MODULE

BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM

NEW LITERACIES & FUNCTIONAL LITERACY 4
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INDIVIDUAL TASK 1 | PROCESS QUESTIONS:

INSTRUCTION: Answer the following questions profoundly.
1. What is meant by new literacies?

New literacies refer to the evolving set of skills and competencies required in our
increasingly digital and information-driven society. Traditional literacy once focused
primarily on reading and writing, but new literacies encompass a broader spectrum. They
encompass digital literacy, which involves navigating and understanding digital technologies,
including computers and smartphones. Information literacy is another critical aspect,
teaching individuals to locate, evaluate, and use information effectively in a world inundated
with data. Media literacy is essential in deciphering the nuances of various media forms,
from television to social media, helping people critically analyze and interpret messages.
Additionally, cultural and global literacy encourages understanding diverse perspectives and
cultures, promoting empathy and effective communication. In essence, new literacies are
the essential skills for thriving in the digital age, fostering informed, adaptable, and engaged
citizens.

2. What is their impact on the teaching-learning process?

Technology has had a profound impact on the teaching-learning process.

With the integration of digital tools and resources into education, both students and
teachers have experienced significant changes. Firstly, technology has enhanced
access to information and resources, making learning more diverse and
personalized. It has also facilitated remote learning, allowing students to access
education from anywhere. Additionally, interactive multimedia tools, simulations, and
virtual labs have made complex subjects more engaging and understandable.
However, there are challenges, such as the digital divide and concerns about screen
time. In summary, technology has revolutionized education by expanding
opportunities but also requires careful management to ensure equitable access and
balance in the learning process.

3. Distinguish between basic and functional literacy.

Basic literacy and functional literacy are related concepts but have distinct
differences. Basic literacy refers to the fundamental ability to read and write, typically
focusing on acquiring the skills required to understand and produce written text. It is
the foundation of education, enabling individuals to comprehend basic information
and communicate in written form.

1 | Building and Enhancing New Literacies Across the Curriculum

OMSC Murtha Campus | First Semester | Academic Year 2022-2023
Instructor: Mark Anthony S. Bartolome, MAEd
 MODULE
BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
NEW LITERACIES & FUNCTIONAL LITERACY 4
Functional literacy, on the other hand, goes beyond the basic skills of
reading and writing. It encompasses the practical application of literacy skills in real-
life situations. Functionally literate individuals can not only read and write but also
use these skills effectively in various contexts, such as understanding and filling out
forms, interpreting instructions, and comprehending complex texts relevant to their
daily lives or specific jobs. While basic literacy is a critical starting point, functional
literacy equips individuals with the ability to engage actively and meaningfully in
society, education, and the workforce.

4. Describe a multiliterate teacher.

A multiliterate teacher is an educator who possesses a rich and diverse set of

literacy skills beyond traditional reading and writing. This modern pedagogue is
adept at navigating various modes of communication and information, including
digital media, visual representations, and oral communication. They excel in
fostering critical thinking, media literacy, and digital citizenship among their students,
helping them become not just consumers but also creators of content in our
increasingly interconnected and technology-driven world. A multiliterate teacher is a
dynamic and adaptable educator, equipping their students with the skills necessary
to thrive in the complex landscape of the 21st century.

5. How can we integrate new literacies and functional literacy in the curriculum and
in classroom practice?

Integrating new literacies and functional literacy into the curriculum and
classroom practice involves a multifaceted approach. Firstly, educators should
update traditional literacy instruction to encompass digital and media literacies,
teaching students how to critically analyze and create content in the digital age.
Additionally, a functional literacy focus should emphasize practical skills like financial
literacy, problem-solving, and effective communication. To implement this, teachers
can incorporate real-world applications and experiential learning opportunities into
their lessons. Collaboration between educators, administrators, and policymakers is
essential to develop a comprehensive curriculum that equips students with both
traditional and contemporary literacies, ensuring they are well-prepared for the
complexities of the modern world.

2 | Building and Enhancing New Literacies Across the Curriculum

OMSC Murtha Campus | First Semester | Academic Year 2022-2023
Instructor: Mark Anthony S. Bartolome, MAEd
 MODULE
BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
NEW LITERACIES & FUNCTIONAL LITERACY 4
INDIVIDUAL TASK 2 | RESEARCH ANALYSIS AND IMPLICATION

