La Patria College
Santiago City
A Course Pack in Educ 103
(Building and Enhancing New Literacies
Across the Curriculum)
PHILOSOPHY
The La Patria College believes that its vital role is the development of
persons: to equip them with knowledge and skills, imbued with Christian values
in a democratic atmosphere to prepare them to be productive and active in the
economic, socio – cultural and technological growth of the country and the world.
VISION
A learning community that has a continuing passion for excellence that
forms Patrians as leaders and nation-builders.
MISSION
La Patria College is a family-oriented learning environment that
develops students with Godly character and competence in their chosen fields.
I.
COURSE CODE:
Curriculum)
Educ 103 (Building and Enhancing New Literacies Across the
II.
COURSE DESCRIPTION:
This course introduces concepts of new literacies in the 21 st century as an evolving
social phenomena and shared cultural practices across learning areas. Field-based
interdisciplinary explorations and other teaching strategies shall be used in this course.
III.
COURSE OUTCOMES:
At the end of the course, the students shall be able to:
1. Exhibits new understanding of the new concepts of new literacies;
2. Critically analyze 21st century trends, social phenomena and cultural practices
across learning areas;
3. Innovate on strategies in teaching new literacies;
4. Explores teaching strategies to integrate new literacies in the curriculum; and
5. Forecast possibilities of emerging literacies.
IV. COURSE OUTLINE:
CHAPTER I. Introduction to 21st Century Literacies
1. Traditional or Conventional Literacy
2. Expanded Views of Literacy
3. Literacy in the 21st Century
4. Digital Storytelling
CHAPTER II. Globalization and Cultural and Multicultural Literacies
1. The Effects of Globalization
2. Cultural Literacy
3. Multicultural Literacy
4. Issues in Teaching and Learning Multicultural Literacy in the Philippines
CHAPTER III. Social Literacy
1. Social Skills
2. The Role of Parents and Teachers in Teaching Social Skills to Children
3. Issues in Teaching Social Literacy
CHAPTER IV. Financial Literacy
1. Financial Literacy
2. The Benefits of Financial Literacy
3. Financial Literacy in the Philippines
4. Developing Personal Financial Literacy
CHAPTER V. Media and Cyber or Digital Literacies
1. Media Literacy
2. What Media Literacy is Not
3. Challenges to Media Literacy Education
4. Digital Literacy
5. Information Literacy within Digital Literacy
6. Socio-Emotional Literacy within Digital Literacy
7. Digital Natives
8. Challenges to Digital Literacy Education
CHAPTER VI. Ecological Literacy
1. Characterizing an Ecoliterate Person
2. Environmental Literacy, Ecological Literacy and Ecoliteracy
3. Greening Initiatives in Colleges and Universities
CHAPTER VII. Artistic and Creative Literacy
1. Introduction
2. Characterizing Artistically Literate Individuals
3. Issues in Teaching Creativity
CHAPTER VIII. Critical Literacy
1. Introduction
2. History of Critical Literacy Theory
3. Critical Literacy and the Arts
V. COURSE MATERIALS
1. Alata, Elen Joy P., et.al. 2019. Building and Enhancing New Literacies across the
Curriculum, First Edition, Rex Bookstore.
2. Buendicho, Flordeliza C. 2010. Developmental Reading, First Edition, Rex Bookstore.
3. Marquez, Servillano T. et. al. 2009. Developmental Reading 2, Lolimar Publishing Co.,
Inc.
VI. COURSE SCHEDULE AND STRUCTURE:
Below is the recommended study schedule for this course.
Week
Topic
T-L Activities
Assessment
1-3
4-6
7-8
9-10
11-12
I. Introduction to 21st Century
Literacies
1. Traditional or
Conventional Literacy
2. Expanded Views of
Literacy
3. Literacy in the 21st
Century
4. Digital Storytelling
II. Globalization and Cultural
and Multicultural Literacies
1. The Effects of Globalization
2. Cultural Literacy
3. Multicultural Literacy
4. Issues in Teaching and
Learning Multicultural Literacy
in the Philippines
Brainstorming
Short Response Quiz
Discussion Method
Slogan Making
Q and A Strategy
Poster Making
PRELIMINARY EXAMINATION
III. Social Literacy
Lecture
1. Social Skills
Discussion
2. The Role of Parents and
Teachers in Teaching
Social Skills to Children
3. Issues in Teaching Social
Literacy
IV. Financial Literacy
1. Financial Literacy
2. The Benefits of Financial
Literacy
3. Financial Literacy in the
Philippines
4. Developing Personal
Financial Literacy
V. Media and Cyber or Digital
Literacies
1. Media Literacy
2. What Media Literacy is Not
3. Challenges
to
Media
Literacy Education
4. Digital Literacy
5. Information
Literacy
within Digital Literacy
6. Socio-Emotional Literacy
within Digital Literacy
Video Presentation
Q and A Strategy
Written Quiz
Recitation and
Written Quiz
Lecture
Think-Pair-Share
Group Activity
Inductive Method
Recitation
Think-Pair-Share
Written Quiz
Sharing of ideas
13-14
15-16
17-18
7. Digital Natives
8. Challenges
to
Digital
Literacy Education
MIDTERM EXAMINATION
VI. Ecological Literacy
Discussion
1. Characterizing
an
Demonstration
Ecoliterate Person
2. Environmental Literacy,
Group Work
Ecological Literacy and
Ecoliteracy
3. Greening Initiatives in
Colleges and Universities
VII. Artistic and Creative
Literacy
1. Introduction
2. Characterizing Artistically
Literate Individuals
3. Issues
in
Teaching
Creativity
VIII. Critical Literacy
1. Introduction
2. History of Critical Literacy
Theory
3. Critical Literacy and the
Arts
Lecture and
Discussion
Recitation
Tree Planting
Oral Quiz
Socratic Method
Short Exercises
Group Presentation
Inductive Method
Recitation
Think-Pair-Share
Written Quiz
Sharing of ideas
FINAL EXAMINATION
VII. CLASSROOM POLICIES:
1. Policy on the Patrian Profile
Objective: To set a relationship of respect and create an orderly atmosphere to
maximize learning in the classroom.
1. All students must stand up when the Instructor enters the classroom and with a slight
bow of the head, greet the teacher “Good morning/Good Afternoon/Good Evening
(Title) (Surname)."
2. The students will remain standing and on a prescribed signal from the teacher, recite
together the Verse of the Week.
3. After the verse recitation, the student scheduled to lead the class prayer will
commence with his/her part.
4. The teacher may ask the class to take their seats after the short prayer and start the
lessons of the day.
5. In officially closing the class, the teacher will declare, “Class is dismissed” to which the
class will respond, “Thank you, Teacher."
