21ST CENTURY EDUCATION

OBJECTIVES:
1. Define 21st Century education
2. Describe the 21st Century teacher and the needed innovative tools for learning
3. Examine the critical attributes of 219t Century education
4. Explain how 21 at Century education concepts can be integrated in the classroom Draw relevant life
lessons and significant values from the experience in practicing 21st Century education
5. Analyze research abstract on 21st Century education and its implications on teaching learning process
6. Prepare an evaluation instrument intended for 21 st Century teaching-learning

CONCEPT EXPLORATION
This modern society is ushered in by a dramatic technological revolution. It is an increasingly diverse,
globalized and complex media saturated society. According to Dr. Douglas Kellner, this technological revolution
bears a greater impact on society than the transition from an oral to print culture.

Education prepares students for life in this world. Amidst emerging social issues and concerns, there is a need
for students to be able to communicate, function and create change personally, socially, economically and
politically at the local, national and global levels by participating in real-life and real-world service-learning
projects.

Emerging technologies and resulting globalization also provi de unlimited possibilities for exciting discoveries and
developments.

21st Century Education Contexts

21st Century Schools. Schools in the 21st century focus on a project-based curriculum for life that would
engage students in addressing real-world problems and humanity concerns and issues.

This has become an innovation in education, from textb00k• driven, teacher-centered, paper-and pencil
schooling into a better understanding of the concept of knowledge and a new definiti on the educated person.
Therefore, it makes a new way of designing and delivering the curriculum.

Schools will go from 'buildings' to 'nerve centers', with open walls and are roofless while connecting teachers,
students and the community to the breadth of knowledge in the world.

Teachers will transform their role from being dispensers of information to becoming facilitators of learning and
help students translate information into knowledge and knowledge into wisdom.

Therefore, the 21st century will require knowledge generation, not just information delivery, and schools will
need to create a "culture of inquiry".

Learners will become adaptive to changes. In the past, learners spent a required amount of time in respective
courses, received passing grades and graduated. Today, learners are viewed in a new context.

These changes have implications for teachers: (1) Teachers must discover student interest by helping them
see what and how they are learning to prepare them for life in the real world; (2) They must instill curiosity,
which is fundamental to lifelong learning; (3) They must be flexible in how they teach; and (4) They must excite
learners to become more resourceful so that they will continue to learn outside formal school.

21st Century learning demands a school that excites students for school. There is a little or no discipline
problem because of strong student engagement. Likewise, parents are informed about positive changes in their
children. As a result, students manifest significant improvement in basic skills of reading, writing, speaking,
listening, researching, scientific explorations, math, multimedia skills and others.
The 21st Century Curriculum. The twenty-first century curriculum has critical attributes that are
interdisciplinary, project based and research-driven. It is connected to local, national and global communities, in
which students may collaborate with people around the world in various projects. The curriculum also integrates
higher order thinking skills, multiple intelligences, technology and multimedia, multiple literacies and authentic
assessments, including service learning
(http://edglossary.org/21st-century-skil/s).

The classroom is filled with self-directed students, who work independently and interdependently. The
curriculum and instruction are designed imbued with the concept of differentiation. Thus, instead of focusing on
textbook-driven or fragmented instruction, instruction turns to be more thematic, project-based and integrated
with skills and competencies purely not confined within themselves, but are explored through research and
concept application in projects and outputs

Learning is not confined through memorization of facts and figures alone but rather is connected to previous
knowledge, personal experience, interests, talents and habits.

The 21st Century Learning Environment. Typically, a 21st Century classroom is not confined to a literal
classroom building but a learning environment where students collaborate with their peers exchange insights,
coach and mentor one another and share talents and skills with other students. Cooperative learning is also
apparent, in which students work in teams because cooperation is given more emphasis than competition, and
collaborative learning more than isolated learning. They use technologies, including Internet systems and other
platforms.

Hence, in the process of creating a world-class 21st century learning environment, building new schools and
remodeling of present school facilities can be addressed toward creating environmentally friendly, energy-
efficient, and "green" schools. Inside every classroom, students shall apply their knowledge of research in life,
which is a clear indication of a relevant, rigorous, 21st century real-life curriculum.

An ideal learning environment also considers the kind of spaces needed by students and teachers in
conducting investigations and projects by diverse groups for independent work. An ideal learning environment
has plenty of wall space and other areas for displaying student work that includes a place where the parents
and the community can gather to watch student performances, as well as a place where they can meet for
discussions.

Technology in the 21st Century Pedagogy. Technologies are not ends in themselves but these are tools
students use to create knowledge for personal and social change.

21st Century learning recognizes full access to technology; Therefore, a better bandwidth of Wifi access should
be available along areas of the school for the students to access their files and supplement their learning inside
the classroom. Various laboratories and learning centers are set up in such a way that they allow space needed
for students' simulation and manipulative works. All classrooms should have televisions to watch broadcasts
created by the school and other schools around. Other resources in the sch ool can also be utilized by students
in creating opportunities for their knowledge explorations
(http://www.21stcenturysch001s..com/Critical_Pedagogy.htm).

Understanding 21st Century Learners. Today's students are referred to as "digital natives", while educators
as "digital immigrants" (Prensky, 2001). Most likely, digital natives usually react, are random' holistic and non-
linear. Their predominant senses are motion and touch. They learn through experience and learn differently.
Digital immigrants often reflect, are sequential, and linear. Their predominant senses are hearing and seeing.
They tend to intellectualize and believe that learning is constant (Hawkins and Graham, 1994).

Students' entire lives have been immersed in the 21st Century media culture. They take in the world via the
filter of computing devices, such as cellular phones, hand held gaming devices, PDAs, and laptops plus the
computers, TVs, and game console at home.
A survey by the Henry J. Kaiser Family Foundation found that young people (ages 8-18) spend on electronic
media an average of six hours a day. In addition, many are multitasking, such as listening to music while
surfing the Web or instant-messaging friends while playing a video game.

The preschoolers easily navigate electronic multimedia resources on games, in which they learn colors,
numbers, letters, spelling, and more complex tasks, such as mixing basic colors to create new colors, problem-
solving activities, and reading.

However, as Dr: Michael Wesch points out, although today's students understand how to access and utilize
these tools, they use them only for entertainment purposes. Thus, students should be prepared and assisted to
become media literate as they function in an online collaborative research-based environment with the advent
of researching, analyzing, synthesizing, critiquing, evaluating and creating new knowledge.

21st Century Skills Outcome and the Demands in the Job Market. The 21st Century skills are a set of
abilities that students need to develop to succeed in the information age. The Partnership for 21st Century Skills
lists three types, namely: (1) Learning Skills which comprise critical thinking, creative thinking, collaborating,
and communicating; (2) Literacy Skills. which is composed of information literacy, media literacy, and
technology literacy; and (3) Life Skills that include flexibility, initiative, social skills, productivity and leadership.
These skills have always been important in an information-based economy.

Likewise, skills demanded in the job market include knowing a trade, following directions, getting along with
others, working hard and being professional, efficient, prompt, honest, and fair. More so, to adapt to these jobs
in this information age, students need to think deeply about issues, solve problems creatively, work in teams,
communicate clearly in many media, learn ever-changing technologies and deal with the influx of information.
Amidst rapid changes in the world, industry requires students to be flexible, take the initiative, lead when
necessary, and create something new and useful.
According to Partnership for 219t Century Skills (P21), various industries look for employees who can think
critically, solve problems creatively. innovate, collaborate and communicate. Therefore, for a perfect match
between academe and industry demands, schools need to embed time-tested industry-demanded work skills in
the Curriculum (http:/åhoughtfulleaming.com/resources/what-are-21st-century-skilIs).

The 21st Century Learning Implications. 21st Century skills are viewed relevant to all academic areas and the
skills may be taught in a wide variety of both in-campus and community settings.

Teachers should practice teaching cross-disciplinary skills in related courses, such as integrating research
methods in various disciplines; articulating technical scientific concepts in verbal, wntten, and graphic forms;
presenting laboratory reports to a pool of specialists, or use emerging technologies, software programs and
multimedia applications as an extension of an assigned project.

Likewise, accrediting organizations and regulatory bodies may require 21 st century skills in the curriculum. In
doing so, the-assessment tools should also contain these skills. They may design or adopt learning standards
that explicitly describe multi-disciplinary skills that students should acquire and master.

Schools and teachers should use a variety of applied skills, multiple technologies, and new ways of analyzing
and processing information, while also taking initiative, thinking creatively, planning out the process, and
working collaboratively in teams with other students.

More so, schools may allow students to pursue alternatives, in which students can earn academic merits and
satisfy graduation requirements by completing an internship, apprenticeship or volunteer experience. It is in this
manner that students can practice a variety of
practical, career-based, work-related skills and values while equally completing the academic coursework and
meeting the same learning standards required of students.

In today's world, information and knowledge are continuously increasing at a certain rate that no one can learn
everything about every subject. What may appear true today could be proven to be false tomorrow and the jobs
that students will get after they graduate may not yet exist. For this reason, students need to be taught how to
process, analyze and use the information and they need adapta ble skills that they can apply in all facets of life.
Thus, merely teaching them ideas and facts without teaching them how to use them in real life settings is no
longer enough.

Schools need to adapt and develop new ways of teaching and learning that reflect a changing world. The
purpose of school should be to prepare students for success after graduation and therefore, schools need to
prioritize the knowledge and skills that will be in the greatest demand, such as those deemed to be most
important by college professors and employers. Hence, teaching students to perform well in school or pass the
test alone is no longer sufficient.

Henceforth, teachers must realize and students must understand that no one can move toward a vision of the
future unless he/she understands the socio-historical context of where they are now, what events led them to
be where they are, how this can inform development of a vision for the future and how they want to get there.
Thus, a clear articulation of the purpose of education for the 21st Century is the place to begin.
(http://thoughtful/earning.com/resources/ what-are-21st century-skills)
A Paradigm Shift for 21st Century Education

Before 21st Century Education 21st Century Education

• Time-based • Outcome-based
• Focus: memorization of discrete facts • Focus: what students Know, Can Do and Are
Like after all the details are forgotten.
•
• Lower order thinking skills in Bloom's • Higher order thinking skills (metacognition),
Taxonomy, such as knowledge and such as application, analysis, synthesis, and
comprehension evaluation
• Textbook-driven • Research-driven
• Passive learning • Active learning
• Learners work in isolation and confined in • Learners work collaboratively with classmates
the classroom (walled classroom) and others around the world (global classroom).
• Teacher-centered: teacher is dispenser of • Student-centered: teacher is facilitator/ coach of
knowledge, information and attention. students' learning.
• Little to no student freedom. • Great deal of student freedom.
• Discipline problems" — No trust between • No "discipline problems" — Students and
educators and students. Little student teachers have mutual respect and relationship
motivation. as co-learners. High student motivation.
• Fragmented curriculum • Integrated and Interdisciplinary curriculum
• Students just follow orders and instructions
while listening to teacher's lecture.
• Grades taken from formal assessment • Grades are based on students' performance as
measures entered in the class record for evidence of learning outcome
reporting purposes
• Assessment is for marking purposes and • Assessment is important aspect of instruction to
placed as part of lesson plan structure gauge learning outcome
• Low expectations. What students receive • High expectations that students succeed in
is what they get. learning to high extent
• Teacher is judge. No one else sees • Self, peer and others serve as evaluators of
student work. student learning using wide range of metrics
and authentic assessments.
• Outputs are assessed using structured • Curriculum is connected to students' interests,
metrics. experiences, talents and the real world.
• Curriculum is irrelevant and meaningless • Performances, projects and multiple forms of
to the students. media are used for learning and assessment.
• Print is the primary vehicle of learning and • Curriculum and instruction address student
assessment. diversity.
• Student diversity is ignored. • Students are empowered to lead and initiate
while creating solutions and solving problems.
• Literacy is the 3 R's (reading, writing and • Multiple literacies of the 21st Century aligned to
arithmetic). living and working in a globalized new society.
• Factory model, based upon the needs of • Global model based upon the needs of a
employers for the Industrial Age of the 19 th globalized high-tech society
century

(Source: http://wmw.2TCenturySchools.com/)
The paradigm shift from the 20th to the 21st Century, shows that the structure and modalities of education have
evolved. Students become the center of teaching-learning process in the 21st Century using wide array of
technological tools to assist them in exploring knowledge and information needed in surviving the test of time
and preparing for future career endeavor Assessment has been made varied to address multiple literacy
development in diverse contexts. Teachers turn to become facilitators rather than lecturer and dispensers of
information. As such, curriculum is designed in a way that it connects to life in the real world, interconnected
with other disciplines an reshapes the students' holistic perspectives.

The Critical Attributes of 21st Century Education

Education continuously changes dramatically throughout time. There is a paradigm shift in the way teaching
and learning is delivered. Therefore, the 21st Century teacher needs to develop essential knowledge, skills and
values in order to cope with these changes and address students’’ need.

The following are eight attributes of 21st Century education and their implications:
1. Integrated and Interdisciplinary. Education in the 21 st Century is characterized by inteffacing various
disciplines in an integrated manner rather than compartmentalizing its subsequent parts. This critical
attribute implies the need to review the curriculum and create strategies infusing different subjects
toward enhancing the learning experiences of students.

2. Technologies and Multimedia. Education in the 21st Century makes optimum use of available
Information and Communication Technology (ICT), as well as multimedia to improve the teaching and
learning process, including online applications and technology platforms. It implies a need to acquire
and use computers and multimedia equipment and the design of a technology plan to enhance learning
at its best.

3. Global Classrooms. Education in the 21st Century aims to produce global citizens by exposing students
to the issues and concerns in the local, national and global societies. This critical attribute implies the
need to include current global issues/ concerns, such as peace and respect for cultural diversity,
climate change and global warming in classroom discussions.

4. Creating/Adapting to Constant Personal and Social Change and Lifelong Learning. Education in the
21st Century subscribes to the belief that learning does not end within the four walls of the classroom.
Instead, it can take place anywhere, anytime regardless of age. This means that teachers should
facilitate students' learning even beyond academics. Therefore, it should not end with requirement
compliance and passing the exams, but also for transferring and applying knowledge to a new context
or real-life situations. As such, the curriculum should be planned in such a way that students will
continue to learn even outside the school for life.

5. Student-Centered. Education in the 21st Century is focused on students as learners while addressing
their needs. Differentiated instruction is relevant in the 21st Century classrooms, where diversity factors
and issues are taken into account and addressed when planning and delivering instruction, including
their learning styles, interests, needs and abilities.

6. 21st Century Skills. Education in the 21st Century demonstrates the skills needed in becoming
productive members of society Beyond learning the basic skills of reading, writing and numeracy,
students should also develop life and wot\ skills in 21st Century communities, such as critical and
creative thinking, problem-solving and decision-making and ICT literacy and skills. Therefore, it implies
that teachers should possess these skills first before their students.

7. Project-Based and Research-Driven. 21st Century education emphasizes data, information and
evidence-based decision making through student activities that encourage active learning. This implies
the need for knowledge and skills in research, such as self-directed activities, learning projects,
investigatory projects, capstones and other research-based output.
 8. Relevant, Rigorous and Real World. Education in the 21 st Century is meaningful as it connects to real-
life experiences of learners. It implies the use of current and relevant information linked to real-life
situations and contexts.
(htp%fiex.innotech.org/GUR021/module 1/11_5. html)

The Characteristics of a 21st Century Teacher

The Century teaching-learning environment becomes more complicated brought by technological changes.
Therefore, teachers should be able to cope with and adapt to these changes.

Thus, teachers must be equipped with attributes, knowledge \and skills critical to 21st century education so that
they may be able to integrate them in their teaching. 21st Century teachers are characterized as:

1. Mufti-literate. Teachers know how to use various technologies in teaching.

2. Multi-specialist. Teachers are not only knowledgeable in th e course subject they teach but also in other
areas so that they can help the learner build up what they gain in the classroom and outside the school
and make sense of what was learned.
3. Multi-skilled. Teachers cope with the demand for widening learning opportunities by being skillful not
just in teaching but also in facilitating and organizing groups and activities.
4. Self-directed. Teachers are responsible for various aspects of school life and know how to initiate
action to realize the learning goals of the students and the educational goals of the country, at large.
5. Lifelong learner. Teachers embrace the ideal that learning never ends. Therefore, teachers must be
constantly updated on the latest information related to their subject and pedagogic trends. They should
also share what they are learning with their students and colleagues with a high sense of
professionalism.
6. Flexible. Teachers are able to adapt to various learning styles and needs of the learners. They can
facilitate learner-centered teaching with flexibility using alternative modes of delivery.
7. Creative problem solver. Teachers create innovative ideas and effective solutions to the arising
problems in the field, be it in the classroom, in the school or the profession as a whole.
8. Critical thinker. Teachers are critical thinkers as they encourage students .to reflect on what they have
learned, and rekindle in them the desire to ask questions, reason out, probe, and establish their own
knowledge and belief.
9. Has a passion for excellent teaching. Teachers possess passion in the teaching profession to ensure
that students are motivated to learn under their guidance and care.
10. High Emotional Quotient (EQ). Teachers do not just have the head but also the heart to teach.
Teaching is emotionally taxing but an influential job as it involves interaction with human beings.
(http://udyong.gov.ph)

Common 21st Century Technology Tools for Learning

As teacher for the 21st Century, no one can escape from the reality that we are now in a borderless society. It
is, therefore, important that we should know different technology tools for learning to respond to the needs of
21st Century learners' and the demands of the times. The following are common 21st Century technology tools.

1. Affinity Groups. These are groups or communities that unite individuals with common interests.
Electronic spaces extend the range of possibilities for such groups.
2. Blogs. Web logs or "blogs" are interactive websites, often open to the public that can include Web links,
photographs and audio and video elements.
3. E-portfolio. It refers to student's works that are generated selected, organized, stored and revised
digitally. Often electronic portfolios are accessible to multiple audiences and can be moved from one
site to another easily. It can document the process of learning, promote integrative thinking, display
final work, and/or provide a space for reflective learning.
4. Hypertext. These are electronic texts that provide multiple links and allow users to trace ideas in
immediate and idiosyncratic directions. Hypermedia adds sound, video, animation, and/or virtual reality
environments to the user's choices.
 5. Podcasts. These are digitalized audio files that are stored on the Internet and downloaded to listeners'
computers or most likely to MP3 players. The term "podcast" comes from iPod, the popular MP3
player.
6. Web 2.0. This refers to a second generation of Web-based communities that: demonstrate the
participatory literacies that students need for the 21st-century.
7. Myspace (http://www.Myspace.com). It is a social networking website that offers an interactive user-
submitted •network of friends, personal profiles, blogs, groups, photos, music and videos
internationally. Students can rate professors, discuss books, and connect with high school and college
classmates here.
8. Second Life (http://www.secondlife.com). It is an Internet-based 3-D virtual world that uses avatars
(digital representations) to explore, socialize, participate in individual or group activities, create and
trade items (virtual property) and services.
9. Semantic Web. It is an extension of the current Web that puts data into a common format so that
instead of humans working with individual search engines (e.g., Google, Ask Jeeves) to locate
information, the search engines themselves feed into a single mechanism that provides this searching
on its own• Sometimes called Web 3.0, this technology enables integration of virtually all kinds of
information for more efficient and comprehensive retrieval.
10. Webkinz (http://www.webkinz.com). It is an Internet simulati0n wherein children learn pet care and
other skills.
11. Wiki. It refers to software that fosters collaboration and communication online. Wikis enable students to
create' comment upon, and revise collaborative projects. One of the most prominent is Wikipedia
(http://www.wikipedia.org), an online multilingual free-content encyclopedia, which has million articles in
253 languages.
12. Youtube (http://www.youtube.com). It is a popular website for video sharing where users can upload,
view and share video footage, including movie clips, TV clips, and music videos, even student-
produced videos.
13. Google Docs. It allows students to collaborate with other people and the document materials that need
to be compiled, processed, transacted and analyzed.
14. Prezi. It allows individuals to use pre-made, creative presentation templates.
15. Easybib. It allows individuals to generate citations in any given format.
16. Social media platforms (Facebook, Twitter, Edmodo, Schoology, Instagram, etc.). These are means to
communicate and share ideas among users.
17. Smartboards and audience response systems. These are replacement for traditional chalkboards or
whiteboards in classrooms.
18. ReadWriteThink.org. (www.readwritethink.org). It is a repository of standards-based literacy lessons
that offer teachers instructional ideas for Internet integration.
19. WebQuest Page (www.webquest.org). It provides Webquests on an array of topics across content
areas with a template for creating one's own.
20. Literacy Web (http://www.literacy.uconn.edu). It is an online portal that includes a large number of new
literacy's resources for new literacies for teachers. (http://cnets.iste.org/teachers/t_glossary. html#t)

21st Century Skill Categories

LEARNING OUTCOMES
1. Identify the categories of 21st Century skills
2. Apply the 21st Century skills in preparing, planning and delivering a lesson
3. Cite ways on how to enhance the 21 0t Century skills of learners
4. Explain how 21st Century skills be integrated in the teaching-learning process
 5. Cite implications of 21st Century skills 2. to educators and to pre-service teacher preparation
6. Draw relevant life lessons and significant values from the personal experience in attaining 21st Century
skills
7. Analyze research abstract on 21st Century skills and its implications on the teaching learning process
8. Craft a curriculum plan matrix imbued with 21st Century learning outcomes

CONCEPT EXPLORATION
The 21st Century skills refer to a broad set of knowledge, skills, work habits, and character traits that are
deemed necessary in coping with today's world and future careers and workplaces. Thus, it can be applied in
all academic subject areas and educational settings throughout a student's life.

