Republic of the Philippines

Benguet State University

College of Teacher Education
La Trinidad, 2601, Benguet
Tel (074422-2402 422-2127 Telefax (074) 422-2281
Website: [Link] Email: [Link]@[Link]

BUILDING AND ENHANCING NEW LITERACIES ACROSS THE

CURRICULUM
(PCK 136)

A Module
Introduction
This module is a reference material for pre-service teachers in the course Building
and Enhancing New Literacies. Each lesson addresses a particular literacy by first
discussing the skill and then providing simple explanations or further discussions behind
the theory with real life examples. Each chapter presents specific learning objectives.
After each lesson, mastery tests are provided.

The different literacies as provided in each of the lesson is a course in the policies
and guidelines in the Commission on Higher Education Memorandum Order (CMO) 74
s., 2017. According to this CMO, this course is essential for soon to be teachers for
effective teaching. The skills will enable the beginning teachers to cope successfully to
the changes in the real field.

The format of each chapter follows the activities and a model as conceptualized in
the syllabus. The models are different in accordance to desired activities, skills, and
learning outcomes.

Course Study Guide

The key to successfully finishing this module depend on you. This learning
material is carefully prepared so that you will be able to learn intelligently and
independently. As a future teacher, giving your best to work on the activities included in
the module will help you to become an effective and efficient 21st century teacher. The
goal of this module is for you to meet the content and standards of the course and at the
same time learn other valuable knowledge and skills that you can apply in the future as a
teacher.

The following guides will help you to be on track so that at the end of the
semester, you can proudly say,” I deserve the grade that I received in PCK 136. “

1. Allot a schedule for reading and understanding every part of each learning
packet aside from the time schedule of our course as reflected in your
registration form. As much as possible, follow the schedule so that you will not
lag behind.
2. Come up with a scheme how you will be able to work on the activities of this
course. Use the allotted schedule for studying the course seriously. Print a
copy of the class schedule so you will not forget. You may use the time
schedule as your screen saver in your cell phone so you will always be
reminded.
3. Be mindful in accomplishing the various activities of the module. Always aim
for the highest standards.
4. You are free to go back to previous lessons, if you need to. Reread and
analyze lessons that are not clear to you.
5. Maximize other resources, other technology tools if you need to. Cite/quote
these sources, if needed. Check also the given references per chapter. 6. Lastly,
you are the learner so you do the module on your own. You may seek the help of
your family members and friends but the activities must be done by you.
Remember that you will become a teacher in the future. Demonstrate positive
values and competence.
7. A group chat for our PCK 136 class was already created. Be sure to use your
recent picture in it for identification purposes. You contact me through our GC
in case you have queries.
Table of Contents
Cover Page
Copyright Page
Certificate of Conformance
Introduction
Course Study Schedule
Course Study Guide
Table of Contents
Chapter 1. Introduction to the 21st Century Literacies
Lesson 1. The Characteristics of a 21st Century Teacher and 21st Century Learning
Environment
Lesson 2. Traditional or Conventional Literacy and the Expanded Views of Literacy
Lesson 3. Literacy in the 21st Century
Chapter 2. Globalization, Cultural and Multicultural Literacy
Lesson 1. The Effect of Globalization
Lesson 2. Cultural Literacy
Lesson 3. Multicultural Literacies
Lesson 4. Issues in Teaching Multicultural Literacy in the Philippines
Chapter 3. Social Literacy
Lesson 1. Social Literacy Skills
Lesson 2. The Role of Parents and Teachers in Teaching Social Skills to Learners
Lesson 3. Issues in Teaching Social Literacy
Chapter 4. Financial Literacy
Lesson 1. The Benefits of Financial Literacy
Lesson 2. Financial Literacy in the Philippines
Lesson 3. Developing Financial literacy
Chapter 5. Media and Cyber or Digital Literacy
Lesson 1. Media Literacy
Lesson 2. What Media Literacy is Not
Lesson 3. Challenges to Media Literacy Education
Lesson 4. Digital Literacy
Lesson 5. Socio-Emotional Literacy with Digital Literacy
Lesson 6. Digital Natives
Lesson 7. Challenges to Digital Literacy Education
Chapter 6. Ecological Literacy
Lesson 1. Environmental Literacy, Ecological Literacy and Eco-Literacy
Lesson 2. Greening Initiatives in Colleges and Universities
Chapter 7. Artistic and Creativity Literacy
Lesson 1. Characterizing Artistically Literate Individuals
Lesson 2. Issues in Teaching Creativity
Chapter 8. Critical Literacy
Lesson 1. History of Critical Literacy
Lesson 2. Developing Critical Literacy
List of References

Chapter 1. Introduction to the 21st Century

Literacies
Objectives: At the end of this Chapter, you are expected to:
1. Identify the literacies needed in the 21st century.
2. Define the kinds of literacies.
3. Infer how literacies are needed in the global community through situational analysis.