6. Cleanliness and orderliness will be the physical manifestations of an ideal classroom.
This will be determined by the practice of “Cleaned when you arrived, Clean as you
go."
Dress code and Grooming
Objective: Appropriate dress code is a visual statement of the values and competencies
of the True Patrian, while good grooming even without the uniform, command respect for
the person.
1. Hair. Students must wear the natural colour of their hair. For ADFAS who would like
to avoid the greying of their hair, they may revert their hair to their natural hair
colour and must avoid highlights and unbecoming accents.
2. Women must have hairstyles that will not create distraction or undue attention. Long
hair in women need to be properly pinned, braided in place or adequately coiffed.
3. Women are allowed a light make-up. Bright lipstick shall not be allowed.
4. Men are not permitted to wear make-up such as lipstick, eyeliner, and blush on, etc.,
or colored nail polish.
5. Men must have a neatly cut hair that would not cover the ears or exceed the collar
when let loose. Men must be clean-shaven and no facial hair will be allowed.
6. Wearing strong perfume and scents is not allowed but mild scents such as cologne
may be permitted.
7. Men are not allowed to wear earrings or metal accents in their body piercing, if any.
8. Women will be limited to a pair of earrings but no other metal accents will be allowed
in their body piercing, if any.
We would like to emphasize the behaviour of a True Patrian who is a responsible
person who intelligently exercises his or her God-given gifts and talents while
diligently moving with a sense of direction towards productivity, fuelled by passion
and creativity.
1. Self-Management - the ability to regulate one’s emotions, thoughts, and behaviors
effectively in different situations. This includes managing stress, delaying gratification,
motivating oneself, and setting and working toward personal and academic goals.
2. Honesty/Trustworthiness - is a facet of moral character that connotes positive and
virtuous attributes such as integrity, truthfulness, straightforwardness, including
straightforwardness of conduct, along with the absence of lying, cheating, theft, etc.
3. Respect – demonstrate kindness and courtesy to one-self, towards other students,
teachers and other members of the La Patria College Community.
2. Guidelines for Synchronous Videoconference
Many students are moving to online learning who may never before have attended an
online meeting, especially for the purposes of receiving instruction or carrying on an academic
discussion with others. Because of this, we’re providing this Etiquette Guide to help students
know how to conduct themselves appropriately in an online meeting. Students should follow
the guidelines to ensure productive and respectful class time through virtual/distance learning
platforms, such as MS Teams.
a. Be punctual. If teachers choose to hold a synchronous videoconference for class, it
will take place during the class period time designated. Students should log in to the
platform during the class period. They should be prepared with any needed materials
and ready to learn. Attendance will be checked during the videoconference.
b. Mute your microphone immediately. As soon as you log in to the platform, mute
your microphone. This will avoid any excess background noise. Release the mute
button when it is your turn to speak in the virtual class or once instructed by your
teacher.
c. Maintain professionalism. Make sure you are looking presentable and professional
for each other, just like we do at school. While Students may not be required to wear
d.
e.
f.
g.
h.
the uniform they did to school to online meetings, but it is our expectation that
students dress in a way that is modest, clean, and avoids any unnecessary distraction.
Names in the conference should be the same names in the class list. Unidentified
names like nicknames, phone models, etc. will not be allowed in the videoconference.
These accounts will be removed by the teacher.
Choose a good location. It will be important to think through an ideal location. The
most important thing is to have a clean and non-distracting background. If a student
must work in their bedroom, make sure the bed or decorations are not prominent in
the background. If possible, set up a desk with materials ready and a neutral
background.
Focus and engage. It is easy to get distracted on your computer or your mobile
phone. Remember that you are attending a class. Keep your videoconference platform
open and do not navigate other tabs or webpages unless directed by your teacher.
Make sure that the teacher is your main screen. If needed, you can pin the teacher to
be the main focal point to ensure that you do not get distracted by your peers.
Practice courtesy. Do not interrupt the teacher or a classmate who is speaking. You
may type your question in the Chat area, or use the “raise hand” feature if available,
and wait until you are allowed to speak. Your teacher will orient the class regarding
the guidelines for discussions, recitations, and asking questions during online
meetings.
Respect. Seeing yourself on a screen can bring up vulnerabilities. Do not take a
screenshot, picture, Snapchat, etc. of your teacher or fellow students. Do not make
any unnecessary audio or video recordings. Do not share or post screenshots, video,
and audio recording of the session in your social media or through other means.
Remember also Republic Act No. 10173, otherwise known as the Data Privacy Act.
Support one another. Students should not interfere with their teacher’s instruction
and/or their classmates’ learning. Remember that each student and the teacher are
responsible for effective learning just as you would be if we were together in school.
VIII. COMPUTATION OF SCORES:
The grading system is based on the following criteria:
Class Standing (Quizzes, Assignments, Recitation, Activities, Seat Works)
Examinations (Prelim, Midterm, Final)
= 50%
= 50%
100%
PRELIM:
= (Class Standing X 50%) + (Prelim Exam X 50%)
MIDTERM:
= (Midterm Average X 60%) + (Prelim Grade X 40%)
Where: Midterm Average = (Class Standing X 60%) + (Midterm Exam X 40%)
FINAL:
= (Final Average X 60%) + (Midterm Grade X 40%)
Where: Final Average
= (Class Standing X 40%) + (Final Exam X 60%)
IX. CONTACT INFORMATION:
For queries and information related to this course, you may contact
