Chapter IV Buying  scarcity, choice, and

FINANCIAL LITERACY goods opportunity cost

and  factors that influence
The National Endowment for Financial services spending choices, such as
Education defines financial literacy as “the ability to advertising, peer pressure,
read, analyze, manage, and communicate about the and spending choices of
personal financial conditions that affect material well- others
being. It includes the ability to discern financial  comparing the costs and
choices, discuss money and financial issues without benefits of spending
(or despite) discomfort, plan for the future, and decisions
respond competently to life events that affect every  basics of budgeting and
day financial decisions, including evens in the general planning
economy “(In charge Education Foundation,2017). To  making a spending decision
put it simply, it is “the ability to use knowledge and skill  payment methods, cost, and
to manage one’s financial resources effectively for benefits of each
lifetime financial security” (Mandell, 2009). Meanwhile,  budgeting and classification
Hastings, et al. (2013) refers to financial literacy as: of expenses
 satisfaction, determinants of
1. knowledge of financial products (e.g., a stock demand , costs of information
vs. a bond, fixed vs. adjustable rate mortgage); search, choice of product
2. knowledge of financial concepts (e.g., durability
inflation, compounding, diversification, credit  the role of government and
scores); other institution in providing
3. having the mathematical skills or numeracy information for consumers
necessary for effective financial decision Saving  concepts of saving and
making; and interest
4. being engaged in certain activities such as  how people save money,
financial planning. where people can save
money and why people save
Public and private institution alike have money
recognized the need for financial advocacy programs  the role that financial
to be incorporated in the school curriculum. Financial institution plays as
education and advocacy programs of the public and intermediaries between saver
private sectors have been identified as key areas in and borrower
building an improved financial system in the  the role government
Philippines (Go, 2017). Republic act 10922, otherwise agencies such as the
known as the “Economic and Financial Literacy Acts,” Federal Deposit Insurance
mandates DepEd to “ ensure that economic and Corporation (FDIC) play in
financial education becomes an integral part of formal protecting savings deposits
learning.”  role of market in determining
interest rates
The Council for Economics Education, the  the mathematics of saving
leading organization in the United States that focuses  the power of compound
on the economic and financial education of students interest
from Kindergarten through high school developed six  real versus nominal interest
standards gearing toward deepening student’s rates
understanding of personal finance through an  present versus nominal
economic perspective. The standard and key concept interest rates
are summarized in the below.  financial regulators
Standards Key Concepts  the factors determining the
Earning  income earned or received by value of a person’s savings
Income people over time
 different types of jobs as well  automatic savings plans,”
as different forms or income rainy-day” funds
earned or received  saving for retirement
 benefits and cost of
increasing income through Using  concept of credit and the cost
acquisition of education and Credit of using credit
skills  why people use credit and the
 government programs that sources of credit
affect income  why interest rates vary across
 labor market borrowers
 basic calculation related to
borrowing (principal, interest
compound interest)
 credit reports and credit
 scores In this article “State of Financial Education I the
 behavior that contribute to Philippines,” Go (2017) indicated several findings of
strong credit reports and researches with regards to the state of financial literacy
scores in the country including the following:
 impact of credit reports and
scores on consumers  World Bank study in 2014 estimated 20 million
 consumer protection laws Filipinos saved money but only half had bank
accounts.
Financial  concept of financial
 Asian Development Bank (ADB) study in 2015
Investing investment
 variety of possible financial revealed that PH does not have a national
investment strategy for financial education and literacy.
 calculate rates of return  In 2016, Bangko Sentral ng Pilipinas (BSP)
 relevance and calculation of released national strategy for financial
real and after-tax rates of inclusion, stating that while institution strive to
return broaden financial services, financial literacy
 how markets cause rates of should also complement such initiatives.
return to a change in  As per Standard & Poor’s (S&P) Ratings
response to variation in risk services survey last year, only 25% of
and maturity Filipinos are financially literate. This mean that
 how diversification can about 75 million Filipinos have no idea about
reduce risk
inflation, risk diversification, insurance,
 how financial markets react to
compound interest, and bank savings.
changes in market conditions
and Information  Ten years after discovery of the stock market,
still less than one percent of PH population
Protecting  concepts of financial risk and is invested in it.
and loss  More than 80 percent of the working middle
Insuring  insurance (transfer of risk class have no formal financial plan.
through risk pooling)
 managing risk Because of these findings, public and
 identity theft private sectors alike have recognized the need to
 life insurance products strengthen financial education in the country. Last
 how to pretend oneself November 27-28, 2018, more than 1,000 leaders,
against identity theft decision-maker, influencers, and representatives from
public and private institution, civic society, and the
The Benefits of Financial Literacy
academe gathered for the first time ever Financial
Education Stakeholders Expo organized by BSP. The
One’s level of financial literacy affects one’s
quality of life significantly. It determines one’s ability to Expo is designed to build an organized network of
provide basic needs, attitude toward money and players that share the vision of a financially literate
investment, as well as one’s contribution to the citizenry and cohesively implement a variety of
community. Financial literacy enables people to initiatives to achieve this vision. This in line with the
understand and apply knowledge and skills to achieve BSP advocacy for financial education and supports the
a lifestyle that is financially balanced, sustainable BSP mandates of maintaining price stability.,
ethical, and responsible. financially stability, and efficient payment system. It is
the BSP’s conviction that a financially educated
Increased personal financial literacy affects Filipino is an empowered Filipino who is able to make
one’s financial behavior. These changes in behavior wise financial decisions that positively impact personal
pay dividends to society as well. People who work, financial circumstances, and, consequently, contribute
spend, save, borrow, invest, and manage risk wisely
to inclusive and sustained economic development.
are less likely to require a government rescue.
Financial literacy does not totally eliminate the need for
a social safety net because even the most prudent The expo supports Republic Act No. 10922 which
individual can encounter financial difficulties. But taking designates second week of November as Economic
responsibility for one’s financial life cultivates proper and Financial Literacy Week. It is also aligned with the
decision-making skills and discipline. Most of the objectives of the Philippines National Strategy for
responsibility for managing financial matters rest with Financial Inclusion, particularly the pillar on Financial
the individual. That responsibility is easier for adults to Education and Consumer Protection.
bear when they have earned the basic of personal
finance in their youth. Developing Personal Financial Literacy

