NEW LITERACIES, FUNCTIONAL LITERACY AND MULTILITERACY

New Literacies
 Between 1950 and 1970, the development of literacy, both operational and functional, was established. During this period,
literacy was defined as reading and writing skills necessitated for activities in modern society (Güneş, 2000). Beyond the
1990s, literacy had started to diversify in the light of technological developments, change of living conditions in cities, and the
new necessities. Hereafter, literacy then became multi-faceted.
 At first, literacy was used in various types, such as computer literacy, technology literacy, Internet literacy, and media literacy
respectively (Altun, 2005). Later on, it became a lifestyle along with a person's entire life in a society that encompasses
information literacy, cultural literacy and universal literacy.
 Truly, literacy has changed and developed through a multitude of phases within a specific period based on societal needs.
 However, along this line, literacy is not confined only to knowing how to read and write rather, it is a matter of applying
knowledge for specific purposes in particular contexts. It includes a socially-driven and evolved a pattern of activities, such as
writing correspondence, records keeping and inventories, posting announcements, reporting, etc. As such, Lankshear &
Knobel (2006) averred that literacies intend to generate and communicate meanings through the medium of encoded texts
within contexts in various discourses.
 Kress (2003) posited that literacy can only happen when having a kind of potential content through interaction with the text.
Likewise, a particular text may be understood for being connected or related. Although in a way, such meaning can be more
relational than literal or expressing solidarity or affinity with particular people, like understanding the Internet, online practices
and online content. Hence, anything available online can become a resource for making diverse meaning.
 Literacies can bear a coding system that can capture the meaning, such as "letteracy" (i.e., within language and recognition of
alphabetic symbols).
 Moreover, the Primary English Teaching Association Australia (2015) asserts that 21st Century literacy has expanded to
include social change, increasing field expertise and digital technologies. To be literate requires comprehension, selection and
use of multimodal codes and conventions to interpret and express ideas, feelings and information. Subject-specific literacies
are recognized to require the application of specialized knowledge and skills, information skills, and the creative and
imaginative language. Literacy in the 21st century, therefore, demands the ability to perform and act confidently, efficiently and
ethically with a wide range written and visual, live, digital or electronic text types according to purpose.
 The increasing complexity of modern communication gives rise to a number of distinct capabilities and possibilities. Hence, 21
Century literacy combines cross-curricular capabilities also called 'multiliteracies' and now commonly referred to as 'new
literacies'. These broad skills include visual literacy, information literacy, cultural literacy and digital literacy dynamics. These
new literacies are fused with traditional print literacy to create opportunities and enable students to understand and use new
text types, while exploring knowledge and information with a wide array of technological tools, such as blogging, fanfic writing,
manga producing, meme-in, photo shopping, animé music video (AMV), podcasting, podcasting, and gaming, running a
paper-based zine, reading literary novels and wordless picture books, reading graphic novels and comics, and reading bus
timetables. (Primary English Teaching Association Australia, 2015).
 Leander (2003) noted that new literacies are often flexible, continuous and open, where online and offline lives and
"literacyscapes" merge. Thus, when a literacy practice becomes a mindset with the concept of Web 2.0, it can be regarded as
a new literacy. New technologies enable and enhance these practices in a way that is highly complex and exciting for
students.
Exploring the New Literacies
There are seven new literacies that are stressed in the 21st century curriculum.
1. Multicultural Literacy about understands ethnic groups that comprise 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 understands 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.
The Truth on 21st Century Literacies According to Research
 Since success with technology depends largely on critical thinking and reflection, teachers with relatively little technological
skills can provide less useful instruction. Therefore, schools must support the teachers by providing them professional training
and up-to-date technology for utilization in classrooms.
 Global economies, new technologies, and exponential growth in information are transforming our society. Since today's
people engage with a technology-driven, diverse, and quickly changing world, teachers need to prepare students for this world
with problem- solving, collaboration, and analysis, as well as skills with word processing, hypertext, LCDs, Webcams,
podcasts, smart boards, and social networking software that are central to individual and community success.
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 fan fiction, 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.
Referring to functional literacy, UNESCO states the following:
1. Literacy program 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 with various resources, as well as be provided for 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).
 Literacy materials present reading, writing and numeracy concepts using words and ideas needed in 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 is becoming a trend, in which the job of the student is analyzed to see
exactly the literacy skills needed and those that are only taught. This is 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.
 Gunes (2000) posited that functional literacy constitutes the second level of literacy next to basic literacy, in which literary and
mathematical information and skills can be utilized in one's personal, social, economic and cultural endeavors. Therefore, the
essence in functional literacy is to learn basic related information and skills and use them in daily life. Functional literacy level
comprises both technical and functional skills while encompassing social, citizenship, and economic roles.
