NEW LITERACIES, FUNCTIONAL LITERACY AND MULTILITERACY MODULE NO.

NEW LITERACIES, FUNCTIONAL LITERACY AND

MULTILITERACY

MODULE OVERVIEW

In today's interconnected and fast-evolving world, literacy goes beyond the

ability to read and write. Chapter 3 focuses on New Literacies, Functional Literacy, and
Multiliteracy, providing learners with the tools to navigate modern communication and
diverse information sources. It highlights the importance of equipping students with
skills to critically analyze, create, and share information in various formats and
platforms.

PRETEST
Direction: Read and analyze each item carefully. Choose the letter of the best answer.

1. What are the possible causes of lack of reading comprehension skill among Grade
4 pupils?

I. The use of Mother-Tongue from grades 1-3

II. Inability to master the prerequisite skills in reading in the previous level
III. Reduced time allotment - for developing reading skills
IV. Non-contextualized strategies and reading materials to address indigenization
perspective

A. I and II only C. III and IV only

B. II and III only D. I, II, III and IV

2. Which instructional material is the best self-directed means of attaining functional

literacy?

A. Community resources and real-life fields

B. Simulation laboratory apparatuses
C. Audio-visual tools and films
D. Research survey facts and data

3. Which of the following activities in the curriculum help develop functional literacy to
its optimum?

I. Industry Immersion. TechVoc students are sent to the food production company and
trained in processing meat, a culminating activity in their food technology subject.
II. Service Learning. The Education students render free teaching services to street
kids on weekends as part of their Edukalye, an extension program.
III. Research/Capstone. The Criminology students share the findings of their study with
the city government for consideration regarding traffic reduction management.
IV. Experiential/Participatory Learning. AB Political Science students join a public
forum where they lay down their insights and perspectives on the given issue being
discussed.

A. 1, II and III C. II, III and IV

B. I, III and IV D. I, II, III and IV

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4. The K to 12 curriculum aims at raising the quality of Filipino learners and graduates
while empowering them for lifelong learning that requires functional literacy. Towards
this end, the following are the perspectives of this new curriculum EXCEPT:

A. Providing more focus on the total learning areas towards the development of
metacognitive skills
B. Implementing a unidisciplinary approach in treating every facet and component of
the curriculum
C. Providing experiential learning areas wherein learners can apply knowledge and
life skills
D. Making values development integral across disciplines.

5. The teacher instills to the students the Filipino value of respect for the elderly that
is shown through the provision of spaces in the building, granting of discount privileges
and prioritizing them in the grocery stores and LRT stations. What literacy is being
implied?

A. Multicultural Literacy C. Social Literacy

B. Financial Literacy D. Media Literacy

INTRODUCTION

New Literacies, Functional Literacy, and Multiliteracy are essential

competencies in today’s fast-changing and technology-driven society. Literacy in the
21st century is no longer limited to reading and writing printed texts, but now includes
the ability to understand digital media, use information wisely, communicate effectively
across cultures, and apply learning to real-life situations. These literacies empower
learners to think critically, participate actively in society, and adapt to the demands of
modern communication and global interaction.

In many instances, teachers encounter challenges in addressing the diverse

literacy needs of learners brought about by rapid technological advancement, cultural
diversity, and the growing influence of digital media. Some learners struggle to
evaluate information critically, use technology responsibly, or apply knowledge
functionally in daily life. Because of these concerns, the development of new literacies,
functional literacy, and multiliteracy has become a key focus in education, research,
and curriculum development. Integrating these literacies in teaching helps prepare
learners to become informed, responsible, and productive citizens who can effectively
function in a global and digital world.

LEARNING OBJECTIVES

[Link] new literacies and their impact on the teaching-learning process

2. Describe a multiliterate teacher
3. Define functional literacy
4. Cite how functional literacy and new literacies can be integrated in the curriculum
and practiced in the classroom
5. Draw relevant life lessons and significant values from personal application of
functional literacy.