One’s attitude about money is heavily influenced

Financial Literacy in the Philippines by the parent’s attitude and behavior about money.
The attitudes you formed early in life probably affect
how you save, spend, and invest today. Do you
behave similarly or differently from your parents about regularly but the amount you pay varies. Electric and
handling money? gas bills are examples or these.
Which expenses are fixed and which are variable?
There are six major characteristics types in how Indicate the monthly total. Put a check mark on the
people view money (Incharge,2017). corresponding type.

Frugal: Frugal people seek financial security by Financial discipline starts with an ability to
living below their means and saving money. The rarely recognize whether expenses are needs or wants, and
buy luxurious items; they save money instead. They followed by ability to priorities needs over wants.
save money because they believe that money offer Needs are essential to our survival. Wants are things
protection from unprecedented events and expenses. that you would like to have but you can live without,
such as new clothes or a new cell phone model. You
Pleasure : Pleasure seekers use money to bring want them but to do not necessarily need them. Too
pleasures to themselves and to others. They are more many wants can ruin a budget.
likely to spend than to save. They often lived beyond
their means and spend more than they earn. If they are Here are practical steps you can undertake to
not careful and do not change, they may fall into deep enhance your financial literacy
debt.
Setting Financial Goals
Status: Some people use money to express
their social status. They like to purchase and “show off” Setting financial goals is the first step to managing
their branded items. one’s financial life. Goals may be short, medium, and
long-term. Short-term goals can be measured in
Indifference: Some people place very little weeks and can provide instant gratification and
importance of having money and would rather grow feedback. “I will ride on the LRT instead of taxi” and I
their own food and craft their own clothes. It is as if will bring lunch everyday” are example of short-term
having too much money makes them nervous and goals. Medium-term goals should be accomplish within
uncomfortable. one to six months. These goals provide opportunity for
reflection and feedback and require
Powerful: Powerful people use money to discipline and consistency. Long-term financial goals
express power or control over others. can take years to achieve. These include saving
money for a down payment on a home, a child’s
Self-worth: People who spend money for self- college education, and retirement. They may also
worth value how much they accumulate and tend to include paying off a car, students loans, or credit card
judge others based on the amount of money they debt.
have.
Which characteristics closely resemble your Developing a Spending Plan
attitude about money? Explain your answer.
Time and effort are necessary to build a
Spending Patterns sustainable spending plan. Three easy steps are
proposed below when developing your personal
Are you prudent or have you been accused of spending plan:
spending money lavishly? Or are you somewhere in
between? Individuals have different spending patterns. 1. Record - Keep a record of what you
Before one can come up with a financial improvement spend.
plan, one needs to analyze his /her spending habits. 2. Review - Analyze the information and
There are two common spending patterns: habitual decide what you do.
spending and impulsive spending. Habitual spending 3. Take action - Do something about what
occurs when one spends out of a habit, when one buys you have written down.
the same item daily, weekly, or monthly. Daily items
may include water, rice, and a up of coffee. Week Importance of Saving
items may be grocery items. Monthly items are the
electricity and internet bills. Impulsive spending occurs Because no one can predict the future with
when one mindlessly purchases items that he or she certainty, we need to save money for anything that
does not need. many people are often enticed by might happen. Here are some reasons why saving is
monthly sales at the malls with the attitude that they important:
may lose the items the following day.
 Emergency Bolster - You should save
Fixed vs. Variable Expenses money to avoid going debt just to pay
emergency situations, like unexpected medical
Fixed expenses remain the same year-round. Car expenses and damage caused by calamities
payment is an example. Variable expenses occur or accidents.
  Retirement - You will need savings/investment
to take the place of income you will no longer
receive when you retire.
 Future Events - You need to save for future
events like weddings, birthdays,
anniversaries, and travel so as not to sacrifice
you fixed expenses.
 Instability of Social Security - Pensions from
social security should only serve as
supplementary and not primary source of
income after retirement.
 A little Goes a Long Way - Small consistent
savings go a long way.

