UNIT IV: 21ST CENTURY LITERACIES

MULTICULTURAL AND GLOBAL LITERACY

As schools cater to diverse students in class, be it in terms of gender, color, race, nationality, religious
affiliations, cultural beliefs, 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
Multicultural literacy consists of the skills and ability to identify the creators of knowledge and their
interests (Banks, 1996) to reveal the assumptions of knowledge, to view knowledge from diverse ethnic and
cultural perspective, and to use knowledge to guide 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).
Accordingly, education for multicultural literacy 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 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).
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 in 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 (Banks, 2003).

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 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 (Guo, 2014).
According to the Ontario Ministry of Education (2015), a global) citizen should possess the following
characteristics: (1) respect for humans regardless of race, gender, religion or political perspectives; (2)
respect for diversity and various perspectives; (3) promote sustainable patterns of living, consumption, and
production; and (4) appreciate 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 is 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
(Guo, 2014).
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organization for economic cooperation and development
The OECD Global Competence Framework

The framework depicts the four dimensions of global competence encompassing the development
of knowledge, values, attitude and skills that flow along parameters of attaining such competency.

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 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 competence 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 (Bennett, 1993;
Sinicrope, Norris and Watanabe, 2007). Schools are also positioned to enhance students' ability to
understand their place in the community and the world and improve such ability to make judgments and take
action (Hanvey, 1975 in PISA, 2018).

The Need for Global Competence

The following are the reasons why global competence is necessary.
1. To live harmoniously in multicultural communities. Education for global competence can promote
cultural awareness and purposeful interactions in increasingly diverse societies (Brubacker and Laitin,
1998; Kymlicka, 1995; Sen, 2007). People with diverse cultures are able to live peacefully, respect
 UNIT IV: 21ST CENTURY LITERACIES

differences, find common solutions, resolve conflicts and learn to live together as global citizens
(Delors, et. al., 1996; UNESCO, 2014b). Thus, education can teach students the need to address
cultural biases and stereotypes.
2. To 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 (British Council, 2013).
3. To use media platforms effectively and responsibly. Radical transformations in digital technologies
have shaped young people's outlook on the world, their interaction with others and 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
(Zuckerman, 2014).
4. To 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 environmental
discussions.

Dimensions of Global Competence: Implications 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 (UNESCO,
2014a; Council of Europe, 2016a).
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 (Boix Mansilla, 2016).
This definition outlines four dimensions of global competence that people need to apply in their
everyday life just like students from different cultural backgrounds are working together on school projects.
Dimension 1: Examine issues of local, global and cultural
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 questions, 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 (Boix Mansilla and Jackson, 2011).
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 in 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 (Fennes and Hapgood, 1997).
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 individuals' capacity to interact
with others across differences in ways that are open, appropriate and effective (Barrett, et. al., 2014).
 UNIT IV: 21ST CENTURY LITERACIES

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 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.

The assessment strategy for global competence

The PISA 2018 assessment of 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"; and 2) a set of questionnaire items 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 (OECD, 2018).

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: (1)
culture and intercultural relations; (2) socio-economic development and interdependence; (3) environmental
sustainability; and (4) global 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 (OECD, 2018).

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 glöbal 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 on teaching topics that are globally
significant, the types of skills that foster deeper understanding of the world and facilitate respectful
interactions in multicultural contexts, and the attitudes and values that drive autonomous leaming and inspire
responsible action (OECD, 2018).

Knowledge about the world and other cultures

Global competence is supported by the knowledge of global issues that affect lives locally and 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 (OECD, 2018):
Perspective-taking refers to the cognitive and social skills of understanding how other people think
and feel.
Adaptability 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
 UNIT IV: 21ST CENTURY LITERACIES

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. Such
attitudes can be fostered explicitly through participatory and learner-centered teaching, as well as through a
curriculum characterized by fair practices and an accommodating school climate for all students.
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 (Byram, 2008; Council of
Europe, 2016a).
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 (Council of Europe, 2016a).
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 (Hansen, 2010).

