Republic of the Philippines

The Great Plebeian College

Prof. College of Teacher Education
Alaminos, City, Pangasinan

Ed. 109
Buildin
g and
Enhanci
ng
Literac
y
Accross
the
Curricu
lum

Instructor:
GERALD F.
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PAGODPO
D
 I. Instructions:
1. Read the module, follow all directions and answer the activities provided.
2. For questions, go to your private page, group chat or send a private message to
your instructor.

II. Overview:
This course introduces the concepts of new literacies in the 21st century as evolving social
phenomena and shared cultural practices across learning areas. The 21st century literacies
shall include (a) globalization and multi-cultural literacy, (b) social literacy, (c) media
literacy, (d) financial literacy, (e) cyber literacy /digital literacy, (f) eco-literacy and (g) arts
and creativity literacy. Field based-interdisciplinary explorations (ex. observation in
mathematics, Field Studies) and other teaching strategies shall be used to develop PSTs’
teaching skills to promote learners’ literacy, and critical and creative thinking skills. Pre-
service teachers shall develop skills in using appropriate teaching strategies and resources,
including the positive use of ICT, to address learning goals.

III. Learning outcomes:

At the end of the lesson, the students should be able to;
- compare the basic concepts of traditional and 21st century literacies and skills
- show skills in the selection, development and use of variety of teaching and learning
resources, including ICT, to address learning goals
- demonstrate content knowledge and its application within and/or across curriculum
teaching areas.
- Construct graphic organizer presenting traditional and 21st century literacy skills.

IV. Discussion
Definitions of traditional literacies
Part 1.
A. Traditional Literacy

The ability to access and express information through both reading and writing is vital in the
field of chemistry for many reasons. First, and most importantly for the field of education,
much of the subject matter that students will be expected to learn will be “taught” to them
from a textbook. What this really means is that students will have to take responsibility for
their own learning, both in and beyond high school, by making meaning from text. Second,
students will need to be able to give voice to their own thoughts and demonstrate an
understanding of material through writing. On an immediately practical level, this will be
necessary for students to display their level of comprehension to their teachers. In the larger
picture, being able to communicate clearly with others is necessary in order to succeed in the
sciences because so much of today’s research is conducted in a cooperative manner. Even more
basic, the application of the scientific method itself requires clear communication so that
experiments can be repeated and results reliably conveyed to others. The third reason why
students need to be literate with scientific text is to make informed decisions concerning both
public policy and their personal lives. Throughout their adult lives, our students will be

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confronted with scientific information contained in magazines and articles. It is our job as
teachers to make sure they can appreciate the significance of what they read so that they may
behave as responsible citizens.

In order to incorporate traditional literacy into the classroom, teachers must be aware of
several aspects of its instruction. First and foremost, the goal of employing reading and writing
strategies must be to gain content knowledge, and not simply to improve reading and writing.
Students should read only when they are going to use the information that they learn. In other
words, students should be reading to learn as much as they should be learning to read (Jetton,
2004, p. 285). This use of literacy skills adds an authentic quality to the instruction, and in so
doing avoids the potential pitfall of students feeling like they are learning discreet skills that are
independent from subject matter. So long as it is paired with appropriate scaffolding such as
vocabulary instruction, this can be a very effective use of reading assignments. As stated
earlier, it is the understanding that follows from literacy that is the end goal, and so students
must be taught how to think about their own reading process as it is occurring. This skill is
referred to as metacognition. It can be difficult to teach through direct instruction, but teacher
modeling can be very effective: “it shows students metacognition in action, as the teacher
considers out loud which strategy may be employed to solve the current comprehension
challenge” (Jetton, 2004, p. 168).

Perhaps the most important reason why traditional literacy skills should be taught in a
chemistry classroom is that they should be reinforced to our students regularly and often,
throughout their school day and throughout their school year. Traditional literacy is not a
“chemistry skill”, or a “math skill”, or even an “English skill”. Instead, it’s a life skill. Success in
any field demands the ability to communicate effectively, because no amount of knowledge,
ability, or understanding will be enough to compensate for isolation from one’s peers. We are
human, and that means that we make progress by relying on, and contributing to, the work of
others. In order to allow our students to participate in this endeavor, we must equip them with
the basic skills of traditional literacy.

B. Functional Literacy
Functional literacy refers to the practical skill set needed to read, write, and do math for real-
life purposes, so people can function effectively in their community.  This definition comes from
the United National Educational, Scientific and Cultural Organization, or UNESCO, an
international agency that researches education, science, and communication.

n the U.S., functional literacy is assessed by the National Assessment of Adult Literacy,
or NAAL.  NAAL is put together every few years by the National Center for Education Statistics, a
research division of the Institute of Education Sciences in the Department of Education.  This
research classifies literacy according to four levels:
1) Below Basic Literacy: reading and writing words and numbers in very simple documents.
Examples: locating easily identifiable information on a chart; signing a form; adding a dollar
amount to a deposit slip.
2) Basic Literacy: performing simple skills to understand short texts.
Examples: reading a pamphlet; using a TV guide; comparing ticket prices.
3) Intermediate Literacy: performing challenging skills to understand long texts.