your course instructor using the given details below during your
consultation time.
MS Teams : Reymalyn Coma
Corporate Email: Reymalyn.coma@lpc.edu.ph
Contact Number: 09503737189
Facebook/Messenger: Reymalyn Simon Dion Coma
MODULE 1: CHAPTER 1: INTRODUCTION TO 21st CENTURY LITERACIES
A. Traditional or Conventional Literacy
B. The History of Reading
WEEK NUMBER: 1
TIME ALLOTMENT: 3 Hours
OBJECTIVES:
By the end of this module, the students shall be able to:
1. Definitions of conventional literacy; and
2. Expanded views of literacy in the 21 st century.
LEARNING CONTENT:
INTRODUCTION TO 21st CENTURY LITERACIES
Introduction
The word “literacy” stems from the word “literate”, which first appeared in the 15 th century
and is in turn derived from the Latin word litteratus, meaning “(a person) marked with letters”
– that is, “distinguished or identified by letters” – and it carried with it the idea that such a
person was cultured and educated.
Literacy is defined by dictionaries as the state of being able to read and write. This chapter
explores several definitions of literacy and what being literate means in the multiplicity of
contexts in the 21st century, with the goal of raising awareness in readers who might be
presently unaware of the evolving perspectives on literacy and giving teachers the opportunity
to pause and reflect on their own literacies even as they attempt to teach the new literacies
to their students.
Discussion
Traditional or Conventional Literacy
Miller (1973) divides this conventional concept of literacy into three sub-categories:
1. Basic Literacy – it is the ability to correspond visual shapes to spoken sounds in order
to decode written materials and translate them into oral language. Simply put, it is the
ability to recognize letters and words. This would be akin to recognizing that the
sequence of letters “b-a-s-a” forms the word basa in Filipino, even without
understanding what it means.
2. Comprehension Literacy – it is the ability to understand the meaning of what is being
read. To capitalize on the example above, this would be like knowing that basa can
mean either “to read” or “to be wet.”
3. Functional or Practical Literacy – it is the ability to read (i.e., decode and comprehend)
written materials needed to perform everyday vocational tasks. This is the equivalent
of reading the text. “Ang bata ay nagbabasa.” and being able to understand that basa
here refers to reading and not to being wet.
Based on this conventional view of literacy, we notice two things for reading (and therefore
literacy) to exist: (1) a text (consisting of symbols and grammar) to be read: and (2) a
meaning or message being communicated by the text for the reader to extract. Without a
text, there would be nothing to read; without meaning, the text is reduced to series of
incomprehensible doodles.
It should therefore be noted that even in Miller’s definition of literacy, the act of reading
implies a level of understanding. Simply knowing how to say a word (or a series of words) is
not the same as being able to understand what it means. Without understanding the meaning
of the words, reading has not taken place. Based on this, Schlechty (2001) defines the concept
of functional illiteracy as the state of being able to read, but not well enough to manage
daily living and employment tasks that require reading skills beyond a basic level.
As the rest of the this chapter will argue, this synchronicity between decoding textual
symbols and being able to extract and understand their meaning is a necessary part of being
literate, even as the new contexts of the 21 st century change the nature of what the “text” is,
and what it means to “read” and “write.”
The History of Reading
According to paleontologists who study fossils and other evidences of life on earth, the
first man was a latecomer on earth and appeared on the planet only about one hundred
thousand years ago. But even during those primitive days, man walked upright, had adaptable
hands and a brain which enabled him to devised ways to show superior strength and cunning.
And as he lived in communities, he was a social being who communicated with his kind.
In the beginning, however, he employed grunts and body language using gestures and
postures to convey his ideas and needs to others. Slowly, he developed oral language which
enabled him to express more clearly the messages he wanted to convey. In time, various
circumstances such as the need to communicate to others who are distant in place caused
man to devise symbols corresponding to his oral messages. We have evidence of this in the
Old Stone Age rock painting and in the cuneiform or picture writing. From these we have
knowledge of the earliest human act of picture writing and reading.
Picture writing during the Sumerian civilization between 3000 to 4000 B.C were incised
on baked tablets. They served to communicate and preserve private letters, business
contracts, accounts, tax receipts, royal orders and state records. Meanwhile, the hieroglyphics
on the stone wall of temples and tombs, or carefully painted them on wooden coffins. The
Egyptians also invented paper derived from the papyrus plant on soot. Other civilizations such
as those in Syria, Phoenicia and Palestine used more permanent writing materials such as
leather rolled into scrolls. But the greatest contribution to the progress of ancient civilization
came from the Phoenicians who adopted and spread the use of letter-symbols or the alphabet.
Due to its simplicity, it was developed by other peoples such as by the Greek and Romans.
The Roman system of writing in turn became the basis of all the systems of writing being read
by modern peoples today.
Summary
Simply, reading is defined as a cognitive process that involves decoding symbols to
arrive at meaning. Reading is an active process of constructing meanings of words. Reading
with a purpose helps the reader to direct information towards a goal and focuses their
attention.
REFERENCES:
1. Alata, Elen Joy P., et.al. 2019. Building and Enhancing New Literacies across the
Curriculum, First Edition. Rex Bookstore.
2. Buendicho, Flordeliza C. 2010. Developmental Reading, First Edition. Rex Bookstore.
3. Marquez, Servillano T. et. al. 2009. Developmental Reading 2. Lolimar Publishing Co.,
Inc.
MODULE 2: CHAPTER 1: INTRODUCTION TO 21st CENTURY LITERACIES
(Continuation)
C. Expanded Views of Literacy
WEEK NUMBER: 2
TIME ALLOTMENT: 3 Hours
OBJECTIVES:
By the end of this module, the students shall be able to:
1. Definitions of conventional literacy; and
2. Expanded views of literacy in the 21 st century.
LEARNING CONTENT:
INTRODUCTION TO 21st CENTURY LITERACIES (Continuation)
Introduction
Despite the popularity of the American films in the Philippines, many Filipinos cannot
follow the actors’ dialogue, and thus resort to guessing the overall story based on the actions
onscreen.
Despite the ambiguity of the traditional views of literacy, Roberts (1995) notes that
“in the past fifty years, hundreds of definitions of ‘literacy’ have been advanced by scholars,
adult literacy workers, and programme planners,’ with even the United Nations Educational,
Scientific, and Cultural Organization (UNESCO, 2006) acknowledging that literacy as a concept
has proven to be complex and dynamic, it being continually defined and interpreted in multiple
ways.
Discussion
Expanded Views of Literacy
In 2004, UNESCO formally defined literacy as “the ability to identify, understand,
interpret, create, communicate, and compute, using printed and written materials associated
with varying contexts. Literacy 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.”
Note that “reading” does not appear in UNESCO’s definition of literacy. Instead, literacy
has taken on a definition more akin to “knowing about something and what to do with it.”
In this vein, Mkandawire (2018) more succinctly posits that literacy is “a form of
knowledge, competence, and skills in a particular field or area, “being supported by UNESCO
(2006), Barton (2007), and Mkandawire, Simooya-Munenda, & Cheelo (2017), which
acknowledged that – as we have just pointed out – modern views appear to equate literacy
with knowledge.
This shift in the definition of literacy from “reading and writing” to “knowledge” is
especially important as we explore the “new” literacies of the 21 st century that seem farremoved from the contexts upon which conventional literacy is based.
When viewed from the perspective of conventional/traditional literacy, the concept of
“new” literacies is a bit a misnomer, as even these new literacies of the 21 st century make
generous use of being able to read and write, rather than supplant them as skills necessary
for survival. However, when viewed from the perspective of literacy as knowledge, the new
literacies begin to make sense as they are the “skills and bodies of knowledge’ that are
necessary for survival and productivity in the information age.
In the same vein of reasoning, the new literacies are not “new” per se – as in the sense
that they never existed before. Rather, we consider them to be new because the contexts in
which old skills and knowledge are being employed as new, both in nature and in scope. The
ability to translate textual information into images is not a new skill, but it is the ability to do
so in a way that is concise, complete, and clear that is certainly new, given that it will be how
ninety percent of the population will be informed on the issue. Similarly, being able to verify
the truth-value and veracity of a document is not a new skill – but being able to do so when
there are a hundred similar documents available to you online is.
Case in point: Throughout history, humans have communicated on levels apart from
the spoken and written word, for example, visually, using the long distance communication
system of smoke signals used by the ancient Chinese, the ancient Greeks, and the indigenous
peoples of North America.
In the Victorian Era, there was such a thing as the “Language of Flowers,” where the
kind, color, and arrangement of a bouquet of flowers were used to communicate messages
that could not otherwise be spoken aloud in Victorian society (Greenaway, 1884). For
example, a bouquet of oak leaves (representing strength), purple roses (sorrow), white lilies
(resurrection), and pale yellow tulips and rosemary (memory of remembrance) would
altogether communicate a message of sympathy, usually over the death of a loved one.
Successfully interpreting these “visual languages” required a kind of “visual literacy”
to understand the message being presented and to manage the information encoded therein
– skills which, as following chapters will further reveal, are coming into use again in the 21 st
century literacies. The difference is that now we are not analyzing smoke signals or bouquets,
but rather sounds, text, and images from a hundred different sources at a nearby non-stop
rate to the point where accuracy, validity and reliability of the messages we interpret form
the basis for some very important personal and collective decision-making.
Another difference involves the question of necessity: One did not need to be literate
in the language of flowers to live a fruitful and fulfilled life in Victorian-era England, but to be
not media or digitally literate in the 21st century makes one vulnerable to manipulation by
those who are, and such manipulation can easily cost an individual time, money, property,
and even life.
These so-called “new” literacies arose from the increasing availability of
communication technology that were once unavailable to the average individual. Technologies
like blogging and vlogging, social networking, and even text messaging change and expand
both the extent and the form of our communication – blending text, sound, and images in
ways unforeseen and unprecedented (Richardson, 2014). Never before have the opinions of
a twelve year-old child in an unheard –of town in an unheard-of country been available for
everyone on earth to read and hear, and while adults might scoff at a child’s opinions, that
child might have more than a thousand online subscribers who certainly think his or her
opinions are important, maybe even more so than the opinions of adults.
Summary
Simply put, three things have been critical in the rise of the new literacies:
1. Increased Reach – we are communicating with more people, from more diverse
cultures, across vaster distances than ever before.
2. Increased Means of Communication – we are communicating in more ways and at
faster speeds than ever before.
3. Increased Breadth of Content – we are communicating about more things than
ever before.
REFERENCES:
1. Alata, Elen Joy P., et.al. 2019. Building and Enhancing New Literacies across the
Curriculum, First Edition. Rex Bookstore.
2. Buendicho, Flordeliza C. 2010. Developmental Reading, First Edition. Rex Bookstore.