The 21st Century skills may include the following: (1) critical thinking, problem-solving, reasoning, analysis,
interpretation, synthesizing information; (2) research skills and practices, interrogative questioning; (3)
creativity, artistry, curiosity, imagination, innovation, personal expression; (4) perseverance, self-direction,
planning, self-discipline, adaptability, initiative; (5) oral and written communication, public speaking and
presenting, listening; (6) leadership, teamwork, collaboration, cooperation, facility in using virtual workspaces;
(7) information and communication technology (ICT) literacy, media and Internet literacy, data interpretation
and analysis, computer programming; (8) civic, ethical, and social justice literacy; (9) economic and financial
literacy, entrepreneurialism; (10) global awareness, multicultural literacy, humanitarianism; (11) scientific
literacy and reasoning, the scientific method; (12) environmental and conservation literacy, ecosystem
understanding; and (13) health and wellness literacy, including nutrition, diet, exercise, and public health and
safety (http://thoughtfu//earning.com/resources/what-are-21stcentury-skills).

Framework for 21st Century

According to the Partnership for 21st Century Skills, this concept encompasses a wide array of a body of
knowledge and skills that have to be categorized. Moreover, this concept has been interconnected with applied
skills, cross-curricular skills, cross disciplinary skills, interdisciplinary skills, transferable skills, transversal skills,
noncognitive skills and soft skills.

The 21st Century skills concept is grounded on the belief that students must be educated in a more relevant,
useful, in-demand and universally applicable manner. The idea simply lies in the fact that students need to be
taught different skills and reflect on the specific demands that will be placed upon them in a complex,
competitive' knowledge-based, information-age and technology-driven society.
Therefore, 2101 Century education addresses the whole child or the whole person (AACTE, 2010).

Hence, the curriculum should be designed to be interdisciplinary, integrated and project-based. Tony Wagner
(2010), in his book "The Global Achievement Gap", advocated the seven survival skills, namely: (1) critical
thinking and problem-solving; (2) collaboration across networks and leading by influence; (3) agility and
adaptability; (4) initiative and entrepreneurialism; (5) effective oral and written communication; (6) accessing
and analyzing information; and (7) curiosity and imagination.

The term "21st Century skills" refers to certain core competencies, such as collaboration, digital literacy, critical
thinking, and problem solving that schools need to teach the students for them to thrive in today's world.

The Partnership for 21st Century Skills presents the following sets of skills that are categorized accordingly with
different strands of expected outcomes.

Learning and Innovation Skills

These are the primary skills orchestrated in the 21st Century. They are attributes that differentiate students who
are prepared for a complex life and work environment from those who are not. Therefore, there is a need to
stress on creativity, critical thinking, communication and collaboration in preparing learners for the future.

A. Critical Thinking and Problem Solving.

These may include effectively analyzing and evaluating evidence, arguments, claims and beliefs; and solving
different kinds of non-familiar problems in both conventional and innovative ways.
Skill Sub-skills

1. Work together effectively in team Establish clear definitions and agreements on the roles of partners in
the collaborative process
Keep communication open within teams to carry out tasks
Carefully identify obstacles and address problems
cooperatively
https://www.thebalancecareers.com

Skill Sub-skills
2. Reason effectively Use various types of reasoning (inductive, deductive, etc.) as
appropriate to the situation
Use systems thinking
Analyze how parts of a whole interact with each other to produce
overall outcomes in complex systems

Skill Sub-skills
3. Make judgments and decisions Effectively analyze and evaluate evidence, arguments, claims and
beliefs
Analyze and evaluate major alternative points of view
Synthesize and make connections between information and
arguments
Interpret information and draw conclusion based on the best analysis

Reflect critically on learning experiences and processes

(Parnershtp for 21s Century Skills, 2008)

Skill Sub-skills
4. Solve problems Solve different kinds of non-familiar problems in both conventional and
innovative ways
Identify and ask significant questions that clarify various points of view
and lead to better solutions
(Partnership for Century Skills, 2008)

B. Communication. This pertains to articulating thoughts and ideas effectively using oral and written
communication skills in a variety of forms and contexts.

Skill Sub-skills
1. Communicate clearly Articulate thoughts and ideas effectively using oral, written and
nonverbal communication skills in a variety of forms and contexts
Listen effectively to decipher meaning, including knowledge, values,
attitudes and intentions
Use communication for a range of purposes (e.g. to inform, instruct,
motivate and persuade)
Utilize multiple media and technologies, and judge their effectiveness
a priori, as well as assess their impact
Communicate effectively in diverse environments (including multi-
lingual)
Use technology as a tool to research, organize, evaluate and
communicate information
Use digital technologies (computers, PDAs, media players GPS, etc.),
communication/networking tools and social networks appropriately to
access
 Exercise flexibility and willingness in making necessary compromises
to accomplish a common goal
Assume shared responsibility for collaborative work, and value the
individual contributions made by each team member
(Partnership for 21" Contury Skills, 2008)

C.Collaboration. It entails demonstrating ability to work effectively and respectfully with diverse teams.
Skill Sub-skills
1. together effectively in
team Establish clear definitions and agreements on the roles of partners in
the collaborative process
Keep communication open within teams to carry out tasks
Carefully identify obstacles and address problems cooperatively

D. Creativity and Innovation. It denotes use of wide range of idea creation techniques to create new and
worthwhile ideas.
Skill Sub-skills
1. Think creatively Use a wide range of idea creation techniques, such as brainstorming
Create new and worthwhile ideas (both incremental and radical
concepts)
Elaborate, refine, analyze and evaluate their own ideas in order to
improve and maximize creative efforts
(Parnersnp for 21s Century Skills, 2008)

Skill Sub-skills
2 Work creatively with others Develop, implement and communicate new ideas to others effectively
Be open and responsive to new and diverse perspectives; incorporate
group input and feedback into the work
Demonstrate originality and inventiveness in work and understand the
real world limits to adopting new ideas
View failure as an opportunity to learn; understand that creativity and
innovation is a long-term, cyclical process of small successes and
frequent mistakes
(Partnership for 21M Century Skills, 2008)

Skill Sub-skills
3. Implement innovations Act on creative ideas to make a tangible and useful contribution to the
field in which the innovation will occur

(Partnership for 21M Century Skills, 2008)

INFORMATION, MEDIA AND TECHNOLOGY SKILLS

People in the 21st century live in a technology and media saturated environment marked by the following: (1)
access to an abundance of information; (2) rapid changes in technology tools; and (3) the ability to collaborate
and make individual contributions on an unprecedented scale.
Therefore, to be effective in the 21st Century, everyone must be able to exhibit a range of functional and critical
thinking skills related to information, media and technology (AACTE, 2010).

A. Information Literacy. It refers to accessing and evaluating information critically and competently and
managing the flow of information from a wide variety of sources.
Skill Sub-skills
1. Access and evaluate information Access information efficiently (time) and effectively (sources)
Evaluate information critically and competently

Skill Sub-skills
2. use and manage information Use information accurately.and creatively for the issue or problem at
hand
Manage the flow of information from a wide variety of sources
Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of information
(Partnership for Century Skills, 2008)

B.Media Literacy. It underscores understanding both how and why media messages are constructed; creating
media products by understanding and utilizing the most appropriate media creation tools, characteristics and
conventions.

Skill Sub-skills
1. Analyze media Understand both how and why media messages are constructed, and
for what purposes
Examine how individuals interpret messages differently, how values
and points of view are included or excluded, and how media can
influence beliefs and behaviors
Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of media
(Partnership for 21st Century Skills, 2008)

Skill Sub-skills
Create media products Understand and utilize the most appropriate media creation tools,
characteristics and conventions
Understand and effectively utilize the most appropriate expressions
and interpretations in diverse multi cultural environments

C. Technology Literacy. It pertains to the use of technology as a tool to research, organize, evaluate and
communicate information.
Skill Sub-skills
1. Apply technology effectively Use technology as a tool to research, organize, evaluate and
Communicate information
Use digital technologies (computers, PDAs, media players, GPS, etc.),
communication/networking tools and social networks appropriately to
access, manage, integrate, evaluate and create information to
successfully function in a knowledge economy
Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of information technologies
(Partnership for 21st Century Skills, 2008)

D. Life and Career Skills. Today's life and work environments both require more than thinking skills and
content knowledge. Cultivating the ability to navigate the complex life requires students to develop •the
following life and career skills: (1) flexibility and adaptability; (2) initiative and self-direction; (3) social and cross-
cultural skills; (4) productivity and accountability; and (5) leadership and responsibility (AACTA, 20i0).

Flexibility and Adaptability

Skill Sub-skills
I. Adapt to change Adapt to varied roles, job responsibilities, schedules and contexts
 Work effectively in a climate of ambiguity and changing priorities

Skill Sub-skills

2. Be flexible Incorporate feedback effectively

Deal positively with praise, setbacks and criticism
Understand, negotiate and balance diverse views and beliefs to reach workable
solutions, particularly in multi-cultural environments

INITIATIVE AND SELF-DIRECTION

Skill Sub-skills

1. Manage goals and time Set goals with tangible and intangible success criteria
Balance tactical (short-term) and strategic (long-term) goals
Utilize time and manage workload efficiently
Skill Sub-skills

2. Work independently Monitor, define, prioritize and complete tasks without direct oversight

Skill Sub-skills

3. Be self-directed learner Go beyond basic mastery of skills and/or curriculum to explore and expand
one's own learning and opportunities to gain expertise
Demonstrate initiative to advance skill levels towards a professional level
Demonstrate commitment to learning as a lifelong process
Demonstrate integrity and ethical behavior in using influence and power

Skill Sub-skills

Be responsible to others Act responsibly with the interests of the larger community in mind
Consider others' ideas and view points
Look for others' welfare and safety in all circumstances
Assist others in times of their downfalls and setbacks

Skill Sub-skills

2.Work effectively in diverse teams Respect cultural differences and work effectively with people from a
range of social and cultural backgrounds
Respond open-mindedly to different ideas and values
Leverage social and cultural differences to create new ideas and
increase both innovation and quality of work

PRODUCTIVITY AND ACCOUNTABILITY

Skill Sub-skills

1. Manage projects Set and meet goals, even in the face of obstacles and competing pressures
Prioritize, plan and manage work to achieve the intended result

Skill Sub-skills
2. Produce results Demonstrate additional attributes associated with producing high quality
products, including the abilities to:
Work positively and ethically
Manage time and projects effectively Multi-task
 Participate actively, as well as be reliable and punctual Present oneself
professionally and with proper etiquette
Collaborate and cooperate effectively with teams
Respect and appreciate team diversity
Be accountable for results

LEADERSHIP AND RESPONSIBILITY

Skill Sub-skills
1. Guide and lead others Use interpersonal and problem-solving skills to influence and guide others
toward a goal
Leverage strengths of others to accomplish a common goal
Inspire others to reach their very best via example and selflessness
Demonstrate integrity and ethical behavior in using influence and power

Skill Sub-skills
Be responsible to others Act responsibly with the interests of the larger community in mind

Integrating 21st Century Skills in Teaching-Learning Process

The 21st Century support systems. The following elements are the critical systems necessary to ensure
student mastery of 21 s Century skills: (1) 21st Century standards; (2) assessments; (3) curriculum and
instruction; (4) professional development; and (5) learning environments. These must be aligned .to produce a
support system that produces 21st Century outcomes for today's students (Partnership for 21st Century Skills,
2008).

1. 21st Century Standards

1.1 Focus on 21st Century skills, content knowledge and expertise
1.2 Build understanding across and among core subjects, as well as 21st Century interdisciplinary themes
1.3 Emphasize deep understanding rather than shallow knowledge
1.4 Engage students with the real-world data, tools and experts they will encounter in college, on the job, and in
life; students learn best when actively engaged in solving meaningful problems
1.5 Allow for multiple measures of mastery

2. Assessment of 21st Century Skills

2.1 Supports a balance of assessments, including high-quality standardized testing along with effective
formative and summative classroom assessments
2.2 Emphasizes useful feedback on student performance that is embedded into everyday learning
2.3 Requires a balance of technology-enhanced, formative and summative assessments that measure student
mastery of 21 6t Century skills
2.4 Enables development of portfolios of student work that demonstrate mastery of 21st Century skills to
educators and prospective employers
2.5 Enables a balanced portfolio of measures to assess the educational system's effectiveness in reaching high
levels of student competency in 21st Century skills (AACTE, 2010)

3. 21st Century Curriculum and Instruction

3.1 Teaches 21st Century skills discretely in the context of core
subjects and 21st Century interdisciplinary themes
3.2 Focuses on providing opportunities for applying 21st Century skills across content areas and for a
competencybased approach to learning
3.3 Enables innovative learning methods that integrate the use of supportive technologies, inquiry- and
problem-based approaches and higher-order thinking skills
3.4 Encourages the integration of community resources beyond school walls (AACTE, 2010)
4. The 21st Century Professional Development
4.1 Highlights ways teachers can seize opportunities for integrating 21st Century skills, tools and teaching
strategies into their classroom practice •and help them identify what activities they can replace/de-emphasize
4.2 Balances direct instruction with project-oriented teaching methods
4.3 Illustrates how a deeper understanding of subject matter can enhance problem-solving, critical thinking, and
other 21st Century skills
4.4 Enables 21st Century proféssional learning communities for teachers that model the kinds of classroom
learning that best Century Skills r students
4.5 Cultivate teachers' ability to idéntify students' particular learning styles; intelligences, strengths and
weaknesses
4.6 Helps teachers develop their abilities to use various strategies (such as formative assessments) to reach
diverse students and create environments that support differentiated teaching and learning'
4.7 Supports the continuous evaluation of students' 21st Century skills development
4.8 Encourages knowledge sharing among communities Of practitioners using face-to-face, virtual and blended
communications
4.9 Uses a scalable and sustainable model .of professional development (AACTE, 2010)

5. The 21st Century Learning Environments

5.1 Create learning practices, human support and physical environments that will support the teaching and
learning of 21st Century skill outcomes
5.2 Support professional learning communities that enable educators to collaborate, share best practices and
integrate 21st Century skills into classroom practice
5.3 Enable students to learn in relevant, real-world 21st Century contexts (e.g., through project-based or other
applied work)
5.4 Allow equitable access to quality learning tools, technologies and resources
5.5 Provide 21st Century architectural and interior designs for group, team and individual learning
5.6 Support expanded community and international involvement in learning, both face-to-face and online
(AACTE, 2010)

Implications to Educators
The advent of 21st Century skill enhancement among 'learners bring the following implications to educators in:
1 . successfully complementing technologies to content and pedagogy and developing the ability to creatively
use technologies to meet specific learning needs
2. aligning instruction with standards, particularly those that embody 21st Century knowledge and skills
3. balancing direct instruction strategically with project oriented teaching methods
4. applying child and adolescent development knowledge to educator preparation cation policy
5. using a range of assessment strategies to evaluate student performance and different instruction
(including but not limited to based, curriculum-embedded an summative)
6. participating ac communities, tapping the expertise within school or school district through coaching,
mentoring, knowledge-sharing, and team teaching
7. acting as mentors and peer coaches with fellow educators
8. using a range of strategies (such as formative assessments) to reach diverse students and to create
environments that support differentiated teaching and learning
9. pursuing continuous learning opportunities and embracing career-long learning as professional ethics
(AACTE, 2010)
10. establishing a conducive learning environment where learners can freely express themselves and
explore their potentials and capacities

Implications to Pre-service Teacher Preparation

There is a need to understand the key elements of optimum curricula that will help pre-service teachers
develop the dispositions, habits of mind and confidence to enable students to develop 21 6t Century skills in a
range of core academic subject areas.
Since schools get rid of a one-size-fits-all system, therefore, preservice teachers are expected to play an active
role in developing and organizing content and instruction for their students.

AACTE (2010) asserts that a 21st Century approach to curriculum

is about more than just adding an extra course or extra class time in the curriculum. Thus„ pre-service teachers
benefit from the ability to fully explore and understand how to develop and use curriculum for deep
understanding and mastery of academic subject knowledge and 21st Century skills.

As a starting point, a teacher education program can be aligned with student and teacher standards in ways
that blend thinking and innovation skills, ICT literacy; and life and career skills in the context of all academic
subjects and across interdisciplinary themes.

An effective 21st Century skills approach to curriculum, in other words, is designed for understanding (McTighe
and Wiggins, 2005 in AACTE, 2010). The program's curriculum will be most beneficial to pre-service teachers if
it is designed to produce deep understanding and authentic application of 21st Century skills in all subject
areas.

Instructional models. Instructional models are an important component of any teacher preparation program.
AACTE (2010) pointed out that the integration of innovative and research-proven teaching strategies, modern
learning technologies and real-world resources and contexts are all imperative in:

1. Integrating "teach for understanding" principles. When pre-service teachers can prepare and
present lessons that can develop students' essential concepts and skills with the integration of technologies,
the latter can reciprocally demonstrate critical thinking and problem-solving in class.
2. Creating rich practice teaching experiences. Strong practice teaching experiences allow pre-service
teachers to connect theory and practice.
3. Creating dynamic learning communities and peer mentoring networks. Pre-service teachers
benéfit greatly from service-learning as part of their experiential learning courses. It provides time to reflect on
relevant pedagogic strategies that enhance 21st Century skills in classroom practice.
4. Examining the role of content, pedagogy and technologies in developing higher-order thinking
skills. The ability to teach for content mastery is a challenging task for most preservice teachers. Teaching for
content mastery (1) supports a range of high-quality standardized testing along formative and summative
assessments; (2) emphasizes useful feedback on student performance; (3) requires balanced technology
enhanced, formative and summative assessments; (4) enables development of student portfolios that
demonstrate mastery of 21st Century knowledge and skills; and (5) enables a balanced score card to assess
the educational system's effectiveness.

Teacher preparation programs can play a vital role in developing education leaders who understand and can
influence current trends in assessment through: (1) research and evaluation test for innovative approaches; (2)
21st Century knowledge and skills assessment strategies; and (3) mastery of a wide range of student
assessment methods.

Learning environments. The learning environment within the teacher preparation program is a key component
of any systemic reform initiative. Determining the enabling structures, policies and strategies that can best
support 21st Century skills acquisition among pre-service teachers is a step towards creating a kind of
environment that will promote 21st Century learning.
The following are initiatives in creating 21st Century teacher education learning environment: (1) Establish a
21st Century vision for learning environments in the program and the university; (2) Ensure that the physical
infrastructure supports 21st Century knowledge and skills; (3) Practice flexibility in time for project-based work
and competency-based assessment; (4) Ensure technical infrastructure that sufficiently supports learning; and
(5) Strengthen networking engagement in the learning environment.

Partnerships. Partnerships are extraordinarily important in the work of transforming 21st Century teacher
preparation programs. Along the line, teamwork within the program and the institution is imperative for
sustainability and development. The partnership forged with community leaders, business industry, professional
associations, government agencies, non-government organizations, other institutions, parents; other
stakeholders and the community creates high impact outcome.
The powerful partnerships are created through strong collaboration towards enabling innovation in the teaching
and learning for the 21st Century.

Continuous improvement. Continuous improvement represents willingness to commit to revisiting the process
over time. For AACTE (2010), any implementation effort should include continuoUS improvement 9teps. to wit:
(1) Clearly identify measurable goals; (2) Track progress regularly against these goals; (3) Communicate
progress to all stakeholders; and (4) Engage all Participants in refining and improving success over time
(AACTE, 2010)
 BUILDING AND ENANCING NEW LITERACIES ACROSS THE CURRICULUM
EDUC.110

MODULE 1

TOPIC: Introduction to 21st Century Literacies, Traditional or Conventional Literacy and

Expanded Views of Literacy

OBJECTIVES:
At the end of this chapter, you should be able to develop a clear and practical
understanding of the following:
1. definitions of conventional literacy; and
2. expanded views of literacy in the 21st century.

INTRODUCTION
Literacy is defined by dictionaries as the state of being able to read and write (Literacy,
Literate, n.d.). Although it is the ultimate thesis of this chapter that such a traditional definition
no longer suffices in the information age, a thorough understanding of literacy and its past
nuances will give us a solid foundation in exploring and discussing the "new" literacies of the
21st century and why possessing them is now mandatory for both teachers and students in all
levels of education.
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.

The word "literacy”' stems from the word "literate," which first appeared in the 15th century
and is in turn derived from the Latin word litteratus, meaning "(a person) marked with letters “
that is, "distinguished or identified by letter and it carried with it the idea that such a person was
cultured and educated. Since the subjects of the time (e.g., grammar, logic, arithmetic geometry,
etc.) all had written texts (which were composed of letters) that to be studied, the ability to read
and write was therefore of prime importance leading to the strong association of being "literate"
with the ability to read and write.

Miller (1973) divides this conventional concept of literacy into three 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 o word (or a series of words) is not
the same as being able to understand what it means. Without understanding of 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 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 21st century change the nature of what the "text" is, and what it means to
"read" and "write."

Expanded Views of Literacy

Despite the popularity of 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 ubiquity of the traditional view 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.
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, SimooyaMudenda, & Cheelo (201 7), 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 21st century that seem far-
removed 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 of a misnomer, as even these new literacies of the 21st 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 are 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

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 Qf 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 or 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 21st century
literacies. The difference is that now we are not analyzing smoke signals or bouquets, but rather
sounds, texts, and images from a hundred different sources at a nearly 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
technologies that were once unavailable to the average individual. Technologies dike blogging
and vlogging, social networking, and even text-messaging change and expand both the extent
and the form of 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.

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.

