BUILDING AND ENHANCING

LITERACIES ACROSS THE

CURRICULUM
[email protected]

I. 21ST CENTURY EDUCATION CONTEXTS

- 21ST century schools are focus on project-based
curriculum to address real-world and humanity
concerns, issues and problems
- Schools go from “buildings” to “nerve centers.”
- Teachers’ role shifted from dispensers of information
to becoming facilitators of learning.
- Schools need to create a “culture of inquiry.
- Learners have become adaptive to changes.
- Implications for teachers:
- discover student interest
- instill curiosity (fundamental to
lifelong learning)
- be flexible in teaching
- excite learners to become more
resourceful

II. 21st CENTURY PEDAGOGY

21st century learning recognizes full access to
technology. Technologies are tools used to create
knowledge for personal and social change.

 Students are self-directed who work independently and

interdependently.
 The curriculum is designed imbued with the concept of
differentiation.
 Instruction becomes thematic, project-based and integrated with
skills in research and application.
III. THE NEW LITERACIES:
The increasing complexity of modern communication gives
rise to a number of distinct capabilities and possibilities.
Hence, 21st century literacy combines cross-cultural
capabilities also called “MULTILITERACIES” and now
commonly referred to as “NEW LITERACIES”

IV. FUNCTIONAL LITERACY

- Defined by UNESCO through William S. Gray,
it stresses the acquisition of appropriate
verbal, cognitive and computational skills to
accomplish practical results in specific
cultural settings dubbed as survival literacy
and reductionist literacy.
- It means the ability to make significant use
of activities involving reading and writing
skills that include using information,
communicating with others, following a
path of lifelong learning necessary for the
ability to express himself in daily life.
- (UNESCO, 2006: The Education for All Global
Monitoring Report)
V. MULTILITERACIES
- Multiliteracies uses multimodal ways of
communication that include communications
between and among other languages using
diverse channels within cultures and an ability
to understand technology and multimedia. As
such, applying multiliteracies to teaching offers
a new classroom pedagogy that extends and
helps manage classrooms. VI. GLOBAL LITERACY & GLOBAL COMPETENCE
- Multicultural literacy consists of the skills and - Global literacy aims to address issues of
ability to identify the creators of knowledge and globalization, racism, diversity and social
their interests (Banks, 1996), to uncover the justice (Guo, 2014). It requires awareness
assumptions of knowledge, to view knowledge and action, consistent with a broad
from diverse ethnic and cultural perspective, understanding of humanity, the planet, and
and to use knowledge to guided action that will the impact of human decision on both.
create a humane and just world (Boutte, 2008). Global Literacy also aims to empower
Multicultural literacy refers to the skills students with knowledge and take action to
involved when uncovering bias as regards to make a positive impact in the world and
culture, as well as the ability to take different their local community (Guo, 2014).
perspectives to gain a more humane - Global literacy involves learning about
perspective. Students need to be able to take other world regions through arts and
the perspectives of different cultures to allow culture, language, economics, geography,
themselves to grow into responsible citizens, mathematics, and science. It can be
who consider other people's opinions. interwoven through a variety of projects
and activities, including performances,
festivals, celebrations, sports, games, and
food, as well as various approaches to
learning such as themes, simulations,
leadership training, peer education and
mentorship, apprenticeships, and authentic
experiences via travel and technology.
- According to the Asia Society based in New
York City, to work, produce, and participate
in a global society, young people need:
- • Knowledge of other world regions,
cultures, and global/international issues
- • Skills in communicating and collaborating
in cross-cultural environments and in
languages other than English, and in using
information from different sources around
the world, and
- • Values of respect and concern for other
cultures, peoples, and places.
- According to the Ontario Ministry of
Education (2015) A global citizen should
display most or all of the following
characteristics:
- • Respect for humans no matter their race,
gender, religion or political perspectives.
 •Respect for diversity and various
perspectives.
- • Promoting sustainable patterns of living,
consumption, and production.
- • Appreciate the natural world and
demonstrate respect towards the rights of
all living things.
Global competence is a multi-dimensional
construct that requires a combination of
knowledge, skills, attitudes and values
ViI. INTEGRATED CURRICULUM
successfully applied to global issues or
intercultural situations. Global issues refer to
those that affect all people and have deep
implications for current and future generations.