3. Marquez, Servillano T. et. al. 2009. Developmental Reading 2. Lolimar Publishing Co.,
Inc.
MODULE 3: CHAPTER 1: INTRODUCTION TO 21st CENTURY LITERACIES
(Continuation)
D. Digital Storytelling
WEEK NUMBER: 3
TIME ALLOTMENT: 3 Hours
OBJECTIVES:
By the end of this module, the students shall be able to:
1. Definitions of conventional literacy; and
2. Expanded views of literacy in the 21 st century.
LEARNING CONTENT:
INTRODUCTION TO 21st CENTURY LITERACIES (Continuation)
Introduction
One of the ways students can be trained in the new literacies is to engage them in
digital storytelling, but with some digital enhancements. They choose a topic, conduct
research, write a script, develop a story, and through the use of multimedia, create something
that can be played online or on a computer.
Discussion
What is Digital Storytelling?
Digital storytelling at its most basic core is the practice of using computer-based tools
to tell stories. There are a wealth of other terms used to describe this practice, such as
digital documentaries, computer-based narratives, digital essays, electronic memoirs,
interactive storytelling, etc.; but in general, they all revolve around the idea of combining
the art of telling stories with a variety of multimedia, including graphics, audio, video, and
Web publishing.
As with traditional storytelling, most digital stories focus on a specific topic and
contain a particular point of view. However, as the name implies, digital stories usually
contain some mixture of computer-based images, text, recorded audio narration, video clips,
and/or music. Digital stories can vary in length, but most of the stories used in education
typically last between 2 and 10 minutes. The topics used in digital storytelling range from
personal tales to the recounting of historical events, from exploring life in one’s own
community to the search for life in other corners of the universe, and literally, everything in
between.
Despite its emphasis on computer technology, digital storytelling is not a new
practice. One of the field’s most noted pioneers is Joe Lambert, the co-founder of the Center
for Digital Storytelling (CDS), a nonprofit, community arts organization in Berkeley,
California. The CDS has been assisting young people and adults in the creation and sharing
of personal narratives through the combination of thoughtful writing and digital media tools
since the early 1990's.
Another pioneer in the field, British photographer, author, and educator Daniel
Meadows defined digital stories as “short, personal multimedia tales told from the heart.”
The beauty of this form of digital expression, he maintained, is that these stories can be
created by people everywhere, on any subject, and shared electronically all over the world.
Meadows added that digital stories are “multimedia sonnets from the people” in which
“photographs discover the talkies, and the stories told assemble in the ether as pieces of a
jigsaw puzzle, a gaggle of invisible histories which, when viewed together, tell the bigger
story of our time, the story that defines who we are.”
Researcher and digital culture consultant, John Seely Brown described digital
storytelling
this
way:
I’m particularly interested in Digital Storytelling, in new ways to use multiple media to tell
stories and in the ability of kids, who are now growing up in a digital world, to figure out
new ways to tell stories. They have the ability to build interpretive movies very simply and
to lay sound tracks around the content. They condition or “sculpture” the context around
the content. The serious interplay between context and content is key to what film—and rich
media in general—are about.
Digital storytelling can be broken down into following six steps:
1. Writing – write about a particular story from your life. The story must have a central
theme.
2. Developing a Script – develop a script that identifies the important points of your
story.
3. Creating a Storyboard – create a storyboard that visually organizes the flow of the
story. Assign a particular image to portions of the script.
4. Locating Multimedia – use search engines to locate photos and videos. Photos and
videos from one’s personal collection may also be used.
5. Creating a Digital Story – record the voice over for your movie. Create a movie
using the software that is available to you.
6. Sharing and Uploading – share your story in class and upload your work online.
Summary
Today the use of digital storytelling is being practiced in neighborhood community
centers, schools, libraries and businesses, by novice technology users to those with
advanced skills. In the field of education, teachers and their students, from early childhood
classrooms through graduate school, are using digital storytelling in many different content
areas and across a wide range of grade levels.
Supplementary Video: https://www.youtube.com/watch?v=JIix-yVzheM
REFERENCES:
1. Alata, Elen Joy P., et.al. 2019. Building and Enhancing New Literacies across the
Curriculum, First Edition. Rex Bookstore.
2. Buendicho, Flordeliza C. 2010. Developmental Reading, First Edition. Rex Bookstore.
3. Marquez, Servillano T. et. al. 2009. Developmental Reading 2. Lolimar Publishing Co.,
Inc.
MODULE 4: CHAPTER 2: GLOBALIZATION AND CULTURAL AND MULTICULTURAL
LITERACIES
E. Cultural Literacy
WEEK NUMBER: 4
TIME ALLOTMENT: 3 Hours
OBJECTIVE:
By the end of this module, the students shall be able to develop a clear understanding
on cultural and multicultural literacy in the Philippines.
LEARNING CONTENT:
GLOBALIZATION AND CULTURAL AND MULTICULTURAL LITERACIES
Introduction
One of the ways students can be trained in the new literacies is to engage them in
digital storytelling, but with some digital enhancements. They choose a topic, conduct
research, write a script, develop a story, and through the use of multimedia, create something
that can be played online or on a computer.
Discussion
What is Cultural Literacy?
Cultural literacy means being able to understand the traditions, regular activities and history
of a group of people from a given culture.
It also means being able to engage with these traditions, activities and history in cultural
spaces like museums, galleries and performances.
Culture is how a group of people lives. It includes their language, arts, science, beliefs and
practices, and their understanding of their environment.
Importance of Cultural Literacy

