BENLAC: CHAPTER 1 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
Literacy is defined by dictionaries as the state of being able to read and write basa can mean either "to read" or "to be wet."
(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 3. Functional or Practical Literacy - It is the ability to read (i.e., decode and
understanding of literacy and its past nuances will give us a solid foundation in comprehend) written materials needed to perform everyday vocational tasks. This
exploring and discussing the "new" literacies of the 21st century and why is the equivalent of reading the text "Ang bata ay nagbabasa." and being able to
possessing them is now mandatory for both teachers and students in all levels of understand that basa here refers to reading and not to being wet.
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 Based on this conventional view of literacy, we notice two things for reading
raising awareness in readers who might be presently unaware of the evolving (and therefore literacy) to exist: (1) a text (consisting of symbols and grammar) to
perspectives on literacy and giving teachers the opportunity to pause and reflect be read; and (2) a meaning or message being communicated by the text for the
on their own literacies even as they attempt to teach the new literacies to their reader to extract. Without a text, there would be nothing to read; without
students. meaning, the text is reduced to series of incomprehensible doodles.

Traditional or Conventional Literacy It should therefore be noted that even in Miller's definition of literacy. the act of
reading implies a level of understanding. Simply knowing how to say a word (or a
- The word "literacy" stems from the word "literate," which first appeared in the series of words) is not the same as being able to understand what it means.
15th century and is in turn derived from the Latin word litteratus, meaning "(a Without understanding of the meaning of the words, reading has not taken place.
person) marked with letters" that is, "distinguished or identified by letters" and it Based on this, Schlechty (2001) defines the concept of functional illiteracy as the
carried with it the idea that such a person was cultured and educated. Since the state of being able to read, but not well enough to manage daily living and
subjects of the time (e.g., grammar, logic, arithmetic, geometry, etc.) all had employment tasks that require reading skills beyond a basic level.
written texts (which were composed of letters) that had to be studied, the ability
to read and write was therefore of prime importance, leading to the strong As the rest of this chapter will argue, this synchronicity between decoding textual
association of being "literate" with the ability to read and write. 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
Miller (1973) divides this conventional concept of literacy into three sub- nature of what the "text" is, and what it means to "read" and "write."
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 Expanded Views of Literacy
put, it is the ability to recognize letters and words. This would be akin to
Despite the popularity of American films in the Philippines, many Filipinos cannot
recognizing that the sequence of letters "b-a-s-a" forms the word basa in Filipino,
follow the actors' dialogue, and thus resort to guessing the overall story based on
even without understanding what it means.
the actions onscreen.
Despite the ubiquity of the traditional view of literacy, Roberts (1995) notes that they are the "skills and bodies of knowledge" that are necessary for survival and
"in the past fifty years, hundreds of definitions of 'literacy' have been advanced by productivity in the information age.
scholars, adult literacy workers, and programme planners," with even the United
Nations Educational, Scientific, and Cultural Organization (UNESCO, 2006) In the same vein of reasoning, the new literacies are not "new" per se- as in the
acknowledging that literacy as a concept has proven to be complex and dynamic, it sense that they never existed before. Rather, we consider them to be new because
being confinually defined and interpreted in multiple ways. 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
In 2004, UNESCO formally defined literacy as "the ability to identify, understand, not a new skill, but it is the ability to do so in a way that is concise, complete, and
interpret, create, communicate, and compute, using printed and written materials clear that is certainly new, given that it will be how ninety percent of the
associated with varying contexts. Literacy involves a continuum of learning in population will be informed on the issue. Similarly. being able to verify the truth-
enabling individuals to achieve their goals, to develop their knowledge and value and veracity of a document is not a new skill but being able to do so when
potential, and to participate fully in their community and wider society." there are a hundred similar documents available to you online is.

Note that "reading" does not appear in UNESCO's definition of literacy. Instead, Case in point: Throughout history, humans have communicated on levels apart
literacy has taken on a definition more akin to "knowing about something and from the spoken and written word, for example, visually, using the long- distance
what to do with it." communication system of smoke signals used by the ancient Chinese, the ancient
Greeks, and the indigenous peoples of North America.
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 In the Victorian era, there was such a thing as the "Language of Flowers." where
by UNESCO (2006), Barton (2007), and Mkandawire, Simooya- Mudenda, & Cheelo the kind, color, and arrangement of a bouquet of flowers were used to
(2017), which acknowledged that as we have just pointed out-modern views communicate messages that could not otherwise be spoken aloud in Victorian
appear to equate literacy with knowledge. society (Greenaway, 1884). For example, a bouquet of oak leaves (representing
strength), purple roses (sorrow), white lilies (resurrection), and pale yellow tulips
This shift in the definition of literacy from "reading and writing" to "knowledge" is and rosemary (memory or remembrance) would altogether communicate a
especially important as we explore the "new" literacies of the 21st century that message of sympathy, usually over the death of a loved one.
seem far-removed from the contexts upon which conventional literacy is based.
