Lesson NEW LITERACIES, FUNCTIONAL LITERACY AND MULTILITERACY

Lesson Outcomes:
After completing this lesson, you are expected to:
1. Discuss new literacies and their impact on the teaching-learning process.
2. Describe a multiliterate teacher
3. Define functional literacy
4. Cite how functional literacy and new literacies can be integrated in the curriculum and practiced
in the classroom.
5. Draw relevant life lessons and significant values from personal application of functional
literacy.
6. Analyze a research abstract on new literacies and their implications on teaching and learning.
7. Make a project plan or action plan that represents functional literacy in action.

Motivation

Classmate Feud
Direction:

1. The group will be divide in two teams.

2. One member of each team faces the other in the face-off as the reporters read the
question off the game board.
3. The team that buzzed in with the correct answer receives control of the board and
has the option of playing or passing control to the other team.
4. The team has the control tries to reveal all the correct answers to the question before
receiving three strikes.
5. If the team receives three strikes without clearing the board, control is passed to the
other team.
6. The team that has the control is able to give one answer in the hopes that is it found
on the board.
If it is, points are added to the team’s score.
If not, the other team gets the points.
7. Points are collected as each team finds its answer to the question on the board.

Lesson
 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 (Gones, 200). Beyond the 1990s, literacy had started to diversity 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
matter of applying knowledge for specific purposes in a particular context. It concludes a socially driven
and evolved a pattern of activities, such as writing correspondence, records keeping and inventories,
posting announcements, reporting, etc. A such, Lankshear & Knobel (2006) averred that literacies intend
to generate and communicate meanings through the medium of encoded text 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 21 st 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 of written and visual, print, 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, 21st Century literacy combines cross-curricular capabilities also
called “Multiliteracies” and now commonly referred to as “new literacies”. These broad skills include
visual literacy, cultural literacy, and digital literacy dynamics. These new literacies are fused with
traditional print literacy to create opportunities and enable students to understand to use new text types,
while exploring knowledge and information with a wide array of technological tools, such as blogging,
fanfic writing, manga producing, meme-ing, photoshopping, anime music video (AMV), podcasting,
vodcasting, and gaming, running a paper-based zine, reading literacy novels and comics, and reading
bus timetables.

Leander (2003) noted that new literacies are often flexible, continuous, and open, where online
and offline lives and “literacysapes” merge. Thus, when a literacy practice becomes a mindset with the
concept of Web 2.0, it can be regarded as n 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 is about understanding 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 is understanding the principles of ecosystems toward sustainability.
7. Creative Literacy is the ability to make original ideas that have value, and the ability to see the
world in new ways.
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 research that reveals the
following:
1. As new technologies shape literacies, they bring opportunities for teachers to foster reading
writing in more diverse and participatory contexts.
2. Sites, like literature’s Voice of the Shutte, online fanfiction, and the internet Public Library,
expand both range of available texts and the social dimensions 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
to 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.

Understanding Functional Literacy

Functional literacy is a term used to describe the practical skill set required for reading, writing,
and performing basic mathematical tasks in real-life situations. This report aims to provide an overview
of functional literacy, its importance in today's high-tech society, and its implications for personal and
community development.
According to UNESCO (United Nations Educational, Scientific and Cultural Organization),
functional literacy refers to an individual's ability to engage in activities that require literacy for
effective functioning within their group and community. It is a crucial skill set for personal growth and
community development.
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 few functional literacy programs are being carried out and it focuses on different job skills
and development aspects. In the Philippines there 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 to analyze to see exactly the literacy skills needed. This is to prevent job-skill mismatch.
They may learn a very little but it will have a value that may increase the student’s motivation.
Therefore, the specific literacy is a planning tool that allows the literacy worker to focus on skills
that are of value to the learners.

Importance of Functional Literacy in High-Tech Society

In today's high-tech society, functional literacy is essential for individuals to navigate various
literacies required for effective participation. These include media literacy, religious literacy, financial
literacy, computer literacy, legal literacy, scientific literacy, health literacy, and civic literacy. Functional
literacy equips individuals with the skills necessary to comprehend and engage with technology and
information in these domains.
 Functional literacy plays a vital role in personal development, community engagement, and
navigating the complexities of our high-tech society. It encompasses various literacies that are essential
for individuals to thrive in different aspects of life. By promoting and enhancing functional literacy, we
can empower individuals to be active participants in their communities and lead fulfilling lives.