 Çapar (1998) states that a functionally literate person is a “person who is one move ahead of literacy and [who] maintains
literacy activity [throughout his/her life in order both] to keep living and [to effectively] accommodate himself/herself to his/her
surrounding[s]."It is furthermore stated in this definition, that literacy is an ongoing process.
 UNESCO resources, functional literacy is defined by De Castel (1971) (Gökşen, Gülgöz, & Kağıtçıbaşı, 2000, p. 4 as cited in
Savaş, 2006)
 HATCH (2010) defines based on American Heritage College Dictionary (AHCD). According to word functional means building
capacity and literacy as reading and writing skills. Therefore it is the capabilities to proficiency read and write that can be used
in a daily life routine.
 Likewise, Khoblauch and Brannon (1993) as cited in jabush (2002) distinguished basic literacy and functional literacy as
having expressions to functional to indicate performance with the texts including mathematics.
 The education for all global Monitoring Report (UNESCO 2006)state 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 literacy as those which 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 in 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 daily demands of life.
 Based on these definition , functional literacy can be included 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 and 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 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 of 10-64 were functionally literates .In
2003 there were still gap at the community level. In the study conducted by the world vision, results showed that the proportion
of the girls and boys aged 11-13, where 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 the school in [Link] the total number, 22.99% got married 19.2% rate lacked of family
income to be sent to school and 19.1% of lack interest in attending school. In order to address illiteracy issues, creating formal
learning environment, active participation of local stakeholders, capacity building of teacher , development of contextualized or
indigenized learning materials, and tracking of improvement of classrooms and several reading facilities, learning ,and skill
integration in the curriculum.
 In the follow up study by word vision in 2016,the functional literacy rate went up at 76.53%.In the community level ,the rate
inclined to 62.64%,pr around 50% - 70% of the students were able to read with comprehension by the end of basic
education. The was the significant of within 3 year interval bit it’s also indicated more improvement is expected considering
that rate remain 17.36%.
 An analysis show that low functional literacy could mean low resilience to respond to abnormal condition and increase a child
vulnerability to exploration .This could also result unpreparedness for gainful employment and eventually increased
dependency on welfare programs.
 One of government initiative to address this is alternative learning system (ALS) that provides an opportunity for learning
among out of school youth for them to land in better job.
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.
Multiliteracies in the Educational Reform
 In a broader essence, the concept of 21st century skills is motivated by the belief that teaching students the most relevant,
useful, in-demand, and universally applicable skills be prioritized in today's schools.
 As such, students need to be taught different skills that should reflect the specific demands of a complex, competitive,
knowledge- based, information-age, technology-driven economy and society.
 21st Century skills may be taught in a wide variety of school settings. Teachers may advocate teaching cross-disciplinary
skills, while schools may require 21st century skills in both instruction and assessment processes. Schools and teachers may
use educational approaches that inherently expedite or facilitate the acquisition of cross-disciplinary skills.
 Educational strategies that include authentic, outcome-based learning, project-based learning and performance-based
learning tend to be cross-disciplinary in nature. Students complete a research project, create multiple technologies, analyze
and process information, think creatively, plan out the process, and work collaboratively in teams with other students.
 Likewise, schools may allow students to pursue alternative learning pathways, in which students earn academic credit and
satisfy graduation requirements by completing an internship, apprenticeship or immersion experience. In this case, students
can acquire a variety of practical, job-related skills and work habits, while also completing academic coursework and meeting
the same learning standards required of students.
 The multiliterate learner. Today, the Internet and other former information and communication technologies (ICTs) are
redefining the nature of reading, writing, and communication New literacy skills 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 glob environment.
 Students would desire for: (1) teachers who use ICTs skillfully for teaching and learning; (2) pears 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 (8) equal access
to ICTS for all classrooms and students.
 Colfo, 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 student’s 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.
 Assessment of multiliteracies. Assessment moves from usual memorization of facts and disconnected processes to
demonstration of understanding through application in a variety of contexts. Real-world audiences are important part of the
assessment process, including self-assessment.
  Media literacy skills are honed as students address real- world issues from the environment. Students use the technological
and multimedia tools now available to them to design and produce websites, television shows, radio shows, public service
announcements, mini-documentaries, electronic portfolios, DVDs, oral histories and even films.
 In a way, students can freely express their points of view as they create projects using multimedia and deliver these products
to real- world audiences, realizing that they can make a difference and change the world. They learn what it is to be a
contributing citizen, and carry these citizenship skills throughout their lives.
 As a result, standardized test scores are higher because students have acquired the skills and content in a meaningful
connected way with profound understanding. They actually master the content on a much higher level and develop their basic
skills by constant application throughout their schooling.
 Preparing teachers for multiliteracies. New Londo Group (1996) underscored multi-literacies as multimodal ways of
communication that include communications between and among other languages using diverse channels within cultures and
an ability to understand technology and multimedia. As such, applying multiliteracies to teaching offers a new classroom
pedagogy that extends and helps manage classrooms.
