspectives and
worldviews, interact successfully and
respectfully with others, and take
responsible action toward sustainability
and collective well-being (OECD
publication).
Global competence refers to skills,
values and behaviors that prepare
young people to thrive in a
diverse, interconnected and
rapidly changing world. It is the
ability to become engaged citizens
and collaborative problem solvers
who are ready for the workforce.
Promoting global competence in schools.
Schools play a crucial role in helping
young people to develop global
competence. They can provide
opportunities to critically examine global
developments that are significant to both
the world and to their own lives. They
can teach students how to critically,
effectively and responsibly use digital
information and social media platforms.
Schools can encourage intercultural
sensitivity and respect by allowing students
to engage in experiences that foster an
appreciation for diverse peoples, languages
and cultures. Schools are also positioned to
enhance student’s ability to understand
their place in the community and the world
and improve such ability to make judgments
and take action.
The Need for Global Competence
The following are the reasons why global
competence is necessary:
[Link] live harmoniously in multicultural
communities. Education for global competence
can promote cultural awareness and purposeful
interactions in increasingly diverse societies.
People with diverse cultures are able to live
peacefully, respect differences, find common
solutions, resolve conflicts and learn to live
together as global citizens. Thus, education can
teach students the need to address cultural
biases and stereotypes.
[Link] thrive in a changing labor
market. Education for global
competence can boost employability
through effective communication
and appropriate behavior within
diverse teams using technology in
accessing and connecting to the
world.
[Link] use media platforms effectively and
responsibly. Radical transformations in digital
technologies have shaped young people’s
outlook on the world, their interaction with
others ang their perception of themselves.
Online networks, social media and interactive
technologies give rise to new concepts of
learning, wherein young people exercise to take
their freedom on what and how they learn.
[Link] support the sustainable
development goals. Education
for global competence can help
form new generations who care
about global issues and engage
in social, political, economic
and environment discussions.
to Education

Education for global competence is founded on the

ideas of different models of global education, such as
intercultural education, global citizenship education
and education for democratic citizenship.

Despite differences in focus and scope, these

models share a common goal of promoting students’
understanding of the world and empower them to
express their views and participate in the society. PISA
proposes a new perspective on the definition and
assessment of global competence that will help policy
makers and school leaders create learning resources
and curricula that integrate global competence as a
multifaceted cognitive, socio-emotional and civic
learning goal.
 This definition outlines four
dimensions of global competence
that people need to apply in their
everyday life just like students from
that people need to apply in their
everyday life just like students from
different cultural backgrounds are
working together on school projects:
global and cultural significance

This dimension refers to globally competent

people’s practices of effectively utilizing
knowledge about the world and critical
reasoning in forming their own opinion about a
global issue. People, who acquire a mature level
of development in this dimension, use higher-
order thinking skills, such as selecting and
weighing appropriate evidence to support
arguments about global developments. Most
likely, globally competent students can draw on
and combine the disciplinary knowledge and
thinking
styles learned in schools to ask
question, analyze data and
propositions, explain phenomena,
and develop a position concerning a
local, global or cultural issue. Hence,
globally competent people effectively
use and create both traditional and
digital media.
Dimension 2: Understand and appreciate
the perspectives and world views of
others

This dimension highlights that globally

competent people are willing and capable of
considering other people’s perspectives and
behaviors from multiple viewpoints to examine
their own assumptions. This is turn, implies a
profound respect for and interest in others with
their concept of reality and emotions.
Individuals with this competence also
consider and appreciate the
connections that enable them to
bridge in differences and create
common ground. They retain their
cultural identity while becoming
aware of the cultural values and
beliefs of people around them.
Dimension 3: Engage in open, appropriate
and effective interactions across cultures

This dimension describes what globally

competent individuals can do when they interact
with people from different cultures. They
understand the cultural norms, interactive styles
and degrees of formality of intercultural
contexts, and they can flexibly adapt their
behavior and communication manner through
respectful dialog even with marginalized groups.
Therefore, it emphasizes
individual capacity to
interact with others across
differences in ways that
are open, appropriate and
effective.
Dimension 4: Take action for
collective well-being and sustainable
development

This dimension focuses on young

people’s role as active and responsible
members of society and refers to
individual’s readiness to responsible
members of society and refers to
individual’s readiness to respond to a
given local, global or intercultural issue
or situation.
It recognizes that young people have
multiple realms of influence ranging
from personal and local to digital and
global. Globally competent people
create opportunities to get engaged
to improve living conditions in their
communities and build a just,
peaceful, inclusive and an
environmentally sustainable world.
competence

The PISA 2018 assessment global competence

contributes development, while considering
challenges and limitations. It has two
components:
1.A cognitive test exclusively focused on the
construct of “global understanding”

2.A set of questionnaire item collecting self-

reported information on students’ awareness
on global issues and cultures, skills (both
cognitive and social) and attitudes, as well as
information from schools and teachers on
activities that promote global competence.
Curriculum for global competence:
Knowledge, skills, attitudes and
values
Schools can provide opportunities for
students to explore complex global issues
that they encounter through media and
their own experiences. The curriculum
should focus on four knowledge domains:

[Link] and intercultural relations.