INSTRUCTION: Analyze the following research abstract and cite its implication to
teaching-learning. You may download the full paper of this research on the website
given below:
NEW LITERACIES INTEGRATION BY STUDENT TEACHER/COOPERATING
TEACHER DYADS IN ELEMENTARY SCHOOLS: A COLLECTIVE CASE STUDY
FRIEDRICH (2014)
Abstract:
Situated in Technological Pedagogical content Knowledge (TPACK) and collaborative
inquiry, this collective case study examines new literacies integration by student
teacher/cooperating teacher (ST/CT) dyads supported by a coach in elementary schools.
The study took place at a large Midwestern public school district where many STs from a
large Midwestern public university complete their student teaching experience. Through
detailed vignettes of five ST/CT dyads, this study provides an explicit view of varieties of
dyad collaboration when a new literacy emphasis is included in the student teaching
semester. Research questions prompt the examination of dyad new literacies integration
through (a) enacting professional development in the classroom, (b) planning lessons to
involve children with new literacies, and (c) impacting dyad collaboration. ST and CT
detailed descriptions provide a valuable insight into processes and effects of this integration
focus. Lessons learned include collaborative approaches to integration that work, teacher
growth comes with empowerment and dyad partners become learners together when adding
a new literacy focus. An innovative student teaching design arises to prepare teachers for
21st century classrooms.
(Source: Friedrich, L. (2014). New literacies integration by student teacher cooperating
teacher dyads in elementary schools: A collective case study. Public Access Theses and
Dissertations, College of Education and Human Sciences. 214.
http://digitalcommons.unl.edu/cehsdiss/214)

QUESTIONS:

1. Analysis: How are now literacies integrated by student teachers and cooperating
teachers in their schools?

Student teachers and cooperating teachers have increasingly recognized the

importance of integrating new literacies into the classroom environment. This integration
involves digital, media, and information literacies, which are crucial skills for the modern age.
Student teachers often bring fresh perspectives and enthusiasm for technology, encouraging
the use of digital resources and tools in lessons. Cooperating teachers, with their
experience, provide guidance on how to balance these new literacies with traditional ones
and ensure they align with curriculum standards. Collaboratively, they foster an environment
where students learn to critically evaluate information, engage with diverse media, and
harness digital tools for both academic and real-world purposes. This synergy between
student and cooperating teachers results in a more holistic approach to education that
prepares students for the challenges of the digital age.

3 | Building and Enhancing New Literacies Across the Curriculum

OMSC Murtha Campus | First Semester | Academic Year 2022-2023
Instructor: Mark Anthony S. Bartolome, MAEd
 MODULE
BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
NEW LITERACIES & FUNCTIONAL LITERACY 4
2. Implication: How did the results of the study on now literacies in a Midwestern public
university impact the student teaching design?

The results of the study on new literacies have had a significant impact on student teaching
design. The study highlighted the growing importance of digital and media literacy skills in today's
information-rich society. As a result, student teaching programs have adapted by incorporating new
literacies into their curriculum. This includes training future educators to not only teach traditional
reading and writing skills but also to effectively navigate and critically analyze digital texts,
multimedia, and online information sources. Additionally, educators are now encouraged to foster
students' digital citizenship, ensuring they can use technology responsibly and ethically. In essence,
the study's findings have influenced a shift towards a more comprehensive and contemporary
approach to education that better prepares students for the digital age.

4 | Building and Enhancing New Literacies Across the Curriculum

OMSC Murtha Campus | First Semester | Academic Year 2022-2023
Instructor: Mark Anthony S. Bartolome, MAEd
 MODULE
BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
NEW LITERACIES & FUNCTIONAL LITERACY 4
INDIVIDUAL TASK 3 | ACRONYM

Direction: Write your learning insights on Functional Literacy on the fan and make an
acronym from the word "Literacy".

Language Proficiency: Functional literacy encompasses the ability to read, write,

L and comprehend language. This includes not only basic literacy but also the
capacity to understand and use language in various contexts.
Information Access: Being functionally literate enables individuals to access and
I evaluate information critically. This skill is essential in the digital age, where
information is readily available but can also be misleading or inaccurate.
Technological Competence: Functional literacy has expanded to include digital
literacy. People need to be proficient in using technology, such as computers and
T smartphones, to access and communicate information effectively.

Educational and Career Advancement: Functional literacy is a foundation for

E success in education and the workplace. It empowers individuals to learn, adapt,
and excel in a rapidly changing world.
Raising Awareness: Promoting functional literacy helps raise awareness about
R social and global issues, fostering informed citizenship and advocacy.

Access to Knowledge: This highlights the importance of literacy in providing

access to knowledge and information, which is the cornerstone of personal and
A societal growth.

Critical Thinking: Being functionally literate fosters critical thinking skills, allowing
C individuals to analyze information, make informed decisions, and solve problems.

Youth Empowerment: Teaching functional literacy to young people is crucial for

their empowerment and future prospects. It opens doors to educational
Y opportunities and better life choices.

5 | Building and Enhancing New Literacies Across the Curriculum

OMSC Murtha Campus | First Semester | Academic Year 2022-2023
Instructor: Mark Anthony S. Bartolome, MAEd