How do we work together with people of different cultures who have vastly different
perspectives on communication, work ethics, van religious beliefs, and worldviews? What do we
do when some of these might mutually exclusive to our own? In an age where information is
power—where knowing more and knowing first can spell the difference between success and
failure—how do we leverage both current and emergent technologies so our endeavors are both
productive and profitable? Moreover, how do navigate and manage the veritable minefield of
information that was once considered taboo and private and is now online, for all the world to
see an judge, whether we like it or not?
Answering such complex questions requires new sets of skills knowledge—ones that our
school system have never had to teach before. With these changes in with whom, how, and why
we communicate, new literacies are required not only to make sense of the changes, but also to
use these new technologies and paradigms in meaningful and productive ways—something
required not only of students, but of teachers as well.
To better address the need for teachers to be literate in these new literacies, this book
discusses and explores them in the ensuing chapters, namely:
Globalization and Multicultural Literacy discusses how our increasing ability to
communicate with almost anyone, anywhere, in real time requires new skills and attitudes in
interacting with people with cultures, perspectives, worldviews, and priorities different from
our own, particularly with the end-view of not only peace and understanding, but also mutual
benefit and productivity.
The chapter on Social and Financial Literacies meanwhile explores the need for the
ability to navigate our own social networks—of both the online and off-line variety—to not
only 'communicate clearly, but also to leverage resources which we ourselves might not
possess. At the same time, the chapter addresses the notorious problem of short-sightedness
in Filipino culture regarding personal finances and how this must be addressed at an
increasingly earlier age to help mitigate the ever-widening gap between the rich and the
poor.
Media and Cyber/Digital Literacies explore the emerging need to locate, verify, and
ultimately manage online information, especially in an age whe re information is power
and where having the right (and wrong) information and the ability to communicate it
with others and use it to address real-world problems easily spell the difference between
both personal and career success and failure,
Eco literacy and Artistic and Creative Literacy explore the emerging demands for knowing
how to effectively and sustainably manage the natural resources that our increased
industrialization and demands for productivity are so rapidly eating up. The chapter also explores
how this increase in productivity also brings with it an increased demand for arts and aesthetics
and the need to develop ways of effectively communicating through the creative arts in
industries dominated by objective data.
Finally, Critical Literacy addresses the increasing need to discern the underlying (and
often tacit) messages behind the new "texts" of the 21st century, particularly in an ever-
increasingly multicultural society where ideas, cultures, and ideologies vie with one another
for power and dominance in the minds of the masses.

One of the ways students can be trained in the new literacies is to engage them in digital
storytelling, wherein the students take part in the traditional process of 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.

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 the Digital Story - Record the voice over for your movie. Create the movie using the
software that is available to you.
6. Sharing and Uploading — Share your story in class and upload your work online.
 MODULE 2

TOPIC: NEW LITERACIES, FUNCTIONAL LITERACY AND MULTILITERACY

OBJECTIVES:

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 presents functional literacy in action

INTRODUCTION

CONCEPT EXPLORATION
Students are taught to read and write print with fluency, speed and comprehension of the message of
the writer and the interpretation of the content of the material. The United Nations Educational,
Scientific and Cultural Organization (UNESCO) asserts that a person, who is literate, can comprehend
and write simple and short sentences related to his/her daily life.

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 (Güne$, 2000). Beyond the 1990s, literacy had staned to diversify 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 pf 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 a
matter of applying knowledge for specific purposes in particular contexts. It includes a socially-driven
and evolved a pattern of activities, such as writing correspondence, records keeping and inventories,
posting announcements, reporting, etc. As such, Lankshear & Knobel (2006) averred that literacies
intend to generate and communicate meanings through the medium of encoded texts 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 21st 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, an d 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 (www.petaa.edu.au).

The increasing complexity of modern communication gives rise to a number of distinct capabilities
and possibilities. Hence, 2 15t Century literacy combines cross-curricular capabilities also called
multiliteracies' and now commonly referred to as 'new literacies'. These broad skills include visual
literacy, information literacy, cultural literacy and digital literacy dynamics. These new literacies are
fused with traditional print literacy to create opportunities and enable students to understand and 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, animé music video
(AMV), podcasting, vodcasting, and gaming, running a paper-based zine, reading literary novels and
wordless picture books, reading graphic novels and comics, and reading bus timetables. (Primary
English Teaching Association Australia, 2015).

Leander (2003) noted that new literacies are often flexible, continuous and open, where online and
offline lives and "literacyscapes" merge. Thus, when a literacy practice becomes a mindset with the
concept of Web 2.0, it can be regarded as a 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 positiv.ely 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 wodd,
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, smartboards, and social
networking software that are central to individual and community
success.
The National Council of Teachers of English (20B) came up with a research that reveals the
following:
1. As new technologies shape literacies, they bring opportunities for teachers to foster reading
and writing in more diverse and participatory contexts.
2. Sites, like literature's Voice of the Shuttle, online fanfiction, and the Internet Public
Library, expand both the range of available texts and the social dimension of literacy.
3. Research on electronic reading workshops shows that they contribute to the emergence of
new literacies.
4. Research also shows that digital technology enhances writing and interaction jn several
ways.
5. K-12 students, who write with computers, produce compositions of greater length and
higher quality are more engaged with and motivated toward writing than those who do. not
write with computers.
6. College students, who keep e-portfolios, have a higher rate Of academic achievement and
overall retention rate than those who do not keep e-portfolios. They also demonstrate a
greater capacity for metacognition, reflection and audience awareness.
7. Both typical and atypical students, who receive an online response to writing, revise their
works better than those participating in traditional method.

Functional Literacy
The term functional literacy was initially defined by UNESCO through William S. Gray in his
Teaching of Reading and Writing (1956) as, adult training to meet independently the reading and
writing demands placed on them. It stresses the acquisition Of appropriate verbal, cognitive and
computational skills to accomplish practical results in specific cultural settings dubbed as survival
literacy and reductionist literacy.
Over the decades, as societies have evolved into technical innovations, the definition of functional
literacy has been modified to meet the changing demands (Concise Oxford Companion to the English
Language, 1998).

Referring to functional literacy, UNESCO states the following:

1. Literacy programs should be integrated to and correlated with economic and social
development plans.

2. The eradication of illiteracy should begin with population sectors, which are highly
motivated and need literacy for their own and their country's benefit.
3. Literacy programs should be linked with economic priorities and carried out in areas
undergoing rapid economic expansion.
4. Literacy programs must impart not only reading and writing but also professional and
technical knowledge leading to greater participation of adults in economic and civic life.
5. Literacy must be an integral part of the over-all educational system and plan of each
country.
6. The financial need for functional literacy should be met with various resources, as well as
be provided for economic investments.
7. The literacy programs should aid in achieving main economic objectives (i.e. increase •in
labor productivity, food production, industrialization, social and professional mobility,
creation of new manpower and diversification of the economy).

Thus, 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 number of functional literacy programs have been carried out that focus on different job skills and
development aspects. To name a few, in the Philippine context, 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 analyzed to see exactly the literacy skills needed and those that are only taught. This is to
prevent job-skill mismatch. In specific literacy, the student may learn very little but will be of
immediate value that would result in increased learner motivation.

Therefore, the specific literacy strategy is a planning tool that allows the literacy worker to focus on
skills that are of value to the learners.

Significance of this approach includes literacy that: (1) starts in the workplace; (2) uses a diagnostic
approach; (3) identifies turning points in economic life that may act as an incentive to learning; (4)
assesses the limits of a short-term intervention; and (5) looks for generic skills.
(https://www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-andmaps/functional-
literacy)

Gunes (2000) posited that functional literacy constitutes the second level of literacy next to basic
literacy, in which literary and mathematical information and skills can be utilized in one's personal,
social, economic and cultural endeavors. Therefore, the essence in functional literacy is to learn basic
related information and skills and use them in daily life. Functional literacy level comprises both
technical and functional skills while encompassing social, citizenship, and economic roles.

In context, Qapar (1998) cites that a functionally literate person is someone who is one step ahead of
literacy and maintains literacy activity throughout his/her life in order to keep living and effectively
accommodate himlherself to his/her surroundings. It is, therefore, an ongoing process.

UNESCO defines functional literacy as the ability of an individual part in significant activities in
professional, social, political and.
cultural aspects in a society, where he/she lives using his/her literacy
Castel, 1971; Goksen, Gulgoz and Kagitcibasi, 2000; a? in Savas, 2006).

Hatch (2010) defines it based on the American Heritage College Dictionary (AHCD). Accordingly,
the word "functional" means "building capacity" and "literacy" as "reading and writing skills."
Therefore, it is the capability to proficiently read and write that can be used in daily life routines.
Likewise, Knoblåuch and Brannon (1993), as cited in Jabusch (2002) distinguished basic literacy and
functional literacy as having the expression "functional" to indicate performance with texts, including
mathematics.

The Education for All Global Monitoring Report (UNESCO, 2006) states that functional literacy
means the ability to make significant use of activities involving reading and writing skills that include
using information, communicating with others, and following a path of lifelong learning necessary for
the ability to express him/ herself in daily life. UNESCO's definition also adds that functional literacy
includes those skills essential for both official and unofficial participation, as well as those which are
necessary for national change and development that can be used to aid an individual in contributing to
his/her own development and that of his/her family and the society. The National Statistics Authority
defines functional literacy as the level of literacy that includes reading, writing and numeracy skills
that help people cope with the daily demands of life

Based on these definitions, functional literacy can be concluded as an activity that contributes to the
development of an individual and the society, including the ability to use information and skills
related to listening, speaking, reading, writing, and arithmetic necessary for daily life in social,
cultural and economic aspects effectively (https•J/PdfS• semanticscholar.org).

Improving Functional Literacy in the Philippines

Over the years, the Philippines has continuously aspired to attain an increased functional literacy rate.
Manuyo (2019) reported that based on the 2013 Functional Literacy, Education and Mass Media
Survey (FLEMMS), the country registered a 90.3% rate, which means that nine out of every 10
Filipinos aged 10-64 were functionally literate. In 2003, there were still gaps at the community level.
In the study conducted by World Vision, results showed that the proportion of girls and boys aged 11-
13, who were functionally literate, placed at a critical rate of 44%, or below of the students were able
to read with comprehension by the end of their basic education.

It was also evident that school dropouts contributed to low functional literacy. Obviously, one in every
100 or about 4 million Filipino children and youth were out-of-school in 2013. Of the total number,
22.9% got married, 19.2% lacked a family income to be sent to school and 19.1% lacked interest in
attending schools. In order to address illiteracy issues, creating formal and non-formal learning
environments, active participation of local stakeholders, capacity building of teachers, development of
contextualized or indigenized learning materials, and tracking of improvement of reading, basic math
and essential life skills outcomes were desired. Interventions also included improvement of
classrooms and several reading facilities, establishing a culture of reading program, parental training
and learning, and skill integration in the curriculum.
(https://www.worldvision.org.ph/stories/improving-functional-literacy-inthe-philippines/)

In a follow-up study by World Vision in 2016, the functional literacy rate went up at 76.53%. In the
community level, the rate inclined to. 62.64%, or around 50%-70% of the students were able to read
with comprehension by the end of their basic education. The increase was significant within the 3-year
interval but it also indicated more improvement is expected considering that rate remained 17.36%
short of the 80% threshold (https://pdfs.semanticscholar.org).

An analysis shows that low functional literacy could mean low resilience to 'respond to abnormal
conditions and increase a child's vulnerability to exploitation. This could also result in unpreparedness
for gainful employment and eventually increased dependency on welfare programs.
One of the government initiatives to address this is the Alternative Learning System (ALS) that
provides an opportunity for learning
among out-of-school youth for them to land in better jobs.
(https://pdfs.semanticscho/ar.org/3941/28e7d8e26f67db4951eb52713964a98546ec.pdf)

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 practices are required by each new ICT as it emerges and evolves. Thus, these new literacies
need to be integrated into the curriculum to prepare students for successful civic participation in a
global environment.

Students would desire for: (1) teachers who use ICTs skillfully for teaching and learning; (2) peers
who use ICTs responsibly and who share their knowledge; (3) 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 assessments that include new literacies; (5)
beaders and policymakers who are committed advocates of ICTs for teaching and learning; and (8)
equal access to ICTs for all classrooms and students.

Coiro, et. al (2008) noted four cömmon elements as broader dimensions of new literacies, to wit: (1)
the Internet and other ICTs require new social practices, skills, strategies, and dispositions for their
erective use; (2) new literacies are central to full civic, economic, and personal participation in a
global community; (3) new literacies rapidly change as defining technologies change; and (4) new
literacies are muttiple, 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
transformed today like at no other time in history. As students 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. Thé 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 students'
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 iostruction, assessment, professional development and research.

Multiliteracies in the Educational Reform

In a broader essence, the concept of 21st century skills is motivated by the belief that teaching
students the most relevant, useful, in-demand, and universally applicable skills should be prioritized in
today's schools.

As such, students need to be taught different skills that should reflect the specific demands of a
complex, competitive, knowledge based, information-age, technology-driven economy and society.

21st Century skills may be taught in a wide variety of school settings. Teachers may advocate
teaching cross-disciplinary skills, while schools may require 21st century skills in both instruction and
assessment processes. Schools and teachers may use educational approaches that inherently expedite
or facilitate the acquisition of cross-disciplinary skills.

Educational strategies,that include authentic, outcome-based learning, project-based learning and

performance-based learning tend to be cross-disciplinary in nature. Students complete a research
project, create multiple technologies, analyze and process information, think creatively, plan out the
process, and work collaboratively in teams with other students.

Likewise, schools may allow students to pursue alternative learning pathways, in which students earn
academic credit and satisfy graduation requirements by completing an internship, apprenticeship or
immersion experience. In this case, students can acquire a variety of practical, job-related skills and
work habits, while also completing academic coursework and meeting the same learning standards
required of students.

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.

In a way, students can freely express their points of view as they create projects using multimedia and
deliver these products to real world audiences, realizing that they can make a difference and change
the world. They learn what it is to be a contributing citizen, and carry these citizenship skills
throughout their lives.

As a result, standardized test scores are higher because students have acquired the skills and content in
a meaningful connected way with profound understanding. They actually master the content on a
much higher level and develop their basic skills by constant application throughout their schooling.
Preparing teachers for multiliteracies. New London Group (1996) underscored multi-literacies as
multimodal ways of communication that include communications between and among other languages
using diverse channels within cultures and an ability to understand technology and multimedia. As
such, applying multiliteracies to teaching offers a new classroom pedagogy that extends and helps
manage classrooms.

Biswas (2014) asserted that one challenge for educators is to help students create a sustainable literacy
development throughout schooling, so that students can develop strong literacy skills (Borsheim, et.
al, 2008). Certainly, multiple and new literacies require students to integrate technology-enhanced
educational tools into their work. Ajayi (2011) recommended that teacher education must prepare
teachers to teach multiliteracies in their schools where there is a critical gap between multiliteracies
and classroom pedagogy (Pennington, 2013). Given globalization and technological changes, teaching
multiliteracies is indispensable to literacy teaching and learning in the 21st century.

Therefore, Newman (2002) in Biswas (2014) suggests that 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 lessons they learn to solve real-life
problems.

Thus, teaching multiliteracies can inform, engage, and encourage students to embrace the multiplicity
of learning practices (New London Group, 1996). Moreover, teaching multiliteracies can help teachers
blend and apply the following four instructional processes of multiliteracies in classroom to ensure
successful teaching and advancing students' learning processes.
Research shows that effective instruction in 21 Century literacies takes an integrated approach,
helping students understand how to access, evaluate, synthesize, and contribute to information (New
London Group, 1996).

Teachers insist to: (I) encourage students to reflect regularly on the role of technology in their
learning; (2) create a website and invite students to use it to continue class discussions and bring in
outside voices; (3) give students strategies for evaluating the quality of information they find on the
Internet; (4) be open about one's own strengths and limitations with technology and invite students to
help; (5) explore technologies students are using outside the classroom and find ways to incorporate
them into one's teaching; (6) use wiki to develop a multimodal reader's guide to a class text; (7)
include a broad variety of media and genres in class texts; (8) ask students to create a podcast to share
with an authentic audience; (9) give students explicit instruction about how to avoid plagiarism in a
digital environment; and (10) refer to the Partnership for 21st Century Skills website.

For schools and policymakers: (1) Teachers need both intellectual and material support for effective
21st century literacy instruction; (2) Schools need to provide continuing opportunities for professional
development, as well as up-to-date technologies for use in literacy classrooms; (3) Address the digital
divide by lowering the number of students per computer and by providing high quality access
(broadband speed and multiple locations) to technology and multiple software packages; (4) Ensure
that students in literacy classes have regular access to technology; (5) Provide regular literacy specific
professional development in technology for teachers and administrators at all levels, including higher
education; (6) Require teacher preparation programs to include training in • integrating technology
into instruction; (7) Protect online learners and ensure their privacy; (8) Affirm the importance of
literacy teachers in helping students develop technological proficiency; and (9) Adopt and regularly
review standards for instruction in technology.

The integration of new literacies and the teaching of multiliteracies open new pedagogical practices
that create opportunities for future literacy teaching and learning. Multiliteracies can also help
teachers provide equal access to learning for all students. In effect, students learn to collaborate by
sharing their thoughts with others in online spaces where they can engage in differentforms or modes
of learning Process. Consequently, students can be expected to become more %nfident and
knowledgeable in their learning through participatory and COIIaborative practices as a result of this
new literacy integration in the curriculum for teacher education (New London Group, 1996).
 Module 3

INTEGRATING NEW LITERACIES IN THE CURRICULUM

LEARNING OUTCOMES

1. Discuss the concept of integrated curriculum

2. Distinguish the different curriculum integration approaches. Methods and types
3. Identify lessons or course disciplines that may be appropriate for curriculum integration
4. Draw relevant life lessons and significant values from curriculum integration experiences in class
5. Analyze research abstract on curriculum integration and its implications on teaching learning process
6. Make a lesson plan with thematic integration across related disciplines

CONCEPT EXPLORATION

Innovative educators concerned with improving student achievement seek way to create rigorous, relevant,
and engaging curriculum as a way to realize curriculum integration. Today, the subjects in the curriculum
should not be taught singly and but rather become integral towards total development the of the child.

The Concept of Integrated Curriculum

In retrospect, the introduction of an integrated curriculum gained greatest support in the 1960s. Based on the
essential organization of content, the design emphasizes the role of diverse entities called academic disciplines
clearly defined in terms of knowledge, skills and values

Thus, an integrated curriculum...

• focuses on basic skills, content and higher-level thinking;
• encourages lifelong learning;
• structures learning around themes, big ideas and meaningful concepts;
• provides connections among various curricular disciplines;
• provides learners opportunities to apply skills they have learned;
• encourages active participation in relevant real-life experiences;
• captivates, motivates and challenges learners;
• provides a deeper understanding of content;
• offers opportunities for. More small group and industrialized instruction; and
• accommodates a variety of learning styles/theories (i.e., social learning theory, cooperative learning,
intrinsic motivation, and self-efficacy) and multiple intelligences.
(http://onlinesch0017.blogspot/2016/04/components-of-integrated-curriculum.html)

Approaches to Integration
The Association for Supervision and Curriculum Development (2004) Presents three approaches to integration
and these are multidisciplinary, interdisciplinary and transdisciplinary.

Multidisciplinary Approach. A multidisciplinary approach focuses primarily on different disciplines. Teachers,

who employ this approach, may create standards from the disciplines within a theme. There are many different
ways to create a multidisciplinary curriculum, and they tend to differ in the level of intensity of the integration
effort. It can be recalled that the previous Restructured Basic Education

Curriculum (RBEC) is a best depiction of a multidisciplinary approach. The four disciplines (Araling Panlipunån,
Values Education, MAPEH and TUE) were integrated along with a theme termed Makabayan at an integrated
subject served as a laboratory of life. Makabayan Wat a learning that stressed the development of social
awareness, empathy and commitment for common good. Grades in these four disciplines were usually
computed to comprise the general grade in Makabayan as a discipline. At the end of the week, the four
disciplines collaborated to design a culminating activity along with the given theme that connected these four
discipline areas. The following is the structure of Makabayan that used the multidisciplinary approach centered
on a given theme.

ARALING PANLIPUNAN

MAPEH MAKABAYAN TLE

VALUES EDUCATION

When a teacher integrates sub disciplines within a subject area, he/she is practicing interdisciplinary approach.
For example, one integrates reading, writing and oral communication in the English subject. Likewise, teachers
often integrate Philippine history, world history, geography, economics and government in an interdisciplinary
social studies program. Likewise, science integrates sub disciplines, such as earth science, biology, chemistry
and physics that responds to spiral curriculum approach. This connection is presented in the structure below.

Earth Science

Biology

Chemistry
Physics

SCIENCE

Through this integration, teachers expect students to understand the connections between the different sub
disciplines and their relationship to the real world. In fact, this approach brings a positive impact on the
achievement of students.

In using the multidisciplinary integration approach, there is a need to organize a list of standards from various
disciplines around one common theme. Likewise, come up with a list of standards from related disciplines, such
as earth science, biology, chemistry and physics to focus on a common interdisciplinary science program.
Another way of doing it is by fusing skills, knowledge and attitudes into the school curriculum or utilizing
technology across the curriculum. In this way, students learn other subjects while enhancing their computer
skills. Additionally, schools can utilize service-learning projects in the classroom (www.theclassroom.com).

Interdisciplinary Approach. In this approach to integration, teachers organize and capsulize the curriculum
around common learning across disciplines to emphasize interdisciplinary skills and concepts. The disciplines
are identifiable, but they assume less importance than in the multidisciplinary approach. For example, in
teaching Filipino as a discipline, the teacher hones students’ language skills while resorting to content and
topics in Araling Panlipunan. Below is an illustration of interdisciplinary structure. Therefore, there are times that
a teacher in Filipino teams up with a teacher in Araling Panlipunan to teach a lesson in Araling Panlipunan
while she teaches the needed skills in the Filipino 1 subject.

Skills Content
FILIPINO ARALING PANLIPUNAN

FILIPINO
In addition, in using the interdisciplinary integration approach, there is a need to structure the curriculum around
common learning areas across disciplines. For example, incorporate interdisciplinary skills, such as thinking
skills, problem solving and analytic skills in teaching Science, Math and English. The purpose is to learn the
skills and concepts that are beyond the immediate lesson (www.theclassroom. Com).