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Examples: looking up information in a reference book; summarizing a long article; placing an
order and calculating the cost.
4) Proficient Literacy: performing creative and critical thinking skills to understand dense or
complex texts.
Examples: comparing viewpoints in editorials; interpreting statistical graphs; measuring and
calculating the costs of food items per ounce.
Notice that as we advance from Below Basic to Basic, Intermediate, and Proficient, we go from
simple tasks to more and more complex skills.

Functional Literacy = Functional Society

So how functionally literate is the U.S.?  According to NAAL’s results, 87% of U.S adults can’t
perform at the Proficient level; and 14% of the population—1 out of every 7 people—are
functionally illiterate, or perform Below Basic level.
Many leaders, of course, find those figures alarming.  For instance, an undeniable point made
by high-profile businesspeople like Bill Gates and Steve Jobs is that the 21st-century economy
demands highly skilled workers with knowledge in STEM (Science, Technology, Engineering,
Math)—or, better yet, STEAM (same subjects plus Arts).

Functional literacy, however, is about much more than getting a job.  It’s also about preserving
skills our whole society needs to function.  If we don’t have individuals with mathematical
knowledge, reading and writing skills, or analytical abilities, we won’t have functioning
businesses, governments, or communities.  In other words, we need functional literacy to have
a functional society.
Consequently, functional illiteracy will mean living in a dysfunctional society, as satirized by the
movie Idiocracy.

Kinds of Functional Literacy

Media Literacy is the ability to access, evaluate, and create messages through different types of
media.  Its purpose is to turn people from mass consumers into thoughtful citizens who aren’t
susceptible to propaganda or advertising.
Religious Literacy is the ability to interpret religious scriptures and communicate with different
faiths.  Religious literacy is important for combating fundamentalism (e.g., religious fanaticism)
and prejudice (e.g., Islamophobia).
Financial Literacy is the ability to manage finances and make decisions about money.  Whether
you’re a consumer, a business owner, or a voter, understanding financial budgets, interest
rates, and savings is an essential life skill.
Computer Literacy is the ability to use computers.  This skill set can range from basic
competency (i.e., using applications like email and Microsoft Office) to advanced knowledge
(e.g., programming and computer science).
Legal Literacy is the ability to comprehend laws so you are able to follow policies and legal
procedures.
Scientific Literacy does not necessarily mean memorizing facts; rather, it’s knowing how to
conduct experiments and identify evidence that supports or contradicts preconceived beliefs or
hypotheses.
Health Literacy is the ability to understand healthcare information, particularly for making
medical decisions or lifestyle choices about nutrition, exercise, sleep, and other factors that
affect physical and mental well-being.
Civic Literacy (a.k.a. Civics) is awareness of how government works as well as your rights and
responsibilities as a citizen and voter.

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Functional Literacy and Technology
Now, because our society is so high-tech, I want to emphasize two key points about
functional literacy by connecting it to technology.

First, functional literacy is primarily about skills or applied knowledge.

It’s only secondarily about facts or subject-matter knowledge.  For example, scientific literacy
doesn’t mean you’ve memorized the intricacies of how quantum computers work.  Instead, it
means you know how to ask questions and apply methods of verification or falsification that
make such technologies possible.

Second, functional literacy keeps our high-tech society functioning.

The kinds of functional literacy mentioned are relative to today’s highly complex, technological
society, but that doesn’t make them any less valid.  For instance, the ancient Greeks got by fine
without media literacy or computer literacy, but that’s because they didn’t have digital
networks.  If these examples of functional literacy are unique to our high-tech society, we
evidently need them.

C. Early Literacy/Emergent Literacy

Early literacy is what children know about reading and writing before they can actually read and
write. Early literacy skills are the roots of reading success -- and it is never too early to plant the
seed!

Children prepare to read long before they enter school. In fact, early literacy skills begin to
develop right from birth. A child's positive early experiences with books and language lay the
foundation for success in learning to read. Using the five early literacy practices listed below,
there is so much you can do to help build reading readiness.

TALKING with you helps children learn! Whether your child is babbling or speaking words, the
more you respond the more they will learn.

SINGING slows down language so children hear the different

sounds that make up words. This helps when they begin to read
printed language.

READING together – shared reading – is the single most

important way to help children get ready to read.