[Link]-economic development and
interdependence
[Link]
sustainability
[Link] institutions,
conflicts and human rights
Teaching these four domains should stress
on differences in perspectives,
questioning concepts and arguments.
Students can acquire knowledge in this
domain by reflecting on their own cultural
identity and that of their peers by
analyzing common stereotypes toward
people in their community or by analyzing
related cases of cultural conflict.
Acquiring knowledge in this aspect is
important in developing values, such as
peace, respect, non-discrimination,
equality, fairness, acceptance, justice,
non-violence and tolerance
Skills to understand the world and to
take action
Global competence builds on specific
cognitive, communication and socio-
emotional skills. Effective education for
global competence gives students the
opportunity to mobilize and use their
knowledge, attitudes, skills and values
together while sharing ideas on global
issues in and outside of school or
interacting with people from different
cultural backgrounds.
 A school community that desires to
nurture global competence should focus
on clear, controllable and realizable
learning goals. This means engaging all
educators to reflect teaching topics that
are globally significant, the type of skills
that foster deeper understanding of the
world and facilitate respectful interactions
in multicultural contexts, and the
attitudes and values that drive
autonomous learning and inspire
responsible action.
other cultures

Global competence is supported by the

knowledge of global issues and affect
lives locally around the globe, as well as
intercultural knowledge, or knowledge
about the similarities, differences and
relations among cultures. This knowledge
helps people to challenge misinformation
and stereotypes about other countries
and people, and thus, results in
intolerance and oversimplified
representations of the world.
This can be done through the following
strategies:
[Link]-taking – refers to the
cognitive and social skills of understanding
how other people think and feel.
[Link] – refers to the ability to
adapt systems thinking and behaviors to
the prevailing cultural environment, or to
situations and contexts that can present
new demands or challenges.
Openness, respect for diversity
and global-mindedness
Globally competent behavior requires
an attitude of openness towards people
from other cultural backgrounds, an
attitude of respect for cultural
differences and an attitude of global-
mindedness.
Openness toward people from
other cultural backgrounds
involves sensitivity towards
curiosity about and willingness
to engage with other people
and other perspectives on the
world.
 Respect consists of a positive
regard for someone based on
judgment of intrinsic worth. It
assumes the dignity of all human
beings and their inalienable right to
choose their own affiliations, beliefs,
opinions or practices.
Global-mindedness is
defined as a worldview, in
which one sees him/herself
connected to the
community and feels a
sense of responsibility for
its members.
Valuing human dignity and
diversity
Valuing human dignity and valuing
cultural diversity contribute to global
competence because they constitute
critical filters through which individuals
process information about other cultures
and decide how to engage with others
and the world.

Clapham (2006) introduced the four

aspects of valuing equality of core rights
and dignity:
[Link] prohibition of all types of
inhuman treatment, humiliation or
degradation bu one person over
another.
[Link] assurance of the possibility for
individual choice and the conditions
for each individual’s self-fulfillment,
autonomy or self-realization.
[Link] recognition that
protection of group identity
and culture may be essential
for that of personal dignity
[Link] creation of necessary
conditions to have the
essential needs satisfied.
Global Understanding

Understanding is the ability to use

knowledge to find meaning and
connection between different pieces of
information and perspectives.
The framework distinguishes four
interrelated cognitive processes that
globally competent students need to use
to understand fully global and
intercultural issues and situations”
[Link] to evaluate information,
formulate arguments and explain complex
situations and problems by using and
connecting evidence, identifying biases and
gaps in information and managing conflicting
arguments.
[Link] capacity to analyze multiple
perspectives and worldviews, positioning and
connecting their own and others’ perspectives
on the world.
[Link] capacity to understand
differences in communication,
recognizing the importance of socially
appropriate communication and
adapting it to demands of diverse
cultural contexts.
[Link] capacity to evaluate actions and
consequences by identifying and
comparing different courses of action
and weighing actions on the basis of
consequences.
Integrating Global and Intercultural Issues
in the Curriculum

For global education to translate abstraction

into action, there is a need to integrate global
issues and topics into existing subjects, In
practice, content knowledge related to global
competence is integrated in the curriculum and
taught in specific courses. Therefore, students
can understand those issues across ages,
starting in early childhood when presenting
them in developmentally appropriate ways.
 Therefore, Gaudelli (2006) affirmed that
teachers must have clear ideas on global and
intercultural issued that students may reflect
on.

Teaching about minority cultures in different

subject areas entails accurate content
information about ethnically and racially diverse
groups and experiences. Curricula should
promote the integration of knowledge of other
people, places and perspectives in the
classroom throughout the year, rather than
using the “tourist approach”, or giving students
a superficial glimpse of life I different countries
now and then.
can also distort cultural and ethnic differences.
Teachers and their students should critically
examine textbooks and other teaching
resources and supplement information when
necessary.

Connecting global and intercultural topics to

the reality, contexts and needs of the learning
group is an effective methodological approach
to make them relevant to adolescents. People
learn better and become more engaged when
they get connected with the content and when
they see its relevance to their lives and their
immediate environment.
competence. Various student-centered
pedagogies can help students develop critical
thinking along global issues, respectful
communication, conflict management skills,
perspective taking and adaptability.