 Biswas (2014) asserted that one challenge for educators is to help students create a sustainable literacy development
throughout schooling, so that students can develop strong literacy skill (Borsheim, et al, 2008). Certainly, multiple and now
literacies require students to integrate technology-enhanced educational tools it their work Ajayi (2011) recommended that
teacher education must prepare teachers to teach multiliteracies in their schools where there is a critical gap between
multiliteracies and classroom pedagogy 2013) Given globalization and technological changes teaching multiliteracies is
indispensable to literacy teaching and learning in the 21st century.
 Therefore, Newman (2002) in Biswas (2014) suggests that teachers integrate four components of multiliteracies in teaching:
1. Situated 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
 Thus, teaching multiliteracies can inform, engage, and encourage students to embrace the multiplicity of learning practices
(New London Group, 1996) Moreover, teaching multiliteracies can help teachers blend and apply the following four
instructional processes of multiliteracies in classroom to ensure successful teaching and advancing students' learning
processes.
 Research shows that effective instruction in 21 Century literacies takes an integrated approach, helping students understand
how to access, evaluate, synthesize, and contribute to information (New London Group, 1996).
 Teachers insist to: (1) encourage students to reflect regularly on the role of technology in their learning; (2) create a website
invite students to use it continue class discussions and bring outside voices; (3) give students strategies for evaluating the
quality of information they find on the Internet; (4) be open about one's own strengths and limitations with technology and
invite students to help: (5) explore technologies students are using outside the classroom and find ways to incorporate them
into one's teaching: (6) use wiki to develop a multimodal reader's guide to a class text; (7) include a broad variety of media
and genres in class texts: (8) ask students to create a podcast to share with an authentic audience; (9) give students explicit
instruction about how to avoid plagiarism in a digital environment, and (10) refer to the Partnership for 21st Century Skills
website.
 For schools and policymakers: (1) Teachers need both intellectual and material support for effective 21" 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: (8) Affirm the importance of literacy teachers in helping students develop technological proficiency; and
(9) Adopt and regularly review standards for instruction in technology.
 The integration of new literacies and the teaching of multiliteracies open new pedagogical practices that create opportunities
for future literacy teaching and learning. Multiliteracies can also help teachers provide equal access to learning for all students.
In effect, students learn to collaborate by sharing their thoughts with others in online spaces where they can engage in
different forms or modes of learning process. Consequently, students can be expected to become more confident and
knowledgeable in their learning through participatory and collaborative practices as a result of this new literacy integration in
the curriculum for teacher education (New London Group, 1996).
LET SAMPLERS: TAKING THE EXAMINATION
Direction: Read and analyze each item carefully. Choose and encircle 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, II 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. I, II and III
B. I, III and IV
C. II, 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
B. Social Literacy
C. Financial Literacy
D. Media Literacy
INTEGRATING NEW LITERACIES IN THE CURRICULUM
CONCEPT EXPLORATION
Innovative educators concerned with improving student achievement seek ways to create rigorous, relevant, and engaging curriculum
as a way to realize curriculum integration. Today, the subjects in the curriculum should not be taught singly and compartmentally but
rather become integral towards total development of the child.
The Concept of Integrated Curriculum
In retrospect, the introduction of an integrated curriculum gained greatest support in the 1960s. Based on the essential organization of
content, the design emphasizes the role of diverse entities called academic disciplines clearly defined in terms of knowledge, skills and
values.
Thus, an integrated curriculum....
 focuses on basic skills, content and higher-level thinking;
 encourages lifelong learning:
 structures learning around themes, big ideas and meaningful concepts:
 provides connections among various curricular disciplines;
 provides learners opportunities to apply skills they have learned;
 Providing more focus on the total learning areas towards the development of metacognitive skills
 Implementing a undisciplinary approach in treating every facet and component of the curriculum
 Providing experiential learning areas wherein learners can apply knowledge and life skills
 Making values development integral across disciplines.
APPROACHES TO INTEGRATION
The Association for Supervision and Curriculum Development (2004) presents three approaches to integration and these are
multidisciplinary, interdisciplinary and Trans disciplinary.
MULTIDISCIPLINARY APPROACH
A multidisciplinary approach focuses primarily on different disciplines. Teachers, who employ this approach, may create
standards from the disciplines within a theme. There are many different ways to create a multidisciplinary curriculum, and they tend to
differ in the level of intensity of the integration effort. It can be recalled that the previous Restructured Basic Education.
Curriculum (RBEC) is a best depiction of a multidisciplinary approach The four disciplines (Araling Panlipunan, Values
Education, MAPEH and TLE) were integrated along with a theme termed Makabayan as an integrated subject served as a laboratory of
life. Makabayan was a learning area that stressed the development of social awareness, empathy and commitment for common good.
Grades in these four disciplines were usually computed to comprise the general grade in Makabayan as a discipline. At the end of the
week, the four disciplines collaborated to design a culminating activity along with the given theme that connected these four discipline
areas. The following is the structure of Makabayan that used the multidisciplinary approach centered on a given theme.