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NEW LITERACIES, FUNCTIONAL LITERACY AND MULTILITERACY MODULE NO. 3

6. Analyze a research abstract on new literacies and their implications on teaching and
learning
7. Make a project plan or action plan that presents functional literacy in action

PRESENTATION OF THE LESSON

New Literacies
Literacy evolved from basic reading and writing (Güneş, 2000) to diverse skills
shaped by technology and societal change. Between 1950 and 1970, literacy was
defined for modern activities, but by the 1990s, it expanded due to technological and
urban developments.

New literacies emerged, including computer, technology, Internet, and media

literacy (Altun, 2005), later extending to information, cultural, and universal literacy.

Literacy is socially-driven and applied in specific contexts, such as record keeping,

reporting, and online communication. It involves creating and sharing meaning through
various forms of text (Lankshear & Knobel, 2006).

Literacy is interactive; understanding comes from engagement with texts and

contexts (Kress, 2003). Online content and practices provide resources for diverse
meaning-making.

21st-century literacy includes multimodal and subject-specific skills that integrate

visual, digital, and cultural forms. It demands critical comprehension, creative
expression, and ethical use of information (Primary English Teaching Association
Australia, 2015).

Activities include blogging, fan fiction, graphic novels, podcasts, memes, gaming,
and more, reflecting how online and offline literacies merge (Leander, 2003).

Exploring the New Literacies

1. Multicultural Literacy is about understanding ethnic groups that cómprise the
population and focuses on complex issues of identity, diversity and citizenship.
2. Social literacy is the development of'social skills, knowledge and positive values
in human beings to act positively and responsibly in sophisticated complex social
settings.
3. Media literacy is the ability to access, analyze, evaluate, and create media.
4. Financial literacy is the ability to make informed judgments and make effective
decisions regarding the use and management of money.
5. Digital literacy is the ability to effectively use digital devices for purposes of
communication, expression, collaboration and advocacy in a knowledge-based
society.
6. Ecological literacy is understanding the principles of ecosystems toward
sustainability.
7. Creative literacy is the ability to make original ideas that have value, and the ability
to see the world in new ways.

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The Truth on 21st Century Literacies According to Research

• Success with technology requires critical thinking and reflection; teachers
with limited technological skills need training and updated resources to
provide effective instruction.

• Schools must support educators with professional development and

technology to prepare students for a world driven by global economies,
new technologies, and rapid information growth.

• Teachers must equip students with skills in problem-solving,

collaboration, analysis, and use of tools like word processors, hypertext,
LCDs, webcams, podcasts, smartboards, and social networking
platforms.

The National Council of Teachers of English (2013) came up with a research that
reveals the following:
1. As new technologies shape literacies, they bring opportunities for teachers to foster
reading and writing in more diverse and participatory contexts.

2. Sites, like literature's Voice of the Shuttle, online fanfiction, and the Internet Public
Library, expand both the range of available texts and the social dimension of literacy.

3. Research on electronic reading workshops shows that they contribute to the

emergence of new literacies.

4. Research also shows that digital technology enhances writing and interaction in
several ways.

5. K-12 students, who write with computers, produce compositions of greater length
and higher quality are more engaged' with and motivated toward writing than those
who do not write with computers.

6. College students, who keep e-portfolios, have a higher rate of academic

achievement and overall retention rate than those who do not keep e-portfolios. They
also demonstrate a greater capacity for metacognition, reflection and audience
awareness.

7. Both typical and atypical students, who receive an online response to writing, revise
their works better than those participating in traditional method.

Functional Literacy

The term functional literacy was initially defined by UNESCO through William S. Gray
in his Teaching of Reading and Writing (1956) as adult training to meet independently
the reading and writing demands placed on them. 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.

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Over the decades, as societies have evolved into technical innovations, the definition
of functional literacy has been modified to meet the changing demands (Concise
Oxford Companion to the English Language, 1998).