Transdisciplinary Integration. In the transdisciplinary approach to integration, teachers design a curriculum

within student needs and concerns. Students develop life skills as they apply disciplinary and interdisciplinary
skills in a real-life context. Two routes lead to transdisciplinary integration, namely: project-based learning and
negotiating the curriculum.

Subject Areas

Theme and Concepts

Life skills
Real-world Context
Career Prospects
Community Integration
Social Problems and Dilemmas
Student Questions

In using the transdisciplinary integration approach, there is a need to plan out the curriculum around student
needs and concerns. Transdisciplinary integration is utilized through project-based learning, which involves
allowing the students to present a problem. Project based learning allows students to make connections among
different subjects by solving social problems and answering open-ended questions. It can also be done by
utilizing student questions as a basis for curriculum design. Learning how to solve problems and to ask
questions enables students to apply the skills in real-life situations.

Methods of Curriculum Integration

Anchored on approaches to curriculum integration, there are methods that are processed and devised for this
purpose.

1. Project-Based Learning. It engages students in creating knowledge while enhancing their skills in critical
thinking, creativity, collaboration, communication, reasoning, synthesis and resilience (Barron and Darling-
Hammond, 2008 in Corpuz, 2014). As such, it entails an output which involves accomplishing a complex task,
performing a presentation and producing a project, a craft or an artifact. Here, students start by defining the
purpose of creating the end-product; identify the audience; do research on the topic; design the product;
implement the design; solve the problems that arise; and come up with the product guided by a plan or a
model. It usually culminates with product presentation, and product evaluation while reflecting on the entire
production process (Schneiderman, et. Al, 1998 in Corpuz, 2014).
Implementation Outcome. As a result, Curtis (2002) revealed that project-based programs show that
students go far beyond the minimum effort, make connections among different subject areas to answer
open-ended questions, retain what they have learned, apply learning to real-life problems, have fewer
discipline problems, and have lower absenteeism. Student assessment considered teamwork, critical
thinking skills, problem-solving, time management.
 2. Service Learning. It refers to learning that actively involves students in a wide range of experiences, which
often benefit others and the community, while also advancing the goals Of a given curriculum. Community-
based service activities are paired with structured preparation and student reflection. What is unique about
service learning is that it offers direct application of theoretical models. As such, the real-world application of
classroom knowledge in a community setting allows students to synthesize course material in more meaningful
ways. It impounds integrative, reflective, contextualized, strength-based, reciprocal, and lifelong learning
(Clavenger-Bright, et. Al, 2012).

Implementation Outcome. As a result, Glenn (2001) found that more than 80 percent of the schools
that integrate service learning into the classroom report an improvement in grade point average of
participating students. On the other hand, such programs foster lifelong commitment to civic
participation; sharpen “people skills,” and prepare students for the work force. Students also gain a
deeper understanding of the course/curricular content, a broader appreciation of the discipline and an
enhanced sense of civic responsibility (ASCD, 2004).

3. Learning Centers/ParalIeI Disciplines. A popular way to integrate the curriculum is to address a topic or
theme through the lenses of several subject areas. In an elementary classroom, students often experience this
approach at learning centers. As students move through the learning centers to complete the activities, •they
learn about the concept being studied through the lenses of various disciplines.
In the higher grades, students usually study a topic or theme in different classrooms. This may take the form of
parallel disciplines and teachers sequence their content to match the content in other classrooms (ASCD,
2004).
Implementation Outcome. As a result, according to a study by Carnegie Mellon University (CMU),
learning centers in the classroom can affect the ability to focus and study among young children. In
fact, learning centers allow children to roleplay in order to understand and make sense of the real world
and their personal experiences in it. Thus, these help children understand the social world, develop
communication skills, and build relationships.

4. Theme-Based. Some teachers go beyond sequencing content and plan collaboratively and they do it in a
more intensive way of working with a theme dubbed as “theme-based.” Often, three or more subject areas are
involved in the study, and the unit ends with an integrated culminating activity. Units of several weeks’ duration
may emerge from this process, and the whole school may be involved. A theme based unit involving the whole
school may be independent of the regular school schedule.
Other thematic programs may involve teachers across the same grade, wherein teachers carefully connect the
activities to the Standards in each discipline. Over time, they have developed a long list Of possible culminating
activities. They also update their Website Continually and use it as a teaching tool with students. The site offers
many interesting options for those interested in this method of integration (ASCD, 2004).
Implementation Outcome. Using theme-based learning, students can exhibit excellent on-task
behavior and work collaboratively. Also, students are engrossed both as presenters and as an
audience for the half-day performance task presentations as they use a wide range of presentation,
such as video, panel, forum or colloquium, debate, sculpture. Music, etc. They can demonstrate an in-
depth understanding of the topics as a result of their sustained interest around various questions. In
fact, fewer recess problems occur during this two-week period that made teachers enjoy the process
and the results.

5. Fusion. In this method, teachers fuse skills, knowledge, or even attitudes into the regular school curriculum.
In some schools, students learn respect for .the environment in every subject area or some incorporate values
across disciplines. Fusion can involve basic skills. Many schools emphasize positive work habits in each
subject area. Educators can also fuse technology across the curriculum with computer skills integrated with in
every subject area (ASCO, 2004).

Implementation Outcome. As a result, fusion brings positive gains in student achievement resulting
from integrated instruction in the classroom (Bolack, et al., 2005; Romance & Vitale, 1992; Campbell
and Henning, 2010). In addition, students make connections among disciplines, values, concepts,
content, and life experiences. Students’ increased critical thinking skill’, self-confidence, positive
attitude, and love for learning manifest their effectiveness. Shriner, et al. (2010) also found that
 motivated teachers and students allow a classroom to be a 36ositive, fun, and engaging environment
in which to learn.

Other Types of Integrated Curriculum

There are different types of an integrated curriculum as mentioned by ASCD (2004):
1 Connected. This happens when topics surrounding disciplines are connected, which allows
students to review and re-conceptualize ideas within a discipline. However, it has its
shortcomings because the content focus still remains in one discipline.
2 Sequenced. This is observed when similar ‘ideas are taught together, although different
subjects, which facilitates learning across content areas, but requires a lot of communication
among teachers of different disciplines.
3 Shared. This is when teachers use their planning to create an integrated unit between two
disciplines. Although in some ways, this method of integration requires a lot of communication
and collaboration between two teachers. A teacher presents the structure, format and standards
in making research while collaborating with the science teacher, who focuses on the content
area of research that is related to science.
4 Webbed. This• reflects when a teacher plans to base the subject areas around a central theme
that will tend students to see the connection within different subjects.

Doing Curriculum Integration in the Classroom

Chhabra (2047) posited that integrating curriculum in the classroom includes combining different subject areas
and then, teaching them in relation to a singular theme or an idea. Lnnovative teachers and schools prefer
integrating the curriculum in their classrooms as it improves student achievement and leads to an increase in
student standardized scores. Placing student achievement on top priority, an integrated curriculum utilizes the
mentioned three different approaches of integration.

Benefits of Integrated Curriculum Model

1 It focuses on basic skills, content, and higher-level thinking.
2 It provides a deeper understanding of content.
3 It encourages active participation in relevant real-life experiences.
4 It provides connections among various curricular disciplines.
5 It accommodates a variety of learning styles, theories and multiple intelligences.

New Literacy Integration in the K to 12 Curriculum

The new literacy can be integrated into the K to 12 curriculum across subject areas as presented in the table
below. However, the integration of new literacy is not limited to the identified disciplines, the given learning
outcomes, suggested strategies and assessment. In fact, each learning area can integrate as many new
literacies as possible depending on the lesson, the nature of the subject and the Objectives or intended
outcomes. New literacy integration can take place in as many disciplines as possible.
Integration of New Literacy in the K to 12 Curriculum

Literacy Subject Area Outcome Strategy Assessment Output

1. Multicultural Araling Demonstrate respect for
Role playing Rubric assessment result
and Global Literacy Panlipunan cultural diversity Brainstorming Brainstorming report

2. Social Edukasyon Apply

sa ethical and moral
Case analysis Case report
Literacy Pagpapakatao standards on given issues
Dilemma analysis Narratives
and cases
3, Media English Use media Media-assisted
in E-portfolio
Literacy Filipino communication instruction Google clip
dissemination and
transaction

4. Financial Literacy Math Solve problems in the contextProblem

of solving Scores in problem solving
business and investment aspects drills and exercises
Apply effective techniques in
 TLE budgeting and income generating
Business simulationBusiness plan and
enterprise and immersion inventory
5. Digital/Cyber Computer Examine the computer virus that
Hands-on activity Computer Capstone
Literacy Subject commonly damages computer Experiential learning
networks and systems Project-based

Research Cite ways in resolving plagiarismExploratory methodResearch output

issues and determine research
protocols
6. Eco literacy Science Suggest ways on how to protect Project-based Project Portfolio
nature and address climate changeTask-based Participation Log
Learning
Reflection journal

7. Arts and creative

MAPEH Create artworks and artistic
Manipulative worksProject design
Literacy designs using indigenous materials
Arts studio workshop
Crafts
method

MULTICULTURAL AND GLOBAL LITERACY

LEARNING OUTCOMES
1. Discuss global and multicultural literacy
2. Illustrate the Global Competence Framework
3. Explain the dimensions of multiculturalism
4. Elucidate on the assessment strategy for global competence and global understanding
5. Present effective ways on how to integrate global multiculturalism in the lesson using appropriate
delivery strategies, instructional materials and assessment tools.
6. Draw relevant life lessons and significant values from personal experience in demonstrating
multicultural literacy
7. Analyze research abstract on global and multicultural literacy and its implications on the teaching-
learning process
8. Draft relevant policy in addressing multiculturalism in school

CONCEPT EXPLORATION
As schools cater to diverse students in class, be it in terms of gender, color, race, nationality, religious
affiliations, cultural beliefs, ethnic groups, socio-economic status, etc., teachers need to understand the concept
of multicultural literacy to come up with appropriate approaches in class.

Multicultural Literacy
Multicultural literacy consists of the skills and ability to identify the creators of knowledge and their interests
(Banks, 1996) to reveal the assumptions of knowledge, to view knowledge from diverse ethnic and cultural
perspective, and to use knowledge to guide 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,

Accordingly, 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 toward achieving social justice within
communities. Because of the growing racial, language and ethnic diversity in the country, multicultural literacy
needs to be transformed in substantial ways to prepare students to function effectively in the 21 st Century
(Boutte).
 Boutte (2008) reiterated that making small changes within the classrooms can create big changes globally. As
diversity grows, there is a need for the emergence of multicultural education that is more representative of the
students in today's classrooms. Banks (2003) asserted that students to be advocates of multiculturalism is also
a matter of sending a message of empathy and tolerance in schools to develop a deeper understanding of
others and appreciation of different cultures. Developing these attitudes and skills requites 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 21st Century
literacy (Banks, 2003).

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 a human decision on both, It 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 possess the following
characteristics: (1) respect for humans regardless of race, gender, religion or political perspectives; (2) respect
for diversity and various perspectives; (3) promote sustainable patterns of living, consumption, and production;
and (4) appreciate the natural world and demonstrate respect on the rights of all living things.

Interconnecting multicultural and global literacy. Every classroom contains students of different races,
religions and cultural groups. Guo (2014) averred that students embrace diverse behaviors, cultural values,
patterns of practice, and communication, yet they all share one commonality, which is their educational
opportunity.

Therefore, 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 respect for diversity and enables •students to learn
exciting information. As classrooms become increasingly more •diverse, it is important for educators to analyze
and address diversity issues and integrate multiculturalism information into the classroom curriculum (Guo,
2014).

The OECD Global Competence Framework

 The framework depicts the four dimensions cf global competence encompassing the development of
knowledge, values, attitude and skills that flow along parameters of attaining such competency.

Global Competence
The desire to participate in interconnected, complex and diverse societies has become a pressing need.
Recognizing the roles of schools in preparing the youth to participate in the world the OECD's Program for
International Student Assessment (PISA) developed a framework to explain, foster and assess StUdents,
global competence. This design serves as a tool for policymakers leaders and teachers in fostering global
competence among students worldwide.

Global competence is a multidimensional capacity. Therefore globally competent individuals can analyze and
rationalize local, global and intercultural issues, understand and appreciate different perspectives and
worldviews, interact successfully and respectfully with others, and take responsible action toward sustainability
and collective well-being (OECD publication).

Global competence refers to skills, values and behaviors that prepare young people to thrive in a diverse,
interconnected and rapidly changing world. It is the ability to become engaged citizens and collaborative
problem solvers who are ready for the workforce.

Promoting competence in schools. Schools play a crucial role in helping young people to develop global
competence. They can provide opportunities to critically examine global developments that are significant to
both the world and to their own lives. They can teach students how to critically, effectively and responsibly use
digital information and social media platforms.

Schools can encourage intercultural sensitivity and respect by allowing students to engage in experiences that
foster an appreciation for diverse peoples, languages and cultures (Bennett, 1993; Sinicrope, Norris and
Watanabe, 2007). Schools are also positioned to enhance students' ability to understand their place in the
community and the world and improve such ability to make •judgments and take action (Hanvey, 1975 in PISA,
2018).

The Need for Global Competence

The following are the reasons Why global competence is necessary.
1. To live, harmoniously in multicultural communities. Education for global competence can promote
cultural awareness and purposeful interactions in increasingly diverse societies (Brubacker and Laitin,
1998; Kymlicka, 1995; Sen, 2007), People with diverse cultures are able to live peacefully, respect
differences, find common solutions, resolve conflicts and learn to live together as global citizens
(Delors, et. al., 1996; UNESCO, 2014b). Thus, education can teach students the need toaddress
cultural biases and stereotypes.
2. To thrive in a changing labor market. Education. for global competence can boost employability
through effective communication and appropriate behavior within diverse teams using technology in
accessing and connecting to the world (British Council, 2013).
3. To use media platforms effectively and responsibly. Radical transformations in digital technologies
have shaped young people's outlook on the world, their interaction with others and their perception of
themselves. Online networks, social media and interactive technologies give rise to new concepts of
learning, wherein young people exercise to take their freedom on what and how they learn
(Zuckerman, 2014).
4. To support the sustainable development goals. Education for global competence can help form new
generations who care about global issues and engage in social, political, economic and
environmental discussions.

Dimensions of Global Competence: Implications to Education

Education for global competence is founded on the ideas of different models of global education, such as
intercultural education, global citizenship education and education for democratic citizenship (UNESCO, 2014a;
Council of Europe, 2016a).
 Despite differences in focus and scope, these models share a common goal of promoting students'
understanding of the world and empower them to express their views and participate in the society. PISA
proposes a new perspective on the definition and assessment Of global competence that will help policy
makers, and school leaders create learning resources and curricula that integrate global competence as a
multifaceted Cognitive, socio-emotional and civic learning goal (Boix Mansilla, 2016).

This definition outlines four dimensions of global competence that people need to apply in their everyday life
just like students from different cultural backgrounds are working together on school projects.

Dimension 1: Examine issues of local, global and cultural significance

This dimension refers to globally competent people's practices of effectively utilizing knowledge about the
world and critical reasoning in forming their own opinion about a global issue. People, who acquire a mature
level of development in this dimension, use higher-order thinking skills, such as selecting and weighing
appropriate evidence to support arguments about global developments. Most likely, globally competent
students can draw on and combine the disciplinary knowledge and thinking styles learned in schools to ask
questions, analyze data and propositions, explain phenomena, and develop a position concerning a local,
global or cultural issue. Hence, globally competent people effectively use and create both traditional and digital
media (Boix Mansilla and Jackson, 2011).

Dimension 2: Understand and appreciate the perspectives and world views of others
This dimension highlights that globally competent people are willing and capable of considering other people's
perspectives and behaviors from multiple viewpoints to examine their own assumptions. This in turn, implies a
profound respect for and interest in others with their ccncept of reality and emotions. Individuals with this
competence also consider and appreciate the connections that enable them to bridge in differences and create
common ground. They retain their cultur•, identity while becoming aware of the cultural values and beliefs of
people around them (Fennes and Hapgood, 1997).

Dimension 3: Engage in open, appropriate and effective interactions across cultures

This dimension describes what globally competent individuals can do when they interact with people from
different cultures. They understand the cultural norms, interactive styles and degrees of formality of intercultural
contexts, and they can flexibly adapt their beha.'ior and communication manner through respectful dialog eve?
with marginalized groups. Therefore, it emphasizes individuals' capacity to interact with others across
differences in ways that are open, appropriate and effective (Barrett, et. al., 2014).

Dimension 4: Take action for colleetive well-being and sustainable development

Phis dimension focuses on young people's role as active and responsible members of society and refers to
individual's readiness to respond to a given local, global or intercultural issue or situation• It rec ognizes that
young people have multiple realms of influence rangr.g from personal and local to digital and global. Globally
competent people create opportunities to get engaged to improve living conditions in their communities and
build a .just, peacefUl' inclusive and an environmentally sustainable world.

The assessment strategy for global competence

The PISA 2018 assessment of global competence contributes development, while considering challenges and
limitations. It has two components: 1) a cognitive test exclusively focused on the construct of aglobal
understanding"; and 2) a set of questionnaire items collecting self-reported information on students' awareness
on global issues and cultures, skills (both cognitive and social) and attitudes, as well as information from
schools and teachers on activities that promote global competence (OECD, 2018).

Curriculum for global competence: Knowledge, skills, attitudes and values

Schools can provide opportunities for students to explore complex global issues that they encounter through
media and their own experiences. The curriculum should focus on four knowledge domains: (1) culture and
intercultural relations; (2) socio-economic development and interdependence; (3) environmental sustainability;
and (4) global institutions, conflicts and human rights. Teaching these four domains should stress on
differences in perspectives, questioning concepts, and arguments. Students can acquire knowledge in this
domain by reflecting on their own cultural identity and that of their peers by analyzing common stereotypes
toward people in their community or by analyzing related cases of cultural conflict. Acquiring knowledge in this
aspect is important in developing values, such as peace, respect, nondiscrimination, equality, fairness,
acceptance, justice, non-violence and tolerance (OECD, 2018).

Skills to understand the world and to take action

Global competence builds on specific cognitive, communication and socio-emotional skills. Effective education
for global competence gives students the opportunity to mobilize and use their knowledge, attitudes, skills and
values together while sharing ideas on global issues in and outside of school or interacting with people from
different cultural backgrounds.

A school community that desires to nurture global competence Should focus on clear, controllable and
realizable learning goals. This means engaging all educators to reflect on teaching topics that are globally
significant, the types of skills that foster deeper understanding Of the world and facilitate respectful interactions
in multicultural contexts, and the attitudes and values that drive autonomous learning and inspire responsible
action (OECD, 2018).

Knowledge about the world and other cultures

Global competence is supported by the knowledge of global issues that affect lives locally and around the
globe, as well as intercultural knowledge, or knowledge about the similarities, differences and relations among
cultures. This knowledge helps people to challenge misinformation and stereotypes about other countries and
people, and thus, results in intolerance and oversimplified representations of the world.
This can be done through the following strategies (OECD, 2018):

Perspective-taking refers to the cognitive and social skills of understanding how other people think and feel.

Adaptability refers to the ability to adapt systems thinking and behaviors to the prevailing cultural environment,
or to situations and contexts that can present new demands or challenges.

Openness, respect for diversity and global-mindedness

Globally competent behavior requires an attitude of openness towards people from other cultural backgrounds,
an attitude of respect for cultural differences and an attitude of global-mindedness. Such attitudes can be
fostered explicitly through participatory and learner centered teaching, as well as through a curriculum
characterized by fair practices and an accommodating school climate for all students.
Openness toward people from other cultural backgrounds involves sensitivity towards curiosity about and
willingness to engage with other people and other perspectives on the world (Byram, 2008; Council of Europe,
2016a).

Respect consists of a positive regard for someone based on judgment of intrinsic worth. It assumes the dignity
of all human beings and their inalienable right to choose their own affiliations, beliefs, opinions or practices
(Council of Europe, 2016a).

Global-mindedness is defined as a worldview, in which one sees him/herself connected to the community and
feels a sense of responsibility for its members (Hansen, 2010).

Valuing human dignity and diversity

Valuing human dignity and valuing cultural diversity contribute to global competence because they constitute
critical •filters through which individuals process information about other cultures and decide how to engage
with others and the world. Hence, people, who cultivate these values, become more aware of themselves and
their surroundings, and are strongly motivated to fight against exclusion, ignorance, violence, oppression and
war.
Clapham (2006) introduced the four aspects of valuing equality of core rights and dignity. To wit: (1) the
prohibition of all types Of inhuman treatment, humiliation or degradation by one person over another, (2) the
assurance of the possibility for individual choice and the conditions for each individual's self-fulfillment,
autonomy or self-realization; (3) the recognition that protection of group identity and culture may be essential
for that of personal dignity; and (4) the creation of necessary conditions to have the essential needs satisfied.
 Global understanding
Understanding is the ability to use knowledge to find meaning and connection between different pieces of
information and perspectives.

The framework distinguishes four interrelated cognitive processes that globally competent students need to
use to understand fully global or intercultural issues and situations (OECD, 2018).
1. The capacity to evaluate information, formulate arguments and explain complex situations and
problems by using and connecting evidence, identifying biases and gaps in information and managing
conflicting arguments
2. The capacity to analyze multiple perspectives and worldviews, positioning and connecting their own
and others' perspectives on the world
3. The capacity to understand differences in communication, recognizing the importance of socially
appropriate communication and adapting it to the demands of diverse cultural contexts
4. The capacity to evaluate actions and consequences by identifying and comparing different courses of
action and weighing actions on the basis of consequences

Thus, globally competent students should be able to perform a wide variety of tasks utilizing different cognitive
processes, such as: reasoning with evidence about an issue or situation of local, global and intercultural
significance; searching effectively for useful sources Of information; evaluating information on the basis of its
relevance and reliability; synthesizing information to describe the main ideas in an argumentative text or the
salient passages of a conversation; and combining their background knowledge, new information and critical
reasoning to build multi-causal explanations of global or intercultural issues (OECD, 2018).