Group-based cooperative project work can

improve reasoning and collaborative skills. It
involves topic-or theme-based tasks suitable for
various levels and ages, in which goals and
content are negotiated and learners can create
their own learning materials that they present
and evaluate together. Learners, participating in
cooperative tasks, soon would realize that to be
efficient, they need to be respectful, attentive,
honest and emphatic.
Service learning is another tool that can help
students develop multiple global skills through
real-world experience. This requires learners to
participate in organized activities that are
based on what has been learned in the
classroom and that benefit their communities.
After the activities, learners reflect critically on
their service experience to gain further
understanding of course content, and enhance
their sense of role in society with regard to
civic, social, economic and political issues.
Through service learning, students not only
serve to learn”, which is applied learning but
also “learn to serve”
The Story Circle Approach intends students
to practice key intercultural skills, including
respect, cultural self-awareness and empathy.
The students, in group of 5-6, take turns
sharing a 3-minute story from their own
experience based on specific prompts, such as
“tell us about your first experience when you
encountered someone who was different from
you in some ways”. After all students in the
group have
shared their personal stories, students then,
share the most memorable point from each
story in a “flash back” activity.
Other types of intercultural engagements
involve simulations, interviews, role plays and
online games.
Attitudes and values integration
toward global competence.
Allocating teaching time to a specific subject
that deals with human rights issues and non-
discrimination is an important initial step in
cultivating values for global competence.
Values and attitudes are partly
communicated through the formal curriculum
and also through ways, in which teachers and
students interact, how discipline is encouraged
and the types of opinions and behavior that are
validated in the classroom.
Therefore, recognizing the school
and classroom environments’
influence on developing students
values would help teachers become
more aware of the impact of their
teaching on students.
Lesson 6- Social
Literacy
The school is a social institution established for
the contemplation of reality in a profound,
personal, informal and unstructured way.
Teachers facilitate learning, teach students and
model certain types of acceptable behavior
while developing them in all aspects:
academically, physically,emotionally and
socially. In performing such tasks, teachers also
relate to parents and other stakeholders. That is
why understanding and attaining social literacy
ids imperative among them.
Social Literacy
Social literacy entails the development of social skills,
knowledge and positive human values towards desire
and ability in human beings to act and react positively
and responsibly in a wide range of complex social
settings. It can be acquired through social processes of
inquiry, values exploration and social decision-making
that relate to the acquisition of knowledge and
understanding.

In school, social literacy can be demonstrated by

teachers in dealing with their superiors, colleagues,
parents, students and others, while for students, by way
of interaction and interrelation with the surroundings
around them- their peers, the media and political
influences, technology agents, religious groups, school
staff, family members.
Social Skills
Social skills are aspects of social literacy.
As such, these are integral part functioning in
society. It involves good manners,
communicating effectively with others, being
considerate of others’ feelings and expressing
personal needs. In fact, children gain social skills
through playing while adults obtain it by
interrelating with others, both verbally (spoken
language) and non-verbally (gestures, body
language, facial expressions, eye contact and
appearance).
help build, maintain and grow relationships of students
with classmates, peers, teachers, students and others,
while for teachers. With their superiors, colleagues,
parents, students and others. These can be attained
through :

[Link] ideas, information, techniques and

perspectives from people with different areas of
expertise.
[Link] their own perspective for the benefit of
others.
[Link] tasks and working together toward
shared goal
[Link] mutual support for difficult situations
[Link] feedback and referrals from people who can
personally attest to work, skills and qualities
[Link] network to learn about and pursue new
opportunities
[Link] the school truly a healthy and conducive
learning environment
There are types of social skills that teachers can
demonstrate among students to attain harmonious
relationship with them:
[Link] Communication. It is the ability to
communicate effectively and share thoughts and ideas
with students through group conversations, discussions,
etc.
[Link] resolution. It is the ability to get to the
source of the problem and find a workable solution by
weighing both sides from those involved with the goal
of mediating for reconciliation.
[Link] listening. It is the ability to pay close
attention to a student in times of counseling,
introspection and consultation.
Empathy. It is the ability to understand and identify the
feelings of students in times of difficulty and trouble.
[Link] is the ability to understand
and identify the feelings of students in
times of difficulty and trouble.
[Link] management. It is the
ability to maintain relationships and
build key connections with school
stakeholders for the student’s
development.
[Link]. It can be done by knowing
when to initiate communication and
respond during interactions or even in
times of heated arguments and
confrontations.
[Link]-solving skills. These
involve seeking help, making
effective decisions and accepting
consequences to derive better
solutions to the problem.
[Link] skills. These
include the abilities of sharing, joining
activities, asking for permission and
waiting for one’s turn in every facet of
school undertakings.
Improving social skills
Social skills can be improved by focusing on
sustaining desirable attitudes and eliminating those
undesirable ones through modeling, role-playing and
performance feedback mechanisms

One may consider

[Link] eye contact
[Link] proper body language
[Link] the difference between being assertive and
being aggressive
[Link] effective communication channels
[Link] flexible
[Link] criticism without being defensive
[Link] positive at all times
[Link] teachable and a good student
Other ways that may help are as follows:
[Link] as a social person
[Link] small as necessary
[Link] open-ended questions
[Link] others to talk about
themselves
[Link] goals for yourself
[Link] compliments generously
[Link] books about social skills
[Link] good manners
[Link] attention to your body language
[Link] a social skills support group
[Link] up to date on current events
[Link] and replace negative thoughts
Impact of Social skills.
Processing social skills results
to:

[Link] relationships
[Link] communication
[Link] efficiency
[Link] career prospects
[Link] over-all happiness
Emotional Intelligence (EQ)
Emotional intelligence can bring
about maintaining a healthy and
purposeful relationship with others that
may best depict a socially literate person.