Successfully interpreting these "visual languages" required a kind of "visual
Literacy in the 21st Century literacy" to understand the message being presented and to manage the
information encoded therein-skills which, as following chapters will further reveal,
- When viewed from the perspective of conventional/traditional literacy. the
are coming into use again in the 21st century literacies. The difference is that now
concept of "new" literacies is a bit of a misnomer, as even these new literacies of
we are not analyzing smoke signals or bouquets, but rather sounds. texts, and
the 21st century make generous use of being able to read and write, rather than
images from a hundred different sources at a nearly non-stop rate to the point
supplant them as skills necessary for survival. However, when viewed from the
where accuracy, validity, and reliability of the messages we interpret form the
perspective of literacy as knowledge, the new literacies begin to make sense as
basis for some very important personal and collective decision-making.
Another difference involves the question of necessity: One did not need to be current and emergent technologies so that our endeavors are both productive and
literate in the language of flowers to live a fruitful and fulfilled life in Victorian- era profitable? Moreover, how do we navigate and manage the veritable minefield of
England, but to be not media or digitally literate in the 21st century makes one information that was once considered taboo and private and is now online, for all
vulnerable to manipulation by those who are, and such manipulation can easily the world to see and judge, whether we like it or not?
cost an individual time, money, property, and even life.
Answering such complex questions requires new sets of skills and knowledge-ones
These so-called "new" literacies arose from the increasing availability of that our school system have never had to teach before. With these changes in with
communication technologies that were once unavailable to the average individual. whom, how, and why we communicate, new literacies are required not only to
Technologies like blogging and vlogging, social networking, and even text- make sense of the changes, but also to use these new technologies and paradigms
messaging change and expand both the extent and the form of our in meaningful and productive ways-something required not only of students, but
communication-blending text, sound, and images in ways unforeseen and of teachers as well.
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 To better address the need for teachers to be literate in these new literacies, this
everyone on earth to read and hear, and while adults might scoff at a child's book discusses and explores them in the ensuing chapters, namely:
opinions, that child might have more than a thousand online subscribers who
Globalization and Multicultural Literacy discusses how our increasing ability to
certainly think his or her opinions are important, maybe even more so than the
communicate with almost anyone, anywhere, in real time requires new skills and
opinions of adults.
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.
Simply put, three things have been critical in the rise of the new literacies:
The chapter on Social and Financial Literacies meanwhile explores the need for the
1. Increased Reach - We are communicating with more people, from more diverse ability to navigate our own social networks of both the online and off-line variety
cultures, across vaster distances than ever before. to not only communicate clearly, but also to leverage resources which we
ourselves might not possess. At the same time, the chapter addresses the
2. Increased Means of Communication - We are communicating in more ways and notorious problem of short-sightedness in Filipino culture regarding personal
at faster speeds than ever before. 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.
3. Increased Breadth of Content - We are communicating about more things than
ever before. Media and Cyber/Digital Literacies explore the emerging need to locate, verify,
and ultimately manage online information, especially in an age where information
How do we work together with people of different cultures who might have vastly
is power and where having the right (and wrong) information and the ability to
different perspectives on communication, work ethics, values, religious beliefs, and
communicate it with others and use it to address real-world problems easily spell
worldviews? What do we do when some of these might be mutually exclusive to
the difference between both personal and career success and failure.
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
Ecoliteracy and Artistic and Creative Literacy explore the emerging demands for 5. Creating the Digital Story - Record the voice over for your movie. Create the
knowing how to effectively and sustainably manage the natural resources that our movie using the software that is available to you.
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 6. Sharing and Uploading - Share your story in class and upload your work online.
increased demand for arts and aesthetics and the need to develop ways of
Wrap Up
effectively communicating through the creative arts in industries dominated by
objective data.  Traditional Literacy is the ability to read and write.
 The traditional or conventional concept of literacy can be divided into sub-
Finally, Critical Literacy addresses the increasing need to discern the underlying
categories:
(and often tacit) messages behind the new "texts" of the 21st century, particularly
in an ever-increasingly multicultural society where ideas, cultures, and ideologies 1. Basic Literacy, which is the ability to recognize letters and words;
vie with one another for power and dominance in the minds of the masses.
2. Comprehension Literacy, which is the ability to understand the meaning of what
ENHANCE is being read; and

One of the ways students can be trained in the new literacies is to engage them in 3. Functional/Practical Literacy, which is the ability to read written materials
digital storytelling, wherein the students take part in the traditional process of needed to perform everyday vocational tasks.