WRITING and reading go together. Talking with your child about

their scribbles and drawings helps them make the connection
between spoken and printed language.

PLAYING pretend helps children think symbolically. This helps them understand that spoken
and written words can stand for real objects and experiences.

Tips to Encourage Early Literacy Skills

 Read together every day. Your child will learn that reading and spending time together is
important.
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  Make reading time a warm and happy experience. If your child loses interest, put the
book away for another time.
 Point to objects in the book’s illustrations and encourage your child to describe what
they see.
 Tell your child the names and sounds of letters and words you see everywhere: books,
food packages, traffic signs, store signs.
 Show your child how useful print is in daily life: making a grocery list, reading a recipe,
following an instruction manual or finding directions on a map.

Early Literacy Milestones (up to age 6)

The sites below provide basic information about children's developmental milestones related to
early literacy.  As you will learn it is never to early to start supporting early literacy skills.  As
with all milestones for child development, these are a guideline only.  Each child and their
development is unique.

 Read, speak, sing to your baby: How parents can promote literacy from birth - Caring for
Kids, Canadian Pediatric Society

A practical page with tips for what caregivers can do to promote early literacy. It
includes a table - broken down by age from 0-24 months - about how to use books and
their own interactions to support early literacy.

 Reading Milestones - Kids Health

Reading milestone information for infants to age 13.

 Literacy Development for Kids - PBS

Reading, writing, listening and talking milestones for babies to grade 3.

Part 2.

Definitions of the 21st Century literacies

A. Multicultural Literacy And Global Literacy

- What is Multicultural Literacy?

Multicultural Literacy consists of the skills and ability to identify the creators of knowledge
and their interests (Banks, 1996), to uncover the assumptions of knowledge, to view
knowledge from diverse ethnic and cultural perspective, and to use knowledge to guided
action that will create a humane and just world (Boutte, 2008).

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 (Boutte, 2008). According to Boutte (2008) 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 towards achieving social justice within our
communities. Because of the growing racial, language and ethnic diversity in our country,
Multicultural Literacy needs to be transformed in substantial ways to prepare students to
function effectively in the 21st Century (Boutte, 2008).

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 By making small changes within the classrooms, it can create big changes globally (Boutte,
2008). As diversity grows, there is a need for the emergence of multicultural education that
is more representative of the students in today’s classrooms. By teaching students to be
advocates for multiculturalism, we are also sending a message of empathy and tolerance in
schools as a need to develop deeper understanding of others and appreciation of different
cultures (Banks, 2003). With this being said, in order for students to develop these attitudes
and skills, it 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 (Banks, 2003).

- What is Global Literacy?

Global Literacy aims to address issues of globalization, racism, diversity and social justice
(Guo, 2014). It requires awareness and action, consistent with a broad understanding of
humanity, the planet, and the impact of human decision on both. Global Literacy also
aims to empower students with knowledge and take action to make a positive impact in
the world and their local community (Guo, 2014).

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 respectful towards the rights
of all living things.

How are Multicultural and Global Literacy Interconnected?

Every classroom contains students of different race, religion, and cultural groups. Students
embrace diverse behaviors, cultural values, patterns of practice, and communication. Yet they
all share one commonality: their educational opportunity (Guo, 2014).

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 a respect for diversity
and enables students to learn exciting information. As classrooms become increasingly more
diverse, it is important for educators to acknowledge an address diversity issues and to
integrate multiculturalism information into the classroom curriculum (Guo, 2014).

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 B. Social Literacy

What is Social Literacy and why is it important?

Social Literacy is a student’s successful performance and understanding of social Skills,

organizational skills, and communication skills. It is the student’s ability to connect effectively
with those around them. Social literacy spans across interacting with peers, family, coworkers,
teachers, and even people we may not have met face to face.

Social literacy is so crucial in a person’s success. The ability to communicate and voice opinions
and thoughts, as well as listening to opinions and thoughts of others, is essential in learning.
Firmly grasping social cues and norms is extremely beneficial. In literally every single setting of
our lives: school, home, work, clubs and activities, interacting with people (whether face to face
or behind technology), we use our social literacy. We play so many roles every day and we
socially need to understand how to play those roles appropriately. For example: I would speak
differently with my friends than I would my mother, or I would chat on Facebook differently
than I would while emailing a professor. Without an understanding of this communication, one
cannot function with success in society.

C. Financial Literacy

What Is Financial Literacy?

Financial literacy is the ability to understand and effectively use various financial skills, including
personal financial management, budgeting, and investing. The lack of these skills is called
financial illiteracy.

KEY TAKEAWAYS

 Financial literacy refers to a variety of important financial skills and concepts.