Goleman (1996) defines Emotional

Intelligence (EQ) as the ability to:
Recognize, understand and manage own
emotions
Recognize, understand and influence the
emotions of others.
It is being aware that emotions can drive
behavior and impact people (positively and
negatively), and learning how to manage
those emotions, both one’s own and
others’ when under pressure, especially in
times of:

[Link] and receiving feedback

[Link] tight deadlines
[Link] with challenging relationships
[Link] having enough resources
[Link] with change
[Link] setbacks and failure
Strategies for Enhancing Emotional
Intelligence

Goleman (1995) laid down ways of enhancing

emotional intelligence in the light of
understanding and managing emotions that
teachers need to know and understand:
[Link] about feelings. A person has to be
sensitive to one’s and other’s feeling to come
up with the right manner of approach or
appropriate response. For example, a teacher
has to be aware of his/her students’ background
or situation that may trigger negative emotions.
In that case, he/she would know the right
approach when dealing with sensitive issues in
class.
[Link]. This is about taking a moment
to stop and think before doing anything to
refrain from resorting to an unsound
decision at the height of anger. For
example, at the peak of anger with a
student who commits violations, a teacher
may g ently pause for a while and take a
moment of silence to rethink and cool
down before jumping to any decision in
order to avoid toward consequences
[Link] to control one’s thoughts.
This is controlling the reaction to emotions
by focusing on one’s thoughts in harmony
with goals and values. For example,
instead of overreacting to a certain
incident or situation in class., try to control
negative thoughts to see a myriad of colors
at the end of the rainbow among students.
As such, try to find beauty in all things
despite not-so-good circumstances that
may happen.
[Link] from criticism. Criticism,
even not delivered in a favorable way,
is an opportunity to learn and it gives
idea on how others think about you.
For example, when a senior teacher
gives negative feedback on your work,
instead of taking it personally against
him/her, gratefully accept it with
humility and appreciation, just think
that it is for your improvement.
[Link] authenticity. This is saying that
we mean with what we say and we have
to stick on to our values and principles.
For example, in time of confrontation with
parents, as teachers, we should clearly
express our side with respect and
sincerity while consistently upholding on
to the principle and truth behind the
issue in order to avoid resorting to heated
argument and conflict at the end.
[Link] empathy.
Whenever we show empathy to
others, such as understanding their
thoughts and feelings, we can easily
establish connection with them. As
teachers, we should reach out to
students who are in their worse
situations and try to understand them
and feel as if we were I the same
boat.
[Link] others. This is by way of
acknowledging and appreciating others towards
attaining self-fulfillment and building trust. For
example, teacher should give acknowledgement
and praise to students for their deeds that are
worth commending.

[Link] helpful Feedback. Although negative

feedback may hurt one’s feeling, at some point,
it can be turned constructive for one’s
improvement. For example, when we receive
negative feedback from our superiors, we have
to take it as a challenge toward becoming a
better and stronger person.
[Link]. Saying sorry demonstrate humility,
a quality that will naturally win others as you
value the relationship more than the ego. For
example, whenever we commit mistakes in
teaching, whether big or small, there is nothing
to lose when we apologize, even at times, doing
it may seem to be very difficult.
10 Forgive and forget. Forgiving and
forgetting prevent others from holding emotions
and allowing one to move forward. For example,
when a student or a colleague hurts us, we
should be ready to forgive and let go of the pains
that somehow caused us.
[Link] our commitments. The habit of keeping
one’s word in things, either big or small, develops a
strong reputation for reliability and trustworthiness. For
example, when we are given tasks in the school, make
sure that we commit ourselves, our time and efforts into
it. Remember, opportunities may only come once,
therefore, grab every opportunity that may come along
our way for it may never come again.

[Link] Others. One way to positively win others is

through helping them because listening to and helping
them can build trust and inspire them to follow. For
example, in every school activity, we have to find ways
to help others accomplish their tasks successfully. In
return, they will be grateful to us.
[Link] ourselves from
emotional sabotage. This is being
wise enough in protecting ourselves
when others attempt to manipulate
our emotions for personal sake. For
example, when we feel that
someone has been excessively or
wrongly controlling our actions,
feelings and decisions in school stop
it in any right but subtle and
courteous way possible.
Recommended tools in Enhancing
Emotional Intelligence:

Emotional intelligence can be enhanced in

school with the help of the following tools and
strategies:

[Link] literacy workshop. This will help

teachers to communicate with students,
recognize and manage emotions and increase
self-awareness.
[Link] literacy Museum. It is a self-
directed learning experience that teaches about
the physiology of emotions, emotional regulation
and emotional literacy.
beautiful deck of “tarot-like” cards of
feelings (labeled with feelings and
synonyms)
[Link] Cards. It is an evocative,
playful moon face illustration of
emotions (open-ended without
labels)
[Link]. It is a simple reminder
that emotions are part of our
physiology.
[Link] Emotions. It is typically a
classic “bingo” game played with
emotions.
[Link] Faces. These are photos of real
people and data about how survey
respondents evaluated each picture.
[Link] seconds Emotional Intelligence
Assessment. It provides feedback about the
way one uses EQ and how to improve in this
area.
[Link] Zoo: Animal Workshop. It is an
activity that intends to imitate an animal
behavior and gesture that ends with
reflections and group sharing.
[Link] workshop. It is an activity, in
which partners face each other while
showing different facial expressions and
qualities that ends with reflections.
[Link] Machine Transformer. Participants in groups
have to transform into an assigned machine or vehicle,
of which each member shall comprise different parts,
deemed essentials and equally important that usually
ends up with interactions and reflections.
[Link] Building. Groups will be tasked to build a
tower using pop sticks and straws. The goal is to make
the tallest and strongest tower of all. This will end up
with interactions, sharing, open forums and patching of
emotional barriers.
1
[Link] Me a House. The participants in
groups will be tasked to build a house using any
available material around them. The goal is to
make the strongest house. Then, the facilitator
will suddenly destroy the house made by the
group and observe the members’ emotions and
reactions and let them express their feelings
and thoughts. At the end, each one will draw
realizations, lessons and values for reflections.
[Link] Activity. This is an activity that
helps participants to reflect on the narrations of the
facilitator with a background music in a dim and candle
lighted room. Everyone can express his/her emotions
and feelings of resentment, remorse, agony,
disappointment, and sadness,

[Link] and Unmasking Activity. Each

participant shall prepare a piece of paper and put it at
his/her back. In circular formation, everyone has to
write that person’s negative attitude on that paper.
Everyone will be given time to see those feedbacks and
reflect on them while they are also given a chance to
express themselves. These negative feedbacks will be
called masks to be torn-off and at the end of the
activity and they will be led to a prayer for self-renewal
and rejuvenation.
Ten Characteristics of an Emotionally
Intelligent Person
[Link]. It is the capacity to understand or feel
what other person is experiencing from within their
frame of reference.

2 different types of empathy:

[Link] empathy-refers to the sensations and feelings

that one gets in response to other’s emotions including
mirroring what that person is feeling or just feeling
stressed when he/ she detects another fear or anxiety;

[Link] empathy (sometimes called “perspective-

taking”)-refers to one’s ability to identify and understand
other people’s emotions.
[Link]-awareness. It is the art of
understanding one’s self, recognizing the
stimuli that he/she faces and preparing
how to manage him/herself, both in a
proactive and reactive manner.
[Link]. It is one’s willingness to learn
and improve. When one is curious, he/she
is passionate and therefore, he/she is
driven to desire to be at his/her best.
[Link] mind. It pertains to
being critical thinker that analyzes
and processes all new information
that comes his/her way and see if
they can extract ways to improve.
[Link]. It is the power of believing in
one’s self, both at present and the
future, It is a matter of affirming that
people and things in one’s life happen
for a reason and that everything will
ultimately turn out to be good.
[Link] and wants. Zit is something to
discern between things that he/she just
wants and establishing needs prior to
fulfilling wants.
[Link]. It is the natural desire,
instinct, drive, ambition and
motivated love for a subject or
someone. More so, it brings positive
energy that helps sustain and inspire
one to keep going.
[Link]. It is about maintaining a
positive attitude that may increase one’s
opportunities, improve relationships and
think clearly and constructively.
[Link]. It is an important
recognition and the ability to make or
remake decisions in one’s best interest. It
is also determining when to continue
his/her course, or when is the time for a
change.
[Link] to help others succeed. It is
becoming interested and appreciative of
the success and achievement of others.
People Skills
Like emotional intelligence and social skills,
people skills have been widely used in demonstrating
social literacy at home, in school or anywhere that a
person may be.

People skills are patterns of behavior and behavioral

interactions. For Thompson, (2009), this is an area of
exploration about how a person behaves and how
he/she is perceived irrespective of his/her thinking and
feeling. Honey (2001) defines it as the dynamics
between personal ecology (cognitive, affective, physical
and spiritual dimensions) and its function with other
peoples’ personality styles in numerous environments
(life events, institutions, challenges, etc.).
On the other hand, people skills are tools
used to communicate and interact
effectively with others. Therefore,
individuals with strong people skills are
able to predict behavior, relate to others
and socialize easily.
People skills can also be defined in three
sets of abilities:
[Link] effectiveness or about how one
comes across with others
[Link] ability or how well one
predicts and decodes behavior
[Link] easily or ability to lead,
influence and build bridges between
people.
In general, Portland Business Journal
(Rifkin, 2009)describes people skills
as:

[Link] to effectively communicate,

understand and empathize.
[Link] to interact with others
respectfully and develop productive
working relationship to minimize
conflict and maximize rapport.
Educational Impact of People Skills. People
skills are important for teachers in effective
classroom management. Knowing how to
communicate and teach people instead of
simply teaching their subjects will make a
difference in the classroom. Accordingly, almost
50 percent of classroom success lies on effective
interpersonal relationships, while the other 50
percent lies within academic skills. This is
because teachers tend to interact and relate
with students. Therefore, they need to learn how
to practice these people skills effectively in
order to create a healthy and conducive learning
atmosphere in the classroom.
In general, people skills are essential
part of work, life and social success.
When one has strong people skills,
he/she is able to:

[Link] him/herself
[Link] social anxiety
[Link] ideas
[Link] others positively
Strategies in Obtaining Good People
Skills:

[Link] Communication Skills. Strong

people skills in the communication area
include the ability to take in information,
clarify comments and participate in
effective verbal and written exchanges.
[Link] Resolution Skills. Having the
ability to mediate disputes and resolve
conflict among others is an important
personal and professional skills. Hence,
conflict resolution involves the ability to
clarify a specific dispute, listen to
perspectives in a non-judgmental manner
and other suggestions for action.
[Link] Value of Patience. Patience is an
exceptional people skill that is valuable in
every profession. It involves being able to
maintain an even temper, repeat and
explain information as necessary and
control anger in even the most trying
situations.
[Link] and Understanding.
Having tolerance and understanding for
the differences of others leads to success.
Tolerant people have the ability to accept
differences even when they don’t
personally agree with them.
In general, there are five A’s to
improve people skills

[Link]
[Link]
[Link]
[Link]
[Link]
Ten Essential People Skills to Succeed:
[Link] Socially Assertive. Social
assertiveness is essential for conserving social
energy in the right ways. People with high
social assertiveness have more focused social
energy and more clarity in their interactions.