Referring to functional literacy, UNESCO states the following:

1. Literacy programs should be integrated to and correlated with economic and
social development plans.
2. The eradication of illiteracy should begin with population sectors which are
highly motivated and need literacy for their own and their country's benefit.
3. Literacy programs should be linked with economic priorities and carried out in
areas undergoing rapid economic expansion.
4. Literacy programs must impart not only reading and writing but also
professional and technical knowledge leading to greater participation of adults
in economic and civic life.
5. Literacy must be an integral part of the over-all educational system and plan of
each country
6. The financial need for functional literacy should be met various resources, as
well as be provided economic investments.
7. The literacy programs should aid in achieving main economic objectives (i.e.
increase in labor productivity food production, Industrialization, social and
professional mobility creation of new manpower and diversification of the
economy)
Thus, literacy materials present reading, writing and numeracy concepts using words
and ideas needed using information for learners to enhance sufficient literacy skills
and continue learning on their own.

A number of functional literacy programs have been carried out that focus on different
job skills and development aspects. To name a few, in the Philippine context, are
agricultural, health, industry, family planning, home making arts and culture and
technical-vocational programs.

A new functional literacy aspect, called specific literacy becoming a trend, in which
the job of the student is analyzed to see exactly the literacy skills needed and these
that are only taught. This a to prevent job-skill mismatch. In specific literacy, the
student may learn very little but will be of immediate value that would result in
increased learner motivation.

Therefore, the specific literacy strategy is a planning tool that allows the literacy worker
to focus on skills that are of value to the learners.

Significance of this approach includes literacy that: (1) starts in the workplace: (2) uses
a diagnostic approach; (3) identifies turning points in economic life that may act as an
incentive to learning (4) assesses the limits of a short-term intervention, and (5) looks
for generic skills. generic skills.

Gunes (2000) posited that functional literacy constitutes the second level of literacy
next to basic literacy, in which literacy and mathematical information and skills can be
utilized in one's personal, social, economic and cultural endeavors. Therefore, the

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essence in functional literacy is to learn basic related information and skills and use
them in daily life. Functional skills level comprises both technical and functional skills
while encompassing social, citizenship, and economic roles.
In Capar (1998) cites that a functionally literate person is someone who one step
ahead of literacy and maintains literacy activity throughout his/her the in order to keep
living and effectively accommodate him/herself to his/her surroundings.

UNESCO defines functional literacy as the ability of an individual to take part in

significant activities in professional, social, political and cultural aspects in a society,
where he/she lives using his/her literacy skills (De Castel, 1971, Goksen, Gulgoz and
Kagitcibusi, 2000 ; as cited in Savas, 2006)
Likewise, Knoblauch and Brannon (1993), as cited in Jabusch (2002) distinguished
basic literacy and functional literacy as having the expression "functional" to indicate
performance with texts, including mathematics.

The Education for All Global Monitoring Report (UNESCO, 2006) states that
functional literacy means the ability to make significant use of activities
involving reading and writing skills that include using information,
communicating with others, and following a path of lifelong learning necessary
for the ability to express him/ herself in daily life. UNESCO's definition also adds
that functional literacy includes those skills essential for both official and
unofficial participation, as well as those which are necessary for national
change and development that can be used to aid an individual in contributing to
his/her own development and that of his/her family and the society. The National
Statistics Authority defines functional literacy as the level of literacy that includes
reading, writing and numeracy skills that help people cope with the daily
demands of life.

Based on these definitions, functional literacy can be concluded as an activity that

contributes to the development of an individual and the society, including the ability to
use information and skills related to listening, speaking, reading, writing, and arithmetic
necessary for daily life in social, cultural and economic aspects effectively.

Improving Functional Literacy in the Philippines

Over the years, the Philippines has continuously aspired to attain an increased
functional literacy rate.
Manuyo (2019) reported that based on the 2013 Functional Literacy, Education and
Mass Media Survey (FLEMMS), the country registered a 90.3% rate, which means
that nine out of every 10 Filipinos aged 10-64 were functionally literate. In 2003, there
were still gaps at the community level. In the study conducted by World Vision, results
showed that the proportion of girls and boys aged 11-13, who were functionally literate,
placed at a critical rate of 44%, or below 50% of the students were able to read with
comprehension by the end of their basic education.