 Focuses on basic skills, content and higher-

level thinking
 Encourages lifelong learning
 Structures learning around themes, big
ideas, and meaningful concepts
 Provides connections among various
curricular disciplines
 Provides learning opportunities to apply
skills students have learned
 Encourages active participation in relevant
real-life experiences
 Captivates, motivates and challenges
learners
 Provides deeper understanding of content
 Accommodates a variety of learning
styles/theories (i.e. social learning theory,
cooperative learning, intrinsic motivation,
and self-efficacy) and multiple intelligences
Curriculum models have five areas they define:
1. Focus – subject or student. Where is the
emphasis?
2. Approach – traditional or modern. What type of
instruction will be used?
3. Content - topic based or content based. How will
units or strands be written?
4. Process - formative or summative. How will
assessments be used?
5. Structure - system, linear or cyclical. How often
does the curriculum get reviewed?
  It can be acquired through social process of
inquiry, values exploration and social
decision-making that relate to the
acquisition of knowledge and understanding
(Arthur et.al., 2000)
 Social skills are aspects of social literacy.
These are integral part of functioning in a
society. It involves:
- good manners
- communicating effectively
- Being considerate of
others’ feelings and
personal needs
TYPES OF SOCIAL SKILLS
1. EFFECTIVE COMMUNICATION
Ability to communicate effectively and share
thoughts and ideas with students through group
conversations, discussions, etc.
2. CONFLICT RESOLUTION
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.
3. ACTIVE LISTENING
Ability to pay close attention to a student in times
of counseling, introspection, and consultation.
4. EMPATHY
Ability to understand and identify the feelings of
students in times of difficulty and trouble.
5. RELATIONSHIP MANAGEMENT
Ability to maintain relationships and build key
connections with school stakeholders for the
students’ development.
6. RESPECT
Can be done by knowing when to initiate
communication and respond during interactions or
even in times of heated arguments and
confrontations.
7. PROBLEM-SOLVING SKILLS
These involve seeing help, making effective
VIII. SOCIAL LITERACY decisions and accepting consequences to derive
 Social literacy entails development of social better solutions to the problem.
skills, knowledge, and positive human 8. INTERPERSONAL SKILLS
values toward desire and ability in human These include the abilities of sharing, joining
beings to act and react positively and activities, asking for permission, and waiting for
responsibly in a wide range of complex one’s turn in every facet of school undertaking.
social settings.
IX. 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), and the combination of each.
- Ability to access, analyze, evaluate, and
create media (Firestone, 1993)
- Ability to identify different types of media
from wide array of sources and understand
the messages they bring (Hobbs, 1997)
- Ability to critically assess the accuracy and
validity of information transmitted by the
mass media and produce information
through various forms.
- It is about teaching critical media
management strategies, including ICT in MEDIA AND INFORMATION LITERACY
schools and learning centers. (MIL)
- 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 (Moscow Declaration on
Media and Information Literacy, 2012)
- - UNESCO defines it as the set of competencies to
search, critically evaluate, use and contribute
information and media content wisely; the knowledge
of one’s rights online, refraining from cyberbullying;
understanding related ethical issues, engaging with
media and ICTs to promote equality free expression,
intercultural and interreligious dialog, peace, etc.
SEVEN DIMENSIONS OF MIL
 media (music, video, internet, advertising, etc.)
while still working within a print literacy tradition.
3. CRITICAL MEDIA LITERACY APPROACH
- 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.

X. DIGITAL LITERACY
The set of competencies required for full
participation in society that includes
knowledge, skills, and behaviors involving
the effective use of digital devices for
purposes of communication, expression,
collaboration, and advocacy.
- An individual’s ability to access both
information and methods of communication
through technological tools such as
smartphones, tablets, laptops and desktop
PCs.
- Ability of an individual to engage with the
digital environment and operate
technologies safely by knowing what to do,
what not to do, and how to avoid
unnecessary risks.

APPROACHES TO TEACHING MEDIA

LITERACY
1. MEDIA ARTS EDUCATION APPROACH
- Teach students to value the aesthetic qualities of
media and the arts while using their creativity for
self-expression through creating art and media.
2. MEDIA LITERACY MOVEMENT APPROACH CYBERSECURITY
- Attempts to expand the notion of literacy to - Individuals’ responsibilities when using the
include popular culture and multiple forms of internet. These responsibilities include
 following the law, respecting others’ rights,
and being aware of the risks associated with
using the internet.

PLAGIARISM
- Plagiarism is the fraudulent representation
of another person's language, thoughts,
ideas, or expressions as one's own original
work.
TYPES OF PLAGIARISM

COMMON THREATS TO PERSONAL

SAFETY
 XI. ECOLITERACY
- considers ecological systems and awareness
of how society operates within natural
aspects as an educational imperative.
- An understanding of the principles of
organization that ecosystems have evolved
to sustain the web of life.

ECOLOGICAL LITERACY IN THE

CLASSROOM
The Center for Ecoliteracy (2015) promotes a
variety of teaching strategies based on practices
that are developmentally appropriate to students’
level and are brain-based to foster knowledge, skills
and values essential to sustainable living (Sly, 2015)