[Link] a Memorable Presence. People

with great presence take it easy in making
connections and are extremely good at rapport
building. Those with a strong presence can
attract others, are well-remembered and are
likable.
[Link] Communication. This is
knowing how to present one’s self and, in
turn, gets one’s message across.

[Link] lasting confidence.

People, who can sustain lasting
confidence are able to conquer their
shyness, avoid awkwardness and get
through their anxiety or overcome any
nervous tendencies.
[Link] Excellent Conversationalist. This is
essential in communicating and interacting with
others. Excellent conversationalist are people
whom others may be fond of listening to and
discussing with.
Most interactions happen in three levels:
[Link] First Five Minutes: This is the first
impression and the time to decide if someone is
worth getting to know
[Link] First Five Hours: This is moving past first
impressions into rapport building.
[Link] First Five Days: This is the final and
ultimate level of trust and connection. Thus, a
conversation is the key to moving up these
three levels.
[Link] Highly Likeable. Likability is an
important facet of trust by through being
authentic or genuine with their true selves.
[Link] Exceptional at Decoding Emotions.
People, who are good at breading people, are
exceptionally strong at knowing how others
think and feel.
[Link] Ideas. Pitching is a very important
people skill because it happens all the time
when one is asked for his/her opinion and in
introducing himself/herself.
[Link] Charismatic. Charisma is
the perfect blend of two essential
people skills traits such as warmth
and competence.
[Link] an influential leader.
Leaders in both personal, social and
professional life are able to gain
camaraderie.
 Integrating Socio-Emotional Literacy Into
the Curriculum
Schools that want to teach socio-
emotional learning but confined with classroom
time can take a social, emotional and moral
inventory of what students are currently
learning by involving:
1.A person’s emotional life
[Link] ethical delimma
3.A situation calling for compassion
4.A social challenge
[Link] ethical use of knowledge
[Link]-group interactions
[Link] implicit prosocial concept.
By integrating social literacy in the
curriculum content, teachers do not
only give students
opportunities to practice their social-
emotional skills, but also show them
how integral these skills are in their
daily lives.
Hence, reviewing curricula through social,
emotional and moral lens is like a habit of
mind that the more it is done, the easier
it gets. Obviously, the greatest benefit of
teaching lessons like these is that
students can begin to examine their
education, their decisions, their interests
and their relationships through this lens,
while helping them cultivate a more
thoughtful and discerning approach to
life.
Lesson 7: Media
Literacy
Media Literacy
Lynch (2018) coined the term “media” that
refers to all electronic or digital means and
print or
artistic visuals used to transmit messages
through reading (print media), seeing (visual
media), hearing (audio media) or changing
and playing with (interactive media) or some
combination of each.
Media literacy is the ability to access, analyze,
evaluate and create media. Media literate youth
and adults can understand the complex
messages received from television, radio,
internet, newspapers, magazines, billboards,
video games, music, and all other forms of
media. Therefore, media literacy skills are
included in the educational standards in
language arts, social studies, health, science, and
other subjects. Many educators have discovered
that media literacy is an effective and engaging
way to apply critical thinking skills to a wide
range of issues.
 The Ontorio Ministry of Education (1989)
stressed that media literacy means helping
students develop an informed and critical
understanding of the nature of mass media,
the techniques used and their impact. It aims
to enhance students’ understanding and
appreciation how media work, how they
produce meaning, how they are organized, and
how they construct reality.

Media literacy therefore, is the ability to

identify different types of media from wide
array of sources and understand the messages
they bring.
Media Literacy Concepts