It was also evident that school dropouts contributed to low functional literacy.
Obviously, one in every 100 or about 4 million Filipino children and youth were out-of-
school in 2013. Of the total number, 22.9% got married, 19.2% lacked a family income
to be sent to school and 19.1% lacked interest in attending schools. In order to address

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illiteracy issues, creating formal and non-formal learning environments, active

participation of local stakeholders, capacity building of teachers, development of
contextualized or indigenized learning materials, and tracking of improvement of
reading, basic math and essential life skills outcomes were desired. Interventions also
included improvement of classrooms and several reading facilities, establishing a
culture of reading program, parental training and learning, and skill integration in the
curriculum.

In a follow-up study by World Vision in 2016, the functional literacy rate went up at
76.53%. In the community level, the rate inclined to 62.64%, or around 50%-70% of
the students were able to read with comprehension by the end of their basic education.
The increase was significant within the 3-year interval but it also indicated more
improvement is expected considering that rate remained 17.36% short of the 80%
threshold.

An analysis shows that low functional literacy could mean low resilience to respond to
abnormal conditions and increase a child's vulnerability to exploitation. This could also
result in unpreparedness for gainful employment and eventually increased
dependency on welfare programs.
One of the government initiatives to address this is the Alternative Learning System
(ALS) that provides an opportunity for learning among out-of-school youth for them to
land in better jobs.

Integration of New Literacies in the Curriculum

To address the call for literacy in today's world, students must become proficient in the
new literacies of 21st century technologies. The International Reading Association
(IRA) believes that literacy educators have the responsibility to integrate information
and communication technologies into the curriculum to prepare students for the future
they deserve.
Integration of New Literacies in the Curriculum To address the call for literacy in today's
world, students must become proficient in the new literacies of 21st century
technologies. The International Reading Association (IRA) believes that literacy
educators have the responsibility to integrate information and communication
technologies into the curriculum to prepare students for the future they deserve.

The multiliterate learner. Today, the Internet and other forms of information and
communication technologies (ICTs) are redefining the nature of reading, writing, and
communication. New literacy skills and practices are required by each new ICT as it
emerges and evolves Thus, these new literacies need to be integrated into the
curriculum to prepare students for successful civic participation in a global
environment.
Students would desire for: (1) teachers who use ICTs skillfully for teaching and
learning; (2) peers who use ICTs responsibly and who share their knowledge: (3) a
literacy curriculum that offers opportunities for collaboration with peers around the
world; (4) instruction that embeds critical and culturally sensitive thinking into practice,
standards and assessments that include new literacies; (5) leaders and policymakers
who are committed advocates of ICTs for teaching and learning; and (6) equal access
to ICTs for all classrooms and students.

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Coiro, et. al (2008) noted four common elements as broader dimensions of new
literacies, to wit: (1) the Internet and other ICTs require new social practices, skills,
strategies, and dispositions for their effective use; (2) new literacies are central to full
civic, economic, and personal participation in a global community; (3) new literacies
rapidly change as defining technologies change; and (4) new literacies are multiple,
multimodal and multifaceted, thus, they benefit from multiple lenses seeking to
understand how to better support the students in a digital age.

Impact of new literacies on instruction. Additional changes are taking place in literacy
instruction (Grisham and Wolsey, 2009). Henry (2008) restated that engagement in
literacy activities is being transformed today like at no other time in history. As students
turn to the Internet and other information communication technologies (ICTs) at
increasing rates to read, write and interact with texts, they must develop new skills and
strategies, or new literacies, to be successful in these multimodal, intertextual and
interactive environments. The Internet has become the defining technology for today's
youth and may be the most important ICT for students to learn how to manipulate
successfully.