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. Hence, people, who cultivate these values, become more aware of
themselves and their surroundings, and are strongly. motivated to fight against exclusion, ignorance,
violence, oppression and war.
Clapham (2006) introduced the four aspects of valuing equality of core rights and dignity. To wit: (1)
the prohibition of all types of inhuman treatment, humiliation or degradation by one person over another; (2)
the assurance of the possibility for individual choice and the conditions for each individual's self-fulfillment,
autonomy or self-realization; (3) the recognition that protection of group identity and culture may be essential
for that of personal dignity; and (4) the 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 or intercultural issues and situations (OECD, 2018).
1. The capacity 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
2. The capacity to analyze multiple perspectives and worldviews, positioning and connecting their
own and others' perspectives on the world
3. The capacity to understand differences in communication, recognizing the importance of socially
appropriate communication and adapting it to the demands of diverse cultural contexts
4. The capacity to evaluate actions and consequences by identifying and comparing different
courses of action and weighing actions on the basis of consequences
Thus, globally competent students should be able to perform a wide variety of tasks utilizing different
cognitive processes, such as: reasoning with evidence about an issue or situation of local, global and
intercultural significance; searching effectively for useful sources of information; evaluating information on
the basis of its relevance and reliability; synthesizing information to describe the main ideas in an
argumentative text or the salient passages of a conversation; and combining their background knowledge,
 UNIT IV: 21ST CENTURY LITERACIES

new information and critical reasoning to build multi-causal explanations of global or intercultural issues
(OECD, 2018).

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 (Klein, 2013; UNESCO, 2014). 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 (Boix Mansilla and Jackson, 2011; UNESCO, 2015).
Therefore, Gaudelli (2006) affirmed that teachers must have clear ideas on global and intercultural
issues that students may reflect on. They also need to collaboratively research topics and carefully design
the curriculum while giving students multiple opportunities to learn those issues. Teachers may also engage
in professional learning communities and facilitate peer learning.
More so, 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
(UNESCO, 2014a), rather than. using a "tourist approach", or giving students a superficial glimpse of life in
different countries now and then.
Textbooks and other instructional materials can also distort cultural and ethnic differences (Gay,
2015). 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 (North-South Centre of the
Council of Europe, 2012). 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 (Suárez-Orozco and
Todorova, 2008).
Pedagogies for promoting global 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 empathic (Barrett, et. al., 2014).
Class discussion is an interactive approach that encourages proactive listening and responding to
ideas expressed by peers. By exchanging views in the classroom, students learn that there is no single right
answer to a problem, understand the reasons why others hold different views and reflect on the origins of
their own beliefs (Ritchhart, et. al., 2011).
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 (Bringle and Clayton, 2012). Through service
learning, students not only "serve to learn," which is applied learning, but also "learn to serve" (Bringle, et.
al., 2016).
The Story Circle Approach intends students to practice key intercultural skills, including respect,
cultural self-awareness and empathy (Deardorff, n.d.). The students, in groups of 5-6, take turns sharing a 3-
 UNIT IV: 21ST CENTURY LITERACIES

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 (Gay, 2015).

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 is imperative among them.

Social Literacy
Social literacy entails the development of social skills, knowledge positive human values toward 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 process of inquiry, values exploration and social decision-making
that relate to the acquisition of knowledge and understanding (Arthur, Davison and Stow, 2000).
In school, social literacy can be demonstrated by teachers in dealing with their superiors, colleagues,
parents, students arid others, while for students, by way of interaction and interrelation with the surroundings
around them – their peers, the media and political influencers, technology agents, religious groups, school
staff, family members, etc.

Social Skills
Social skills are aspects of social literacy. As such, these are an integral part of 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).
Social skills are also important in schools because they 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: (1) gaining ideas, information,
techniques and perspectives from people with different areas of expertise; (2) providing their own perspective
for the benefit of others; (3) accomplishing tasks and working together toward shared goal; (4) providing
mutual support for difficult situations; (5) expanding network to learn about and pursue new opportunities; (6)
gaining feedback and referrals from people who can personally attest to work, skills and qualities; and (7)
making the school truly a healthy and conducive learning environment.
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Types of Social Skills