When a teacher integrates sub disciplines within a subject area, he/she is practicing intradisciplinary approach. For example,
one integrates reading, writing and oral communication in the English subject. Likewise, teachers often integrate Philippine history,
world history, geography, economics and government in an interdisciplinary social studies program. Likewise, science integrates sub
disciplines, such as earth science, biology, chemistry and physics that respond to spiral curriculum approach. This connection is
presented in the structure below.
Through this integration, teachers expect students to understand the connections between the different sub disciplines and
their relationship to the real world. In fact, this approach brings a positive impact on the achievement of students.
 In using the multidisciplinary integration approach, there is a need to organize a list of standards from various disciplines
around one common theme. Likewise, come up with a list of standard from related disciplines, such as earth science, biology,
chemistry and physics to focus on a common interdisciplinary science program.
INTERDISCIPLINARY APPROACH
In this approach to integration, teachers organize and capsulize the curriculum around common learning across disciplines to
emphasize interdisciplinary skills and concepts. The disciplines are identifiable, but they assume less importance than in the
multidisciplinary approach. For example, in teaching Filipino as a discipline, the teacher hones students language skills while resorting
to content and topics in Araling Panlipunan.
Below is an illustration of interdisciplinary structure. Therefore, there are times that a teacher in Filipino teams up with a teacher in
Araling Panlipunan to teach a lesson in Araling Panlipunan while she teaches the needed skills in the Filipino 1 subject
In addition, in using the interdisciplinary integration approach, there is a need to structure the curriculum around common learning
areas across disciplines. For example, incorporate interdisciplinary skills, such as thinking skills, problem solving and analytic skills in
teaching Science, Math and English. The purpose is to learn the skills and concepts that are beyond the immediate lesson.
TRANDISCIPLINARY INTEGRATION
In the transdisciplinary approach to integration, teachers design a curriculum within student needs and concerns. Students develop life
skills as they apply disciplinary and interdisciplinary skills in a real-life context. Two routes lead to transdisciplinary integration namely:
project-based learning and negotiating the curriculum.
In using the transdisciplinary integration approach, there is a need to plan out the curriculum around student needs and concerns.
Transdisciplinary integration is utilized through project-based learning, which involves allowing the students to present a problem.
Project- based learning allows students to make connections among different subjects by solving social problems and answering open-
ended questions. It can also be done by utilizing student questions as a basis for curriculum design. Learning how to solve problems
and to ask questions enables students to apply the skills in real-life situations.
Interconnecting the Three Approaches
These approaches offer an excellent fit for standards through a backward design process as teachers integrate standards-
based planning with effective teaching and learning practices. Thus, the multidisciplinary, interdisciplinary, and transdisciplinary
perspectives offer different maps to begin the design process. Teachers can use any of the approaches at any level of education in a
single classroom or in a team approach.
Despite some differences in the degree and the intent of integration, the three approaches share many similarities. As such,
the centrality of standards and the need for accountability bring the three approaches closer together in practice (ASCD, 2004).
Comparing and Contrasting the Three Approaches to Integration
(Association for Supervision and Curriculum Development, 2004)
Aspect Multidisciplinary Interdisciplinary Transdisciplinary
Organizing Center Standards of the disciplines Interdisciplinary skills and  Real-life context
organized around a theme. concepts embedded in  Student questions
disciplinary standards
Conceptualization of  Knowledge best learned  Disciplines connected  All knowledge
Knowledge through the structure of by common concepts interconnected and
disciplines and skills interdependent
 A right answer  Knowledge considered  Many right answer
 One truth to be socially  Knowledge considered to
constructed be indeterminate and
 Many right answer ambiguous
Role of Disciplines  Procedures of discipline  Interdisciplinary skills  Disciplines identified if
considered most important and concepts stressed desired, but real-life
 Distinct skills and concepts context emphasized
of discipline taught
Role of Teacher  Facilitator  Facilitator  Co-planner
 Specialist  Specialist/generalist  Co-learner
 Generalist/specialist
Starting Place Disciplinary standards and  Interdisciplinary bridge Student questions and concerns
procedures  Know/Do/Be Real-world context
Degree of Moderate Medium/intense Paradigm Shift
Integration
Assessment Discipline-based Interdisciplinary skills/concepts Interdisciplinary skills/concepts
stressed stressed
Learning to Know Concepts and essential understandings across disciplines.
Learning To Do  Disciplinary skills as the  Interdisciplinary skills as Interdisciplinary skills and
focal point the focal point disciplinary skills applied in a real-
 Interdisciplinary skills also  Disciplinary skills also life context
included included
Learning to be  Democratic values
 Character education
 Habits of mind
 Life skills (e.g., teamwork, self-responsibility)
Planning Process  Backward design
 Standards-based
  Alignment of instruction, standards and assessment
Instruction  Constructivist approach
 Inquiry
 Experiential learning
 Personal relevance
 Student choice
 Differentiated instruction
Assessment  Balance of traditional and authentic assessments
 Culminating activity that integrates disciplines taught
Methods of Curriculum Integration
Anchored on approaches to curriculum integration, there are methods that are processed and devised for this purpose.