Although, there are multiple ways to view the changes in literacy and communication
emerging from new technologies (Labbo and Reinking, 1999), it cannot be ignored
that literacy changes experiences at school and in everyday lives. As such, rapid
profound changes in technology impact students' literacy journey. Hence, Leu, et. al
(2004) posited that changes in literacy are confronted by innovation, that the new
literacies of today will be replaced by even newer ones tomorrow as new ICTs
continuously emerge in a more globalized community of learners. And such changes
bear important implications to instruction, assessment, professional development and
research.

Multiliteracies
Multiliteracies is a modern way of understanding literacy. It means that being “literate”
today is not only about reading and writing with pen and paper, but also about being
able to understand and communicate across different cultures, languages, and forms
of media like pictures, videos, sounds, gestures, and digital technology.

According to the New London Group (1996): multiliteracies recognizes two main
things:

1. Cultural and linguistic diversity – people communicate differently depending

on their culture and language.

2. Multimodality – meaning is made not just through text, but also through
images, sounds, gestures, and digital media.

Multiliteracies in the Educational Reform

The concept of 21st century skills is guided by the belief that schools should prioritize
teaching the most relevant, useful, in-demand, and universally applicable skills
for students. These skills are necessary for navigating the challenges of a complex,
competitive, knowledge-based, information-age, and technology-driven society.
They can be taught in different school settings, with teachers promoting cross-

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NEW LITERACIES, FUNCTIONAL LITERACY AND MULTILITERACY MODULE NO. 3

disciplinary skills and schools integrating them into both instruction and assessment.
Educational strategies such as authentic learning, outcome-based learning,
project-based learning, and performance-based learning encourage students to
conduct research, create technologies, process information, think creatively, plan
tasks, and collaborate with others. Schools may also allow alternative learning
pathways such as internships, apprenticeships, and immersion experiences,
enabling students to gain both practical job-related skills and academic credits while
meeting graduation requirements.

Assessment of multiliteracies moves away from simple memorization and

disconnected processes, focusing instead on application and demonstration of
understanding in various contexts. Real-world audiences and self-assessment are
central to this process. Media literacy is enhanced when students use technology and
multimedia tools to produce websites, TV/radio shows, PSAs, documentaries,
electronic portfolios, oral histories, and films. Through these projects, students express
their viewpoints, become active and responsible citizens, and achieve higher mastery
of academic content, which also leads to better performance in standardized tests.

According to the New London Group (1996), multiliteracies refer to multimodal

communication across languages, cultures, and technologies, offering new
pedagogical approaches that improve classroom management. However, Biswas
(2014) noted the challenge of sustaining literacy development, while Borsheim et al.
(2008) emphasized the importance of strong literacy skills. Ajayi (2011) stressed
preparing teachers to teach multiliteracies, while Pennington (2013) identified a gap
between theory and classroom practice. Given globalization and technological
change, multiliteracies are now indispensable in literacy education.

Four Components of Multiliteracies

[Link] practice- leads students towards meaningful learning by integrating primary
knowledge.

2. Overt instruction- guides students to the systematic practice of learning process

with tools and techniques.

3. Critical framing- teaches students how to question diverse perceptions for better
learning experiences.

4. Transformed action- teaches students to apply the lessons they learn to solve real-
life problems.

Effective instruction in 21st century literacies uses an integrated approach that helps
students access, evaluate, synthesize, and contribute to knowledge. Teachers are
encouraged to:

• Guide students to reflect on the role of technology in learning.

• Create class websites for discussions and invite outside voices.
• Teach strategies for evaluating online information.
• Integrate technologies students already use.
• Use wikis for collaborative guides.

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• Include varied media and genres in classroom texts.

• Assign podcasts and other authentic digital tasks.
• Provide explicit instruction on avoiding plagiarism online.
• Refer to the Partnership for 21st Century Skills website for resources.