Integrating Global and Intercultural Issues in the Curriculum

For global education to translate abstraction into action, there is a need to integrate global issues and topics
into existing subjects (Klein, 2013; UNESCO, 2014). IQ practice, content knowledge related to global
competence is integrated in the curriculum and taught in specific courses. Therefore, students can understand
those issues across ages, starting in early childhood when presenting them in developmentally appropriate
ways (Boix Mansilla and Jackson, 2011; UNESCO, 2015).

Therefore, Gaudelli (2006) affirmed that teachers must have clear ideas on global and intercultural issues that
students may reflect on. They also need to collaboratively research topics and carefully design .the curriculum
while giving students multiple opportunities to learn those issues. Teachers may also engage in professional
learning communities and facilitate peer learning.

More so, teaching about minority cultures in different subject areas entails accurate content information about
ethnically and racially diverse groups and experiences. Curricula should promote the integration of knowledge
of other people, places and perspectives in the classroom throughout the year (UNESCO, 2014a), rather than
using a "tourist approach", or giving students a superficial glimpse of life in different countries now and then.

Textbooks and other instructional materials can also distort cultural and ethnic differences (Gay, 2015).
Teachers and their students should critically examine textbooks and other teaching resources and supplement
information when necessary.

Connecting global and intercultural topics to the reality, contexts and needs of the learning group is an
effective methodological approach to make them relevant to adolescents (North-South Centre of the Council of
Europe, 2012). People learn better and become more engaged when they get connected with the content and
when they see its relevance to their lives and their -immediate environment (Suarez-Orozco and Todorova,
2008).

Pedagogies for promoting global competence.

Various student-centered pedagogies can help students develop critical thinking along global issues,
respectful communication, conflict management skills, perspective taking and adaptability.
 Group-based cooperative project work can improve reasoning and collaborative skills. It involves topic- or
theme-based tasks suitable for various levels and ages, in which goals and content are negotiated and learners
can create their own learning materials that they present and evaluate together. Learners, participating in
cooperative tasks, soon would realize that to be efficient, they need to be respectful, attentive, honest and
empathic (Barrett, et. al., 2014).

Class discussion is an interactive approach thät encourages proactive listening and responding to ideas
expressed by peers. By exchanging views in the classroom, students rearn that there is no single right answer
to a problem, understand the reasons why others hold different v(ews and reflect on the origins of their own
beliefs (Ritchhart, et. al., 2011).

Service learning is another tool that can help students develop multiple global skills through real-world
experience. This requires learners to participate in organized activities that are based on what has been
learned in the classroom and that benefit their communities. After the activities, learners reflect critically on their
service experience to gain further understanding of course content, and enhance their sense of role in society
with regard to civic, social, economic and political issues (Bringle and Clayton, 2012). Through service learning,
students not only "serve to learn," which is applied learning, but also "learn to serve" (Bringle, et. al., 2016).

The Story Circle Approach intends students to practice key intercultural skills, including respect, cultural self-
awareness and empathy (Deardorff, n.d.). The students, in groups of 5-6, take turns sharing a 3-minute story
from their own experience based on specific prompts, such as "Tell us about your first experience when you
encountered someone who was different from you in some ways." After all students in the group have shared
their personal stories, students then, share the most memorable point from each story in a "flash back" activity.

Other types of intercultural engagements involve simulations, .interviews, role plays and online games.

Attitudes and values integration toward global competence. Allocating teaching time to a specific subject
that deals with human rights issues and non-discrimination is an important initial step in cultivating values for
global competence.

Values and attitudes are partly communicated through the formal curriculum and also through ways, in which
teachers and students interact, how discipline is encouraged and the types of opinions and behavior that are
validated in the classroom. Therefore, recognizing the school and classroom environments' influence on
developing Students' values would help teachers become more aware of the impact of their teaching on
students (Gay, 2015).
 BUILDING AND ENANCING NEW LITERACIES ACROSS THE CURRICULUM
EDUC.110

MODULE 4

SOCIAL LITERACY

LEARNING OUTCOMES

1. Define social literacy

2. Discuss social skills, their impact and strategies for improvement
3 Describe an emotionally intelligent person
4. Present ways for enhancing people skills
5. Identify ways on how to integrate social literacy in the lesson
6. Draw relevant life lessons and significant values from personal 'experience on practicing social literacy
7. Analyze research abstract on social literacy and its implications to the teaching-learning process.
8. Design an instructional material that can be used in integrating social literacy in a related discipline

CONCEPT EXPLORATION
The school is a social institution established for the contemplation of reality in a profound, personal, informal
and unstructured way. Teachers facilitate learning, teach students and model certain types of acceptable
behavior while developing them in all aspects: academically, physically, emotionally and socially, In performing
such tasks, teachers also relate to parents and other stakeholders. That is why understanding and attaining
social literacy is imperative among them.

Social Literacy
Social literacy entails the development of social skills, knowledge and positive human values toward desire and
ability in human beings to act and react positively and responsibly in a wide range of complex social settings. It
can be acquired through social process of inquiry, values exploration and social decision-making that relate to
the acquisition of knowledge and understanding (Arthur, Davison and Stow,2000).

In school, social literacy can be demonstrated by teachers in dealing with their superiors, colleagues, parents,
students and others, while for students, by way of interaction and interrelation with the surroundings around
them - their peers, the media and political influencers, technology agents, religious groups, school staff, family
members, etc.

Social Skills
Social skills are aspects of social literacy. As such, these are an integral part of functioning in society. 'It
involves good manners, communicating effectively with others, being considerate of others' feelings and
expressing personal needs. In fact, children gain social skills through playing while adults obtain it by
interrelating with others, both verbally (spoken language) and non-verbally. (gestures, body language, facial
expressions, eye contact and appearance).

Social skills are also important in schools because they help build, maintain and grow relationships of students
with classmates, peers, teachers, students, and others, while for teachers, with their superiors, colleagues,
parents, students, and others. These can be attained through:
(1) gaining ideas, information, techniques and perspectives from people with different areas of expertise;
(2) providing their own perspective for the benefit of others;
(3) accomplishing tasks and working together toward shared goal;
(4) providing mutual support for difficult situations;
(5) expanding network to learn about and pursue new opportunities;
(6) gaining feedback and referrals from people who can personally attest to work, skills and qualities; and
(7) making the school truly a healthy and conducive learning environment.

Types of Social Skills

There are types of social skills that teachers can demonstrate among students to attain a harmonious
relationship with them.

1. Effective communication. It is the ability to communicate 'effectively and share thoughts and
ideas with students through group conversations, discussions, etc.
2. Conflict resolution. It is the ability to get to the source of the problem and find a workable solution
by weighing both sides from those involved with the goal of mediating for reconciliation
3. Active listening. It is the ability to pay close attention toa student in times of counseling,
introspection and consultation.
4. Empathy. It is the ability to understand and identify the feelings of students in times of difficulty and
trouble.
5. Relationship management. It is the ability to maintain relationships and build key connections
with school stakeholders for the student's development.
6. Respect. It can be done by knowing when to initiate communication and respond during
interactions or even in times of heated arguments and confrontations.
7. Problem-solving skills. These involve seeking help, making effective decisions and accepting
consequences to derive better solutions to the problem.
8. Interpersonal skills. These include the abilities of sharing, joining activities, asking for permission
and waiting for one's turn in every facet of school undertakings.

Improving social skills. Social skills can be improved by focusing on sustaining desirable attitudes and
eliminating those undesirable ones through modeling, role-playing and performance feedback mechanisms.

In addition, one may consider:

(1) maintaining eye contact;
(2) using proper body language;
(3) knowing the difference between being assertive and being aggressive;
(4).selecting effective communication channels;
(5) being flexible;
(6) accepting criticism without being defensive;
(7) remaining positive at all times; and
(8) being teachable and a good student in most instances (https://www.skillsyouneed.com/ ips/social-
skills.html).

Likewise, other ways that may help are as follows:

(1) Behave as a social person;
(2) Start small if necessary;
(3) Ask open-ended questions;
(4) Encourage others to talk about themselves;
(5) Create goals for yourself;
(6) Offer compliments generously;
(7) Read books about social skills;
(8) Practice good manners;
(9) Pay attention to your body language;
(10) Join a social skills support group;
(11) Stay up to date on current events; and
(12) Identify and replace negative thoughts.
 Impact of Social Skills. Possessing social skills results to:
(1) better relationships;
(2) better communication;
(3) greater efficiency
(4) advanced career prospects; and
(5) increased over-all happiness (https://www.masters-in-special-education.com/lists/5-types-of-social-skills-
deficit/).

Emotional Intelligence (EQ)

Emotional intelligence can bring about maintaining a healthy and purposeful relationship with others that may
best depict a socially literate person.

Goleman (1996) defines Emotional Intelligence (EQ) as the ability 1o:(1) recognize, understand and manage
own emotions; and (2) recognize, understand and influence the emotions of others.

It is being aware that emotions can drive behavior and impact people (positively and negatively), and learning
how to manage those emotions, both one's own and others' when under pressure, especially in times of:(1)
giving and receiving feedback;(2) meeting tight deadlines;(3) dealing with challenging relationships;(4) not
having enough resources;(5) dealing with change; and (6) experiencing setbacks and failure.

Strategies for Enhancing Emotional Intelligence

Goleman (1995) laid down ways of enhancing emotional intelligence in the light of understanding and
managing emotions that teachers need to know and understand.
1. Think about feelings. A person has to be sensitive to one's and other's feelings to come up with the
right manner of approach or appropriate response. For example, a teacher has to be aware of his/her
students' background or situation that may trigger negative emotions. In that case, he/she would know
the right approach when dealing with sensitive issues in class.
2. Pause. This is about taking a moment to stop and think before doing anything to refrain from resorting
to an unsound decision at the height of anger. For example, at the peak of anger with a student who
commits violations, a teacher may gently pause for a while and take a moment of silence to rethink
and cool down before jumping to any decision in order to avoid untoward consequences.
3. Strive to control one's thoughts. This is controlling the reaction to emotions by focusing on one's
thoughts in harmony with goals and values. For example, instead of overreacting to a certain incident
or situation in class, try to control negative thoughts to see a myriad of colors at the end of the rainbow
among students. As such, try to find beauty in all things despite not-so-good circumstances that may
happen.
4. Benefit from criticism. Criticism, even not delivered in a favorable way, is an opportunity to learn and
it gives idea on how others think about you. For example, when a senior teacher gives negative
feedback on your work, instead of taking it personally against him/her, gratefully accept it with humility
and appreciation, just think that it is for your improvement.
5. Show authenticity. This is saying what we mean with what we say and we have to stick on to our
values and principles. For example, in times of confrontation with parents, as teachers, we should
clearly express our side with respect and sincerity while consistently upholding on to the principle and
truth behind the issue in order to avoid resorting to heated argument and conflict at the end.
6. Demonstrate empathy. Whenever we show empathy to others, such as understanding their thoughts
and feelings, we can easily establish a connection with them. As teachers, we should reach out to
students who are in their worse situations and try to understand them and feel as if we were in the
same boat.
7. Praise others. This is by way of acknowledging and appreciating others toward attaining self-fulfillment
and building trust. For example, teachers should give acknowledgment and praise to students for their
deeds that are worth commending.
 8. Give helpful feedback. Although negative feedback may hurt one's feelings, at some point, it can be
turned constructive for one's improvement. For example, when we receive negative feedback from our
superiors, we have to take it as a challenge toward becoming a better and stronger person.
9. Apologize. Saying sorry demonstrates humility, a quality that will naturally win others as you value the
relationship more than the ego. For example, whenever we commit mistakes in teaching, whether big
or small, there is nothing to lose when we apologize, even at times, doing it may seem to be very
difficult..
10. Forgive and forget. Forgiving and forgetting prevent others from holding emotions and allowing one to
move forward. For example, when a student or a colleague hurts us, we should be ready to forgive
and let go of the pains that somehow caused us.
11. Keep our commitments. The habit of keeping one's word in things, either big or small, develops a
strong reputation for reliability and trustworthiness. For example, when we are given tasks i the school,
make sure that we commit ourselves, our time nd efforts into it. Remember, opportunities may only
come once therefore grab every opportunity that may come along our way for it may never comé
again.
12. Help others. One way to positively win others is through helping them because listening to and helping
them can build trust and inspire them to follow. For example, in every school activity, we have to find
ways to help others accomplish their tasks successfully. In return, they will be grateful to us.
13. Protect ourselves from emotional sabotage. This is being wise enough in protecting ourselves when
others attempt to manipulate our emotions for personal sake. For example, when we feel that
someone has been excessively or wrongly controlling our actions, feelings and decisions in school,
stop it in any right but subtle and courteous way possible.

Recommended Tools in Enhancing Emotional Intelligence

Emotional intelligence can be enhanced in school with the help of me following tools and strategies.

1. Emotional Literacy Workshop. This will help teachers to communicate with students, recognize and
manage emotions and increase self -awareness.
2. Emotional Literacy Museum. It is a self-directed learning experience that teaches about the
physiology of emotions, emotional regulation, and emotional literacy.
3. Mixed Emotions Cards. It is a beautiful deck of "tarot-like" cards of feelings (labeled with feelings and
synonyms).
4. eMotion Cards. It is an evocative, playful moon face illustration of emotions (open-ended without
labels).
5. Biodots. It is a simple reminder that emotions are part of our physiology.
6. Bingo Emotions. It is typically a classic “bingo” game played with emotions.
7. Feeling Faces. These are photos of real people and data about how survey respondents evaluated
each picture.
8. Six Seconds Emotional Intelligence Assessment. It provides feedback about the way one uses EQ
and how to improve in this area.(http://www.6seconds.org/2018/02/27/emotional-intelligence-tips-
awareness/)
9. The Zoo: Animal Workshop. It is an activity that intends to imitate an animal behavior and gesture that
ends with reflections and group sharing.
10. Face Workshop. It is an activity, in which partners face each other while showing different facial
expressions and qualities that ends with reflections.
11. The Machine Transformer. Participants in groups have to transform into an assigned machine or
vehicle, of which each member shall comprise different parts, deemed essentials and equally
important that usually ends up with interactions and reflections.
12. Tower Building. Groups will be tasked to build a tower using pop sticks and straws. The goal is to
make the tallest and strongest tower of all. This will end up with interactions, sharing, open forums and
patching of emotional barriers.
 13. Build Me a House. The participants in groups will be tasked to build a house using any available
material around them. The goal is to make the strongest house. Then, the facilitator will suddenly
destroy the house made by the group and observe the members' emotions and reactions and let them
express their feelings and thoughts. At the end, each one will draw realizations, lessons and values for
reflection.
14. Internalization Activity. This is an activity that helps participants to reflect on the narrations of the
facilitator with a background music in a dim and candle lighted room. Everyone can express his/her
emotions and feelings of resentment, remorse, agony, disappointment, and sadness.
15. Mirroring and, Unmasking Activity. Each participant shall prepare a piece of paper and 'put it at
his/her back. In a circular formation, everyone has to write that person's negative attitude on that
paper. Everyone will be given time to see those feedbacks and reflect on them while they are also
given a chance to express themselves. These negative feedbacks will be called masks to be torn-off
and burned at the end of the activity and they will be led to a prayer for self-renewal and rejuvenation.

Ten Characteristics of an Emotionally Intelligent Person (Connors,2018)

The following are indicators and manifestations of an emotionally intelligent person that have to be considered
and demonstrated in
schools.

1. Empathy. Empathy is the capacity to understand or feel what another person is experiencing from
within their frame of reference.
Greater Good Science Center in UC Berkeley laid down two different types of empathy, namely: (a)
Affective empathy-refers to the sensations and feelings that one gets in response to others'
emotions including mirroring what that person is feeling, or just feeling stressed when he/she
detects another's fear or anxiety; (b) Cognitive empathy (sometimes called “perspective-taking") -
refers to one's ability to identify and understand other people's emotions.
2. Self-awareness. It is the art of understanding one's self, recognizing the stimuli that he/she faces and
preparing how to manage him/herself, both in a proactive and reactive manner.
3. Curiosity. It is one's willingness to learn and improve. When one is curious, he/she is passionate
and therefore, he/she is driven to desire to be at his/her best.
4. Analytical mind. It pertains to being critical thinker that analyzes and processes all new information
that comes his/her way and see if they can extract ways to improve.
5. Belief. It is the power of believing in one's self, both at present and the future. It is a matter of
affirming that people and things in one's life happen for a reason and that everything will ultimately
turn out to be good.
6. Needs and wants. It is something to discern between things that one needs versus things that
he/she just wants and establishing needs prior to fulfilling wants.
7. Passion. It is the natural desire, instinct, drive, ambition and Module 6: Social Literacy motivated
love for a subject or someone. More so, it brings going. positive energy that helps sustain and
inspire one to keep
8. Optimism. It is about maintaining a positive attitude that may increase one's opportunities, improve
relationships and think clearly and constructively.
9. Adaptability. It is an important recognition and the ability to make or remake decisions in one's best
interest. It is also determining when to continue ‘his/her course, or when is the time for a change.
10. Desire to help others succeed. It is becoming interested and appreciative of the success and
achievement of others.

People Skills
Like emotional intelligence and social skills, people skills have been widely used in demonstrating social
literacy at home, in school or anywhere that a person may be.

According to Wikipedia, people skills are patterns of behavior and behavioral interactions. For Thompson
(2009), this is an area of exploration about how a person behaves and how he/she is perceived irrespective of
his/her thinking and feeling. 'Honey (2001) defines it as the dynamics' between personal ecology (cognitive,
affective, physical and spiritual dimensions) and its function with other people's personality styles in numerous
environments (life events, institutions, challenges, etc.).

On the other hand, people skills are tools used to communicate and interact effectively with others. Therefore,
individuals with strong people skills are able to predict behavior, relate to others and socialize easily.

People skills can also be defined in three sets of abilities:(1) personal effectiveness or about how.one comes
across with others; (2) interaction ability or how well one predicts and decodes behavior; and (3) intercede
easily or ability to lead, influence and build bridges between people.
Moreover, people skills are the ability to accept, appreciate and admire others on a personal or professional
level. Good people skills extend to the ability to listen and empathize with others, as well as work toward
common goals with them. Therefore, these are sets of skills that enable a person to get along with others,
communicate ideas effectively, resolve conflicts and achieve personal or professional goals.

In general, Portland Business Journal, describes people skills as (Rifkin,2009):

1. Ability to effectively communicate, understand and empathize

2. Ability to interact with others respectfully and develop productive working relationship to minimize conflict
and maximize rapport
3. Ability to build sincerity and trust, moderate behaviors (less impulsive) and enhance aggreableness

Educational Impact of People Skills. People skills are important for teachers in effective classroom
management. Knowing how to communicate and teach people Instead of simply teaching their subjects will
help make a difference

In the classroom (Bolton, 2009). Accordingly, almost 50 percent of classroom success lies on effective
Interpersonal relationships, while the other 50 percent lies within academic skills (Boyle, 2011). This is because
teachers tend to interact and relate with students.Therefore,they need to learn how to practice these people
skills effectively in order to create a healthy and conducive learning atmosphere in the classroom.

In general, people skills are an essential part of work, life and social success. When one has strong people
skills, he/she is able to: (1) pitch him/herself;(2) overcome social anxiety;(3) communicate ideas; and (4)
influence others positively.

Strategies in Obtaining Good People Skills

McQuerrey (2019) presents the following strategies in maintaining good people skills which are essential in a
meaningful, joyful and purpose-driven life that teachers also need to know.
1. Good communication skills. Strong people skills in the communication area include the ability to take in
information, clarify comments and participate in effective verbal and written exchanges.
2. Conflict resolution skills. Having the ability to mediate disputes and resolve conflict among others is an
important personal and professional skill. Hence, conflict resolution involves the ability to clarify a specific
dispute, listen to perspectives in a non-judgmental manner and offer suggestions for action.
3. The value of patience. Patience is an exceptional people skill that is valuable in every profession. It
involves being able to maintain an even temper, repeat and explain information as necessary and control
anger in even the most trying situations.
1. Tolerance and understanding. Having tolerance and understanding for the differences of others leads to
success. Tolerant people have the ability to accept differences, even when they don't personally agree
with them.
2. In general, there are 5 A 's to improve people skills, namely: (1) acceptance; (2) appreciation; (3)
approval;(4) admiration; and (5) attention.
Ten Essential People Skills to Succeed
The following is the list of soft skills for one's self-reflection and examination.

1. Being socially assertive. Social assertiveness is essential for conserving social energy in the right
ways. People with high social assertiveness have more focused social energy 'and more clarity in
their interactions.
2. Crafting a memorable presence.People with great presence take it easy in making connections and are
extremely good at rapport building. Those with a strong presence can attract others, are well-
remembered and are likable.
3. Mastering communication. This is knowing how to present one's self and, in turn, gets one's message
across.
4. Sustaining lasting confidence. People, who can sustain lasting confidence are able to conquer their
shyness, avoid awkwardness and get through their anxiety or overcome any nervous tendencies.
5. Being an excellent conversationalist. This is essential in communicating and interacting. with others.
Excellent conversationalists are people whom others may be fond of. listening to and discussing with.
Most interactions happen in three levels: (1) The First Five. Minutes: This is the first impression and
the time to decide if someone is worth getting to know; (2) The First Five Hours: This is moving past
first ‘impressions into rapport building; and (3) The First Five Days: This is the final and ultimate level
of trust and connection. Thus, a conversation is the key to moving up these three levels.
6. Being highly likable. Likability is an important facet of trust by through being authentic or genuine with
their true selves.
7. Being exceptional at decoding emotions. People, who are good at reading people, are exceptionally
strong at knowing how others think and feel.
8. Pitching ideas. Pitching is a very important people skill because it happens all the time when one is
asked for his/her opinion and in-introducing himself/herself.
9. Being charismatic. Charisma is the perfect blend of two essential people skills traits such as warmth
and competence.
10. Being an influential leader. Leaders in both personal, social and professional life are able to gain
camaraderie. (Source:www.scienceofpeople.com/people-skils/)

Integrating Socio-Emotional Literacy into the Curriculum

Schools that want to teach socio-emotional learning but confined with classroom time can take a social,
emotional and moral inventory of what students are currently learning by involving: (1) a person's emotional life;
(2) an ethical dilemma; (3) a situation calling for compassion; (4) a societal challenge; (5) the ethical use of
knowledge; (6) cross-group interactions; and (7) an implicit prosocial concept.