Lesson 1: Introduction to the 21st century

A. Traditional and Expanded Literacy
B. Literacy in the 21st Century

INTRODUCTION:
 This chapter introduces the definition of conventional and expanded view of literacy. As
teacher education students, it is inherent that you understand the international context of literacy
so that you will know how you will apply it in the classroom setting.

Let us get started: List as many words that you think describes a 21st century teacher

How about a description of the 21st Century Learning Environment?

READINESS OF PRE-SERVICE TEACHERS IN THE
21ST CENTURY TEACHING ENVIRONMENT
Imelda G. Parcasio, College of Teacher Education, Benguet State University

Abstract
This study looked into the readiness of the preservice teachers in the 21st century
teaching environment. The descriptive quantitative research design was used and the study was
conducted in Baguio and Benguet, of the 14 Cooperating Schools of BSU College of Teacher
Education as respondents.
Based from the 21st century skills, the cooperating teachers perceived that the preservice
teachers are very good as adaptors because of their ability to be flexible in teaching and
learning at the same time; visionaries because they are open to suggestions and criticisms;
collaborators because they have the skills in facilitating curricular instructions with the aid of
technology, and risk takers as they accept criticisms to enhance instruction. On the other hand,
the respondents view the preservice teachers to be needing enhancements on the other skills like
learning, communicating, role modelling and leading.
The challenges faced by the cooperating teachers in guiding the preservice teachers are:
mentoring of ICT utilization, improvement of communication skills , lack of time for one-on-one
coaching, inability of preservice teachers to meet the deadline of requirements and the missing
of reminders of the preservice teachers to instructions given to them by the cooperating teachers.

Keywords: readiness, 21st century skills, 21st century learning environment

Activity: Make a commentary on the results as shown by the research conducted.

[Link] and Expanded View of Literacy

Study:
Effective instruction in the 21st century takes integrated approaches, teaching students to
demonstrate greater capacity for metacognition, reflection, and being able to contribute to
substantive conversations and information. More of the approaches in the 21sct century literacies
finds greater interaction among learners and find means to solve issues on their own.
 Historically, literacy is acquiring knowledge to be able to read, write and count. It is
defined by Webster dictionary as being able to read and write, and having knowledge or
competence. The transfer of knowledge is memorizing and reproducing facts and rewriting the
information from textbooks. Teachers provide standardized tests for all focused on factual
information.
Today, literacy is not limited to the definition of one being able to read, write, and do
arithmetic. The advent of technology changed dramatically the definition of what literacy is. The
vast information students’ can now avail of changed the view of what literacy is today. Literacy
includes how one interprets and understand information from various context because students
today have access to multi-media resources. You are most fortunate at this time because you can
learn wide array of information from various platforms. Hence, even teachers have to be at pace
with the changes of the times. They need to create an environment that supports literacy and
engage learners not only to read the given text but must engage students to develop their literacy
skills.
The Organization for Economic Co-operation and Development (OECD) defines literacy
as the ability to understand and employ printed information in daily activities, at home, at work
and in the community, to achieve one’s goals, and to develop one’s knowledge and potential.
OECD identifies 3 domains of literacy skills:
1. Prose Literacy: This pertains to the knowledge and skills needed to understand and
use information from texts including editorials, new stories, brochures, and
instructional manuals.
2. Document Literacy: is referred to as the knowledge and skills required to locate and
use information contained in various formats, including job applications, payroll
forms, transportation schedules, maps, tables and charts
3. Quantitative Literacy: refers to the knowledge and skills required to apply
arithmetic operations, either alone or sequentially, to numbers embedded in printed
materials, such as balancing a cheque book, figuring out a tip, completing an order
form or determining the amount of interest on a loan from an advertisement.

From the standpoint of the United Nations Educational, Scientific, and Cultural
Organization, (UNESCO), literacy is the “ability to identify, understand, interpret, create,
communicate, compute and use printed and written materials associated with varying contexts. It
involves a continuum of learning in enabling individuals to achieve their goals, to develop their
knowledge and potential, and to participate fully in their community and wider society.

Functional literacy in the 21st century is another term referred as the ability to use
technology for gathering and communicating information. The International Reading
Association’s, ( IRA) position statement reported that in order “to become fully literate in today’s
world, students must become proficient in the literacies of the 21st century technologies”. The
definition indicates that today’s reality is dependent on the understanding on the effective use of
media. Although, Leu, et al., 2004 states that definitions of literacy will continue to change as
new technology emerge.