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  Modern views of literacy equate it with knowledge.
 New literacies have risen due to increased reach, increased means of
something that can be played online or on a computer.
communication, and increased breadth of content. These new literacies
Digital Storytelling can be broken down into following six steps: are globalization and multicultural literacy, social and financial literacy,
media and cyber/digital literacy, ecoliteracy, artistic and creative literacy,
1. Writing - Write about a particular story from your life. The story must have a and critical literacy.
central theme. BENLAC: CHAPTER 2
2. Developing a Script - Develop a script that identifies the important points of Globalization is the process of interaction and integration between people,
your story. business entities, governments, and cultures from other nations, driven by
international trade and investment and supported by information technology
3. Creating a Storyboard - Create a storyboard that visually organizes the flow of (Levin Institute, 2017).
the story. Assign a particular image to portions of the script.
To better illustrate this, consider two people from different countries, for example,
4. Locating Multimedia - Use search engines to locate photos and videos. Photos the Philippines and South Korea. Let us say they meet in college and become good
and videos from one's personal collection may also be used. friends, so that the Korean comes to be treated like a member of the Filipino's
family. After some time, the Korean returns to her own country, but something has
changed-she notices an aspect of her culture that she finds herself wishing to be
more Filipino. She knows very well that she cannot change Korean culture as a
whole, so she decides to just change herself. Shedoes not change everything, of What is different now, however, is the speed at which globalization is happening,
course-just a little thing here and there; she is still obviously Korean, but she just its overall scope, and its effects on the lives of ordinary people. Not only are we
does a few things differently from those who have never been to the Philippines. interacting with, learning from, and integrating knowledge gleaned from other
cultures and nations at an unprecedented rate, there is now also a sense that no
Now suppose a little more time passes and the Korean is very happy with the matter where one lives or how limited is one's face-to-face interaction with
changes she has made to her life that makes it just a little more Filipino. Let us say members of another nation or culture and how limited one's time is spent online,
some of her colleagues notice how she does some things differently and they globalization and its effects are inescapable. Even remote villages will be exposed
become curious, so she tells them about her experiences in the Philippines and to the latest KPOP hit, if they have access to a radio. If they produce rice, they will
how that in some ways, she wishes to do things the way the Filipinos do. Her also feel the effects of more affordable rice. imports from Thailand and Vietnam. If
colleagues decide to give it a try, and they find that they like this different way of they have access to a kerosene stove, they will feel the effects of the fluctuations
doing things, too. in oil prices originating from Arab nations. All these things take place without
having to know anyone from or anything about Korea, Thailand, Vietnam, or the
Now let us say that when we look at the person from the Philippines, something
Middle East.
similar has taken place: the Filipirio, while still being Filipino through and through,
has made a few changes in her life as a result of her experience of Korean culture The Effects of Globalization
through her friend during their years in college. Some of her friends have also
noticed it and have made similar little changes in their own lives. The effects of globalization are multi-dimensional. As shown earlier, they range
from economic to cultural, on both national and individual levels. Meyer (2000)
Because our exposure to the concept of globalization has largely been through an summarizes the effects of globalization as follows:
economic lens, it is tempting to limit globalization as something that concerns
economists and businessmen. But globalization and its effects go beyond import or  economic, political, and military dependence and interdependence
export and Foreign Direct Investment (FDI). Notice that in our illustration, the between nations;
friends of the two people in question were affected by their interaction, even if  expanded flow of individual people among societies;
they themselves had never been to Korea or had not met a Filipino. Now scale this  interdependence of expressive culture among nations;
up to the point where it is not just two people from two different nations  and expanded flow of instrumental culture around the world.
interacting, but millions of people, from nearly two hundred different countries,
where we are no longer integrating just languages or mannerisms or food recipes, Economic Dependence/Interdependence
but everything from styles of clothing, forms of entertainment, education,
When the term globalization entered the Philippine public mindset in the early
technology, manufacturing, ways of doing business, ideas, and whole worldviews.
90s, it was popularly understood to be a mainly economic phenomenon, and a
This is globalization as we know it today.
negative one at that. The idea that foreign-owned businesses could come into the
Globalization as a phenomenon is not new. Nations and cultures have been country and freely "set-up shop," thereby choking-out local industries was not a
interacting and integrating with one another for millennia. Consider how ancient welcome thought, even though it was erroneous.
Greek culture was so widespread across the Mediterranean that even the
While Philippine society has come to realize that this early perspective
Egyptians could speak their language, and how Rome was so inspired by Greek
represented a shallow understanding of globalization, the fact of the matter is that
culture that they adopted it wholesale. Consider how so much of the Chinese,
globalization has brought economic development to our society as a whole. By
Arab, and Indian cultures have become part of our own; these interactions and
attracting Foreign Direct Investment (FDI), new technologies, employment
subsequent integrations did not happen recently, but even during centuries before
opportunities, and money have come into the country. The phenomenon of a taxi
there was even a political entity known as the Philippines.
driver owning multiple smartphones to browse social media while stuck in traffic Expanded Flow of Expressive and Instrumental Culture
because of the rise of the number of vehicles on our roads is testament to this fact.