There are types of social skills that teachers can demonstrate among students to attain a harmonious
relationship with them.
1. Effective communication. It is the ability to communicate effectively and share thoughts and ideas
with students through group conversations, discussions, etc.
2. Conflict 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.
3. Active listening. It is the ability to pay close attention to a student in times of counseling, introspection
and consultation.
4. Empathy. It is the ability to understand and identify the feelings of students in times of difficulty and
trouble.
5. Relationship management. It is the ability to maintain relationships and build key connections with
school stakeholders for the student's development.
6. Respect. It 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 seeking help, making effective decisions and accepting
consequences to derive better solutions to the problem.
8. Interpersonal 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.
In addition, one may consider: (1) maintaining eye contact; (2) using proper body language; (3)
knowing the difference between being assertive and being aggressive; (4) selecting effective communication
channels; (5) being flexible; (6) accepting criticism without being defensive; (7) remaining positive at all times;
and (8) being teachable and a good student in most instances (https://www.skillsyouneed.com/ips/social-
skills.html).
Likewise, other ways that may help are as follows: (1) Behave as a social person; (2) Start small if
necessary; (3) Ask open-ended questions; (4) Encourage others to talk about themselves; (5) Create goals
for yourself; (6) Offer compliments generously; (7) Read books about social skills; (8) Practice good manners;
(9) Pay attention to your body language; (10) Join a social skills support group; (11) Stay up to date on current
events; and (12) Identify and replace negative thoughts.
Impact of Social Skills. Possessing social skills results to: (1) better relationships; (2) better
communication; (3) greater efficiency; (4) advanced career prospects; and (5) increased over-all happiness
(https://www.masters-in-special-education.com/lists/5-types-of-social-skills-deficit/).

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: (1) recognize, understand and
manage own emotions; and (2) 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: (1) giving and receiving feedback; (2) meeting tight deadlines; (3) dealing with challenging
relationships; (4) not having enough resources; (5) dealing with change; and (6) experiencing setbacks and
failure.
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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.
1. Think about feelings. A person has to be sensitive to one's and other's feelings 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.
2. Pause. 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 gently pause for a while and take a moment of
silence to rethink and cool down before jumping to any decision in order to avoid untoward
consequences.
3. Strive 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.
4. Benefit 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.
5. Show authenticity. This is saying what we mean with what we say and we have to stick on to
our values and principles. For example, in times 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.
6. Demonstrate empathy. Whenever we show empathy to others, such as understanding their
thoughts and feelings, we can easily establish a 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 in the same boat.
7. Praise others. This is by way of acknowledging and appreciating others toward attaining self-
fulfillment and building trust. For example, teachers should give acknowledgment and praise to
students for their deeds that are worth commending.
8. Give helpful feedback. Although negative feedback may hurt one's feelings, 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.
9. Apologize. Saying sorry demonstrates 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
11. Keep 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.
12. Help 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.
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13. Protect 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.
1. Emotional Literacy Workshop. This will help teachers to communicate with students, recognize
and manage emotions and increase self -awareness.
2. Emotional Literacy Museum. It is a self-directed learning experience that teaches about the
physiology of emotions, emotional regulation, and emotional literacy.
3. Mixed Emotions Cards. It is a beautiful deck of "tarot-like" cards of feelings (labeled with feelings
and synonyms).
4. eMotion Cards. It is an evocative, playful moon face illustration of emotions (open-ended without
labels).
5. Biodots. It is a simple reminder that emotions are part of our physiology.
6. Bingo Emotions. It is typically a classic "bingo" game played with emotions.
7. Feeling Faces. These are photos of real people and data about how survey respondents
evaluated each picture.
8. Six Seconds Emotional Intelligence Assessment. It provides feedback about the way one uses
EQ and how to improve in this area. (http://www.6seconds.org/2018/02/27/emotional-intelligence-
tips-awareness/)
9. The Zoo: Animal Workshop. It is an activity that intends to imitate an animal behavior and gesture
that ends with reflections and group sharing.
10. Face Workshop. It is an activity, in which partners face each other while showing different facial
expressions and qualities that ends with reflections.
11. The 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.
12. Tower 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.
13. Build 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 reflection.
14. Internalization 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.
15. Mirroring and Unmasking Activity. Each participant shall prepare a piece of paper and put it at
his/her back. In a 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 burned 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 (Connors, 2018)

The following are indicators and manifestations of an emotionally intelligent person that have to be
considered and demonstrated in schools.
 UNIT IV: 21ST CENTURY LITERACIES