These definitions suggest literacy should not be seen from the context of mainly reading,
writing and rithmitic, instead, we have to look beyond its literal interpretation and see the
application of the text in oral or written context. As future teachers, you need to have varied ways
of learning and acquiring the skills needed to improve human life. Do not settle for “pwede na
ito” instead, “let us settle for excellence in all things we do.
B. Literacy in the 21st Century
You often hear the statement, “nothing is permanent in this world”. Like in education,
there is nothing permanent, education has to be dynamic and have to be relevant with the changes
in time. Educators agree that conventional literacies are not enough to prepare the learners with
the global challenges like use of digital resources, communicating with the global community,
and others. There is need to broaden the definition of literacy which includes the “epochal
change in everyday technologies and its associated cultural practices”, (Coiro, et al., 2008). The
21st century birthed the high utilization of technologies so that literacy is not restricted to printed
or written forms of language instead, involved multiple modes of representations and providing
pedagogical frameworks for teaching and learning in a diverse and cultural context.
OECD reports that workforce requirement survey not only basic knowledge but applied
skills. These are: critical thinking/problem solving; oral and written communications; team work
/ collaborations; diversity; information technology application; leadership; creativity; innovation;
lifelong learning; self direction; professionalism; work ethics; ethics; social responsibility.

What is the Framework for 21st Century Skills?

There are several frameworks for the 21st century skills, however, each is related and
complementing the other. Here are 2 frameworks which are widely used.

1. Partnership for 21st Century Skills (P21) 21st Century Framework Core subjects.
English, reading or language, arts; mathematics; science; foreign languages; civics; government;
economics; arts; history; and geography.

21st century content. Several significant, emerging content areas are critical to success in
communities and workplaces. These content areas typically are not emphasized in schools
today: • Global awareness
• Financial, economic, business and entrepreneurial literacy
• Civic literacy
• Health and wellness awareness

Learning and thinking skills. As much as students need to learn academic content, they also
need to know how to keep learning — and make effective and innovative use of what they
know — throughout their lives. Learning and thinking skills are comprised of:
• Critical-thinking and problem-solving skills
• Communication skills
• Creativity and innovation skills
• Collaboration skills
• Contextual learning skills
• Information and media literacy skills

ICT literacy. Information and communications technology (ICT) literacy is the ability to use
technology to develop 21st century content knowledge and skills, in the context of learning core
subjects. Students must be able to use technology to learn content and skills — so that they know
how to learn, think critically, solve problems, use information, communicate, innovate and
collaborate.

Life skills. Good teachers have always incorporated life skills into their pedagogy. The challenge
today is to incorporate these essential skills into schools deliberately, strategically and broadly.
Life skills include:
• Leadership
• Ethics
• Accountability
• Adaptability
• Personal productivity
• Personal responsibility
• People skills
• Self-direction
• Social responsibility

21st century assessments. Authentic 21st century assessments are the essential foundation of
a 21st century education. Assessments must measure all five results that matter core subjects;
21st century content; learning and thinking skills; ICT literacy; and life skills. Assessment of 21st
century skills should be integrated with assessments of core subjects. Separate assessments would
defeat the purpose of infusing 21st century skills into core subjects. To be effective, sustainable
and affordable, assessments must use modern technologies to increase efficiency and timeliness.
Standardized tests alone can measure only a few of the important skills and knowledge students
should learn. A balance of assessments, including high-quality standardized testing along with
effective classroom assessments, offers students and teachers a powerful tool to master the
content and skills central to success. (Partnership for 21st Century Skills)

2. Framework from the Organization for Economic Cooperation and Development

Competency (OECD) Category

1. Using Tools Interactively

A. Use language, symbols and texts interactively
B. Use knowledge and information interactively
C. Use technology interactively Competency Category
2: Interacting in Heterogeneous Groups
A. Relate well to others
B. Co-operate, work in teams
C. Manage and resolve conflicts Competency Category
3: Acting Autonomously
A. Act within the big picture
B. Form and conduct life plans and personal projects
C. Defend and assert rights, interests, limits and needs.

P21’s conceptualization of 21st Century skills is more detailed and more widely adopted.
The OECD competencies highlight “using language, symbols, and texts,” as well as “managing
and resolving conflicts.” “Acting autonomously” is a major category in this framework that
includes “life plans” and “defending and asserting rights, interests, limits, and needs.”
Activity:

What literacy to you is most essential? Why? Explain your point.

 What should your College do to prepare you to face the global community? Explain
providing specific examples.

II. Essay:
1. As a college student, what strategies will you personally do to equip yourself with
the new literacies and to be able to cope with the challenges of the time?