There are two ways to save:

 save before you spend

 save after you spend wisely.

In order to stick to the savings habit, you should:

1. commit to a month;
2. find an accountability partner;
3. find a savings role model who is successful
with his/her money, through tried and true
savings;
4. write your goal down and track it; and
5. avoid tempting situations (don’t go to the mall
to “hang out”)

 Financial literacy is the ability to use

knowledge and skills to manage one’s
financial resources effectively for lifetime
financial security.
 Financial literacy enables people to
understand and apply knowledge and skills to
achieve a lifestyle that is financially balanced,
sustainable, ethical, and responsible.
 One’s attitude about money is heavily
influenced by the parents’ attitude and
behavior about money.
 Standard for developing understanding of
financial literacy include earning income,
buying goods and services, savings, using
credit, financial investing, protecting, and
insuring.
CHAPTER V media communication is the absolute heart of media
MEDIA AND CYBER OR DIGITAL LITERACIES literacy today.

Of all 21st century literacies presented in this Despite the relatively simple and clear
book, none of them embodies the social media definition of media literacy, it should come as no
applications now available for us, never before as surprise that scholars and educators have been
there been so much information － in nearly every form debating for quite some time on how media literacy
imaginable, from nearly every source imaginable － should be both defined and taught. Aufderheide (1993)
available to us twenty-four hours a day, no matter our and Hobbs (1998) reported, “at the 1993 Media
location. Where once has librarians － ” information Literacy National Leadership Conference, U.S.
custodians,” as you will － to curate the information we educators could not agree on the range of appropriate
goals for media education or the space of appropriate
regularly ingest, now there is nothing standing between
instructional techniques necessary for any analysis of
the individual and the wellspring of information
media messages:
represented by the internet.
1. Media messages are constructed
However, as we will soon discover, it is the so-
2. Media messages are produced within
called old literacies that will serve us just as faithfully in
economic, social, political, historical, and
the new context we find ourselves today as they have
aesthetic contexts.
done in the past. To begin our investigation, we must
3. The interpretative meaning-making process
first understand the relationship between Media
involved in message reception consist of an
Literacy and Cyber/Digital Literacy.
interaction between the reader, the text, and
the culture.
4. Media has unique “languages” characteristics
Media Literacy which typify various forms, genres, and
Like all the literacies discussed in this book, symbol systems of communication.
media literacy can be defined in several ways. 5. Media representations play a role in people’s
Aufderheide (1993) defines it as “the ability to access, understanding of social reality.
analyze, evaluate, and communicate massages in a
wide variety of forms,” while Christ and Potter (1998)
define it as “the ability to access, analyze, evaluate, What these five concepts boil down to is that
and create messages across a variety of contexts,” the producer of a particular media has an intended
Hobbs (1998) posits that it is a erm used by modern meaning behind the communication, what actually gets
scholars to refer to the process of critically analyzing communicated to the consumers depends not only on
and learning to create one’s own messages in print, the media itself but also on the consumers themselves
audio, video, and multimedia and on their perspective cultures. The consumers’
perceived meaning is what then develops into how
Perhaps it is simplest sense, media literacy people understand social reality
can thus be defined as “the ability to identify different
types of media and understand the messages they are An immediate example of this is the media
communicating” (Common Sense Media, n.d.). The portray of Mindanao. Because so little good news
exact types of media varies － television, radio, coming from the island is communicated by the news
newspaper, magazines, books, handouts, flyers, etc. － networks, the average Filipino －who might never have
what they all have in common is that they were all been to Mindanao － comes to believe that the entire
created by someone, and that someone had a reason island is involved in the conflict, that anyone from
for creating them. Mindanao is somehow involved in the conflict, and
therefor (understandably) refuses to go there, nor allow
According to Boyd (2014), media literacy any of his or her relatives to do so. It is unlikely that
education began in the United States and United this was the news media’s intention, but is the viewer’s
Kingdom as a direct result of war propaganda in the interpretation that ultimately determined his or her
1930s and the rise of the advertising in the 1960s. in beliefs and behavior.
both cases, media was being used to manipulate the
perspective (and subsequent actions) of those What Media Literacy is Not
exposed to it, thereby giving rise to the need to
Given the broad and somewhat nebulous
educate people on how to detect the biases,
nature of media literacy. Its implied definition can be
falsehoods, and half-truths depicted in print, radio, and
gleaned by understanding what media literacy is not.
television.