1. Empathy. Empathy is the capacity to understand or feel what another person is experiencing from
within their frame of reference.
Greater Good Science Center in UC Berkeley laid down two different types of empathy, namely:
(a) Affective empathy - refers to the sensations and feelings that one gets in response to others
emotions including mirroring what that person is feeling, or just feeling stressed when he/she
detects another's fear or anxiety; (b) Cognitive empathy (sometimes called "perspective-taking")
- refers to one's ability to identify and understand other people's emotions.
2. Self-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.
3. Curiosity. 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.
4. Analytical 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.
5. Belief. 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.
6. Needs and wants. It is something to discern between things that one needs versus things that
he/she just wants and establishing needs prior to fulfilling wants.
7. Passion. 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.
8. Optimism. It is about maintaining a positive attitude that may increase one's opportunities,
improve relationships and think clearly and constructively.
9. Adaptability. 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.
10. Desire 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.
According to Wikipedia, 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 people's
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: (1) personal effectiveness or about how one
comes across with others; (2) interaction ability or how well one predicts and decodes behavior; and (3)
intercede easily or ability to lead, influence and build bridges between people.
Moreover, people skills are the ability to accept, appreciate and admire others on a personal or
professional level. Good people skills extend to the ability to listen and empathize with others, as well as work
toward common goals with them. Therefore, these are sets of skills that enable a person to get along with
others, communicate ideas effectively, resolve conflicts and achieve personal or professional goals.
In general, Portland Business Journal describes people skills as (Riikin, 2009):
1. Ability to effectively communicate, understand and empathize.
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2. Ability to interact with others respectfully and develop productive working relationship to minimize
conflict and maximize rapport
3. Ability to build sincerity and trust, moderate behaviors (less impulsive) and enhance
aggreableness
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
help make a difference in the classroom (Bolton, 2009). Accordingly, almost 50 percent of classroom success
lies on effective interpersonal relationships, while the other 50 percent lies within academic skills (Boyle,
2011). 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 an essential part of work, life. and social success. When one has strong
people skills, he/she is able to: (1) pitch him/herself; (2) overcome social anxiety; (3) communicate ideas; and
(4) influence others positively.

Strategies in Obtaining Good People Skills

McQuerrey (2019) presents the following strategies in maintaining good people skills which are
essential in a meaningful, joyful and purpose-driven life that teachers also need to know.
1. Good 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.
2. Conflict resolution skills. Having the ability to mediate disputes and resolve conflict among others
is an important personal and professional skill. Hence, conflict resolution involves the ability to clarily
a specific dispute, listen to perspectives in a non-judgmental manner and offer suggestions for action.
3. The 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.
4. Tolerance 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
personaly agree with them.
In general, there are 5 A's to improve people skills, namely: (1) acceptance: (2) appreciation; (3)
approval; (4) admiration; and (5) attention.

Ten Essential People Skills to Succeed

The following is the list of soft skills for one's self-reflection and examination.
1. Being 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.
2. Crafting 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.
3. Mastering communication. This is knowing how to present one's self and, in turn, gets one's
message across.
4. Sustaining 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.
5. Being an excellent conversationalist. This is essential in communicating and interacting with
others. Excellent conversationalists are people whom others may be fond of listening to and
discussing with. Most interactions happen in three levels: (1) The First Five Minutes: This is the
 UNIT IV: 21ST CENTURY LITERACIES

first impression and the time to decide if someone is worth getting to know; (2) The First Five
Hours: This is moving past first impressions into rapport building; and (3) The 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.
6. Being highly likable. Likability is an important facet of trust by through being authentic or genuine
with their true selves.
7. Being exceptional at decoding emotions. People, who are good at reading people, are
exceptionally strong at knowing how others think and feel.
8. Pitching 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.
9. Being charismatic. Charisma is the perfect blend of two essential people skills traits such as
warmth and competence.
10. Being an influential leader. Leaders in both personal, social and professional life are able to
gain camaraderie.
(Source: www.scienceofpeople.com/people-skills/)

MEDIA LITERACY
Today, information comes through an interwoven system of media technologies. The ability to read
many types of media has become an essential skill in the 21s Century. Thus, schools are greatly confronted
with this challenge.