[Link] is the ability to critically assess the

accuracy and validity of information transmitted
by the mass media and produce information
through various forms.
[Link] known as Media Education, it is the
ability to realize that all kinds of media show a
representation of reality.
[Link] is the process of accessing, decoding,
evaluating, analyzing and creating both print
and electronic media.
[Link] depicts experience of reading texts and
designing hypertexts made possible through
technology.
[Link] pertains to understanding how to use
today’s technology, how to operate
equipment, use various softwares and
explore the Internet.
[Link] a 21st Century approach to
education, media literacy builds
understanding of the role of media in
society, as well as the essential skills of
inquiry and self- expression necessary for
democratic citizens.
[Link] represents response to the
complexity of the ever-changing
electronic environment and
communication channels.
[Link] evaluation of media
requires the ability to analyze and
disseminate various features to
others.
[Link] is about teaching critical media
management strategies, including
ICTs in schools and learning centers.
[Link] includes the ability to perform
effective Internet searches,
awareness and respect of
intellectual; property and copyright
law and the ability to identify truth
from fake news.
Roles of Media Literacy
[Link] to think critically. When people
evaluate media, they decide if the messages
make sense, including the key ideas before being
convinced on the information that they get from
it.
[Link] a smart consumer of products and
information. Media literacy helps individuals
learn how to determine whether something is
credible, especially the advertising before they
can be persuaded with the products on sale.
[Link] point of view.
Identifying an authors individuals
appreciate different ideas in the
context of what they already know.
[Link] media responsibly.
Recognizing one’s ideas and
appropriately expressing one’s
thoughts lead to effective
communication.
[Link] the role of media in our
culture. Media conveys something,
shapes understanding of the world,
and makes an individual to act or
think in certain ways.
[Link] the author’s goal.
Understanding and recognizing the
type of influence something has,
people can make better choices.
Social Media. It is a term that
describes websites to connect people
and involve user-generated content,
which is the hallmark of a social media
site. It is sometimes called Web 2.0,
which is currently a huge opportunity
to reach target audience and increase
online sales.
Types of Social Media Websites
[Link] Media News Websites. It entails
users to submit links to Web content like
articles, podcasts, videos, etc. that they find
interesting, such as Digg, Reddit and Stumble
Upon.
[Link] Media Networking Websites. It
depicts ability to upload a personal profile that
usually connects with other people, such as
Linkedin (social networking for professionals)
and facebook ( social networking for everyone).
This sites serves as avenue for meeting people
and developing relationships that can lead to
joint-venture partnerships, career opportunities,
and research.
[Link] Media Photo and Video Sharing. It
allows users to upload photos through
facebook, Instagram, and Pinterest while videos
through YouTube.
[Link] and Blogging Websites.
Sometimes called “presence apps”, these
services let users post very short messages like
blogging, and easily keep up with what their
friends are posting. Twitter is the most popular
microblogging service that limit to 280
characters per post and allows to follow a set of
users from one dashboard. Another popular
social media app is SnapChat, which id video-
based.
[Link] Media Review
Websites. It shows how social
reviews can make or break a
company or an organization, such
as Amazon and eBay.
Media and Information Literacy (MIL)
Media and Information Literacy
(MIL) is a combination of knowledge,
attitudes, skills, and practices required to
access, analyze, evaluate, use, produce,
and communicate information and
knowledge in creative, legal and ethical
ways that respect human rights.
The UNESCO defines it as the set of
competencies to search, ethically
evaluate, use and contribute information
and media content wisely, the knowledge
of one’s rights online, refraining from
cyberbullying; understanding related
ethical issues; and engaging with media
and ICTs to promote equality, free
expression, intercultural/interreligious
dialog, peace. Etc.
Aspects of MIL

According to Reineck and Lublinski

(2015) MIL is the optimal outcome of
media, information and communication
technology (ICT) education along three
aspects : technical skills, critical
attitudes and facts about media and ICT.
Technical skills involve ability to
access and use computers, mobile
and other technical devices that offer
media and information content.
UNESCO’s MIL curriculum delves on
accessing information effectively and
efficiently as an aspect put into
practice.
Seven Dimensions of MIL

[Link] Literacy. This is the ability to understand and use

practical and conceptual tools as current information
technology, including software, hardware and multimedia
that are relevant to education and the areas of work and
professional life.
[Link] Literacy. This is the ability to understand
the form, format, location and access methods of
information resources.
[Link]-Structural Literacy. This is knowing how
information is socially situated and produced, fits into the
life of groups about the institutions and social networks.
[Link] Literacy. It is the ability to understand and
use IT-based tools relevant to the work of researchers
and scholars that include computer software for
quantitative analysis, qualitative analysis and simulation.
[Link] Literacy. It is the ability
to format and publish research and ideas
electronically, in textual and multimedia
forms.
[Link] Technology Literacy. It is
the ability to adapt to, understand,
evaluate and use emerging innovations
in information technology.
[Link] Literacy. It is the ability to
evaluate critically the intellectual,
human and social strengths and
weaknesses, potentials and limit,
benefits and costs of information
technologies.
Advantages and
Disadvantages of Media