The following is a list of actions that are often mistaken
Because media communication lends itself so for being representative of media literacy (Center for
easily and so well to the purposed manipulating Media Literacy, n.d.):
consumers’ perceptions on issues both political and
commercial, being able to understand the “why” behind
 Criticizing the media is not, in and of itself, technical, cognitive, and sociological skills needed to
media literacy. However, being media literate perform task and solve problems in digital environment
sometimes requires that one indeed criticize (Esther-Alkalai , 2014). it finds its origins in
what ones sees and hears. information and computer literacy
Merely producing media is not media literacy
although part of being media literate is the (Bawden, 2008, 2001; Snavely & Cooper, 1997;
ability to produce media. Behrens, 1994; Andretta, 2007; Webber & Johnson,
Teaching with media (videos, presentations, 2000),so much so that the skills and competencies
etc.) does not equal media literacy. An listed by Shapiro and Hughes(1996) in a curriculum
education in media literacy must also include they envisioned to promote computer literacy should
teaching about media. sound very familiar to readers today:
Viewing media and analyzing it from a single too literacy － competence in using hardware
perspective is not media literacy. True media and software tools;
literacy requires both the ability and resource literacy － understanding the
willingness to view and analyze media from production and social significance of
multiple positions and perspective. information;
Media literacy does not simply mean knowing social-structural literacy － using IT tools for
what and what not to watch; it does mean “ research and scholarship
carefully, think critically.” publishing literacy －ability to communicate and
Challenge to Media Literacy Education publish information
emerging technologies literacy－understanding
One glaring challenge to teaching Media of new developments in IT; and
Literacy is, “how do we teach it?” Teaching it as a critical literacy － ability to evaluate the benefits
subject in itself might not be feasible given how of new technologies (Note that this literacy is
overburdened the curriculum is at the moment, while not the same as “critical thinking,” which is
integrating it into the subject that are currently being often regarded as a component of information
taught might not be enough to teach what are literacy).
essentially media consumption habits－skill and attitude
that are learned by doing and repetition rather than by It should also come as no surprise that digital
mere classroom discussion (Koltay, 2011). literacy shares a great deal of overlap with media
literacy; so much so that digital literacy can be seen as
Livingstone and Van Der Graaf (2010) a subset of media literacy, dealing particularly with
identified “how to measure media literacy and evaluate media in digital form. The connection should be fairly
the success of media literacy initiatives” as being one obvious － if media literacy is “the ability to identify
of the more pernicious challenges facing educators in different types of media and understand the messages
the 21st century, for the simple reason that if we they are communicating, “then digital literacy can be
cannot somehow measure the presence of media seen as “media literacy applied to the digital media,”
literacy in our student, how do we know have actually albeit with a few adjustments.
taught them?
The term “digital literacy” is not new; Lanham
Finally, a more fundamental challenge to (1995), in one of the earliest examples of a functional
Media Literacy Education is one of purpose. As Chris & definition of the term described the “digitally literate
Potter (1998) put it, “Is media literacy best understood person” as being skilled a deciphering and
as a means of inoculating children against the potential understanding the meanings of images, sound, and the
harms of the media or as a means of enhancing their subtle uses of words so that he/she could match the
appreciation of the literacy merits of the media?” medium of communication to the kind of information
being presented and to whom the intended audience
Digital Literacy
is. Two years later, Paul Gilster (1997) formally defined
In the first chapter of this book, we read how digital literacy as “the ability to understand and use
Gee, Hull and Lankshear (1996) noted how literacy information in multiple formats from a wide range of
has something to do with reading a text with sources when it is presented via computers,”
understanding, and that there are many kinds of texts, explaining that not only must a person acquire the skill
and each one requires a specific set of skills to of finding things, he/she must also acquire the ability to
understand and make meaning out of them. Digital use these things in life.
Literacy (also called e-literacy, cyber literacy, and
information literacy by some authors) is no different
although now the “text” can actually be images, sound, Bawden (2008) collated the skills and
video, music, or a combination thereof. competencies comprising digital literacy from
contemporary scholar on the matter into four groups:
Digital Literacy can be defined as the ability to
locate, evaluate, create, and communicate information 1. Underpinnings - This refers to those skills
on various digital platforms. Put more broadly, it is the and competencies that “support” or “enable”
 everything else within digital literacy, namely: pedagogical aspects (Eshet-Alkalai 2004; Zinns, 2000;