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 combinations of each. Media can be a
component of active learning strategies, such as group discussions or case studies (Mateer and Ghent, n.d.).
Media literacy is the ability to access, analyze, evaluate, and create media (Firestone, 1993). Media
literate youth and adults can understand the complex messages received from television, radio, Internet,
newspapers, magazines, books, 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. (http:// medialiteracyproject.org)
The Ontario 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. More so, it intends to provide students the ability to
create media products (http://www.medialit. org).
Media literacy therefore, is the ability to identify different types of media from wide array of sources
and understand the messages they bring (Hobbs. 1997).
But most of all, these have one thing in common: that someone created it for a reason. Therefore,
understanding that reason is the basis of media literacy.

Media Literacy Concepts

1. It is the ability to critically assess the accuracy and validity of information transmitted by the mass
media and produce information through various forms.
2. Also known as Media Education, it is the ability to realize that all kinds of media show a representation
of reality.
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3. It is the process of accessing, decoding, evaluating, analyzing and creating both print and electronic
media (Auderheide, 1993).
4. It depicts experience of reading texts and designing hypertexts made possible through technology
(Hobbs, 2007).
5. It pertains to understanding how to use today's technology, how to operate equipment, use various
softwares and explore the Internet.
6. As a 21 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.
7. It represents response to the complexity of the ever-changing electronic environment and
communication channels.
8. Critical evaluation of media requires the ability to analyze and disseminate various features to others.
9. It is about teaching critical media management strategies, including ICTs in schools and learning
centers.
10. It 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. (https://www.igi-
global:com/dictionary/media-literacy/18156)

Roles of Media Literacy

It becomes easy to create media, however, it is difficult to know the creator of this, his/her reason,
and its credibility. Specifically, it helps individuals to:
1. Learn 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.
2. Become 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.
3. Recognize point of view. Identitying an author's perspective helps individuals appreciate different
ideas in the context of what they already know.
4. Create media responsibly. Recognizing one's ideas and appropriately expressing one's • thoughts
lead to effective communication.
5. Identify 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.
6. Understand the author's goal. Understanding and recognizing the type of influence something has,
people can make better choices. (Common Sense Media, n.d.)

Social Media
Social media 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 (Go, 2019)
Types of Social Media Websites
There are different types of social media websites and the ways of using them to reach the target
audience.
1. Social 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.
2. Social 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). These sites serve as avenue for meeting people and developing
relationships that can lead to joint-venture partnerships, career opportunities, and research.
3. Social Media Photo and Video Sharing. It allows users to upload photos through faceboook,
Instagram and Pinterest while videos through YouTube.
 UNIT IV: 21ST CENTURY LITERACIES

4. Microblogging 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 limits to 280 characters per post
and allows to follow a set of users from one dashboard. Another popular social media app is
SnapChat, which is video-based.
5. Social 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 (Moscow Declaration on Media and Information
Literacy, 2012).
The 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; and engaging with media and ICTs to promote quality, free expression,
intercultural/interreligious dialog, peace, etc. (UNESCO, 2016).

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 (2011) MIL curriculum delves on "accessing
information effectively and efficiently" as an aspect put into practice.
Baacke (1996) included compositional skills in his media competence model that involves creating
new kinds of media content, encouraging self-determination, and increasing individuals' chances for
participation. MIL also involves performative aspect that entails the competence to do rather than just to know
certain things.
Moeller (2009) summarized the facets of MIL from the user perspective, emphasizing media
consumers in identifying news and understanding media's role in reshaping the global issues. Norbert
Groeben (2002) pointed out the importance of knowledge of the inner workings (contexts, routines, contents)
and the effects of media. Fostering certain attitudes toward media and other information sources involves
both being critical on the negative impact of media and defending it against sources of influence.