1. Project-Based Learning. It engages students in creating knowledge while enhancing their skills in critical thinking, creativity,
collaboration, communication, reasoning, synthesis and resilience (Barron and Darling-Hammond, 2008 in Corpuz, 2014). As
such, it entails an output which involves accomplishing a complex task, performing a presentation and producing a project, a
craft or an artifact.
Here, students start by defining the purpose of creating the end-product; identify the audience; do research on the topic:
design the product; implement the design; solve the problems that arise; and come up with the product guided by a plan or a
model. It usually culminates with product presentation, and product evaluation while reflecting on the entire production process
(Schneiderman, et. al, 1998 in Corpuz, 2014).
Implementation Outcome. As a result, Curtis (2002) revealed that project-based programs show that students go far beyond
the minimum effort, make connections among different subject areas to answer open-ended questions, retain what they have
learned, apply learning to real-life problems, have fewer discipline problems, and have lower absenteeism. Student
assessment considered teamwork, critical thinking skills, problem-solving, and time management.
2. Service Learning. It refers to learning that actively involves students in a wide range of experiences, which often benefit others
and the community, while also advancing the goals of a given curriculum. Community-based service activities are paired with
structured preparation and student reflection. What is unique about service learning is that it offers direct application of
theoretical models. As such, the real-world application of classroom knowledge in a community setting allows students to
synthesize course material in more meaningful ways. It impounds integrative. reflective, contextualized, strength-based,
reciprocal, and lifelong learning (Clavenger-Bright, et. al, 2012).
Implementation Outcome. As a result, Glenn (2001) found that more than 80 percent of the schools that integrate service
learning into the classroom report an improvement in grade point average of participating students. On the other hand, such
programs foster lifelong commitment to civic participation, sharpen "people skills," and prepare students for the work force.
Students also gain a deeper understanding of the course/curricular content, a broader appreciation of the discipline and an
enhanced sense of civic responsibility (ASCD, 2004).
3. Learning Centers/Parallel Disciplines. A popular way to integrate the curriculum is to address a topic or theme through the
lenses of several subject areas. In an elementary classroom, students often experience this approach at learning centers. As
students move through the learning centers to complete the activities, they learn about the concept being studied through the
lenses of various disciplines. In the higher grades, students usually study a topic or theme in different classrooms. This may
take the form of parallel disciplines and teachers sequence their content to match the content in other classrooms (ASCD,
2004).
Implementation Outcome. As a result, according to a study by Carnegie Mellon University (CMU), learning centers in the
classroom can affect the ability to focus and study among young children. In fact, learning centers allow children to role- play
in order to understand and make sense of the real world and their personal experiences in it. Thus, these help children
understand the social world, develop communication skills, and build relationships.
4. Theme-Based. Some teachers go beyond sequencing content and plan collaboratively and they do it in a more intensive way
of working with a theme dubbed as "theme-based." Often, three or more subject areas are involved in the study, and the unit
ends with an integrated culminating activity. Units of several weeks' duration may emerge from this process, and the whole
school may be involved. A theme- based unit involving the whole school may be independent of the regular school schedule.
Other thematic programs may involve teachers across the same grade, wherein teachers carefully connect the activities to the
standards in each discipline. Over time, they have developed a long list of possible culminating activities. They also update
their Website continually and use it as a teaching tool with students. The site offers many interesting options for those
interested in this method of integration (ASCD, 2004).
Implementation Outcome. Using theme-based learning, students can exhibit excellent on-task behavior and work
collaboratively. Also, students are engrossed both as presenters and as an audience for the half-day performance task
presentations as they use a wide range of presentation, such as video, panel, forum or colloquium, debate, sculpture, music,
etc. They can demonstrate an in-depth understanding of the topics as a result of their sustained interest around various
questions. In fact, fewer recess problems occur during this two-week period that made teachers enjoy the process and the
results.
5. Fusion. In this method, teachers fuse skills, knowledge, or even attitudes into the regular school curriculum. In some schools,
students learn respect for the environment in every subject area or some incorporate values across disciplines. Fusion can
involve basic skills. Many schools emphasize positive work habits in each subject area. Educators can also fuse technology
across the curriculum with computer skills integrated with in every subject area (ASCD, 2004).
Implementation Outcome. As a result, fusion brings positive gains in student achievement resulting from integrated instruction
in the classroom (Bolack, et al., 2005; Romance & Vitale, 1992; Campbell and Henning, 2010). In addition, students make
connections among disciplines, values, concepts, content, and life experiences. Students' increased critical thinking skills,
self- confidence, positive attitude, and love for learning manifest their effectiveness. Shriner, et al. (2010) also found that
motivated teachers and students allow a classroom to be a positive, fun, and engaging environment in which to learn.