traditional literacy and computer/ICT Burnett & McKinley, 1998).
literacy(I.e., the ability to use computers in
everyday life.) Socio-Emotional Literacy within Digital Literacy
2. Background Knowledge - This largely refers Alongside Information Literacy, Eshet-Alkalai
to knowing where information on a particular (2004) highlights a kind of Socio-Emotional literacy
subject or topic can be found, how information needed to navigate the Internet, raising questions such
is kept, and how it is disseminated － a skill as, “How do I know if a call for blood donations on the
taken for granted back in the day when Internet is real or a hoax?”
information almost exclusively resided in the
form of printed text. Such questions should make us realize that
3. Central Competencies - These are the skills there are no hard and fast rules for determining the
and competencies that a majority of scholars answer. Instead, there is a necessary familiarity with
agree on as being care to digital literacy the unwritten rules of Cyberspace; an understanding
today. that while the Internet is a global village of sorts, it is
4. Attitude and Perspective - Bawden (2008) also a global jungle of human communication,
suggests that it is these attitudes and embracing everything from truth to falsehoods, honesty
perspectives that link digital literacy today with and deceit, and ultimately, good and evil. According
traditional literacy, saying “it is not enough to Eshet-Alkalai (2004), This Socio-Emotional literacy
have skills and competencies, they must be requires user to be “very critical, analytical, and mature
grounded in some moral framework” “ － implying a kind of richness of experience that the
specifically: literate transfer from real life to their dealings online.
Curiously, while research shows that the older a user is
independent learning - the initiative , the less likely they are to behave naively online, this
and ability to learn whatever is does not exempt them from the occasional lapse: They
needed for a person’s specific might not believe that a Nigerian prince is bequeathing
situation; and 100 million dollars in gold bullion to them in exchange
for their bank details, but they might be willing to
moral/social literacy - an believe that someone really is giving away 1000 units
understanding of correct, acceptable, of the latest smartphone in exchange for their contact
and sensible behavior in a digital information.
environment.
Digitally literate users know how to avoid the
“traps” of cyberspace mainly because they are familiar
with the social and emotional patterns of working in
Information Literacy within Digital Literacy cyberspace － that it is really just an outworking of
Given the ease with which digital media (as human nature.
opposed to traditional print media) can be edited and Digital Natives
manipulated , the ability to approach it with a healthy
amount of skepticism has become a “survival skill” for The term digital native has become something
media consumers. Eshet-Alkalai (2004) draws of a buzzword in the education sector over the past
attention to Information Literacy as a critical decade. This was popularized by Prensky (2001)in
component of Digital Literacy as “the cognitive skills reference to the generation that was born during the
that consumers use to evaluate information in an information age (as opposed to digital immigrants－the
educated and effective manner.” in effect, Information generation prior that acquired familiarity with digital
Literacy acts as a filter by which consumer evaluate systems only as adults) and who has not known a
the veracity of the information being presented to them world without computers, the internet, and connectivity.
via digital media and thereupon sort the erroneous,
irrelevant , and biased from what is demonstrably Despite the fact that Prensky’s original paper
factual. was not an academic one and had no empirical
evidence to support its claims, educators and parents
alike latched onto the term, spawning a school of
thoughts wherein the decline of modern educations is
From this perspective, part of the efforts of explained by educators’ lack of understanding of how
Digital Literacy Education should be toward developing digital natives learn and make decisions.
media consumers who think critically and are ready to
doubt the quality of the information they receive, even However, a popular misconception borne out
if said information comes from so-called “authoritative of the term digital natives and the educational ideas it
sources.” However, a majority of studies of Information spawned is that the generation in question is born
Literacy seem to concentrate more on the ability to digitally literate. If this is the case, then the question ,
search for information rather than its cognitive and “How can digital immigrants teach digital natives a
literacy they already have?” is a valid one, to which the underpin specific frameworks? Whose interests are
answer would be, correctly “they cannot.” being served when particular framework are being
promoted? Beyond efforts to produce flashy and
But the problem here is that “digitally literate” visually attractive models how might we reimagine
is popularly defined as the ability to use digital literacies to promote critical mindset and active
the internet, which as we have seen earlier, forms only citizenry in order to reshape our societies for new
one part of the crucial skills and competence required ways of living, learning, and working for a better future