WHY INTEGRATE DIGITAL LITERACY IN

THE CLASSROOM?
1. It motivates students in their learning due
to their enjoyment and ease of use with
various technological mediums.
2. It reaches students of various learning styles
and multiple intelligences.
3. It allows students to create and design their
own unique products reflective of their
personalities and learning needs/ styles.
4. It encourages students to manipulate media
in constructing their own meaning.
5. It enables students to share their learning
with teachers, families and friends
6. It gives students the chance to explore
technological media that inevitably increase
the job skills needed in the workforce
 and the society caused by lack of financial
literacy. Low levels financial literacy are
associated with lower standards of living,
decreased psychological and physical well-
being and greater reliance on government
support. However, when put into correct
practice, financial literacy can strengthen
savings behavior, eliminate maxed-out
credit cards and enhance timely debt.
- Financial literacy is the ability to make
informed judgments and make effective
decisions regarding the use and
management of money. Hence, teaching
financial literacy yields better financial
management skills.
- (Hastings, et al. (2013) refers financial
literacy as:
1. Knowledge of financial products (e.g., a
stock vs. a bond, fixed vs. adjustable-rate
mortgage);
2. Knowledge of financial concepts (e.g.,
inflation, compounding, diversification,
credit scores);
3. Mathematical skills or numeracy for
effective financial decision making;
4. Engaged in certain activities such as
financial planning.
There are six major characteristic types in
how people view money (Incharge, 2017).
1. Frugal - People seek financial security by living
below their means and saving money. They rarely
buy luxurious items; they save money instead. They
save money because they believe that money will
offer protection from unprecedented events and
expenses.
2. Pleasure - Pleasure seekers use money to bring
pleasure to themselves and to others. They are
more likely to spend than to save. They often live
beyond their means and spend more than they
XII. FINANCIAL LITERACY earn. If they are not careful and do not change,
- Financial literacy is a core life skill in an they may fall into deep debt.
increasingly complex world where people 3. Status – Some people use money to express their
need to take charge of their own finances, social status. They like to purchase and “show
budget, financial choices, managing risks, off”their branded items.
saving, credit, and financial transactions. 4. Indifference – Some people place very little
(De Leon 2009). importance on having money and would rather
- Poor financial decisions can have a long- grow their own food and craft their own clothes. It
lasting impact on individuals, their families
is as if having too much money makes them • Asian development Bank (ADB) study in
nervous and uncomfortable. 2015 revealed that PH does not have a
5. Power– Powerful people use money to express national strategy for financial inclusion,
power or control over others. stating that while institutions strive to
6. Self-worth – People who spend money for self- broaden financial services, financial literacy
worth value how much they accumulate and tend should also complement such initiatives.
to judge others based on the amount of money • As per Standard & Poor’s (S&P) Rating
they have. services survey last year only 25% of
Filipinos are financially literate. This means
Financial Education that about 75 million Filipinos have no idea
- The National Endowment for financial about inflation, risk diversification,
education defines financial literacy as “the insurance, compound interest, and bank
ability to read, analyze, manage, and savings.
communicate about the personal financial • Ten years after discovery of the stock
condition that affect material well - being. It market, still less than one percent of PH
includes the ability to discern financial population is invested in it.
choices, discuss money and financial issues • More than 80 % of the working middle
without (or despite) discomfort, plan, and class have no formal financial plan.
respond competently to life events that Financial Plan
affect every day financial decisions, - Teachers need to have a deeper
including events in the general economy” understanding and capacity to formulate
(Incharge Education Foundation, 2017). their own financial plan. It is wise to
- Financial Education is the ability to use consider starting to plan the moment they
knowledge and skills to manage one’s hand in their first salary, including the
financial resources effectively for lifetime incentives, bonuses and extra
financial security. (Mandell, 2009). Public remunerations that they receive.
and private institutions alike have - Kagan (2019) defines a financial plan as a
recognized the need for financial education comprehensive statement of an individual’s
to be incorporated in the school curriculum. long –term objectives for security and well-
Financial education advocacy programs of being and detailed savings and investing
the public and private sectors have been strategy for achieving the current financial
identified as the key areas in building a state and future expectations.
improved financial system in the Philippines Steps in creating a financial plan.
(Go, 2017). • Calculating net worth
- Republic Act 10922, otherwise known as - Net worth is the amount by which assets
the “Economic and Financial Literacy Act”, exceed liabilities. In so doing, consider (1)
mandates DepEd to “ensure that economic assets that entail one’s cash, property,
and financial education becomes an investments, savings, jewelry and wealth (2)
integral part of formal learning.” liabilities that include credit card debt, loans
Financial Literacy in the Philippines and mortgage.
- Formula: total assets – minus total liabilities
- In his article “State of financial Education in
= current net worth.
the Philippines” Go (2017) indicated several
• Determining cash flow.
findings of research with regards to the
- A financial plan is knowing where money
state of financial literacy in the country
goes every month. Documenting it will help
including the following:
to see how much is needed every month for
• World Bank study in 2014 estimated 20
necessities, and the amount for savings and
million Filipinos saved money but only half
investment.
had bank accounts.
• Considering the priorities
- The core of a financial plan is the person’s
clearly defined goals that may include: (1)
Retirement strategy for accumulating
retirement income; (2) Comprehensive risk
management plan including a review of life
and disability insurance, personal liability
coverage, property and casualty coverage,
and catastrophic coverage; (3) Long-term
investment plan based on specific
investment objectives and a personal risk
tolerance profile; and (4) Tax reduction
strategy for minimizing taxes on personal
income allowed by the tax code
(https://www.investopedia.com/terms/f/financial-plan.asp)