By integrating social literacy in the curriculum content, teachers do not only give students opportunities to
practice their social-emotional skills, but also show them how integral these skills are in their daily lives.

Hence, reviewing curricula through social, emotional and moral lens is like a habit of mind that 'the more it is
done, the easier it gets. Obviously, the greatest benefit of teaching lessons like these is that students can begin
to examine their education, their decisions, their interests and their relationships through this lens, while helping
them cultivate a more thoughtful and discerning approach to life.
 MEDIA LITERACY

Learning Outcomes:

1. Define media literacy

2. Cite the important roles of media literacy
3. Explain Media Information Literacy (MIL) along with various aspects and dimensions
4. Examine the advantages and disadvantages of media
5. Demonstrate how MIL can be integrated in the curriculum
6. Draw relevant life lessons and significant values in generating, utilizing and creating media tools
7. Analyze research abstract on media literacy and its implications on teaching-teaching process
8. Conduct a research survey on media literacy integration and draw findings and recommendations

Concept Exploration

Today, information comes through an interwoven system of media technologies. The ability to read many
types of media has become an essential skill in the 21st Century. Thus, schools are greatly confronted
with this challenge.

Media Literacy
Lynch(2018) coined the term “media” that refers to all electronic or digital means and print or artistic
visuals used to transmit messages through reading (print media), seeing (visual media), hearing (audio
media), or changing and playing with (interactive media), or some combinations of each. Media can be a
component of active learning strategies, such as group discussions or case studies (Mateer and
Ghent,n.d.).

Media literacy is the ability to access, analyze, evaluate, and create media(Firestone, 1993). Media
literate youth and adults can understand the complex messages received from television, radio, Internet,
newspapers, magazines, books, billboards, video games, music, and all other forms. of media. Therefore,
media literacy skills are included in the educational standards in language arts, social studies, health,
science, and other subjects. Many educators have discovered that media literacy is an effective and
engaging way to apply critical thinking skills to a wide range of issues. (http:// medialiteracyproject,org)

The Ontario Ministry of Education (1989) stressed that media literacy means helping students develop an
informed and critical understanding of the nature of mass media, the techniques used and their impact. It
aims to enhance students' understanding and appreciation how media work, how they produce meaning,
how they are organized, and how they construct reality. More so, it intends to provide students the ability
to create media products (http://www.medialit. org).

Media literacy therefore, is the ability to identify different types of media from wide array of sources and
understand the messages they bring (Hobbs, 1997).

But most of all, these have one thing in common: that someone created it for a reason. Therefore,
understanding that reason is the basis of media literacy.

Media Literacy Concepts

1. It is the ability to critically assess the accuracy and validity of information transmitted by the mass
media and produce information through various forms.
2. Also known as Media Education, it is the ability to realize that all kinds of media show a
representation of reality.
3. It is the process of accessing, decoding, evaluating, analyzing and creating both print and
electronic media (Aufderheide, 1993).
 4. It depicts experience of reading texts and designing hypertexts made possible through technology
(Hobbs, 2007).
5. It pertains to understanding how to use today's technology, how to operate equipment, use
various software and explore the Internet.
6. As a 21st Century approach to education, media literacy builds understanding of the role of media
in society, as well as the essential skills of inquiry and self-expression necessary for democratic
citizens.
7. It represents response to the complexity of the ever-changing electronic environment and
communication channels.
8. Critical evaluation of media requires the ability to analyze and disseminate various features to
others.
9. It is about teaching critical media management strategies, including ICTs in schools and learning
centers.
10. It includes the ability to perform effective. Internet searches, awareness and respect of intellectual
property and copyright law and the ability to identify truth from fake news. (https://www.igi-global.
com/dictionary/media-literacy/18156)

Roles of Media Literacy

It becomes easy to create media, however, it is difficult to know the creator of this, his/her reason, and its
credibility. Specifically, it helps individuals to:
1. Learn to think critically. When people evaluate media, they decide if the messages make sense,
including the key ideas before being convinced on the information that they get from it.
2. Become a smart consumer of products and information. Media literacy helps individuals learn
how to determine whether something is credible, especially the advertising before they can be
persuaded with the products on sale.
3. Recognize point of view. Identifying an author's perspective helps individuals appreciate different
ideas in the context of what they already know.
4. Create media responsibly. Recognizing one's ideas and appropriately expressing one's thoughts
lead to effective communication.
5. Identify the role of media in our culture. Media conveys something, shapes understanding of the
world, and makes an individual to act or think in certain ways.
6. Understand the author's goal. Understanding and recognizing the type of influence something
has, people can make better choices.(Common Sense Media,n.d.)

Social Media
Social media is a term that describes websites to connect people and involve user-generated content,
which is the hallmark of a social media site. It is sometimes called Web 2.0, which is currently a huge
opportunity to reach target audience and increase online sales (Go, 2019)

Types of Social Media Websites

There are different types of social media websites and the ways of using them to reach the target
audience.
1. Social Media News Websites. It entails users to submit links to Web content like articles,
podcasts, videos, etc. that they find interesting, such as Digg, Reddit and Stumble Upon.
2. Social Media Networking Websites. It depicts ability to upload a personal profile that usually
connects with other people, such as LinkedIn (social networking for professionals) and Facebook
(social networking for everyone). These sites serve as avenue for meeting people and developing
relationships that can lead to joint-venture partnerships, career opportunities, and research.
3. Social Media Photo and Video Sharing. It allows users to up-load photos through Facebook,
Instagram and Pinterest while videos through YouTube.
4. Microblogging and Blogging Websites. Sometimes called “presence apps", these services let
users post very short messages like blogging, and easily keep up with what their friends are
posting. Twitter is the most popular microblogging service that limits to 280 characters per post
and allows to. follow a set of users from one dashboard. Another popular social media app is
SnapChat, which is video-based.
 5. Social Media Review Websites. It shows how social reviews can make or break a company or an
organization, such as Amazon and eBay.

Media and Information Literacy (MIL)

Media and Information Literacy (MIL) is a combination of knowledge, attitudes, skills, and practices
required to access, analyze, evaluate, use, produce, and communicate information and knowledge in
creative, legal and ethical ways that respect human rights (Moscow Declaration on Media and Information
Literacy, 2012).

The UNESCO defines it as the set of competencies to search, critically evaluate, use and contribute
information and media content wisely; the knowledge of one's rights online; refraining from cyberbullying;
understanding related ethical issues; and engaging with media and ICTs to promote equality, free
expression, intercultural/interreligious' dialog, peace, etc. (UNESCO,2016).

Aspects of MIL
According to Reineck and Lublinski (2015), MIL is the optimal outcome of media, information and
communication technology (ICT) education along three aspects: technical skills, critical attitudes and facts
about media and ICT. Technical skills involve ability to access and use computers, mobile and other
technical devices that offer media and information content. UNESCO's (2011) MIL curriculum delves on
“accessing information. effectively and efficiently” as an aspect put into practice.

Baacke (1996) included compositional skills in his media competence model that involves creating new
kinds of media content, encouraging self-determination, and increasing individuals' chances for
participation. MIL also involves performative aspect that entails the competence to do rather than just to
know certain things.

Moeller (2009) summarized the facets of MIL from the user perspective, emphasizing media consumers in
identifying news and understanding media's role in reshaping the global issues. Norbert Groeben (2002)
pointed out the importance of knowledge of the inner workings(contexts, routines, contents) and the
effects of media. Fostering certain attitudes toward media and other information sources involves both
being critical on the negative impact of media and defending it against sources of influence.

Seven Dimensions of MIL

Shapiro and Hughes. (1996) identified the seven dimensions of media information literacy:
1. TooI Literacy. This is the ability to understand and use practical and conceptual tools of current
information technology, including software, hardware and multimedia that are relevant to
education and the areas of work and professional life.
2. Resource Literacy, This is the ability to understand the form format, location and access methods
of information resources
3. Social-Structural Literacy. This is knowing how information is socially situated and produced, fits
into the life of groups about the institutions and social networks.
4. Research Literacy. It is the ability to understand and user. based tools relevant to the work of
researchers and scholars that include computer software for quantitative analysis, qualitative
analysis and simulation.
5. 5.Publishing Literacy. Itis the ability to format and publish research and ideas electronically, in
textual and multimedia forms.
6. 6.Emerging Technology Literacy. It is the ability to adapt to, understand, evaluate and use
emerging innovations in information technology.
7. Critical Literacy. It is the ability to evaluate critically the intellectual, human and social strengths
and weaknesses, potentials and limits, benefits and costs of information technologies.

Advantages and Disadvantages of Media

Media are powerful tools of communication which entail positive and negative impacts.
Advantages of Media
1. Media educate people on health matters, environmental conservation and others through various
forms.
2. People get the latest world news in a very short time regardless of distance.
3. People can bring out their hidden talents in the multimedia and visual arts, comedy, acting,
dancing and singing.
4. Media increase knowledge learned from quiz programs. educational shows and other information-
giving programs.
5. People feel convenient in accessing information through mobile phones.
6. They become a vehicle in promoting products toward increased sales.
7. They serve as a good source of entertainment.
8. Television allows electronic duplication of information that reduces mass education costing.
9. Media lead to the diffusion of diverse cultures .and cultural practices.
10. They help people around the world understand each other and respect differences.

Disadvantages of Media
1. They lead to individualism. Spending too much time on the Internet and watching television
usually impedes socialization with friends, family and others.
2. Some media contents are not suitable for children.
3. A newspaper is geographically selective.
4. The increase in advertisements in television and radio makes them less attractive.
5. The internet can be a possible way for scams, fraud and hacking.
6. Media can be addictive that may result in people's decreased productivity.
7. They can cause health hazards, such as radiation effects, poor eyesight, hearing defects, and
others.
8. They may induce drugs and alcohol use.
9. They can lead to personal injury by imitating the stunts showcased in media.
10. They can ruin reputation through an anonymous account, malicious scandals, false accusations
and rumors. (https://www.importantindia.com/22940/media-advantages-disadvantages/)

Integrating Media Literacy in the Curriculum

Although media literacy is now a part of the curricula, it is confronted with a variety of factors, such as
limited access to equipment, teachers' lack of confidence with the material, and perception of media
education as just an accessory to the curriculum.

Lynch (2018) presents six ways to integrate media literacy into the classroom for students to become
media literate while making media education a meaningful and integrated part of classroom practice.
1. Teach students to evaluate media. Students learn to evaluate what they are viewing by showing
them that media changes depending on who created it, the intended audience and the biases that
may be attributed to the source.
2. Show students where to find digital resources and databases. Teachers should provide students
with reliable and safe media sources and trustworthy content. . '
3. Compare/contrast various media sources. In the discussions, distinguish various media sources
and compare elements.
4. Discuss how the media edits and alters. Purposely point out to students examples of media
altering photographs or stories while teaching them to be critical of what they see or read at face
value.
5. Examine the “truth” in advertisements. Let students identify what advertisements are trying to sell
and what promises or ideas are they using to convince them to buy the product.
6. Have students create media. Let students create media websites. appropriate to their levels such
as presentations, videos or websites

Media skills. Although this is given little emphasis in the classroom, Hobbs and Frost (1994) present the
skills that students are able to possess with the media they use in class. To wit: (1) reflect on and analyze
their own media consumption habits; (2) identify the author, purpose and point of view in films,
commercials, television and radio programs, magazine and newspaper editorials and advertising; (3)
identify the range of production techniques that are used to communicate opinions and shape' audience's
response; (4) identify and evaluate the quality of media's representation of the world by examining
patterns, stereotyping, emphasis and omission in print and television news and other media; (5)
appreciate the economic underpinnings of mass media industries to make distinctions between those
media which sell audiences to advertisers and those which do not;(6) understand how media economics
shapes message content; (7) gain familiarity and experience in using mass media. tools for personal
expression and communication and for purposes of social and political advocacy.
Approaches to teaching media literacy. Kellner and Share (2007) mentioned three approaches to
teaching media literacy that would utilize media in pedagogical practice.
1. Media Arts Education Approach. It intends to teach students to value the aesthetic qualities of
media and the arts while using their creativity for self-expression through creating art and media.
2. Media Literacy Movement Approach. It attempts to expand the notion of literacy to include
popular culture and multiple forms of media (music, video, Internet, advertising, etc.)while still
working within a print literacy tradition
3. Critical Media Literacy Approach. It focuses on ideology critiquing and analyzing the politics of
representation of crucial dimensions of gender, race, class, and sexuality; incorporating
alternative media production; and expanding the textual analysis to include issues of social
context, control, resistance, and pleasure.

Utilizing Media across disciplines. Media education can be integrated.in every course discipline. The
following are examples of using media in different subject areas using PPPP (Purpose, Process,
Performance, Product)
Assessing and evaluating media literacy work. Just like any student outputs, media-oriented works should
also be evaluated to assess quality based on standards. Students need regular feedback to be able to
reflect on their progress and develop mastery and that would remind them that it is an important part of
the course.

However, for some teachers, creating assessment and evaluation tools for media education is more
challenging than traditional means due to the lack of technical skills. Also, it is because media education
is all about finding the right questions to ask, rather than learning previously determined answers.

Canada's Center for Digital and Media Literacy prescribed two important steps in creating objectives,
comprehensive and meaningful assessment and evaluation tools for media literacy work, namely:(1) by
using a rubric to assess the work of students; and (2) by framing the expectations within the rubric in
terms of key concepts of media literacy.

In general, media literacy work can be evaluated in three ways:

1. Based on how well the student understands the key concepts of media literacy and the specific
concepts and ideas being explored in the lesson.
2. Based on the depth and quality of the student's inquiry and analysis of the questions raised in the
lesson, as well as ·his/her thoughtfulness in identifying issues and questions to examine.
3. Based on how well the student applies specific technical skills associated with either the medium
being studied (movies, TV, video games, etc.), the medium used in the evaluation tool, or both
(http://mediasmarts.ca/digital-media-literacy).

However, whenever any form of media is being utilized, there should be a reflection at the end by asking
students how media form has shaped their thinking, decision-making, analysis, choices, values and
interrelationships.

Thus, media educators base their teaching on key concepts for media literacy, which provide an effective
foundation for examining mass media and popular culture. These key concepts act as filters that any
media text has to go through in order to critically respond.

1. Media are constructions. Media products are created by individuals who make conscious and
unconscious choices about what to include and how to present it. It can assess students'
understanding of how media product was created and the analysis of creators' beliefs or
assumptions reflected in the content.

2. The audience negotiates meaning. The meaning of any media product is a collaboration between
the producers and the audience. It can assess students' understanding of concepts and the
elements in a relevant medium or product
3. Media have commercial implications. Since most media production is a business, it makes profits
and it belongs to a powerful network of corporations that exert influence on content and
distribution. It can assess students' knowledge and understanding of the commercial factors
influencing the creation of media product and analysis of how media product is influenced by
commercial factors or the owner.
4. Media have social and political implications. Media convey ideological messages about values,
power and authority and they can have a significant influence on what people think and believe. It
can assess students' knowledge and understanding of how this medium communicates ideas and
values.
5. Each medium has a unique aesthetic form. The content of media depends in part on the nature of
the medium that includes technical; commercial and storytelling demands. It can assess students'
knowledge and understanding of the technical elements of the medium and the tropes, clichés,
codes and conventions of the medium and genre (http:// mediasmarts.ca/digital-media-literacy).
 Digital Cyber Literacy

CONCEPT EXPLORATION

Technology has been part of everyone's life, be it at home, in school, or anywhere with every facet of our
undertaking. However, in many instances, we may not be aware that we have been misusing or abusing it
or in another way around, we may find ourselves being used by other people with their malicious motives
using digital tools. Therefore, we may end up being liable or a victim of such irresponsible kind of
technological processing and utilization. It is in this case that we must gain further understanding and
application of digital/cyber literacy, be it on. Personal or professional merit.

Digital Literacy
According to Wikipedia, digital literacy is the set of competencies required for full participation in society
that includes knowledge, skills, and behaviors involving. the effective use of digital devices for
purposes of communication, expression, collaboration and advocacy.

Simply, it is the ability of an individual to engage with the digital environment and operate technologies
safely by knowing what to do and what not to do and how to avoid unnecessary risks.

Digital literacy is an individual's ability to access both information and methods of communication through
technological tools, such as smartphones, tablets, laptops and desktop PCs. While digital literacy is
initially focused on digital skills and stand-alone computers, its focus has shifted to network devices,
including the Internet and the use of social media.

Cybersecurity
Cybersecurity is the practice of protecting systems, networks, and programs from digital attacks (Cisco,
n.d.). These cyberattacks are usually aimed at accessing, changing, or destroying sensitive information;
extorting money from users; or interrupting normal business processes.

Implementing effective cybersecurity measures is challenging because there are more devices than
people, and attackers are becoming more innovative. Here are some tips on how to protect yourself
against cyber threats.

1. Monitor behavior on social networks. Before posting or uploading something online, try to realize:
(a) Does this need to be public?; and (b) Is it worth the risk? Remember, not only what we share
online is available to friends and family, but also to cybercriminals.
2. Keep devices safe. Protect your technology tools by installing Anti-virus software, a configuration
of settings on the devices and by completing software updates.
3. Understand how best to use passwords. Passwords need to be complex and hard to guess, but
can still be remembered. One strategy is "passphrase" or a password that comes from the first
letter of each word in the phrase. There is also a password manager app to help keep track of all
the passwords called "KeePass" which is free of charge. Importantly, do not use the same
password for all accounts.
4. Handle unsafe content. Know exactly how to respond or react to unsafe situations online, such as
(1) suspicious emails; (2) pop-ups claiming that your computer is infected; and (3) BitTorrent
sites.
5. Consider safety for the future. Take individual responsibility in using devices with an utmost care
and critical thinking when online(https://www.esentire.com).

Cyber Citizenship
Citizenship is an old value that is now applied to a new medium, the Internet. Cyber citizenship refers to
being responsible when 'using the Internet. Doing online when no one is looking speaks a lot about one's
character and morals. The power of this digital world is associated with responsibilities and
consequences.
Therefore, we can explore and navigate all information available online however, we should observe
cyber citizenship or manners and etiquette on the Web.

Ways on How to be a Good Cyber Citizen

The enlisted ways of becoming a good cyber citizen would guide everyone on his/her digital operations
and information processing and would prevent anyone from further consequences, distractions, moral
damages and risks.
1. Be careful and critical for whatever you post online that could be visible to the public even If on a
"private" page through tagging by a friend.
2. If you have a problem with someone, go to that person or an adult to help work it out, instead of
posting your expression online.
3. Use the Internet to help you with your schoolwork, 'but give credit to the sources you use and
critically analyze everything you search online.
4. Use the Internet purposefully to learn more about anything you are interested in, to help
you research relevant and needed data or information and to stay connected with friends
throughout the world.
5. Make sure you. Verify an information before you share it or use it in a project and check on
accuracy and truth in the information you search on the web
6. 6. Give out certain information only.
7. Don't answer questions that make you uncomfortable.
8. Always make sure you have told a reliable adult if you decide to meet someone you knew through
the Internet.
9. Always be aware of copyright laws and give credit to whom an article or a part of it is due.
10. Use only the computers that you are allowed to use. Avoid hacking.

Importance of Cyber Citizenship

1. It keeps the Internet free from hurtful statements.
2. It creates a culture of more reliable information.
3. It gives provisions for people to be given credit for what they have created.
4. More criminals or bullies can be caught when kids are honest and talk to adults.
5. It keeps information private.
Proper Netiquette
Follow these simple rules to ensure that you make wise choices when sending messages online.
1. Make sure you have the correct address (with proper spelling), correct link and you are sending
the information to the right person when doing it online.
2. Check information before sending or posting any message and avoid false statements and
information on the web or forwarding junk mail or chain letters to family or friends.
3. Re-read what you wrote to make sure it is what you want to say and the other person would
interpret it the same way.
4. Keep your comments clean and don't confront others online or say anything that could be hurtful
to them.
5. Keep your personal and friends' information private and don't forward information that was just
given to you without his/her permission.
6. Watch out for spam and other fraud e-mails and never reply to them.
7. If you are going to write something personal or private, think twice because messages can get
misdelivered.
8. Adults should monitor kids' messages, especially when they are sending e-mails to others without
permission.(http://www. cybercitizenship.org/ethics/ethics.html)

The Ten Commandments of Teacher Cyber Citizenship

At some point, misuse and abuse of technology may also happen in schools involving teachers with their
students, colleagues and others. The following are reminders to teachers regarding the use ci
1. 1.Thou shall not post any personal matter, confidential information and obscene pictures and
messages online that can be accessed by students and parents.
 2. Thou shall not respond or thread to any personal message created by students online other than
those school-related.
3. 3.Thou shall not lend or let students access your cellphone.
4. Thou shall not give your email password to students.
5. Thou shall not use concepts and information from texts and references without the author's
citation.
6. 6.Thou shall not post to any social media account, for whatever purposes, the pictures of
students without their or their parents' consent.
7. 7.Thou shall not express sentiments, disappointments and disagreements against superiors,
colleagues, students and their parents using their social media accounts.
8. Thou shall not use data from Internet sources in any documents like lesson plans, researches
and requirements without the consent of the author.
9. Thou shall not give any personal data or other's information to anyone unless for specific
purposes and given the consent.
10. Thou shall not post any student data publicly online including academic rankings, school records,
class outputs and record of grades. De Leon (2019)

Internet Safety
Internet safety, online safety or cyber safety means trying to be safe on the Internet. It is maximizing the
user's personal safety and security risks to private information and property associated with using the

Internet, including self-protection from computer crime. As the number of Internet users continues to grow
worldwide, issues and concerns also continuously exist.