to be digitally literate. Our expanded view of the term －for all?”
“literate” allows us to see that while the digital natives Despite the challenges posed by the broad
in our classrooms are most certainly familiar with and fluid nature of media (and therefore digital) literacy
digital systems － perhaps even more so than their , education in the Philippines can spearhead literacy
instructor－this does not mean they automatically know efforts by doubling-down on those concepts and
how to read, write, process, and communicate principles of Media Literacy that are if utmost
information on these system in ways that are both importance, namely, critical thinking and the grounding
meaningful and ethical, especially when the of critical thought in a moral framework.
information involve technology’s most common use:
personal entertainment. That is to say, when the task The media and digital literacy integrally.
at hand does not involve what the digital native Any attempt to teach these principles must first
consider to be entertainment, the gaps in their literacy realize that thy cannot be separated from
begin to show. context-meaning, they cannot be taught
separately from other topics. Critical thinking
A good example of this is the difficulty many requires something other than itself to think
Senior High School instructors have in teaching critically about, and thus cannot develop in a
research: Students who are otherwise quite familiar vacuum. Similarly, developing a moral
with using the internet for entertainment are suddenly framework within students cannot be taught
at a loss in locating, accessing, and understanding via merely talking about it. This moral
information from research journals and websites, framework develops by practicing it, that
mainly, because they are looking for information on is, basing our decisions on it, in the context of
topics they are either unfamiliar with, uninterested in, everything else we doing day-to-day lives. We
or both. therefore principle of these Koltay (2011)that
Another problem concerning digital natives is the teaching of the fundamental principle of
the misconception that everyone belonging to the these and other literacies should be done
generation is on more or less equal footing in regard to integratively with other subjects in
digital literacy. Although the drawing of such a school, however difficult the process might be.
conclusion is understandable (given the near-ubiquity In other words, teach them in mathematics,
of digital technology and the Internet). it is nonetheless sciences, language arts, social studies, and so
mistaken, as no one is truly “born digital.” Instead, the on. Make them part of the school curriculum
determining factor is access to education and and in the everyday life of the students.
experience: children born to poorer families will Anything else will be as misguided as merely
naturally seem less digitally literate for lack of access telling a plant to grow and expecting it to do so
to technology and an education in said technologies. by the power of your words.
While those born to privileged families will display
more of the literacies discussed earlier. Master your subject matter. - Whatever it is
you teach, you must not only possess a
Challenge to Digital Literacy Education thorough understanding of your subject matter,
you must also understand why you are
Digital Literacy Education shares many of the teaching it, and why it is important to learn. As
same challenges to Media Literacy For example: How educators, we must not shy away from a
should it be taught? How can it be measured and student genuinely asking us to explain why
evaluated? Should it be taught for the protection of something we are teaching is important. After
students in their consumption of information or should all, teaching is in itself a kind of media the
it be to develop their appreciation for digital media? students are obliged to consume; it is only fair
Brown (2017) also noted that despite the they know why.
global acknowledgement that Digital Literacy
Education is a need, there is as of yet no overarching Think “multi-disciplinary.” - How can
model or framework for addressing all of the skills educators integrate media and digital literacy
deemed necessary. Put simply, there is no single and in a subject as abstract as mathematics, for
comprehensive plan anywhere for teaching digital example? The answer lies in stepping-out of
literacy the the way it should be taught. Accordingly, he the “pure mathematics” mindset and
asked, embracing communication as being just as
”what assumptions, theories, and research evidence important to math as computation. Once
communication is accepted as important, this evaluate information from a variety of media
opens-up new venues where the new literacies source.
can be exercised. For example, have student
create a webpage detailing what system of Of utmost importance to both literacies (media
linear equations are, why they are important, and digital) is the ability to analyze and think
and the techniques for solving them. critically about what is being communicated.
Alternatively,they can create poster This means making value judgements about
infographics that explain the same things. The the message (I.e., identifying truth from
exact same strategies can be applied to nearly falsehood, right from wrong, etc.), and goes
any subject and any topic. It is just a matter of beyond simply comprehending the what is
believing, as educators, that how we being said.
communicate is as important as what we
communicate.

