INTEGRATING NEW LITERACIES IN THE CURRICULUM MODULE 4 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; AN INTEGRATED CURRICULUM… • Encourages active participation in relevant life experiences • Captivates, motivates and challenges learners • Provides a deeper understanding of content • Offers opportunities for more small group and industrialized instruction; and • Accommodates a variety of learning styles/theories (i.e., social learning theory, cooperative learning, intrinsic motivation, and self-efficacy) and multiple intelligences. APPROACHES TO INTEGRATION • MULTIDISCIPLINARY APPROACH • INTERDISCIPLINARY APPROACH • TRANSDISCIPLINARY APPROACH MULTIDISCIPLINARY APPROACH 1. MULTICULTURAL LITERACY 2. SOCIAL LITERACY 3. MEDIA LITERACY 4. FINANCIAL LITERACY 5. DIGITAL LITERACY 6. ECOLOGICAL LITERACY 7. CREATIVE LITERACY 1. MULTIDISCIPLINARY APPROACH • Focuses primarily on different disciplines that tend to differ in the level of intensity of the integration effort. The best example is RBEC (Revised Basic Education Curriculum) REVISED BASIC EDUCATION CURRICULUM (RBEC) Earth Science Araling Panlipunan Biology Chemistry MAPEH MAKABAYAN TLE Physics Values Education SCIENCE • 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 2. INTERDISCIPLINARY APPROACH • 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. Skills FILIPINO Content ARALING PANLIPUNAN FILIPINO • In addition, in using the interdisciplinary integration approach, there is a need to structure the curriculum around common learning areas across disciplines. The purpose is to learn the skills and concepts that are beyond the immediate lesson. 3. TRANSDISCIPLINARY APPROACH • In the transdisciplinary approach to integration, teachers design a curriculum within student needs and concern. 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. Subject Areas Content ARALING PANLIPUNAN Theme and Concepts Life Skills Real-World Context Career Prospects Community Integration Social Problems and Dilemmas Life Experiences Student Questions • In using the transdisciplinary integration approach, there is a need to plan out the curriculum around students needs and concerns. Transdisciplinary integration is utilized through project-based learning, which involves allowing the students to make connections among different subjects by solving social problems and answering open-ended questions. INTERCONNECTING THE THREE APPROACHES • These approaches offer an excellent fit for standards through backward design process as teachers integrate standard-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. 7. CREATIVE LITERACY • Is the ability to make original ideas that have value, and the ability to see the world in new ways. The National Council of Teachers of English (2013) came up with a research that reveals the following: 1. As new technologies shape literacies, they bring opportunities for teachers to foster reading and writing in more diverse and participatory contexts. 2. Sites, like literature’s Voice of the Shuttle, online fanfiction, and the Internet Public Library, expand both the range of available texts and the social dimension of literacy. 3. Research on electronic reading workshops shows that they contribute to the emergence of new literacies. 4. Research also shows that digital technology enhances writing and interaction in several ways. 5. K-12 students, who write with computers, produce compositions of greater length and higher quality are more engaged with and motivated toward writing than those who do not write with computers. 6. College students, who keep e-portfolios, have a higher rate of academic achievement and overall retention rate than those who do not keep e-portfolios. They also demonstrate a greater capacity for metacognition, reflection and audience awareness. 7. Both typical and atypical students, who receive an online response to writing, revise their works better than those participating in traditional method. FUNCTIONAL LITERACY • Was initially defined by UNESCO through Willaim 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 programs should be integrated to and correlated with economic and social development plans. 2. The eradication of illiteracy should begin with population sectors, which are highly motivated and need literacy for their own and their country’s benefit. 3. Literacy programs should be linked with economic priorities and carried out in areas undergoing rapid economic expansion. 4. Literacy programs must impart not only reading and writing but also professional and technical knowledge leading to greater participation of adults in economic and civic life. 5. Literacy must be an integral part of the overall 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.) SPECIFIC LITERACY • 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. (Niche) • It is a planning tool that allows the literacy worker to focus on skills that are of value to the learners. SIGNIFICANCE OF SPECIFIC LITERACY 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 5. Looks for generic skills MULTILITERACIES IN EDUCATIONAL REFORM • The concept of the 21st century skills is motivated by the belief that teaching students the most relevant, useful, in-demand, and universally applicable skills should be prioritized in today’s schools. • 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. ASSESSMENT OF MULTILITERACIES • Assessment moves from 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. 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. SUMMARY 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. 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. LEARNING REFLECTION • Write your learning insights on Functional Literacy and make an acronym from the world “Literacy”