 People who are financially literate are generally less vulnerable to financial fraud.
 A strong foundation of financial literacy can help support various life goals, such as
saving for education or retirement, using debt responsibly, and running a business.

Understanding Financial Literacy

In recent decades, financial products and services have become increasingly widespread
throughout society. Whereas earlier generations of Americans may have purchased goods
primarily in cash, today various credit products are popular, such as credit cards, mortgages,
and student loans. Other products, such as health insurance and self-directed investment
accounts, have also grown in importance. This has made it even more imperative for individuals
to understand how to use them responsibly.

Although there are many skills that might fall under the umbrella of financial literacy, popular
examples include household budgeting, learning how to manage and pay off debts, and
evaluating the tradeoffs between different credit and investment products. Oftentimes, these
skills require at least a working knowledge of key financial concepts, such as compound
interest and the time value of money. Given the importance of finance in modern society,
lacking financial literacy can be very damaging for an individuals’ long-term financial success.

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Unfortunately, research has shown that financial illiteracy is very common, with the Financial
Industry Regulatory Authority (FINRA) estimating that some 66% of Americans lack financial
literacy.

The lack of financial literacy can lead to a number of pitfalls. Financially illiterate individuals may
be more likely to accumulate unsustainable debt burdens, for example, either through poor
spending decisions or through a lack of long-term preparation. This in turn can lead to poor
credit, bankruptcy, housing foreclosure, or other negative consequences. Thankfully, there are
now more resources than ever for those wishing to educate themselves about the world of
finance. One such example is the government-sponsored Financial Literacy and Education
Commission, which offers a range of free learning resources.

Important: Financial literacy can also help protect individuals from becoming victims of
financial fraud, which is a type of crime that is, unfortunately, becoming more commonplace.

Special Considerations
How to Improve Your Financial Literacy Skills
Developing financial literacy to improve your personal finances involves learning and practicing
a variety of skills related to budgeting, managing and paying off debts, and understanding credit
and investment products. Here are several practical strategies to consider:

 Create a budget—Track how much money you receive each month against how much
you spend in an excel sheet, on paper, or in a budgeting app. Your budget should
include income (e.g., paychecks, investments, alimony), fixed expenses (like
rent/mortgage payments, utilities, loan payments), discretionary spending
(nonessentials such as eating out, shopping, travel), and savings.
 Pay yourself first—To build savings, this "reverse budgeting" strategy involves choosing
a savings goal—say, a down payment for a home—deciding how much you want to
contribute toward it each month, and setting that amount aside before you divvy up the
rest of your expenses.
 Manage your bill-paying—Stay on top of monthly bills so that payments consistently
arrive on time. Consider taking advantage of automatic debits from a checking account
or bill-pay apps, and sign up for email, phone, or mail payment reminders.
 Get your credit report—Once a year, consumers can request a free credit report from
the three major credit bureaus—Experian, Equifax, and TransUnion. Review it and
dispute any errors by informing the credit bureau of inaccuracies.
 Check your credit score—Having a good credit score helps you obtain the best interest
rates on loans and credit cards, among other benefits. Monitor your score via a free
credit monitoring service (or, if you can afford to and want to add an extra layer of
protection on your information, one of the best credit monitoring services) and be
aware of the financial decisions that can raise or lower your score, such as credit
inquiries and utilization rates.
 Manage debt—Use your budget to stay on top of debt by reducing spending and
increasing repayment. Develop a debt-reduction plan, such as paying down the loan
with highest interest rate first. If your debt is excessive, contact lenders to renegotiate
repayment, consolidate loans, or find a debt-counseling program.
 Invest in your future—If your employer offers a 401(k) retirement savings account, be
sure to sign up and contribute the maximum to receive the employer match. Consider
opening an IRA and creating a diversified investment portfolio of stocks, fixed income,
and commodities. If necessary, seek financial advice from professional advisors to help
you determine how much money you will need to retire comfortably and to develop
strategies to reach your goal.

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 V. Activity
A. Output: simplified ideas information showing the attributes of 21st
literacies visually presented through the different graphic organizers. (50
pts.)
B. Lecture-demo on the basic strategies to promote learners’ literacy. (50
pts.)

Criteria for scoring per percentage

Creativity: 30%

Neatness: 5%

Organization: 250%

Relevance to theme: 40%

Total: 100% (50pts)

Computation: 50x%=Total Score

VI. References:

https://mindfultechnics.com/what-is-functional-literacy/
https://www.schrockguide.net/uploads/3/9/2/2/392267/literacy_defintions.pdf
https://guides.wpl.winnipeg.ca/earlyliteracy/skills
https://21stcenturyliteracy214.wordpress.com/test-2/
https://360430028271334326.weebly.com/
https://www.investopedia.com/terms/f/financial-literacy.asp

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