Explore motivations, not just messages.

While it is very important students learn what
is the message being communicated by any
media text, it is also important to develop in
them a habit for asking why is the message
being communicated in the first place. In the
case of information pamphlet warning against
some infectious disease for example. Is there
an outbreak we are being warned of? If not,
could this then be an attempt to sow panic and
discord in the target populace? Why? Who
stand to gain from doing such things? The
objective here is not so much to find the
correct answer, but rather to develop the habit
of asking these questions.

Leverage skills that students already have.

It is always surprising how much a person can
do when they are personally and effectively
motivated to do so － in other words, a person
can do amazing things when they really want
to. Students can produce remarkably well-
researched output for things they are deeply
interested in, even without instruction.
Harnessing this natural desire to explore
whatever interests them will go a long way I
improving media and digital literacy education
in your classroom.

REFLECT
Media Literacy is the ability to identify
different types of media and understand the
messages they are communicating, including
who is the intended audience and what is the
motivation behind the message.

Digital/Cyber Literacy is a subset of media

literacy; the ability to locate, evaluate, create,
and communicate information on various
digital platforms. This includes the ability to
verify information as factual as well as
identify and avoid communication with
deceitful, malicious, and exploitative
content.

Information Literacy is a subset of media

literacy; the ability to locate, access, and
Chapter VI that pertains to changes in values and behaviors, and
ECOLOGICAL LITERACY thus also contains affective and moral pedagogical
goals (McBride et al. 2013).

The development of ecological understanding Ecological literacy is meant to enable

is not simply another subject to be learn but a conscious and participant citizens to make informed
fundamental change in the way we see the world. decisions or take action on environmental issues
(Jordan et al. 2009). Efforts in this direction include
- books by experienced ecologists for the general public,
We are now at critical point with many of which two outstanding examples are Levin (2000)
environmental issues such as climate change and and Slobodkin (2003).
rampant environmental destruction. Alienation form Characterizing and Ecoliterate Person
nature greatly contributes the aggravation of these
environmental problems. Ecological literacy is Dr. Tom Puk (2002) of Lakehead University
important to business and political leaders, and to all characterized an ecologically literate person of the 21st
levels of education. century as “the irresponsible, lifelong learner who
strives to improve the human condition and the
Ecological literacy refers to an individual’s environment within the context of self, human groups,
understanding not only of ecological concepts, but also the biosphere, and the ecosphere.” The ecologically
of his or her place in the ecosystem (Meena & Alison, literate person in order to achieve the aforementioned
2009). The term ecological literacy was first introduce ultimate goal should become:
by David Orr in 1989 in his essay “ Ecological
Literacy.” He indicated that knowing, caring, and an inquirer, who actively secure the basic skills
practical competence form the foundation for and knowledge in order to carry out
ecological literacy. He pointed out that the root of ecological responsibilities. This also enables
environmental crisis is the individual’s inability to think her to reach her own potential and place in
about “ecological patterns” (Orr, 1994). Thus, he the physical and natural environment;
emphasized the importance of experience in one’s
natural environment that can enable humans to shift a reflective learner , who understands the
perspective from one of an economic emphasis to one value and limitations of human knowledge,
of balance amongst economics, ecology, and culture. the power and limitations of the natural world,
the role of intuition in real life pursuits, and the
role of self as it is manifested in one’s
Orr (1992) also argued that the ecological personal narrative;
literate person understands the dynamics of the intelligently self-directed, who engages in
environmental crisis, which includes are understanding self-appraisal, sets new learning
of how people have become so destructive. Therefore, objectives, develops plan to achieve those
identifying school student’s ecological literacy levels is objectives, carries out those plans in a flexible
a necessary step to investigate their behaviour, inquiry-directed manner, and reflects on the
attitudes, sensitivity, and behavioral intention. In order whole process;
to create awareness among students, it is important to
foster correct knowledge to ensure positive approach morally responsible, who governs action
to the environment ( Hares, Eskonheimo, Myllytaus, & with precepts (responsibility, seeking justice
Luukkanen, 2006). Kahyaoglu (2009) also stated that and equality for all) that maintain harmonious
positive attitudes and values toward the environment relationships;
are occurred with a good knowledge. Developing
environmentally responsible behavior requires correct ecological responsible, who embodies
knowledge about climate change, the cause of global ecological ideals in daily life; and
warming, carbon emission, and carbon footprint (Kuo &
Chen, 2009). seek self-transcendence, who moves
beyond the limitations of personal ego by
identifying with human groups (past and
future), flora and fauna, ecosphere, that
There has been an increasing concern with
transcend the individual life in scope and time.
enhancing “ecological literacy” in society. The current
literature on ecological literacy emphasizes the role of The ecological person of the 21st century has a
scientific knowledge and ecological thinking in positive view of life, grounded in the faith of
identifying cause-effect relationship in socio- interconnectedness, and has the capacity to
environmental system, in order to allow more competently perform significant life work and related
enlightened decision-making; therefor, its primary tasks. Such a view enables her to look upon the
pedagogical goals are cognitive and experimental. In human experience positively and all living things
this, it differs from the broader concepts of compassionately.
environmental literacy, which incorporates civic literacy
Environmental Literacy, Ecological Literacy, and realities in
Ecoliteracy view of
informed
Frameworks for ecoliteracy exhibit a high decision-