Other Types of Integrated Curriculum
There are different types of an integrated curriculum as mentioned by ASCD (2004):
1. Connected. This happens when topics surrounding disciplines are connected, which allows students to review and re-conceptualize
ideas within a discipline. However, it has its shortcomings because the content focus still remains in one discipline.
2. Sequenced. This is observed when similar ideas are taught together, although in different subjects, which facilitates learning across
content areas, but requires a lot of communication among teachers of different disciplines.
3. Shared. This is when teachers use their planning to create an integrated unit between two disciplines. Although in some ways, this
method of integration requires a lot of communication and collaboration between two teachers. A teacher presents the structure, format
and standards in making research while collaborating with the science teacher, who focuses on the content area of research that is
related to science.
4. Webbed. This reflects when a teacher plans to base the subject areas around a central theme that will tend students to see the
connection within different subjects.
Doing Curriculum Integration in the Classroom
Chhabra (2017) posited that integrating curriculum in the classroom includes combining different subject areas and then, teaching them
in relation to a singular theme or an idea. Innovative teachers and schools prefer integrating the curriculum in their classrooms as it
improves student achievement and leads to an increase in student standardized scores. Placing student achievement on top priority,
an integrated curriculum utilizes the mentioned three different approaches of integration.
Benefits of Integrated Curriculum Model
1. It focuses on basic skills, content, and higher-level thinking.
2. It provides a deeper understanding of content.
3. It encourages active participation in relevant real-life experiences.
4. It provides connections among various curricular disciplines.
5. It accommodates a variety of learning styles, theories and multiple intelligences.
NEW LITERACY INTEGRATION IN THE K TO 12 CURRICULUM
The new literacy can be integrated into the K to 12 curriculum across subject areas as presented in the table below. However, the
integration of new literacy is not limited to the identified disciplines, the given learning outcomes, suggested strategies and assessment.
In fact, each learning area can integrate as much new literacy as possible depending on the lesson, the nature of the subject and the
objectives or intended outcomes. New literacy integration can take place in as many disciplines as possible.
Integration of New Literacy in the K to 12 Curriculum
Literacy Subject Area Outcome Strategy Assessment Output
1. Multicultural and Araling Panlipunan Demonstrate respect for Role playing Rubric assessment
Global Literacy culture diversity Brainstorming result
Brainstorming result
2. Social Literacy Edukasyon sa Apply ethical and moral Case analysis Case report
Pagpapakatao standards on given Dilemma analysis Narratives
issues and cases
3. Media Literacy English Use media in Media-assisted E-portfolio
Filipino communication instruction Google clip
dissemination and
transaction
4. Financial Math Solve problems in the Problem Solving Scores in problem
Literacy context of business and solving drills and
investment aspects exercises
TLE Apply effective Business simulation and Business Plan Inventory
techniques in budgeting immersion
and income generating
enterprise
5. Digital/Cyber Computer Subject Examine the computer Hands-on activity Computer Capstone
Literact virus that commonly Experiential learning
damages computer Project-based
networks and systems
Research Cite ways in resolving Exploratory method Research Output
plagiarism issues and
determine research
protocols
6. Ecoliteracy Science Suggest ways on how to Project-based Project Portfolio
protect nature and Task-based Participation Log
address climate change Learning Reflection
journal
7. Arts and MAPEH Create artworks and Manipulative works Project design
Creative Literacy artistic designs using Arts studio workshop Crafts
indigenous materials method
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 should help 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 the 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 aims to address issues of globalization, racism, diversity and social justice (Guo, 2014). It requires awareness and
action, consistent with a broad understanding of humanity, the planet, and the impact of human decision on both. Global Literacy also
aims to empower students with knowledge and take action to make a positive impact in the world and their local community (Guo,
2014).
According to the Ontario Ministry of Education (2015) A global citizen should display most or all of the following characteristics:
1. Respect for humans no matter their race, gender, religion or political perspectives.
2. Respect for diversity and various perspectives.
3. Promoting sustainable patterns of living, consumption, and production.
4. Appreciate the natural world and demonstrate respectful towards the rights of all living things.
Interconnecting multicultural and global literacy. Every classroom contains students of different race, religion, and cultural groups.
Students embrace diverse behaviors, cultural values, patterns of practice, and communication. Yet they all share one commonality:
their educational opportunity (Guo, 2014).
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 a
respect for diversity and enables students to learn exciting information. As classrooms become increasingly more diverse, it is
important for educators to acknowledge an address diversity issues and to integrate multiculturalism information into the classroom
curriculum (Guo, 2014).
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
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 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 judgements and take action (Hanvey, 1975 in PISA, 2018).