Information security. Sensitive information, such as personal information, identity and passwords are
often associated with personal property and privacy and may present security concerns if leaked.
Unauthorized access and usage of private information may result in consequences, such as identity and
property theft.

Common causes of information security breaches include:

1. Phishing. It is a common type of scam, of which the scammers disguise as a trustworthy source
in an attempt to obtain private information, such as passwords, credit card information, etc.
through the use of fake websites that look identical and legitimate.
2. Internet scams. These are schemes that deceive the users in various ways in an attempt to take
advantage of them.
3. Malware. It is a malicious software (particularly spyware) disguised to collect and transmit private
information, such as password without the user's consent or knowledge, of which it is impossible
to determine whether a file is infected.

Personal safety and threats. The growth of the Internet gave rise to many important services accessible
to anyone with a connection, such as digital communication. While it allows communication with others, it
is also being grabbed by malicious users for bad intent. The following are common threats to personal
safety.
1. Cyberstalking. It is the use of the Internet or other electronic means to stalk or harass an
individual, group or organization through false accusations, defamation, slander and libel,
intentional monitoring, identity theft, threats, vandalism, solicitation for sex, or gathering
information that may be used to threaten, embarrass or harass.
2. Cyberbullying. It is the use of electronic means, such as instant messaging, social media, e-mail
and other forms of online communication with the intent to abuse, intimidate, or overpower an
individual or group.
3. Online predation. It is the act of engaging an underage minor .into inappropriate sexual
relationships through the Internet. Online predators may attempt to initiate and seduce minors
into relationships through. the use of chat rooms or Internet forums. The behavior characteristics
 are categorized into three groups: A) Manipulative-typically a child molester; B)·Opportunist -
typically a rapist; and C) Coercive - being a mixture of both rapists and child molesters.
4. Obscene/offensive content. Various websites on the Internet contain material that may deem
offensive, distasteful or explicit, which may often not be of the user's liking. Such websites may
include the Internet, shock sites, hate speech or otherwise, and inflammatory content. Such
content may manifest in many ways, such as pop-up ads and unsuspecting links.
5. Sextortion. It is the use of webcams for flirting and cybersex. Often, this involves a cybercriminal
posing as someone else, such as an attractive person initiating communication of a sexual nature
with the victim. The video is recorded by the cybercriminal to demand money or other services,
threaten to publicly release the video and send to family members and friends of the victim if they
do not comply.(https://en.wikipedia.org/ wiki/Internet safety)

Computer Threats and Fixing Solutions

The realm of Information Technology (IT) security professionals and computer security has become an
issue and concern for many people (Honan, 2014).

A threat, in the context of computer security, refers to anything that has the potential to cause serious
harm to a computer system. It is something that may or may not happen, but has the potential to cause
serious damage and can lead to attacks on computer systems and networks
(https://www.techopedia.com).

Cybercrime is now becoming alarming in the life of every individual and the organization as they intend to
steal information that they can sell or trade, such as financial details, credit card information, personal
details, or any other information using computer networks.

Likewise, while email has been the main method for the spread of computer viruses, it can also enter a
network by the USB device, Internet download, visiting an infected website, instant messaging or
messaging in social media platforms, file transfer and file-sharing programs, or by remote users
connecting directly to the corporate network with an infected PC. Once a computer virus gets into a
network, it can spread from computer to computer in multiple. ways.

Given the numerous ways a computer virus can spread, the following are ways on how to ensure that
computer networks can be protected.
1. Install anti-virus software. Ensure that reputable anti-virus software is installed on all computers,
including all servers, PCs and laptops.
2. Ensure that the anti-virus software is up-to-date. New computer viruses are being released daily
and so it is essential that computers are protected by keeping the anti-virus software-up-to-date.
3. Employ a firewall to protect networks. As computer viruses can spread by means other than
email, it is important that unwanted traffic is blocked from entering the network by using a firewall.
4. Filter all email traffic. Example of emails with certain file attachments commonly used by
computer viruses to spread themselves, such as .EXE,.COM and SCR files. These should be
prevented from entering the network.
5. Educate all users to be careful of suspicious e-mails. Ensure that all users know to never open an
attachment or to click on a link in an email they are not expecting.
6. Scan Internet downloads. Ensure that all files downloaded from the Internet are scanned against
computer viruses from one central point on the network.
7. Do not run programs of unknown origin. It is important to use a trusted source for software
requirements to be installed and ensure it can be accounted for their names. This can leave the
cyberbully anonymous and difficult to be caught or apprehended for his/her behavior:
8. Implement a vulnerability management system. It is important to regularly review network and the
applications running on it for new vulnerabilities and a plan on how to manage them, either by
 patching or upgrading them using tools, such as firewalls or Intrusion Detection Systems that.
Should be put in place.
9. Make regular backups of critical data. There is a need to keep important files on removable
media, such as portable drives or tape for back-up in the event that the network is infected with a
computer virus.
10. Develop an Information Security Policy. The creation and publication of an Information Security
Policy is key to ensuring that information security receives the profile it requires in order to secure
the systems and data.
11. Monitor logs and systems. Regular monitoring of network and system logs can assist in the early
identification of a computer virus infecting the network or other attacks by criminals.
12. Develop an Incident Response Plan. The incident response plan outlines the roles and
responsibilities of people in the event of a computer virus infecting the network or any other type
of security breach.
13. Restrict end-user access to the systems. Where possible, end users are prohibited from access
to the system so that the virus will also be restricted. (https://bhconsulting.ie/computer-security-
threats-solutions/)

Cyberbullying
Cyberbullying, cyber harassment or online bullying is a form of bullying or harassment using electronic
means usually among minors in a school setting and has become increasingly common, especially
among teenagers.
It is an aggressive, intentional act or behavior that is carried out by a group or an individual using
electronic forms of contact, repeatedly against a victim who cannot easily defend him or herself. The
National Crime Prevention Council defines it as a process of using the Internet, cell phones or other
devices to send or post texts or images that intend to hurt or embarrass another person. It may also
include public actions, such as repeated threats, sexual remarks, pejorative labels or defamatory false
accusations, ganging up on a victim by making the person the subject of ridicule in online forums, hacking
into or vandalizing sites about a person, and posting false statements to discredit the targeted person.
Cyberbullying is similar to traditional bullying, It is just that victims may not know the identity of their bully
and the reason for bullying them. Cyberbullies may disclose victims' personal data on websites or forums-
called doxing, or may use impersonation, and create fake accounts, comments or sites for the purpose of
publishing material in their names. This can leave the cyberbully anonymous and difficult to be caught or
apprehended for his/her behavior.

Cyberbullying types. There are various types of cyberbullying and research has revealed serious
profound consequences on victims.
1. Internet trolling is a common form of bullying over the Internet in an online community to elicit a
reaction, disruption or intentionally provoke and offend others.
2. Cyberstalking is another form of bullying or harassment that uses electronic communication to
stalk a victim and pose a credible threat to harass him/her.

Implications of bullying in schools. Schools should initiate various anti-bullying programs and
campaigns to protect students from being threatened or victimized by such offense. More so, teachers
should be oriented and trained in handling bullying cases and executing teaching strategies to address
and reduce bullying cases in class. Also, schools should conduct student empowerment activities that can
be engaged in by students, including the bullies to divert their attention and energy into something
worthwhile and engagements that they can be busy about.

Cybercrime
Avast defines cybercrime as any criminal activity carried out using computers or the Internet. Cybercrime
uses tools like phishing, viruses, spyware, ransomware and social engineering to break the law (https://
www.avast.com/c-cybercrime).

On the other hand, cybercrime is defined by Techopedia as a crime with the computer as the object of the
crime (i.e. hacking, phishing, spamming) or is used as a tool to commit an offense (i.e. child pornography,
hate crimes). Cybercriminals may use computer technology.to access personal and confidential
information or use the Internet for exploitative or malicious purposes.

There is a wide variety of cybercrimes, which can broadly be placed into two categories: one-off crimes,
such as installing a virus that steals your personal data; and ongoing crimes, such as cyberbullying,
extortion, distributing child pornography or organizing terrorist attacks (https://www.avast.com/c-
cybercrime).

Cybercrime may also be referred to as computer crime practiced by those who have technological skills
and use the Internet to achieve their bad motive. Cybercriminals employ their diverse skill to access bank
accounts, steal identities, blackmail, defraud, stalk, and harass or use a compromised computer to attack
their victims. Criminals can also use computers for communication and document or data storage and
those, who perform these illegal activities, are often referred to as hackers.

On the other hand, malware downloaded from the computer may slow it down and prompt it to give error
messages. Likewise, phishing attacks usually involve receiving emails from unknown sources while trying
to trick someone into giving up his/her passwords or personal data. Keyloggers leave their own telltale
signs, like strange icons, or duplicating the messages.

Techopedia cites common types of cybercrime that include online bank information theft identity theft,
online predatory crimes, unauthorized computer access, and the most serious one like cyberterrorism.
Cybercrime encompasses a wide range of activities that can be categorized as: (1) crimes that target
computer networks or devices, including viruses and denial-of-service (DoS) attacks; and (2) crimes that
use computer networks to advance other criminal activities, including cyberstalking, phishing and fraud or
identity theft. (https://www.techopedia.com/definition/2387/cybercrime)

Exploring the Internet: Researching and Evaluating the Web

The Internet is a global communication network that allows computers to exchange and share information
worldwide. It makes possible for people around the world to connect and share ideas across time zones
and geographic locations. However, because cyberspace is such a large realm, sometimes it is difficult to
find the needed information. So, the most effective way to explore the Internet is to have strategies in
place for doing research on the Web and for evaluating the websites.

Commonly, this is important among schools in doing researches and other related works. Therefore, this
aspect needs to. be explored by teachers and students in doing their, works.

Surfing the Web. The following are the three key: factors in surfing the web.
1. Most surfing sessions start with the user-targeted keywords about the subject into a search
engine.
2. Good strategies for searching the Web include writing research questions; extracting keywords
from the questions and typing them into a search engine using synonyms if the keywords do not
bring up desired results; keeping track of keywords and synonyms used; and recording the
results of search.
3. Always be cautious about the information shared online and in visiting websites.

Assessing credibility. Different websites accessible on the Web can make the job of researchers very
challenging. Carefully evaluate the information searched online. Consider the credibility, or
trustworthiness and reliability of the content before taking it. There are two types of websites:
informational and commercial. Informational Websites usually strive to offer credible content.to users
while commercial websites present inaccurate information in order to see something.

Checklist of credibility criteria. The first step in evaluating the credibility of websites is to review several
important aspects of the site.
 1. 1.Author.Check the credentials of the author, the company or the expert and determine the
qualifications to provide information on the subject being researched. Some websites do not list
specific authors, but the credibility of a company can be explored by reviewing the site's "About”
page, if available.
2. Date. Look for copyright information at the bottom of a website's home page. If the site is more
than a few years old and it has not been updated regularly, look for more up-to-date information.
3. Purpose. Analyze the goals of the website to determine if it is an informational or an
advertisement site.
4. Contact. Most credible websites list down contact information, such as telephone number, email
address, or mailing address so that users may get in touch if they have questions.
5. Fact vs. Opinion. When doing research for a school paper, go to sites that present factual
information provided by experts, rather than opinions. Be on the lookout for biases, too. If the
author is biased, so as the information on the site.
6. URL. The URL may look like ending in .edu (for education),.gov (for government), .org (for
organization), .com (for commercial sites), or .net (for network sites). Different websites have
different URLs. To help determine a site's credibility, determine if that is a personal website or
blog, a government website, or other types of website.

Common credible URLS. One way of determining the credibility of a website is through the URLS.
Although a website's URL gives clues as to credibility, there is still a need to evaluate it carefully.

1. When encountering a URL, look at the letters that appear after the
“dot"(i.e.www.whitehouse.gov.) and that is called top-level domain. Thus, the URL's top-level
domain helps in determining a site's credibility.
2. Websites ending in .gov are government-related websites, which generally, can be trusted to
provide credible statistical information, articles on many different topics and government news.
3. Websites ending in edu are the websites of educational institutions, such as colleges and
universities that usually offer a variety of credible data, especially about the school's operations
and research. Since students may create websites with an .edu top-level domain, but they may
contain inaccurate or biased information.
4. Websites ending in org are the websites of organizations. While many organizations, especially
nonprofit ones, provide credible information, they may sometimes have advertising intent. Since
some organizations show bias in their provided information, so evaluate .org sites carefully.

Recognition of information sources. Similar to the information in print sources, the use of online
sources must be given credit to the authors. This can be done by applying proper referencing and citation
procedures that would get rid of risks, consequences and legal implications because of the copyright
issue, which means that the ideas and words used belong to the author.

Citation. Each entry in the bibliography is called a citation. Proper citation must be applied or included for
every source used whether it is a website, a newspaper, or a book. Online sources are cited differently
because they are different from traditional print sources. There are different formats used to cite the
sources.

Data privacy implication. The implementation of data privacy in the country is becoming stronger and
powerful, especially in utilizing data for research and other forms of report and paper works. This has also
corresponding legal implications once not processed immediately and properly. It involves uploading of
pictures, designs, graphics, concepts/ideas, frameworks, art work, data, and other information that are
copyrighted without the consent of the author or the source. These are commonly observed in schools.

The following are practical techniques in responding to data privacy issues.

1. 1.When getting data, put proper citation and source acknowledgment (e.g. Source: National
Statistics Office, 2019).
 2. When using needed pictures downloaded from the Internet, put acknowledgment (e.g. Photo
credits to Phil Post, 2019). But if possible to have personal pictures taken with your original
concept. Although, there is still a need to seek the consent of those in the pictures.
3. If data, concepts and information are copyrighted, ask for the consent of the author, and wait for
his/her response.
4. However, if. The data and information are for public domain, just acknowledging/citing the author
or the source will do.
5. If the author doesn't really want anyone to utilize his/her data file or article, learn the value of
respect, anyway that is his/ her property. The author's disapproval usually manifests through
difficulty in downloading the file, some tricky signs that appear on screen, or direct statement or
notice of disapproval contained in the file.

Research and data collection protocols. When researching and collecting data from the Web, avoid
plagiarism, which is the act of taking someone else's work and presenting it as your own (Turnitin. com).
Plagiarism is unethical, and it can bring you in trouble. Sometimes, students don't mean to plagiarize, but
they end up doing it .accidentally because they are unaware or unclear about it.
The following are 10 types of plagiarism that teachers, researchers and students should know. ,
1. Clone Plagiarism. It is also called identical copying or copying another work (word-for-word)
without any change and claim as his/her own work.
2. Remix Plagiarism. It refers to collecting information from various sources and mixing all together
as a single document then, claiming the work as their own work.
3. Ctrl+C Plagiarism. This is when a significant portion of text copied from any single source without
any alteration in a written document.
4. Hybrid Plagiarism. Here, perfectly cited source documents are copied and arranged as a new
document without citation.
5. Find-Replace Plagiarism. This is changing the most common keywords and phrases in the copied
content but not making any changes in the essential document.
6. Recycle Plagiarism, Also called self-plagiarism, it refers to the act of borrowing from one's own
previous document without proper citation.
7. Mashup' Plagiarism. It is when the written document is copied from more than one source and all
are mixed together without proper citation.
8. 404 Error Plagiarism. Here, a person creates a document by copying from various sources
prepared as a single document with the citation but Inaccurate or leads to non-existing resources.
9. Aggregator Plagiarism. Here, the written document includes proper citation but it does not contain
original work.
10. Re-Tweet Plagiarism. Here, all written documents look perfect with properly cited mark but still,
the document resembles somewhere the original text's structure or wordings.

Tips to Avoid Plagiarism

Turnitin.com suggests some techniques to avoid plagiarism that teachers, researchers and students
should know.
1. Read and understand the original document several times before start explaining about it.
2. Do not copy any word or sentence from the original document.
3. Give proper citation to all sources (book, journal, website, video, etc.).
4. In case of citing online sources, include the retrieval date and appropriate URL in the reference.
5. Common phrases and definitions need to be quoted and cited without any modification.
6. Make a practice to include the “references” section whenever you write an academic document.
7. Cross verify all your citations before submitting your document.
8. Resort to available plagiarism software. to ensure the originality of the written document.

How to Evaluate a Website

Morris (2018) suggests ways on evaluating a website as reference in research.
1. Open the site. When looking through Google search results, open sites in new tabs, leave
search results in a tab for easy access later (e.g. right-click. On the title. and click “Open link in
new tab”).
 2. Skim read. Determine whether you can read and understand the text. If it is too complicated or
difficult to understand, find another website that may provide the information you need.
3. Look for the answer to your question. Find out if the information on the site actually answers:
you. question. You can use a search box, navigation menu, or pull up. your own search box by
pressing Control/Command F and type in the keywords you are searching for.
4. Consider the credibility of the author or website. You need to consider the credibility· of the
author or website by considering the following: (1).Domain-domains that include gov or .edu are
trustworthy: sources; (2) Author's information - look at the author's bio or About page regarding
the qualification of the author;(3) Design- avoid sites that are cluttered and difficult to navigate
and (4)Sources trustworthy articles usually link to other sources or cite where their facts come
from.
5. Consider the purpose of the site. Think about the purpose of the site and whether it meets your
needs.
6. Look for the date. Consider whether the information is current enough for your topic. You can
look for the date when the article was written or last updated. Sometimes, URLs also include
dates.(http://www.kathleenamorris.com/)

Integrating Digital/Cyber Literacy into the Curriculum

The following are suggested activities to integrate digital literacy, higher-order thinking and construction of
meaning in the classroom.
1. Use an interactive whiteboard to design and deliver lessons. Use Promethean and Smart
Notebook with teacher-created lessons if you are not yet capable of designing your own.
2. Allow students to maintain blogs, wikis, web pages related to their learning.
3. Engage in email/video chat exchanges with students.
4. Utilize storytelling media to allow students to create and publish stories.
5. Set-up a blog site, Facebook page, Yahoo or Google group and post weekly discussion questions
for students to respond.
6. Use video cameras to dramatize stories, record scientific experiments and expose students to
video editing software to create video production of learning.
7. Engage students in discussions about how and why various media work well to showcase
learning and why others do not.
8. Thinking critically about the medium use to present a message is as important as the message
itself.
9. Require E-Portfolio that would compile their outputs, projects, messages and photo-documents of
group activities and investigations online.
10. Allow students to use digital tools, such as mobile phones, lpad and netbooks for Google search,
dictionary Apps, YouTube, Podcast and Spotify applications in class to complement their
learning, especially during group works and concept reporting.

Impact of integrating digital literacy in the classroom on teachers, families and friends.

Integrating digital literacy in the classroom can bring a positive impact on students' learning as evidenced
by the following:

1. It motivates students in their learning due to their enjoyment and ease of use with various
technological mediums.
2. It teaches students of various learning styles and multiple intelligences.
3. It allows students to create and design their own unique products reflective of their personalities
and learning needs/ styles.
4. It encourages students to manipulate media in constructing their own meaning.
5. It enables students to share their learning with teachers, families and friends.
6. It gives students the chance to explore technological media that inevitably increase the job skills
needed in the workforce.
(http://purposefultechnology.weebly.com/how-can-we-embed-digital-literacy-in-the-classroom.htm/
 BUILDING AND ENANCING NEW LITERACIES ACROSS THE CURRICULUM
EDUC.110

MODULE 5
FINANCIAL LITERACY

CONCEPT EXPLORATION
In some instances, teachers are confronted with issues and concerns on financial debt, being victimized
by fraud and other related scams, both personal and electronic ways. More so, some teachers are
drowned by emergent financial needs and unexpected debt, especially in difficult times, sickness and
inevitable circumstances and calamities. Others do not prepare for their retirement that they usually end
up highly frustrated. This is the reason why financial literacy has been a subject in many faculty
development programs, seminars, and even becomes a topic for researches, while many schools have
integrated it in the curriculum.

Financial literacy is a core life skill in an increasingly complex world where people 'need to take charge
of their own finances, budget, financial choices, managing risks, saving, credit, and financial transactions.

Poor financial decisions can have a long-lasting impact on individuals, their families and the society
caused by lack of financial literacy. Low levels of financial literacy are associated with lower standards of
living, decreased psychological and physical well-being and greater reliance on government support.
However, when put into correct practice, financial literacy can strengthen savings behavior, eliminate
maxed-out credit cards and enhance timely debt.

Financial literacy is the ability to make informed judgments and make effective decisions regarding the
use and management of money. Hence, teaching financial literacy yields better financial management
skills.

The importance of starting financial literacy while still young. National surveys show that young
adults have the lowest levels of financial literacy as reflected in their inability to choose the right financial
products and lack of interest in undertaking sound financial planning. Therefore, financial education
should begin as early as possible and be taught in schools. Akdag (2013) stressed that in the recent
financial crisis, financial literacy is very crucial and tends to be advantageous if introduced in, the very
early years as preschool years. Financial education is a long-term process and incorporating it into the
curricula from an early age allows children to acquire the knowledge and skills while building responsible
financial behavior throughout each stage of their education (OECD, 2005).
Likewise, financial literacy is the capability of a person to handle his/her assets, especially cash more
efficiently while understanding how money works in the real world.

Financial Plan
Teachers need to have a deeper understanding and capacity to formulate their own financial plan. It is
wise to consider starting to plan the moment they hand in their first salary, including the incentives,
bonuses and extra remunerations that they receive.

Kagan (2019) defines a financial plan as à comprehensive statement of an individual's long-term

objectives for security and well-being and detailed savings and investing strategy for achieving the
objectives. It begins with a thorough evaluation of the individual's current financial state and future
expectations.