Being culturally literate can help you understand, relate to and interact with people
from diverse backgrounds that may be very different from your own. It can be
especially important to be culturally literate if you are part of the dominant culture.
Seeing, hearing and learning about how other people live can make you more culturally
sensitive and aware. Learning about different cultures can open your mind to different
ways of life (Flavell, H., Thackrah, R., & Hoffman, J. (2013). Developing Indigenous
Australian cultural competence: A model for implementing Indigenous content into
curricula. Journal of Teaching and Learning for Graduate Employability).

Cultural literacy helps to develop a range of skills like communication and selfreflection (Flavell, H., Thackrah, R., & Hoffman, J. (2013). Developing Indigenous
Australian cultural competence: A model for implementing Indigenous content into
curricula. Journal of Teaching and Learning for Graduate Employability).

Cultural literacy positively affects society. It: (1) reduces prejudice and inequality
based on culture; (2) Increases the value placed on diversity and difference.

Increases participation in social and community practices, like visiting museums,
attending performances and accessing community programming (Anning, B. (2010).
Embedding an Indigenous Graduate Attribute into University of Western Sydney’s
courses. The Australian Journal of Indigenous Education).

Participating in cultural activities, such as visiting museums, can help improve cultural
literacy. Museums tend to pull in visitors with higher literacy levels. Audience surveys
show that even when the number of museum visitors increases, these visitors tend to
belong to the most educated social groups (No qualifications needed: Museums and
New audiences, Nicoletta Gazzeri and Pete Brown, 2010).
Summary
The ability to be open to learning about other cultures and sharing one’s own culture,
to change personal perspectives, to communicate effectively across cultures, and to act as
a cultural change agent.
Supplementary Video: https://www.youtube.com/watch?v=4yv4xanGftg
REFERENCES:
1. Alata, Elen Joy P., et.al. 2019. Building and Enhancing New Literacies across the
Curriculum, First Edition. Rex Bookstore.
2. Buendicho, Flordeliza C. 2010. Developmental Reading, First Edition. Rex Bookstore.
3. Marquez, Servillano T. et. al. 2009. Developmental Reading 2. Lolimar Publishing Co.,
Inc.
MODULE 5: CHAPTER 2: GLOBALIZATION AND CULTURAL AND MULTICULTURAL
LITERACIES
B. What is Multicultural Literacy?
C. What is Global Literacy?
D. How are Multicultural and Global Literacy Interconnected?
WEEK NUMBER: 5
TIME ALLOTMENT: 3 Hours
OBJECTIVE:
By the end of this module, the students shall be able to develop a clear understanding
on cultural and multicultural literacy in the Philippines.
LEARNING CONTENT:
GLOBALIZATION AND CULTURAL AND MULTICULTURAL LITERACIES
Introduction
Multicultural literacy consists of the skills and ability to identify the creators of
knowledge and their interests (Banks, 1996), to uncover the assumptions of knowledge, to
view knowledge from diverse ethnic and cultural perspectives, and to use knowledge to guide
action that will create a humane and just world.
Discussion
What is Multicultural Literacy?
Multicultural Literacy consists of the skills and ability
to identify the creators of knowledge and their interests
(Banks, 1996), to uncover the assumptions of knowledge,
to view knowledge from diverse ethnic and cultural
perspective, and to use knowledge to guided 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).
According to Boutte (2008) education for multicultural
literacy should help students to develop the 21 st century
skills and attitudes that are needed to become active citizens who will work towards achieving
social justice within our communities. Because of the growing racial, language and ethnic
diversity in our country, Multicultural Literacy needs to be transformed in substantial ways to
prepare students to function effectively in the 21st Century (Boutte, 2008).
By making small changes within the classrooms, it can create big changes globally (Boutte,
2008). As diversity grows, there is a need for the emergence of multicultural education that
is more representative of the students in today’s classrooms. By teaching students to be
advocates for multiculturalism, we are also sending a message of empathy and tolerance in
schools as a need to develop deeper understanding of others and appreciation of different
cultures (Banks, 2003). With this being said, in order for students to develop these attitudes
and skills, it 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 21 st Century Literacy
(Banks, 2003).
What is Global Literacy?
Global Literacy aims to address issues of globalization,
racism, diversity and social justice (Guo, 2014). It requires
awareness and action, consistent with a broad understanding
of humanity, the planet, and the impact of 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:




 Respect for humans no matter their race, gender, religion or political perspectives.
 Respect for diversity and various perspectives.
 Promoting sustainable patterns of living, consumption, and production.
 Appreciate the natural world and demonstrate respectful towards the rights of all
living things.
How are Multicultural and Global Literacy Interconnected?
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).
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).
Summary
The ability to be open to learning about other cultures and sharing one’s own culture,
to change personal perspectives, to communicate effectively across cultures, and to act as
a cultural change agent.
Supplementary Video: https://www.youtube.com/watch?v=RIVHaLCZBV8
REFERENCES:
1. Alata, Elen Joy P., et.al. 2019. Building and Enhancing New Literacies across the
Curriculum, First Edition. Rex Bookstore.
2. Buendicho, Flordeliza C. 2010. Developmental Reading, First Edition. Rex Bookstore.
3. Marquez, Servillano T. et. al. 2009. Developmental Reading 2. Lolimar Publishing Co.,
Inc.
MODULE 6: CHAPTER 2: GLOBALIZATION AND CULTURAL AND MULTICULTURAL LITERACIES
E. Economic Dependence/ Interdependence
F. Political and Military dependence and Interdependence
G. Expanded Flow of Expressive and Instrumental Culture
H. Expanded Flow of People among Societies
I. Cultural Literacy
J. Cultural Literacy in the Philippines
K. Challenges for Cultural Literacy in the Philippines
L. Multicultural Literacy
M. Issues in Teaching and Learning Multicultural Literacy in the
Philippines
WEEK NUMBER: 6
TIME ALLOTMENT: 3 Hours
OBJECTIVE:
By the end of this module, the students shall be able to develop a clear understanding on cultural
and multicultural literacy in the Philippines.
LEARNING CONTENT:
GLOBALIZATION AND CULTURAL AND MULTICULTURAL LITERACIES
Introduction
Multicultural literacy consists of the skills and ability to identify the creators of knowledge and
their interests (Banks, 1996), to uncover the assumptions of knowledge, to view knowledge from diverse
ethnic and cultural perspectives, and to use knowledge to guide action that will create a humane and
just world.
Discussion
E. Economic Dependence/ Interdependence
When the term globalization entered the Philippine public mindset in the early 90’s, it was
popularly understood to be a mainly economic phenomenon, and a negative one at that. The idea that
foreign-owned businesses could come into the country and freely ‘set-up shop’ thereby choking-out local
industries was not a welcome thought even though it was erroneous.
While Philippine society has come to realize that this early perspective represented a shallow
understanding of globalization, the fact of the matter is that globalization has brought economic
development to our society as a whole. By attracting Foreign Direct Investment (FDI), new technologies,
employment opportunities, and money have come into the country.
This does not mean, however, that there have been no negative effects of globalization. Kentor
(2001) notes that foreign capital dependence increases income inequality in four ways:




It creates a small highly paid class of elites to manage these investments who create many but
usually low-pay jobs;
Profits from these investments domestic capital formation
Foreign capital penetration tends to concentrate land ownership among the very rich; and
Host countries tend to create political and economic climates favorable to foreign capital that
in turn limit domestic labor’s ability to obtain better wages. In simple words, “The rich become
richer and the poor become poorer.”

Houts (1980) observes that international dependence (another name for globalization) tends to
suppress adult wages, in turn perpetuates the role of children as economic necessities (familiar
saying “Kapag maraming anak, maraming katulong sa hanapbuhay”) leading to explosive
population growth.

In a chain reaction of negative effects, this explosive population growth creates a large sub-sector
of society that is insulated from economic development yet competes for resources with the rest
of the population. Coupled with the economic inequalities in which society is couched, this
encourages political instability, resulting in policies that favor the redistribution of income, which
in turn discourages investments, which then slows economic growth.
F. Political and Military dependence and Interdependence

A survey conducted in late 2018 found that 3 in 5 Pilipinos believe that the United States would
intervene on behalf of the country in case of war (Viray, 2018), Despite the current very
conservative stance of the US on its foreign policies, this can be taken as evidence of the
Philippines’ dependence in both political and military power of the US in order to maintain its
sovereignty as a nation-state in the Southeast Asia region. Similar things can be said of Russia
and the many communist nations throughout the world.

The point is that where there are some forms of economic dependence/interdependence, political
dependence/interdependence is not far behind, as the participating nations strive to protect their
investments and interests in one another.
G. Expanded Flow of Expressive and Instrumental Culture


Expressive culture deals with how a particular culture expresses itself in its language, music, arts
etc. Globalization encourages the monetization of these cultural artifacts and their import/export
among participating cultures; the increased consumption of which changes the consuming culture.
Instrumental culture on the other hand refers to “common models of social order” (Meyer 2000)that is, models or ways of thinking about and enacting national identity, nation- state policies both
domestic and foreign, socio-economic development, human rights, education and social progress.
H. Expanded Flow of People among Societies




The fact that globalization encourages the movement of people between nation-states should come
as no surprise to us. The Philippine statistics authority (PSA) estimates that there were 2.3 millions
OFWs during the period of April to September 2017, who were responsible for up to 205.2 billion
pesos in remittances.
Meyer (2000) observes three reasons for this: socio-economic migration, political expulsion and
travel/tourism.
Socio-economic migration explains the Philippines’ OFW phenomenon
Political expulsion has more to do with trying to escape the political climate of a particular country,
thereby forcing an individual to seek asylum in another favorable country.
I. Cultural Literacy


Cultural Literacy is a term coined by Hirch (1983) referring to the ability to understand the signs
and symbols of a given culture and being able to participate its activities and customs as opposed
to simply being a passive (an outside) observer. The signs and symbols of a culture include both
its formal and informal languages, its idioms and forms of expression, entertainment, values,
customs, roles, traditions etc., most of which are assumed and unstated. Thus, they are learned
by being part of the culture, rather than by any formal means.
Cultural Literacy is culture-specific but it is not limited to national cultures, contrary to what many
people assume. The culture of one workplace can be very different from another, just as the
culture of a particular school can differ widely from another school nearby.
J. Cultural Literacy in the Philippines