THE NEED FOR GLOBAL COMPETENCE
The following are the reasons why global competence necessary.
1. To live harmoniously in multicultural communities. Education for global competence can promote cultural and purposeful
interactions in increasingly diverse societies (Brubacker and Laitin, 1998; Kymlicka, 1995; Sen, 2007) awareness People with
diverse cultures are able to live peacefully, 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)
This definition outlines four dimensions of global competence that people need to apply in their everyday life.
What are these four dimensions of global competence?
1. Examine issues of local, global and cultural significance
2. Understand and appreciate the perspectives and world views of others
3. Engage in open, appropriate and effective interactions across cultures
4. Take action for collective well-being and sustainable development
DIMENSION 1:
Examine issues of local, global and cultural significance
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 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.
DIMENSION 2:
Understand and appreciate the perspectives and world views of others
Highlights that globally competent people are willing and capable of considering other people perspectives and behaviors from
multiple viewpoints to examine their own assumptions.
DIMENSION 3:
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 individuals’
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.
DIMENSION 4:
Engage in open, appropriate and effective interactions across cultures
It 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.
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"
2. 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
School can provide opportunities for students to explore complex global issues that they encounter through media and their own
experiences.
1. The curriculum should focus on four knowledge domains.
2. Culture and intercultural relation
3. Socio-economic development and interdependence
4. Environmental sustainability
5. Global institution, conflict 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 towards
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 the use their knowledge, attitudes, skills and values together while sharing ideas on global
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 learning 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.
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:
a) the prohibition of all types of inhuman treatment, humiliation or degradation by one person over another;
b) the assurance of the possibility for individual choice and the conditions for each individual's self-fulfillment, autonomy or self-
realization;
c) the recognition that protection of group identity and culture may be essential for that of personal dignity; and
d) the Creation of necessary condition to have those 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, 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 perspective
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
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. Leaners, participating in cooperative tasks soon would realize that to be efficient, they need to be
respectful attentive, honest and empathic (Barret, et. Al., 2014).
Class discussion
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
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).
Story Circle Approach
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-minute story from their own experience based on
specific prompts. 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.
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
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).
LET SAMPLERS: TAKING THE EXAMINATION
1. Which of the following learning outcomes best reflects an integration of multicultural and global literacies?
A. Discuss multicultural concept and relate it to your persona experience
B. Create an artwork that depicts multicultural dynamics
C. Demonstrate care, respect and acceptance of classmates belonging to indigenous group
D. Suggest ways in promoting multiculturalism and addressing conflict issues
2. Which of the following is directly a contrast of the concept of multiculturalism?
A. A staff who dislikes a certain food from the other region because it does not suit his taste bud
B. A dean who refuses a student to enroll a subject that does not adhere to prerequisite requirement
C. A student who does not prefer to have his education in a public school
D. A teacher who ignores students who cannot understand the lesson
3. In discussing a lesson on international conflict, Teacher E cites the Scarborough Shoal dispute between China and Philippines and
its economic implications to the region, the national security and foreign relations. In this case, which dimension of global competence
is being addressed?
A. Examine local, global and international issues
B. Understand and appreciate the perspectives and world views of others
C. Take action for collective well-being and sustainable development
D. Engage in open, appropriate and effective interactions across cultures
4. Schools have become open to the idea of borderless global society. Which among the following educational practices support
the multicultural perspective towards globalization?
I. Cultural Exchange Program
II. International School Partnership
III. United Nations Celebration
IV. International Conference on Peace Talks for Students and Teachers
A. I and II only C. I, II and III
B. II and IV only D. I, II, III and IV
5. Which traditional paper-and-pen test can assess multicultural skills?
A. Identification. Write what is being asked in each item about the concept of multiculturalism.
B. Matching Type. Match the tribes in column A with the cultural practices and traditions in column write letters only.
C. Enumeration. List down 10 ways in sustaining cultural diversity amidst conflict crisis.
D. Essay. How can we show respect for diversity? Cite a personal experience that brought you to an instance of conflicts due
to differences and elaborate how you managed the incident and processed respect.
Social literacy entails the development of social skills, knowledge and 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 and 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.
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 feelings student in times of counseling, introspection and
consultation.
4. Empathy. It is the ability to understand and identify the 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 mechanism.
