Republic of the Philippines

City of Olongapo
GORDON COLLEGE
COLLEGE OF EDUCATION, ARTS AND SCIENCES
Olongapo City Sports Complex, Donor St., East Tapinac, Olongapo City 2200
Telefax No.: (047) 602-7175 loc 322

DETAILED LEARNING MODULE

Title: New Literacies, Functional Literacy and Multiliteracy

Module No. 3

I. Introduction
During the development of literacy, which was establish between 1950 and
1970, literacy was defined as reading and writing skills necessary for activities in
modern society (Günes, 2000). Literacy began to diversify after the 1990s, as a result of
technology advancements, changes in urban living conditions, and necessities. After
that, literacy took on a new dimension.
Initially, literacy was divided into other categories, such as computer literacy,
technology literacy, internet literacy, and media literacy. Later on, it evolved into a way
of life that encompassed information literacy, cultural literacy, and universal literacy.
However, literacy, is more than just knowing how to read and write; it is also
about applying information to specific objectives in specific settings. It involves a
socially-driven and evolving pattern of operations like composing correspondence,
maintaining records and inventories, publishing notifications, and reporting, among
others.
Furthermore, according to the Primary English Teaching Association of
Australia, 21st Century literacy now includes societal change, increased field expertise,
and digital technologies. To be literate, one must be able to comprehend, select, and
apply multimodal codes and conventions to interpret and convey thoughts, feelings, and
data.
Modern communication's growing complexity has given rise to a slew of new
capabilities and possibilities. As a result, 21st-century literacy incorporates cross-
curricular competences, sometimes known as "multiliteracies" or "new literacies."
Visual literacy, information literacy, cultural literacy, and digital literacy dynamics are
among these broad capabilities.
II. Learning Objectives
At the end of the module, the students should be able to:
1. Discuss new literacies and their impact on the teaching-learning process
2. Describe a multiliterate teacher
3. Define functional literacy
4. Cite how functional literacy and new literacies can be integrated in the curriculum
and practiced in the classroom.
 Republic of the Philippines
City of Olongapo
GORDON COLLEGE
COLLEGE OF EDUCATION, ARTS AND SCIENCES
Olongapo City Sports Complex, Donor St., East Tapinac, Olongapo City 2200
Telefax No.: (047) 602-7175 loc 322

III. Topics and Key Concepts

Exploring the New Literacies
There are seven new literacies that are stressed in the 21st century curriculum.
1. Multicultural Literacy
- About understanding ethnic groups that comprise the population
and focuses on complex issues of identity, diversity and citizenship
2. Social Literacy
- The development of social skills, knowledge and positive values in
human beings to act positively and responsibly in sophisticated
complex society.
3. Media Literacy
- The ability to access, analyze, evaluate, and create media.
4. Financial Literacy
- The ability to make informed judgements and make effective
decisions regarding the use and management of money.
5. Digital Literacy
- The ability to effectively use digital devices for purposes of
communication, expression, collaboration and advocacy in a
knowledge-based society
6. Ecological Literacy
- Understanding the principles of ecosystems toward sustainability.
7. Creative Literacy
- The ability to make original ideas that have value, and the ability to
see the word in new ways.
Functional Literacy
UNESCO first defined functional literacy as adult training to meet
autonomously the reading and writing demands placed on them through William S.
Gray's Teaching of Reading and Writing (1956). Survival literacy and reductionist
literacy emphasize the acquisition of suitable verbal, cognitive, and computational
skills to achieve practical goals in specific cultural circumstances.
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.
 Republic of the Philippines
City of Olongapo
GORDON COLLEGE
COLLEGE OF EDUCATION, ARTS AND SCIENCES
Olongapo City Sports Complex, Donor St., East Tapinac, Olongapo City 2200
Telefax No.: (047) 602-7175 loc 322

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 provide 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)
As a result, literacy materials provide reading, writing, and numeracy topics
through the use of words and ideas necessary for learners to improve their literacy skills
and continue studying on their own.
A variety of functional literacy programs have been implemented, each
focusing on a distinct aspect of job skills and growth. Agricultural, health, industry,
family planning, homemaking, arts and culture, and technical-vocational programs are
only a few examples in the Philippines.
Functional literacy, according to Gunes (2000), is the second level of literacy
after basic literacy, in which one can use reading and mathematics information and
skills in one's personal, social, economic, and cultural pursuits. As a result, learning
basic related information and skills and using them in daily life is the essence of
functional literacy. The functional literacy level encompasses social, citizenship, and
economic duties, as well as technical and functional skills.
In this context, Capar (1998) defines a functionally literate person as someone
who is one step ahead of literacy and continues to engage in literacy activities
throughout his or her life in order to live and efficiently adapt to his or her
circumstances. As a result, it is a continuous process.
According to these definitions, functional literacy is defined as an activity that
contributes to an individual's and society's development, such as the ability to
effectively use information and skills related to listening, speaking, reading, writing,
and arithmetic that are required for daily life in social, cultural, and economic aspects.
Integration of New Literacies in the Curriculum
Students must become skilled in the emerging literacies of 21st century
technology to meet the demand for literacy in today's environment. The International Reading
Association (IRA) thinks it is the responsibility of literacy instructors to integrate information
and communication technology into the curriculum to educate children for the future they
deserve.
Multiliterate Learner
 Republic of the Philippines
City of Olongapo
GORDON COLLEGE
COLLEGE OF EDUCATION, ARTS AND SCIENCES
Olongapo City Sports Complex, Donor St., East Tapinac, Olongapo City 2200
Telefax No.: (047) 602-7175 loc 322

The internet and other information and communication technologies (ICTs)

are changing the way people read, write, and communicate today. As new ICT emerges and
evolves, it necessitates the development of new literacy skills and behaviors. To prepare
students for successful civic involvement in a global world, these new literacies must be
included into the curriculum.
Learners 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
4. Instruction that embeds critical and culturally sensitive thinking
5. Leaders and policymakers who are committed advocates of ICTs for
teaching and learning
6. Equal access to ICTs for all classroom and students.
Coiro, et.al (2008) noted four common elements as broad dimensions of new literacies,
to wit:
1. The internet and other ICTs require new social practices, skills, strategies
and dispositions for their effective 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
4. New literacies are multiple, multimodal and multifaceted, thus they benefit
from multiple lenses seeking to understand how to better support the
students in a digital age.
Impact of new literacies on instruction
Although there are several perspectives on the changes in literacy and
communication brought on by new technologies (Labbo and Reinking, 1999), it is
unavoidable that literacy alters school and everyday experiences. As a result, rapid and
dramatic developments in technology have an impact on pupils' literacy development.
As a result, according to Leu et al. (2004), today's changes in literacies will be replaced
by even newer ones tomorrow as new ICTs arise with additional consequences for
instruction, evaluation, professional development, and research
 Republic of the Philippines
City of Olongapo
GORDON COLLEGE
COLLEGE OF EDUCATION, ARTS AND SCIENCES
Olongapo City Sports Complex, Donor St., East Tapinac, Olongapo City 2200
Telefax No.: (047) 602-7175 loc 322

IV. Learning Task

Make a project plan or activity that presents functional literacy in action (for
example, service learning, community integration, immersion activity, industry
visit, benchmarking). Use the provided template sample below.
Project Plan
Name of
project
Brief
Description
Leader
Members
Beneficiaries
Target Date
Success Persons
Objectives and Resources Accomplishments
Indicators Involved
Venue
1.
2.
3.

V. Reference
De Leon Elmer (2020). Building and Enhancing New Literacies Across the Curriculum.
Lorimar Publishing Inc.