The National Commission for Culture and the Arts (NCCA) is the government tasked with the
documentation, preservation and dissemination of Philippine culture, both locally and abroad. Part
of how the NCCA is addressing this and related matters is through the establishment of the
Philippine Cultural Education Program (PCEP), which envisions a nation of culturally literate and
empowered Pilipinos” (NCCA, 2015). Designed to make cultural education accessible to all sectors
of Philippine society, the PCEP held national consultative meetings, conference, workshops, art
camps, and festivals on culture-based teaching and good governance from 2003 to 2007.
As a result of Republic Act 10066, PCEP has been designated as the body , together with the
Department of Education (DepEd), task to “formulate the cultural heritage education programs
both local and overseas Pilipinos” that are to be an integral part of Philippine education in all
aspects.
Cultural education- and thus cultural literacy- in the Philippines is quite a challenge, given that
Philippine culture is a complex blend of many indigenous and colonial cultures and varies widely
across the region, and the average citizen is almost as ignorant of other Philippine cultures as
foreigners are.
De Leon (2011) coins this propensity for Pilipinos to look at their culture and themselves through
Western lenses as the Dona Victorina Syndrome, a kind of inferiority complex wherein anything and
everything natively Pilipino is considered as Pilipinos themselves as being inferior, backward and
worthless in comparison to their Western counterparts, and therefore a source of embarrassment
and unease. Our low self-esteem borders on self-contempt, the result is doubt in capacity for
achievement, perverse delight in belittling ourselves, lack of respect and even outright contempt for
one another and blind dependence on foreign goods, concepts, techniques, approaches, and
expertise. According to De Leon, the biggest challenge then is the deconstruction of the negative
self-images and notions of ourselves that we have imbibed over generations through “ a workable,
effective program of education that can make Pilipinos more responsive and sensitive to Pilipino
dignity, needs, values, and cultural potentials and assets.”
K. Challenges for Cultural Literacy in the Philippines
As Applebee (1987) observes, interesting discussions on cultural literacy give rise to some very
difficult questions which are particularly important to a multicultural and multilingual nation like
Philippines.





What kinds of knowledge constitute cultural literacy? Is it knowing facts, names, and dates or is it
something more experiential like being familiar with a story or a particular song?
If culture is more “caught than taught,” should cultural literacy be one of the goals of education? If
yes, how does one teach it?
Whose cultures must we be literate in to be considered “culturally literate”? Who decides which
cultures are included and which ones are excluded and on what bases?
Is cultural literacy education simply a means for the dominant culture to express its dominance
over minority cultures?
How is cultural literacy to be assessed and evaluated? How can we know someone is “culturally
literate?”
L. Multicultural Literacy




As a set of skills and knowledge is difficult to define because of how it changes depending on the
contexts in which it is discussed.
In America, multicultural literacy has very strong leanings toward knowing or identifying the polyethnic origins of knowledge with the express goal of fostering equality, diversity, and social justice.
In Europe, multicultural literacy comes more in the form of intercultural communication competence
(ICC), which is defined by Dusi, Messetti and Steinbach (2014) as a composite of skills, abilities,
attitudes, personality patterns etc, necessary for clear and productive communication with cultures
other than our own.
We define multicultural literacy here as the knowledge and skills necessary to ensure that any
communication with a culture different from our own is clear and productive and respectful such
as their differences are celebrated and neither culture is demeaned or treated as inferior.
Examples of manner of being multicultural literate:
1.
2.
3.
4.
Be selfless
Know that good and useful things can (and do) come from those different from us.
Be willing to compromise.
Accept that there are limits
M. Issues in Teaching and Learning Multicultural Literacy in the Philippines


Conflicting requirements for peace- the heart of multicultural literacy is peace among different
cultures- that is productive and non- violent interaction.
Nationalistic and Regionalistic Pushback- the increasing demand for multicultural sensitivity,
inclusion and diversity in the recent years has also given rise to resistance from groups who believe
that their identity is being “watered-down” by the needed compromises.
The Persistence of the Problem


On the surface, multicultural literacy might seem to just “good common sense” and understandably
so, no one actively experience discrimination regarding what they know and what they cannot do
simply on the basis of race, ethnicity, or in the case of region of origin.
Boutte (2008) suggests that issues of discrimination in all its form (racial, religious, tribal, cultural,
etc) are really issues of hatred, which defined an educational setting as “the lack of compassion and
respect for the rights of others” and that hatred must be fought and its roots because as long as
hatred exist in the human mind, real peace will be impossible (Vreeland, 2001)
Summary
The ability to be open to learning about other cultures and sharing one’s own culture, to change
personal perspectives, to communicate effectively across cultures, and to act as a cultural change agent.
Supplementary Video: https://www.youtube.com/watch?v=RIVHaLCZBV8
REFERENCES:
1. Alata, Elen Joy P., et.al. 2019. Building and Enhancing New Literacies across the Curriculum, First
Edition. Rex Bookstore.
2. Buendicho, Flordeliza C. 2010. Developmental Reading, First Edition. Rex Bookstore.
3. Marquez, Servillano T. et. al. 2009. Developmental Reading 2. Lolimar Publishing Co., Inc.
CONGRATULATIONS! YOU HAVE SUCCESSFULLY COMPLETED WEEK ONE MODULE!
KEEP UP THE GOOD WORK!
Prepared by:
Reviewed/Approved:
REYMALYN D. COMA, LPT, MAEd
Instructor
ANGELO K. LAHINA, LPT, MAT
Program Head, Teacher Education