 Maintaining eye contact  Being flexible
 Using proper body language  Accepting criticism without being defensive
 Knowing the difference between being assertive and  Remaining positive at all times
being aggressive  And being teachable and a good student in most
 Selecting effective communication channels instances
Likewise, other ways that may help are as follows
1. Behave as a social person 7. Read book about social skills
2. Start small if necessary 8. Practice good manners
3. Ask open ended question 9. Pay attention to your body language
4. Encourage other to talk about themselves 10. Join a social skills support group
5. Create goals for yourself 11. Stay up to date on current events
6. Offer compliments genuinely 12. Identify and replace negative thoughts
Impact of Social Skills
Possessing social skills results to:
 Better relationship  Advanced career prospects
 Better communication  Increased over-all happiness
 Greater efficiency
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
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 4. Not having enough resources
2. Meeting tight deadlines 5. Dealing with change, and
3. Dealing with challenging relationships 6. Experiencing setbacks and failure
Strategies for Enhancing Emotional Intelligence
Goleman (1996) 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 ones and other feelings to come up with the right manner of approach or
appropriate response. For example, a teacher has to be aware of his or her student’s 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 students who commits violation, 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 ones thought. This is controlling the reaction to emotions by focusing on ones thought 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 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 healed 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 acknowledgement 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 demonstrate humility, a quality that will naturally win others as you value the relationship more than the
[Link] 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 to prevent others from holding emotion 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
us.
11. Keep or Commitments. The habit of keeping one’s word in things, either big or small, develops and 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 be 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.
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, controlling our actions, feelings and decisions in school, stop it in any
right but subtitle 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.
([Link]
9. The Zoo: Animal Workshop It is an activity that intends to imitate an animal behaviour 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 Group 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 ends, 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 persons’ 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 led to a prayer for self-renewal and rejuvenation.
Ten Characteristics of an Emotionally Intelligent Person (Connors, 2018)
1. Empathy. Empathy is the capacity to understand or feel what another person is experiencing from within their frame of reference.
There are two different types of Empathy according to Greater Good Science Center in UC Berkeley.
(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 is passionate and therefore, he/she is
driven to desire to be his/her best.
3. Curiosity It is one’s willing to learn and improve. When one is curious, he/she is passionate and therefore, he/she is driven to desire
to be his/her best.
4. Analytical mind. It pertains to being critical thinker that analyses 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. 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.
7. 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.
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.).
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 (Rifkin, 2009):
1. Ability to effectively communicate, understand and empathize
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 agreeableness
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: 3) communicate ideas; and
2) overcome social anxiety; 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 clarify 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 personally 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.
1. Being socially Assertive Social Assertiveness is essential for conserving social energy and 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 likeable.
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 conversationalist are
people whom others may be fond of listening to and discussing with. Most interactions happens in three levels: (1) The First Five
Minutes: This is the first impression and the time to decide if someone is 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 likeable- Likeability 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 very important people skill because it happens all the time when one is asked for his/her option 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 and influential leader Leaders in both personal, social and professional life are able to gain camaraderie
Integrating Socio- Emotional Literacy Into the Curriculum
There are schools that wants to teach socio-emotional learning but some confined with classroom time. It can take a social ,
emotional and moral inventory of what are the learnings of the students by involving a;
1. A person's emotional life
2. An Ethical Dilemma
3. A situation calling for compassion
4. Societal Challenge
5. The Ethical use of knowledge
6. Cross-groups interactions
7. An implicit pro-social concept
 Integrating social literacy in the curriculum content teachers gives students opportunities to practice their social-emotional
skills and show them how integral these skills are in their daily lives.
 Reviewing curricula through social, emotional and moral lens is the greatest benefit of teaching lessons and students can
begin to examine their education, decisions, interest and their relationships and it helps to cultivate them more thoughtful and
discerning approach of life.

Direction: Read and analyse each item carefully. Choose the letter of the best answer.
1. How can a teacher best model social literacy in class?
A. Researching effective strategies in presenting the lesson for a clearer and better understanding of learners.
B. Showing love, care and concern to the learners while considering them as her children.
C. Using highly technological tools in processing the teaching-learning process.
D. Analysing dilemmas, drawing of life lessons and integrating values at the end.
2. The class of Miss Aguilar enjoyed the interactive discussion of an interesting topic that caused overtime which delayed the next class
with Mrs. Zarzuela. What best attributes from the two teachers must prevail in this situation to avoid unhealthy confrontation and
rational conflict?
A. rights: Responsibilities C. Humility: Pride
B. apology: understanding D. Self-Expression: Silence
3. As teachers, there are times that we are confronted with uncertainties, pressed with issues, and stuck by prejudice in the practice of
the profession. Which people skill do we need to imbibe and sustain all the time to avoid ending up in frustration and disappointment?
A. Being socially assertive
B. Sustaining lasting confidence
C. Crafting a memorable presence
D. Being exceptional at decoding emotions
4. According to reports, a great number of students are being diagnosed to have suicidal tendencies brought about by peer pressure,
stress, home struggle, environmental contexts and media influence. As they impact the school, how can this be resolved?
A. Strong counselling program
B. Effective instructional delivery modalities
C. Efficient learning assessment procedures
D. Advanced learning technologies
5. Which is best strategy for bullying reduction in school?
A. Confer with parents of identified bullies.
B. Assign law police enforcers on every floor of the school building.
C. Create more student-involved activities to divert students attention.
D. Plan for a filed trip to City Jail to reflect on the consequences of bullying.