For schools and policymakers: (1) Teachers need both intellectual and material
support for effective 21st century literacy instruction; (2) Schools need to provide
continuing opportunities for professional development, as well as up-to-date
technologies for use in literacy classrooms; (3) Address the digital divide by lowering
the number of students per computer and by providing high quality access (broadband
speed and multiple locations) to technology and multiple software packages; (4)
Ensure that students in literacy classes have regular access to technology; (5) Provide
regular literacy-specific professional development in technology for teachers and
administrators at all levels, including higher education; (6) Require teacher preparation
programs to include training in integrating technology into instruction; (7) Protect online
learners and ensure their privacy; ( Affirm the importance of literacy teachers in helping
students develop technological proficiency; and (9) Adopt and regularly review
standards for instruction in technology

Lastly, the integration of multiliteracies creates new pedagogical practices that

promote equal access to learning for all students. It encourages them to collaborate,
participate, and share in online learning spaces, making them more confident and
knowledgeable. Through these practices, students are prepared to become
responsible global citizens in the digital age.

CONCLUSION

The study of New Literacies, Functional Literacy, and Multiliteracies shows that literacy
today is no longer just about reading and writing. It has grown to include digital, social,
cultural, financial, ecological, and creative skills that are important for living in the 21st
century. Functional literacy emphasizes the practical use of knowledge and skills in
daily life, helping individuals and communities improve their social and economic
conditions. Meanwhile, multiliteracies highlight the need to understand and
communicate through different languages, cultures, and modern technologies.

Overall, these literacies guide schools, teachers, and learners to adapt to a fast-
changing world. They remind us that education should not only provide basic skills but
also prepare students to think critically, use technology responsibly, solve real-life
problems, and participate fully in society. By integrating these literacies into teaching
and learning, students can be better equipped to face challenges and opportunities in
a global and digital age.

LEARNING ACTIVITIES

QUESTION FOR DISCUSSION:

1. What are new literacies? Explain why they are important in today’s digital and
global world.

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NEW LITERACIES, FUNCTIONAL LITERACY AND MULTILITERACY MODULE NO. 3

2. How does functional literacy help individuals apply reading, writing, and
numeracy skills in real-life situations?
3. Differentiate new literacies, functional literacy, and multiliteracy in terms of
purpose and use.
4. Why is multiliteracy important in understanding different cultures, languages,
and forms of communication?
5. How can teachers integrate new literacies and multiliteracy in classroom
instruction?
6. In what ways can functional literacy help learners become productive and
responsible members of society?

GENERALIZATION

• New literacies refer to the skills needed to access, analyze, evaluate, and
create information using digital technologies and various media forms. These
literacies help learners communicate effectively and think critically in a
technology-driven and information-rich society.
• Functional literacy is the ability to use reading, writing, numeracy, and
communication skills in real-life situations. It allows individuals to perform daily
tasks, solve problems, and participate actively in social, economic, and civic
activities.
• Multiliteracy emphasizes understanding and using different modes of
communication such as text, images, sounds, gestures, and digital media
across diverse cultures and languages. It prepares learners to interact
meaningfully in a global and multicultural environment.
• Overall, the integration of new literacies, functional literacy, and multiliteracy in
education equips learners with practical skills, critical thinking, and adaptability
needed to succeed in the 21st century.

ASSESSMENT
Quiz

Identification.
Direction: Identify the answers on the following questions/statements. Write your
answer on the space provided before the number. In CAPITAL letters.

_____________1. What term do you call the new literacies are often flexible
continuous and open, where online and offline lives?

_____________2. It stresses skills accomplish appropriate verbal, cognitive,

computational skills to accomplish practical results in specific settings dubbed as
_____ and _____.

_____________3. It stresses skills accomplish appropriate verbal, cognitive,

computational skills to accomplish practical results in specific settings dubbed as
_____ and _____.

_____________4. What is the meaning of UNESCO?

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NEW LITERACIES, FUNCTIONAL LITERACY AND MULTILITERACY MODULE NO. 3

_____________5. According to AHCD, the word "functional" means

_____________6. According to AHCD, the word "literacy" as

_____________7. 21st Century literacies combines cross-curricular capabilities also

called 'multiliteracies and now commonly referred to as

_____________8. What specific term do you call the literacies can bear a coding
system that can capture the meaning such as language and recognition.

_____________9. It is a planning tool that allows the literacy worker to focus on skills
that are of value to the leaners.