Seven Dimensions of MIL

Shapiro and Hughes (1996) identified the seven dimensions of media information literacy:
1. Tool Literacy. This is the ability to understand and use practical and conceptual tools of current
information technology, including software, hardware and multimedia that are relevant to
education and the areas of work and professional life.
2. Resource Literacy. This is the ability to understand the form, format, location and access
methods of information resources.
3. Social-Structural Literacy. This is knowing how information is socially situated and produced,
fits into the life of groups about the institutions and social networks.
4. Research 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.
 UNIT IV: 21ST CENTURY LITERACIES

5. Publishing Literacy. It is the ability to format and publish research and ideas electronically, in
textual and multimedia forms.
6. Emerging Technology Literacy. It is the ability to adapt to, understand, evaluate and use
emerging innovations in information technology.
7. Critical Literacy. It is the ability to evaluate critically the intellectual, human and social strengths
and weaknesses, potentials and limits, 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
1. Media educate people on health matters, environmental conservation and others through various
forms.
2. People get the latest world news in a very short time regardless of distance.
3. People can bring out their hidden talents in the multimedia and visual arts, comedy, acting, dancing
and singing.
4. Media increase knowledge learned from quiz programs, educational shows and other information-
giving programs.
5. People feel convenient in accessing information through mobile phones.
6. They become a vehicle in promoting products toward increased sales.
7. They serve as a good source of entertainment.
8. Television allows electronic duplication of information that reduces mass education costing.
9. Media lead to the diffusion of diverse cultures and cultural practices:
10. They help people around the world understand each other and respect differences.
Disadvantages of Media
1. They lead to individualism. Spending too much time on the Internet and watching television usually
impedes socialization with friends, family and others.
2. Some media contents are not suitable for children.
3. A newspaper is geographically selective.
4. The increase in advertisements in television and radio makes them less attractive.
5. The internet can be a possible way for scams, fraud and hacking.•
6. Media can be addictive that may result in people's decreased productivity.
7. They can cause health hazards, such as radiation effects, poor eyesight, hearing defects, and others.
8. They may induce drugs and alcohol use.
9. They can lead to personal injury by imitating the stunts showcased in media.
10. They can ruin reputation through an anonymous account, malicious scandals, false accusations and
rumors.
(https://www.importantindia.com/22940/media-advantages-disadvantages)

Integrating Media Literacy in the Curriculum

Although media literacy is now a part of the curricula, it is confronted wi: i a variety of factors, such as
limited access to equipment, teachers' lack of confidence with the material, and perception of media
education as just an accessory to the curriculum.
Lynch (2018) presents six ways to integrate media literacy into the classroom for students to become
media literate while making media education a meaningful and integrated part of classroom practice.
1. Teach 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.
 UNIT IV: 21ST CENTURY LITERACIES

2. Show students where to find digital resources and databases. Teachers should provide students
with reliable and safe media sources and trustworthy content.
3. Compare/contrast various media sources. In the discussions, distinguish various media sources
and compare elements.
4. Discuss how the 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.
5. Examine 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.
6. Have 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: (1) reflect on and analyze
their own media consumption habits; (2) identify the author, purpose and point of view in films, commercials,
television and radio programs, magazine and newspaper editorials and advertising; (3) identify the range of
production techniques that are used to communicate opinions and shape audience's response; (4) identify
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; (5) appreciate the economic underpinnings of
mass media industries to make distinctions between those media which sell audiences to advertisers and
those which do not; (6) understand how media economics shapes message content; (7) gain familiarity and
experience in using mass media tools for personal expression and communication and for purposes of social
and political advocacy.
Approaches to teaching media literacy. Kellner and Share (2007) mentioned three approaches to
teaching media literacy that would utilize media in pedagogical practice.
1. Media 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.
2. Media 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.
3. Critical Media 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 need 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: (1) by
using a rubric to assess the work of students; and (2) by 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:
1. Based on how well the student understands the key concepts of media literacy and the specific
concepts and ideas being explored in the lesson.
 UNIT IV: 21ST CENTURY LITERACIES

2. Based on the depth and quality of the student's inquiry and analysis of the questions raised in the
lesson, as well as his/her thoughtfulness in identifying issues and questions to examine.
3. Based 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
(http://mediasmarts.ca/digital-media-literacy).
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.
1. Media are constructions. Media products are created by individuals who make conscious and
unconscious choices about what to include and how to 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.
2. The 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
3. Media have commercial Implications. Since most media production is a business, it makes
profits and it belongs lo a powerful network of corporations that exert influence on content and
distribution. It can assess students' knowledge and understanding of the commercial factors
influencing the creation of media product and analysis of how media product is influenced by
commercial factors or the owner.
4. Media 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.
5. Each 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 (http:// mediasmarts.ca/digital-media-
literacy).