Improving Functional Literacy in the Philippines

Functional literacy, as defined by the National Statistics Authority, is the level of literacy that
includes not only reading and writing but also numeracy skills that help people cope with daily life
demands. This report explores the current state of functional literacy in the Philippines and provides
recommendations for improvement.
The Philippines has made significant strides in its functional literacy rate over the years. The
functional literacy rate was estimated at 90.3 percent, with Filipinos aged 10 to 64 years old were
functionally literate.
It was also evident that school dropouts contributed to low functional literacy. Obviously, 1 in
every 100 or about 4 million in Filipino children and youth were out-of-school in 2013.

Improving Functional Literacy

1. Developing 21st Century Skills: To improve functional literacy, it is crucial to develop 21st-century
skills. This includes moving from simple literacy to functional literacy, encouraging project-based
learning or "Learning by Doing", promoting collaborative learning, and implementing the "flipped"
classroom where learners learn first amongst themselves before the teacher intervenes with a lecture.

2. Media Exposure: Exposure to different forms of mass media has shown to positively impact
functional literacy rates. Therefore, increasing accessibility to various forms of media can be an
effective strategy.

3. Partnership with Organizations: Collaborating with organizations like World Vision Philippines,
which works towards improving functional literacy in the country, can be beneficial.

While the Philippines has made considerable progress in improving functional literacy, there is still
room for enhancement. By developing 21st-century skills, increasing media exposure, and partnering
with relevant organizations, the country can further boost its functional literacy rate.

Integration of New Literacies in the Curriculum

 To address the call for Literacy in today’s world, students must become Proficient in the new
Literacies of 21st century Technologies. The International Reading Association (IRA) believes that
literacy educators have the responsibility to integrate information and communication technologies into
the curriculum to prepare students for the future they deserve.
The Multiliterate Learner
Today, the Internet and other forms of information and communication technologies (ICTs) are
redefining the nature of reading, writing and communication. New literacy skills and practice are
required by each new ICT as it emerges and evolves. Thus, these new literacies need to be integrated
into curriculum to prepare students for successful civic participation in a global environment.
Student would desire for:
Teachers who use ICTs skillfully for teaching and learning.
Peers who use ICTs responsibly and who shares their knowledge.
A literacy curriculum that offers opportunities for collaboration with peers around the world
Instruction that embeds critical and culturally sensitive thinking into practice, standards and assessment
that include new literacies.
Leaders and policymakers who are committed advocates of ICTs for teaching and learning
Equal access to ICTs for all classrooms and students.
Coiro,et. al (2008) noted four common elements as broader dimensions of new literacies to with:
The Internet and other ICTS require new social practices, skills, strategies, and disposition for their
effective use.
New Literacies are central to full civic, economic, and personal participation in a global community
New literacies rapidly change as defining technologies change
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 transform today like at no other time in
history. As student 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.

Multiliteracies in the Educational Reform

The belief of teaching the students what is on demand and appropriate to learn in this fast
changing and information driven world. Students need to be taught different skills that should reflect the
world that is complex, competitive, knowledge-based, information-age, technology-driven economy and
society.
The focus of the multiliteracies education reform is on teaching students to write, critically
analyze, and create texts in a variety of media and modes. It entails giving pupils the chance to practice
efficiently navigating, understanding, and producing a variety of communication modes. To assist
students' development of different literacies, multiliteracies education also frequently emphasizes
inquiry-based learning, teamwork, and the incorporation of technology into the classroom.
In general, the goal of multiliteracies in education reform is to give students the knowledge,
abilities, and skills necessary to interact meaningfully with a variety of texts and communication
channels, so positioning them for success in a complex and fast changing world.

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.
Preparing teachers for multiliteracies. New Lo Group (1996) underscored multi-literacies as
multimodal w communication that include communications between and another languages using
diverse channels within cultures and ability to understand technology and multimedia As such, app
multiliteracies to teaching offers a new classroom pedagogy extends and helps manage classrooms.
Therefore. Newman (2002) in Biswas (2014) suggests to 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 lesson they learn to solve real-life problems
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 of 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.

Quiz:
Quiz:
Direction: Write your learning insights on Functional Literacy on the fan and make an acronym
from the word Literacy

Reference:

(Building and Enhancing New Literacies Across the curriculum, p. 39-51)