degree of similarity with frameworks for environmental making
Ecolitera Shared Promote Cognitiv Case
literacy, in that includes similar affective, knowledge, cy resourc and e study,
cognitive skills, and behavioral components. However, e for contribute Pragma social
what most differentiates ecoliteracy from sustaina to tic marketing
environmental literacy is the clear emphasis on ble economic Holistic ,
sustainability, and the introduction of spiritual, holistic living developm Intuitive sustainabl
Gaia ent that / e
components, expressed in terms of “celebration of addresse Creativ consumpt
Creation” (Orr, 1992), “spirit” and “reverence for the s social e ion
Earth” (Capra, 1996, 2007) and “expansion of the soul” equity activities,
(Wooltorton, 2006). An ecoliterate person is prepared and sustainabl
to be an effective member of sustainable society, with ecological e living
sustainabi managem
well-rounded abilities of head, heart, heart, hands, and lity ent
spirit, comprising an organic understanding of the Develop project
world and particularly action within and with the the many Immersio
environment. dimensio n,
ns of visualizati
one’s on,
being in creative
General Dominan Primar Example interactio workshop
concep t y s of n with all s
tion of educatio pedago strategie aspects
environ nal gical s of the
ment objective approa environm
s ches ent
Environ Problem Develop Cognitiv Case Develop
mental Field of problem- e study, an
literacy values solving Pragma issue organic
skills, tic analysis understan
from Affectiv problem- ding of
diagnosis e/ solving the world
to action Moral project and
Develop a Analysis participat
system of and ory action
ethics clarificatio with the
Adopt n of environm
environm values, ent
entally criticism
responsib of social
le values Greening Initiatives in Colleges and Universities
behaviors
Ecologic Object Acquire Cognitiv Observati Increased awareness of environmental
al of knowledg e on, degradation and concern for its rehabilitation have
literacy study e of Experie demonstr prompted colleges and universities to green their
System ecological ntial ation,
concepts experime
campuses. A green campus is “a place where
and ntation environmentally responsible practice and education go
principles Case hand-in-hand and where environmentally responsible
Develop study, tenets are borne out by example” ( NEIWPCC n.d.).
skills environm The green campus institutions is a model
related to ental
the system
environmental community where operational functions,
scientific analysis business practices, academic programs, and people
method: constructi are interlinked, providing educational and practical
observati on of value to the institution, the region, and the world.
on and ecosyste
experime m models Greening initiatives, although challenging and
ntation demanding, yield significant benefits in the long run:
Develop
system Environmental and economic
thinking:
sustainability. As system-wide culture
analysis
and of sustainability helps preserve and
synthesis enhance what the institution values today as
Understa well as for the future.
nd
environm
ental
 Reputation as a leader through example. numeric scores, and measurements. Schools
As colleges and universities offers courses are challenged to design assessment
in environmental management , engineering, more adequate than the standardized test
laws and regulation, and assessment, if they are to practice this principle.
greening initiatives provide them
opportunities to practice what they preach From structure to process - Systems are
and make their mark as environmental dynamic evolving. Thus, the
leaders. Colleges and universities need to understanding of living structures is
examine their own organization and linked to understanding renewal, change,
implement on their own campuses what they and knowledge to contextual
and the public expect their industry to do. knowledge - This shift requires one to
explain properties
Economic benefits. A routine, curriculum- transformation. This shift is embodied in
based, environmental audit program that project-based l earning, which
reveals waste and inefficiency associated highlights the application of knowledge
with campus activities, coupled with within evolving real-life context.
identification of environment-friendly
alternatives, can yield significant cost savings From contents to pattern - When we draw
for the institution. maps of relationships, we discover certain
“Real-life” work experience for your configuration of relationship that appear
students. Environmental audits and again and again. We call this configurations
pollution prevention evaluations can be patterns. Instead of focusing on what a living
integrated into the curriculum, providing system is made of, we study its patterns.
students with hands-on investigative and Pedagogically , the shift reminds us of the
problem-solving experience that they can take importance of integrating art into programs
with them when they enter the workforce. of study. This enables children even at young
This experience not only makes your age to recognize and express patterns
students more marketable, it also provides whether we talk about poetry, literature,
them with the kinds of broad-thinking skills visual arts, performing arts, and music.
that allows them to succeed and thrive
once they are employed.
Ecological literacy refers to an individual’s
Improved quality of life in the campus. A understanding not only of ecological
Green Campus is a cleaner, safer, and concepts, but also of his or her place in the
healthier place to live and work. ecosystem.

Ecological literacy is a form of transformative Ecological literacy is a form of

education that requires shifts in three related area: (1) transformative education that requires shifts in
perception (seeing), (2) conception (knowing), (3) three related areas: (1) perception (seeing),
action (doing). (2) conception (knowing), (3) action (doing).
In schools, teachers are also required to shifts
emphasis through the following: The ecological literate person of the 21st
century has a positive view of life,
From parts to whole - Subject are to be taught grounded on the faith of
as integrated, not as isolated units in the interconnectedness, and has the capacity
curriculum. to competently perform significant life, work,
and related tasks.
From objects to relationship - An ecosystem
Is a community. Communities are
characterized by sets, networks, or
relationships. Schools put premium on
relationship-based processes such as
cooperation, collaboration, and decision-
making by consensus.

From objective of the parts within the

context of the whole or in terms of
environments and systems.

From quantity to quality - Assessment

have traditionally emphasized
standardized testing in terms of quantities,