_____________10. Real-world audiences are important part of the assessment

process including

_____________11. Leads students towards meaningful learning by integrating

primary knowledge

_____________12. Teaches students to apply the lessons they learn to solve real life
problems.

_____________13. Guides the students to the systematic practice of learning process

with tools.

_____________14. Teaches students how to question diverse perceptions for better

learning experiences.

_____________15. It is the level of literacy that includes not only reading and writing
but also numeracy skills that would help people cope with the daily demands of life.

II. Multiple Choice.

Direction: Select the best answer from the given choices. Write your answer on the
space provided.

A. Multicultural Literacy
B Social Literacy
C. Media Literacy
D. Financial Literacy
E Digital Literacy
F. Ecological Literacy
G. Creative Literacy

_____________16. Make original ideas.

_____________17 Principles of ecosystems towards sustainability.
_____________18 Act positively and responsibly in sophisticated complex setting.
_____________19 Access, Analyze, Evaluate, and create media
_____________20. Identity, Diversity, and Citizenship

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Activity 1: Life and Values Integration

Share a personal experience where you have exhibited functional literacy. What life
lessons and values have you realized and learned?

Activity 2: Curriculum Application

Direction: Make a project plan or activity that presents functions literacy in action (i.e.
service learning, commune integration, immersion activity, industry visit,
benchmarking etc). Use the provided template sample below.

Project Proposal (Template)

I. Project Title
II. Proponents
III. Rationale / Background of the Study
IV. Objectives of the Project
V. Project Description
VI. Methodology/Implementation Plan
VII. Expected Outcomes / Deliverables
VIII. Project Management / Roles and
Responsibilities
IX. Budgetary Requirements
X. Sustainability and Impact
XI. References

POSTTEST

Direction: Read and analyze each item carefully. Choose the letter of the best answer.

1. What are the possible causes of lack of reading comprehension skill among Grade
4 pupils?

I. The use of Mother-Tongue from grades 1-3

II. Inability to master the prerequisite skills in reading in the previous level
III. Reduced time allotment - for developing reading skills
IV. Non-contextualized strategies and reading materials to address indigenization
perspective

A. I and II only C. III and IV only

B. II and III only D. I, II, III and IV

2. Which instructional material is the best self-directed means of attaining functional

literacy?

A. Community resources and real-life fields

B. Simulation laboratory apparatuses
C. Audio-visual tools and films
D. Research survey facts and data

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3. Which of the following activities in the curriculum help develop functional literacy to
its optimum?

I. Industry Immersion. TechVoc students are sent to the food production company and
trained in processing meat, a culminating activity in their food technology subject.
II. Service Learning. The Education students render free teaching services to street
kids on weekends as part of their Edukalye, an extension program.
III. Research/Capstone. The Criminology students share the findings of their study with
the city government for consideration regarding traffic reduction management.

IV. Experiential/Participatory Learning. AB Political Science students join a public

forum where they lay down their insights and perspectives on the given issue being
discussed.

A. 1, II and III C. II, III and IV

B. I, III and IV D. I, II, III and IV

4. The K to 12 curriculum aims at raising the quality of Filipino learners and graduates
while empowering them for lifelong learning that requires functional literacy. Towards
this end, the following are the perspectives of this new curriculum EXCEPT:

A. Providing more focus on the total learning areas towards the development of
metacognitive skills
B. Implementing a unidisciplinary approach in treating every facet and component of
the curriculum
C. Providing experiential learning areas wherein learners can apply knowledge and
life skills
D. Making values development integral across disciplines.

5. The teacher instills to the students the Filipino value of respect for the elderly that
is shown through the provision of spaces in the building, granting of discount privileges
and prioritizing them in the grocery stores and LRT stations. What literacy is being
implied?

A. Multicultural Literacy C. Social Literacy

B. Financial Literacy D. Media Literacy

REFERENCES

• De Leon, E. B. (2020). Building and Enhancing New Literacies Across the

Curriculum: OBE & PPST-based. Lorimar Publishing, Inc.

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