Media are powerful tools of

communication which entail
positive and negative
impacts.
Advantages of Media

[Link] educate people on health

matters, environmental conservation
and others through various forms.
[Link] get the latest world news in
a very short time regardless of
distance.
[Link] can bring out their hidden
talents in the multimedia and visual
arts, comedy, acting, dancing and
singing.
[Link] increase knowledge learned
from quiz programs, educational
shows and other information-giving
programs.
[Link] feel convenient in accessing
information through mobile phones.
[Link] become a vehicle in promote g
products toward increased sales.
[Link] serve as a good source of
entertainment.
[Link] allows electronic duplication
of information that reduces mass
education.
[Link] lead to the diffusion of
diverse cultures and cultural
practices.
[Link] help people around the
world understand each other and
respect differences
Disadvantages of Media
[Link] lead to individualism. Spending
too much time on the internet and
watching television usually impedes
socialization with friends, family and
others.
[Link] media contents are not suitable
for children.
3.A newspaper is geographically
selective.
[Link] increase in advertisement
in television and radio makes
them less attractive.
[Link] internet can be a possible
way for scams, fraud and hacking.
6Media can be addictive that may
result in people’s decreased
productivity.
[Link] can cause health hazards,
such as radiation effects, poor
eyesight, hearing defects, and
others.
[Link] can lead to personal injury by
imitating the stunts showcased in
media.
[Link] may induce drugs and
alcohol use.
[Link] can ruin reputation
through an anonymous account,
malicious scandals, false
accusations and rumors.
Integrating Media Literacy in the
Curriculum
[Link] students to evaluate media.
Students learn to evaluate what they are
viewing by showing them that media
changes depending on who created it,
the intended audience and the biases
that may be attributed to the source.
[Link] students where to find digital
resources and databases. Teachers
should provide students with reliable
and safe media sources and
trustworthy content.
Compare/Contrast various media
sources. In the discussions, distinguish
various media sources and compare
elements.
[Link] how media edits and alters.
Purposely point out to students examples
of media altering photographs or stories
while teaching them to be critical of what
they see or read at face value.
[Link] the “truth” in advertisements.
Let students identify what
advertisements are trying to sell and
what promises or ideas are they using to
convince them to buy the product.
[Link] students create media.
Let students create media
appropriate to their levels such
as presentations, videos or
websites.
Media Skills. Although this is given
little emphasis in the classroom,
Hobbs and Frost (1994) present the
skills that students are able to
possess with the media they use in
class.
To wit:
[Link] on and analyze their own
media consumption habits
[Link] the author, purpose and
point of view in films, commercials,
television and radio programs,
magazines and newspaper editorials
and advertising
[Link] the range of production,
techniques that are used to
communicate opinions and shape
audience’s response
[Link] and evaluate the quality of
media’s representation of the world by
examining patterns, stereotyping,
emphasis and omission in print and
television news and other media.
[Link] the economic
underpinnings of mass media industries
to make distinctions between those
media which sell audiences to
advertisers and those which do not.
.[Link]
[Link] how media economics
shapes message content.
[Link] familiarity and experience in
using mass media tools for personal
expression and communication and
for purposes or social and political
advocacy.
Approaches to teaching media literacy. Kelner
and Share (2007) mentioned three approaches
to teaching media literacy that would utilize
media in pedagogical practice:

[Link] Arts Education Approach. It intends

to teach students to value the aesthetic
qualities of media and the arts while using their
creativity for self-expression through creating
art and media.
[Link] Literacy Movement Approach.
It attempts to expand the notion of
literacy to include popular culture and
multiple forms of media (music, video,
internet, advertising, etc.) while still
working within a print literacy
tradition.
[Link] Literacy Approach. It focuses on
ideology critiquing and analyzing the politics of
representation of crucial dimensions of gender,
race, class, and sexuality; incorporating
alternative media production, and expanding the
textual analysis to include issues of social
context, control, resistance, and pleasure.
Utilizing Media across disciplines.
Media education can be integrated in
every course discipline. The following
are examples of using media in
different subject areas using PPPP
(Purpose, Process, Performance,
Product)
Assessing and Evaluating Media Literacy Work.
Just like any student outputs, media-oriented
works should also be evaluated to assess quality
based on standards. Students nee regular
feedback to be able to reflect on their progress
and develop mastery and that would remind
them that it is an important part of the course.
However, for some teachers, creating
assessment and evaluation tools for media
education is more challenging than traditional
means due to the lack of technical skills. Also, it
is because media education is all about finding
the right questions to ask, rather than learning
previously determined answers.
Canada’s Center for Digital and Media
Literacy prescribed two important steps in
creating objectives, comprehensive and
meaningful assessment and evaluation
tools for media literacy work, namely:
[Link] using a rubric to assess the work of
students
[Link] framing the expectations within the
rubric in terms of key concepts of media
literacy.
In general, media literacy work can be
evaluated in three ways:
[Link] on how well the student
understands the key concepts of media
literacy and the specific concepts and
ideas being explored in the lesson.
[Link] on how well the student applies
specific technical skills associated with
either the medium being studied
(movies, TV, video games, etc.), the
medium used in the evaluation tool, or
both.
However, whenever any form of
media is being utilized, there should
be a reflection at the end by asking
students how media form has shaped
their thinking, decision-making,
analysis, choices, values and
interrelationships.
Thus, media educators base their
teaching on key concepts for
media literacy, which provide an
effective foundation for examining
mass media and popular culture.
These key concepts act as filters
that any media text has to go
through in order to critically
respond.
[Link] are constructions. Media products
are created by individuals who make conscious
and unconscious choices about what to include
and how tom present it, It can assess students’
understanding of how media product was
created and the analysis of creators’ beliefs or
assumptions reflected in the content.

[Link] audience negotiates meaning. The

meaning of any media product is a collaboration
between the producers and the audience. It can
assess students’ understanding of concepts and
the elements in a relevant medium or product.
[Link] have commercial
implications. Since most media
production is a business, it makes profits
and it belongs to a powerful network of
corporations that exert influence on
content and distribution. It can assess
students’ knowledge and understanding of
the commercia factors influencing the
creation of media product and analysis of
how media product is influenced by
commercial factors or the owner.
[Link] have social and political
implications. Media convey
ideological messages about values,
power and authority and they can
have a significant influence on what
people think and believe. It can
assess students’ knowledge and
understanding of how this medium
communicates ideas and values.
[Link] medium has a unique
aesthetic form. The content of media
depends in part on the nature of the
medium that includes technical,
commercial and storytelling demands. It
can assess students’ knowledge and
understanding of the technical elements
of the medium and the tropes, cliches.
Codes and conventions of the medium
and genre.