The following are steps in creating a financial plan.

1. Calculating net worth. Net worth is the amount by which assets exceed liabilities. In so doing,
consider (1) assets that entail one's cash, property, investments, savings, jewelry and wealth; and
 (2) liabilities that include credit card debt, loans and mortgage. Formula: total assets-minus total
liabilities = current net worth.
2. Determining cash flow. A financial plan is knowing where money goes every month.
Documenting it will help to see how much is needed every month for necessities, and the amount
for savings and investment.
3. Considering the priorities. The core of a financial plan is the person's clearly defined goals that
may include: (1) Retirement strategy for accumulating retirement income; (2) Comprehensive risk
management plan including a review of life and disability insurance, personal liability coverage,
property and casualty coverage, and catastrophic coverage; (3) Long-term investment plan based
on specific investment objectives and a personal risk tolerance profile; and (4) Tax reduction
strategy for minimizing taxes. on personal income allowed by the tax
code.(https://www.investopedia.com/terms/f/financial_plan.asp)

Five Financial Improvement Strategies

Financial literacy shapes the way people view and handle money. The following are financial
improvements suggested by Investopedia as a journey to financial literacy.
1. Identify your starting point. Calculating the net worth is the best way to determine both current
financial status and progress over time to avoid financial trouble by spending too much on wants
and nothing enough for the needs.
2. Set your priorities. Making a list of rated needs and wants can help set financial priorities.
Needs are things one must have in order to survive (i.e. food, shelter,. clothing, healthcare and
transportation); while wants are things one would like to have but are not necessary for survival.
3. Document your spending. One of the best ways to figure out cash flow or what comes in and
what goes out is to create a budget or a personal spending plan. A budget lists down all income
and expenses to help meet financial obligations.
4. Lay down your debt. Living with debt is costly not just because of interest and fees, but it can
also prevent people from getting ahead with their financial goals.
5. Secure your financial future. Retirement is an uncontrollable stage in a worker's life, of which
counterpart are losing the job, suffering from an illness or injury, or be forced to care for a loved
one that may lead to an unplanned retirement. Therefore, knowing more about retirement options
is an essential part of securing financial future.

Financial Goal Planning and Setting

Setting goals is a very important part of life, especially in financial planning. Before investing the money,
consider setting personal financial goals. Financial goals are targets, usually driven by specific future
financial needs, such as saving for a comfortable retirement, sending children to college, or enabling a
home purchase.

There are three key areas in setting investment goals for consideration.
A. Time horizon. It indicates the time when the money will be needed. To note, the longer the time
horizon, the more risky (and potentially more lucrative) investments can be made.
B. Risk tolerance. Investors may let go of the possibility of a large gain if they knew there was also
a possibility of a large loss (they are called risk averse); while others are more willing to take the chance
of a large loss if there were also a possibility of a large gain (they are called risk seekers). The time
horizon can affect risk tolerance.
C. Liquidity needs. Liquidity refers to how quickly an investment can be converted into cash (or the
equivalent of cash). The liquidity needs usually affect the type of chosen investment to meet the goals.
D. Investment goals: Growth, income and stability. Once determined the financial goals and how
time horizon, risk tolerance, and liquidity needs affect them, it is time to think about how investments may
help achieve those goals. When considering any investment, think about what it offers in terms of three
key investment goals: (1) Growth (also known as capital appreciation) is an increase in the value of an
investment; (2) Income, of which some investments make periodic payments of interest or dividends that
represent investment income and can be spent or reinvested; and(3) Stability, or known as capital
preservation or protection of principal.
An investment that focuses on stability concentrates loss on increasing the value of investment and more
on trying to ensure that it never loses value and can be taken when needed
(https://www.flexscore.com/eamingcenter/setting-financlal-and investment-goals).

Budget and Budgeting

A budget is an estimation of revenue and expenses over a specified future period of time and is usually
compiled and re-evaluated on a periodic basis. Budgets can be made for a variety of individual or
business needs or just about anything else that makes and spends money. Budgeting, on the other hand,
is the process of creating a plan to spend money. Creating this spending plan allows one to determine in
advance whether he/she will have enough money to do the things he/she needs or likes to do.
Thus, budgeting ensures to have enough money for the things needed and those important ones and will
keep one out of debt.

Seven Steps to Good Budgeting

The following are seven steps that may help in attaining good budgeting.

Step 1: Set realistic goals. Goals for the money will help make smart spending choices upon deciding on
what is important.

Step 2: Identify income and expenses. Upon knowing how much is earned each month and where it all
goes, start tracking the expenses by recording every single cent.

Step 3: Separate needs from wants. Set clear priorities and the decisions become easier to make by
identifying wisely those that are really needed or just wanted.

Step 4: Design your budget. Make sure to avoid spending more than what is earned. Balance budget to
accommodate everything needed to be paid for.

Step 5: Put your plan into action. Match spending with income time. Decide ahead of time what you will
use each payday. Non-reliance to credit for the living expenses will protect one from debt.

Step 6: Plan for seasonal expenses. Set money aside to pay for unplanned expenses so to avoid going
into debt.

Step 7: Look ahead. Having a stable budget can take a month or two so, ask for help if things are not
getting well.

Spending
If budget goals serve as a financial wish list, a spending plan is a Way to make those wishes a reality.
Turn them into an action plan. The following are practical strategies in setting and prioritizing budget
goals and spending plan:

1. Start by listing your goals. Setting budget goals requires forecasting and discussing future
needs and dreams with the 2. family.
2. Divide your goals according to how long it will take to meet each goal
Classify your budget goals into three categories: short-term goals (less than a year), medium-
term goals (one to five years), and long-term goals (more than five years). Short-term goals
are usually the immediate needs and wants; medium. term goals are things that you and your
family want to achieve during the next five years; and long-term goals extend well into the
future, such as planning for retirement.
3. Estimate the cost of each goal and find out how much it costs. Before assigning priority
to goals, it is important to determine the cost of each goal. The greater the cost of a goal, the
more alternative goals must be sacrificed in order to achieve it.
 4. Project future cost. For short-term goals, inflation is not a big factor, but for medium and
long-term goals, it is a big factor. To calculate the future cost of the goals, there is a need to
determine the rate of inflation applied to each particular goal.
5. Calculate how much you need to set aside each period. Upon knowing the future cost of
the goaIs next is to determine how much to put aside each period to meet all the goals.
6. Prioritize your goals. Upon listing down all the goals and the estimated amount needed for
each goal, prioritize. Them. This serves as guide in decision-making.
7. Create a schedule for meeting your goals. It is important to lay down all the goals
according to priority with the corresponding amount of money needed, the time it will be
needed, and the installments needed to meet the goals.
(https://www.flexscore.com/learningcenter/the-spending-plan-setting-and-prioritizing-your-budget-goals)

Investment and Investing

As teachers, when you have saved more money than what you expect at a time of need, consider
investing this money to earn more interest than what your savings account is paying you. There are many
ways you can invest your money but consider four aspects:
1. How long will you invest the money? (Time Horizon)
2. How much money do you expect your investment to earn each year? (Expectation of Return)
3. How much of your investment are you willing to lose in the short-term in order to earn more in the
long-term? (Risk Tolerance)
4. What types of investment interest you? (Investment Type)

Savings
In order to get out of debt, it is important to set some money aside and put it into a savings account on a
regular basis. Savings will also help in buying things that are needed or wanted without borrowing.

Emergency Savings Fund. Start as early, setting aside a little money for emergency savings fund. If you
receive a bonus from work, income tax refund or earnings from additional or side jobs, use them as an
emergency fund.

10 Reasons Why Save Money

With credit so easy to get, here are ten practical reasons why it is important to save money that everyone,
including teachers, must know.
1. To become financially independent. Financial independence is not having to depend on receiving
a certain pay but setting aside an amount to have savings that can be relied on.
2. To save on everything you buy. With savings, you can buy things when they are on sale and can
make better spending choices without being compromised on credit card interest charges.
3. To buy a home or a car. Savings can be used in buying a home in full or down payment,
especially in times of promo deals, bids and inevitable sale and at a reasonable interest rate.
4. To prepare for the future. Through savings, you can be confident to face the future without
worrying on how you will survive.
5. To get out of debt. If you want to get out of debt, you have to save money.
6. To augment annual expenses. In order to attain a good, stress-free financial life, there is a need
to save for annual expenses in advance.
7. To settle unforeseen expenses. Savings can respond to unforeseen expenses in times of need.
8. To respond to emergencies. Emergencies may happen anytime, and these can be expensive so,
there is a need to get prepared rather than potentially become another victim of an emergency.
9. To mitigate losing your job or getting hurt. Bad things can happen to anyone, such as losing a job,
business bankruptcy or crisis, being injured or becoming too sick to work. Therefore, having
savings is the key to resolve such a dilemma.
10. To have a good life. Putting aside some money to spend when needed can bring about quality
and worry-free life at all times.

Financial Scams to Avoid

Financial fraud can happen to anyone, including the teachers at any time. While some forms of financial
fraud, such as massive data breaches, are out of one's control, there are many ways to proactively get rid
of financial scams and identity theft victimized.

Here are some of the most common financial scams, along with ways to identify them early and how to
protect one's self from being

A. Phishing. Using this common tactic, scammers send an email that appears to come from
a financial institution, such as a bank and asks you to click on a link to update your account
information. If you receive any correspondence that asks for your information, never click on the
links or provide account details. Instead, visit the company's website, find official contact
information, and call them to verify the request.
B. Social Media Scams. Scammers are adept at using social media to gather information
about the traveling habits of potential victims. They also have phishing tactics, including posts
seeking charity donations with bogus links that allow them to keep your money. Therefore, be
conscious of the information you post online, especially personal details unoccupied. and plans
for a vacation that you would leave your house
C. Phone Scams. Another prevalent tactic is scamming phone calls. The scammers pose
as a government agency, such as the Bureau of Internal Revenue or local law enforcement
agencies and use scare tactics to acquire your personal information and account numbers. Never
provide your account information over the phone. Look for the agency's contact information and
call them to verify any request. To note, money. government agencies will never text or call you to
ask for
D. Stolen Credit Card Numbers. There are numerous ways that scammers can obtain your
credit card information, including hacking, phishing, and the use of skimming devices, such as
small card readers attached to unmanned credit card readers (i.e. ATMs, gas pumps, and more).
These small devices pull data from your card when you swipe it. Before you use an ATM or swipe
your card, look for suspicious devices that may be attached to the card reader.
E. Identity Theft. Depending on the amount of information a scammer is able to obtain,
identity theft may extend beyond unauthorized charges on a debit or credit card. If scammers are
able to obtain your Social Security number, date of birth, and other personal information, they
may be able to open new accounts in your name without your knowledge. Be aware of an
information you share and with whom, and always shred sensitive information before disposing it.

By taking preventative measures and being aware of scams, you can minimize the risks of fraud.
Monitoring your online or mobile banking accounts daily can also help you see fraudulent charges quickly.
(https://www.regions.com/Insights/Personal/Financial-Hardship/Disaster-eoovery/common financial
scams-to-avoid)

10 Tips to Avoid Common Financial Scams

Every year, fraud cases are getting worse leaving countless victims in trouble and danger through data
breaches, identity theft and online scams. Unfortunately, new and improved technology only gives
fraudsters an edge, making it easier than ever for scam artists to nab financial data from unsuspecting
consumers (Bell,2019).
1. Never wire money to a stranger. Although it is one of the oldest Internet scams, there are still
consumers who fall for this nip-off or some variations of it.
2. Don't give out financial information. Never reveal sensitive personal financial information to a
person or business you don't know, thru phone, text or email.
3. Never click on hyperlinks in emails. If you receive an email from a stranger or company asking
you to click on a hyperlink or open an attachment and then, enter your financial information,
delete the email immediately.
4. Use difficult passwords. Hackers can easily find passwords that are simple number combinations.
Create passwords that are at least eight characters long and that include some lower- and upper-
case letters, numbers and special characters. You should also use a different password for every
website you visit.
 5. Never give your social security number. If you receive an email or visit a website that asks for
your Social Security number, ignore it.
6. Install Antivirus and Spyware protection. Protect the sensitive information stored on your
computer by installing antivirus, firewall and spyware protection. Once you install the program,
turn on the auto-updating feature to make sure the software is always up to date.
7. Don't shop with unfamiliar online retailers. When it comes to online shopping, only do business
with familiar companies When purchasing a product from an unfamiliar retailer, do some research
to ensure the business is legit and reputable.
8. Don't download software from pop-up windows. When you are online, do not trust pop-up
windows that appear and claim your computer is unsafe. if you click on the link in the pop-up to
start the "system scan" or some other programs, malicious software known as "malware" could
damage your operating system.
9. Make sure the websites you visit are safe. Before you enter your financial information on any
website, double-check the website's privacy rules. Also, make sure the website uses encryption,
which is usually symbolized by a lock to the left of the web address which means it is safe and
protected against hackers.
10. Donate to known charities only. If you receive a call or an email for solicitation of charity
donations, critically examine it. Some scammers create bogus charities to steal credit card
information.
(https://www.investopedia.com/articles/personal-finance/041515/10-tips-avoid. common-)

Financial Scams among Students. Students can also be susceptible to different financial scams and
fraud. Learning how to manage finances and being aware of financial scams are skills that every student
should master.

The following are common financial scams that students should watch out for and learn to protect one's
identity and finances.

A. Fake scholarships. While it is beneficial for students to apply for as many scholarships, it is
important to become aware of related scams and frauds. Students should thoroughly; check scholarship
sources before applying to verify legitimacy. Never apply for a scholarship that asks for money in return.
B. Diploma. Mills. There are schools that offer fake degrees and diplomas: in exchange for a fee.
Check from government education agencies the prospective school to enroll in if it is government-
recognized, legitimate or accredited.
C. Online book scams. While, students, often go for the best deals on textbooks online, scammers
can use this opportunity to get students' credit 'card information. When buying anything online, be sure to
do it on a credible site.
D. Credit card scams. Oftentimes, credit card companies go to school campuses to convince
students to fill out card applications. Scammers may also grab this chance to steal students' information.
It is important to visit a local credit union or bank for credit card application. Also, regularly check the
credit card statement and once there are any unrecognized charges, contact your banking institution
immediately.(https://www.adt.com/resources/financial-scam-safety)

Insurance and Taxes

Insurance is a contract (in the form of a policy) between the policyholder and the insurance company,
whereby the company agrees to compensate for any financial loss from specific insured events. In
exchange for the financial protection offered, policyholder agrees to pay a certain sum of money, known
as premiums to the insurance company. Insurance is the best form of risk management against uncertain
loss.

There are various types of insurance to choose from, such as life insurance, health insurance, motor
insurance, property insurance, business insurance, etc. Besides, the financial protection derived from
insurance entails tax benefit claim on the paid premiums.
The following are concepts related to insurance and taxes that every teacher should know. However,
he/she should carefully analyze and critically examine well before pursuing any deal with them.
1. Employer-Sponsored Insurance. If working in a company with 50 or more full-time employees, the
employer is required to provide employee-only insurance that meets minimum guidelines. .
Examine the plan offered, but do not pay over 9.66 percent of household income in premiums.
2. Marketplace Plans. Marketplace plans are available based on an area of residence and income
upon meeting minimum coverage requirements. Marketplace plans come in three tiers: bronze,
silver and gold. Generally, bronze plans offer the least coverage at the lowest premiums, while
gold plans provide the most coverage at the highest price.

Life insurance. Life insurance is a type of insurance that compensates beneficiaries upon the death of
the policyholder. The company will guarantee a payout for the beneficiaries in exchange of premiums.
This compensation is called “death benefit.”

Depending on the type of insurance one may have, these events can be anything from retirement to
major injuries, to critical illness or even to death.

The following are common risk categories:

1. Preferred Plus-The policyholder is in excellent health, with normal weight, no history of smoking,
chronic illnesses, or family history of any life-threatening disease.
2. Preferred-The policyholder is in excellent health but may have minor issues on cholesterol or
blood pressure but under control.
3. Standard Plus-The policyholder is.in very good health but some factors, like high blood pressure
or being overweight impede a better rating.
4. Standard-Most policyholders belong to this category, as they are deemed to be healthy and have
a normal life expectancy although, they may have a family history of life-threatening diseases or
few minor health issues.
5. Substandard - Those with serious health issues, like diabetes or heart disease are placed on a
table rating system, ranked from highest to lowest. On average, the premiums will be similar to
Standard with an additional 25% lower claim on table ratings.
6. Smokers- Due to an added risk of smoking, the policyholders in this category are guaranteed to
pay more. Aside from health class, age is also a critical factor in determining premiums.
Therefore, older people pay more expensive premiums.

Benefits of Life Insurance

The following are the benefits of life insurance.
1. It pays for medical and funeral costs. Life insurance helps solve the incurred expenses for
medical and funeral services to lessen the grief among family and relatives for being unprepared.
2. 2.For financial support. Life insurance can become a source of temporary income during the
difficult period of adjusting and coping with the loss of a loved one, especially if he/she is the
breadwinner.
3. For funding various financial goals. Life insurance offers additional benefits through the form of
fund accumulation for specific future financial goals.
4. Acts as a retirement secured conform. Modern life insurance also serves as a tool that principal
holders can use to get in a better financial position in the future.
5. It covers costs incurred from taxes and debt. Life insurance can serve as protection since the
premium can be used to pay for unsettled debts and taxes.

Types of Life Insurance

The table below shows a comparative analysis of different types of life insurance along characteristics,
advantages and disadvantages that may serve as reference.
1. Endowment
2. Term
 3. Whole life
4. Variable Universal Life

Financial Stability
Like anyone else, teachers also aim to become financially stable if not today, maybe in the future. Being
financially stable means confidence with the financial situation, worriless paying the bills because of
available funds, debt-free, money savings for future goals and enough emergency funds.

Financial stability is not about being rich but rather more of a mindset. It is living a life without worrying
about how to pay the next bill and becoming stress-free about money while focusing energy on other
parts of life (Silva, 2019).

10 Strategies in Reaching Financial Stability

Just like any goal, getting the finances stable and becoming financially successful requires the
development of good financial habits. Babauta (2007) suggests 10 habits toward financial stability and
success.
1. Make savings automagical. Savings should be made a top priority, especially as an emergency
fund and a bill payment from the amount are automatically transferred from the checking account,
like an online savings account.
2. Control your impulsive spending. Control yourself from impulsive spending on eating out,
shopping and online purchases that may ruin your finances and budget.
3. Evaluate your expenses and live frugally. Analyze how you spend your money, see what you can
reduce and determine 4. expenses that are necessary and eliminate the unnecessary.
4. Invest in your future. Start preparing and investing for your future retirement while still young in
your career field.
5. Keep your family secure. Save for an emergency fund, so that you have something to spend if
anything happens with the family emergently.
6. Eliminate and avoid debt. Eliminate credit cards, personal loans, or other debt forms as it will not
work on you but even pull you down and make you drowned with obligations that may even resort
to surrendering your properties, jewelry and investments as payment.
7. Use the envelope system. Set aside three amounts in your budget each payday, withdraw those
amounts and put them in three separate envelopes. In that way, you can easily track how much
remains for each of the expenses or if you already run out of money.
8. Pay bills immediately. One good habit is to pay bills as soon as they come in and try to get your
bills to be paid through automatic deduction.
9. Read about personal finances. The more you educate yourself, the better your finances will be.
10. 10.Look to grow your net worth. Do whatever you can to improve your net worth, either by
reducing your debt, increasing your savings, or increasing your income, or all of the above.
(https:// zenhabits.net/10-habits-to-develop-for-financial/)

Signs of Being Financially Stable

Teachers, like anyone else, often work to the extent to earn more even through additional jobs on the side
just for their desire for financial stability.
Rose (2019) presents some signs of a financially stable person.
1. You never overdraw your checking account.
2. You don't lose sleep over finances.
3. You use credit cards for convenience and rewards but never out of necessity.
4. You don't worry about losing your job.
5. You pay your bills ahead of time.
6. People ask your opinion about financial matters and you inspire them.
7. You're generally happy with your financial situation.
8. You finance your cars over five years or less if you take loans at all.
9. You contribute more to your retirement.
10. You don't feel guilty when you're out for special occasions.
11. You can afford to buy the things you really want.
12. Recreational spending doesn't appeal to you.
13. You're a natural saver.
14. You're generous with money when it comes to charities or helping others.
15. You're confident about your future.
16. Your net worth grows significantly from year to year.
17. You have substantial equity in your home.
18. You consistently live beneath your means.
19. You could survive for months without a paycheck.
20. You feel in control of your finances and never dominated by
them.(https://www.goodfinancialcents.com/financially-stable/)

Integrating Financial Literacy into the Curriculum

Financial Education in schools should be part of a collaborative national strategy to ensure relevance and
long-term sustainability. The education system and profession should be involved in the development of
the strategy.

In support, Barry (2013) underscored that financial literacy has a wide repercussion outside the family
circle and more precisely, the school. Hence, administrators and professors need to develop a curriculum
that would provide students insights on having the value of financial literacy Including the effect it can
bring them.

Moreover, there should be a learning framework, which sets out goals, learning outcomes, content,
pedagogical approaches, resources and evaluation plans. The content should cover knowledge, skills,
attitudes and values. A sustainable source of funding should be identified at the outset.
Financial education should Ideally be a core part of the school curriculum. It can be integrated into other
subjects like, mathematics, economics, social, studies, technology and home economics, values
education and others. Financial education can give a range of 'real-life' contexts across a range of
subjects.

Teachers should be adequately trained and resourced, made aware of the importance of financial literacy
and relevant pedagogical methods and they should receive continuous support to teach it or integrate in
their lesson. More so, there should be easily accessible, objective, high-quality and effective learning
tools and pedagogical resources available to Schools and teachers that are appropriate to the level of
study. Students’ progress should also be assessed through various high impact modes.