Expressive culture, as the term suggests, deals with how a particular culture
This does not mean, however, that there have been no negative effects of expresses itself in its language, music, arts, and the like. Globalization encourages
globalization. Kentor (2001) notes that foreign capital dependence increases the monetization of these cultural artifacts and their import/export among
income inequality in four ways: (1) It creates a small, highly paid class of elites to participating cultures; the increased consumption of which changes the consuming
manage these investments, who create many but usually low-pay jobs; (2) Profits culture. Case in point, KPOP music and culture was a relatively niche occupation
from these investments are repatriated, rather than invested in the host country, ten years ago, with very few people aware of its existence, let alone actual fans.
therefore inhibiting domestic capital formation: (3) Foreign capital penetration Today it is practically ubiquitous in Philippine society, alongside the consumption
tends to concentrate land ownership among the very rich; and (4) Host countries of all things Korean, from skin-care products to instant noodles.
tend to create political and economic climates favorable to foreign capital that in
turn limit domestic labor's ability to obtain better wages. In simple words, "the rich Instrumental culture, on the other hand, refers to "common models of social
become richer, and the poor become poorer." order" (Meyer, 2000)-that is, models or ways of thinking about and enacting
national identity, nation-state policies both domestic and foreign, socio-economic
Hout (1980) observes that international dependence (another word for development, human rights, education, and social progress. A simple example of
globalization) tends to suppress adult wages, which in turn perpetuates the role of this is the Philippine educational system: Closely patterned after the American
children as economic necessities (the familiar saying "Kapag maraming anak, educational system, education leaders in the country closely follow the
maraming katulong sa hanapbuhay"), leading to explosive population growth. educational trends in America and select European countries, perceiving them to
be the global leaders in the field. While this has served us to an arguably
In a chain reaction of negative effects, this explosive population growth creates a satisfactory degree thus far, it is interesting to observe that the problems and
large sub-sector of society that is insulated from economic development yet difficulties in American education eventually show-up in Philippine education,
competes for resources with the rest of the population. Coupled with the albeit five to ten years removed.
economic inequalities in which this society is couched, this encourages political
instability, resulting in policies that favor the redistribution of income, which in Expanded Flow of People among Societies
turn discourages investment, which then slows economic growth.
The fact that globalization encourages the movement of people between nation-
Political and Military Dependence/Interdependence states should come as no surprise to us. The Philippine Statistics Authority (PSA)
estimates that there were 2.3 million Overseas Filipino Workers (OFWs) during the
A survey conducted in late 2018 found that three in five Filipinos believe that the period of April to September 2017, who were responsible for up to 205.2 billion
United States would intervene on behalf of the country in case of war (Viray, pesos in remittances (Philippine Statistics Authority, 2018).
2018). Despite the current very conservative stance of the US on its foreign
policies, this can be taken as evidence of the Philippines' dependence on both the Meyer (2000) observes three reasons for this: socio-economic migration, political
political and military power of the US in order to maintain its sovereignty as a expulsion, and travel/tourism.
nation-state in the Southeast Asia region. Similar things can be said of Russia and
the many communist nations throughout the world. Socio-economic migration explains the Philippines' OFW phenomenon. Filipinos
travel abroad to find better economic opportunities for themselves and their
The point is that where there are some forms of economic dependence/ families for lack of said opportunities here.
interdependence, political dependence/interdependence is not far behind, as the
participating nations strive to protect their investments and interests in one
another.
Political expulsion, on the other hand, has more to do with trying to escape the The National Commission for Culture and the Arts (NCCA) is the government body
political climate of a particular country, thereby forcing an individual to seek tasked with the documentation, preservation, and dissemination of Philippine
asylum (and ultimately, resettlement) in another more favorable country. culture, both locally and abroad. Part of how the NCCA is addressing this and
related matters is through the establishment of the Philippine Cultural Education
Travel for the sake of leisure (i.e.. tourism) is a strong indicator of economic Program (PCEP), which "envisions a nation of culturally literate and empowered
development as more and more Filipinos are able to finance short-term travels Filipinos" (NCCA, 2015). Designed to make cultural education accessible to all
abroad, fueled by curiosity that is fed by social media and enabled by globalization. sectors of Philippine society, the PCEP held national consultative meetings,
conferences, workshops, art camps, and festivals on culture-based teaching and
Cultural Literacy
good governance from 2003 to 2007. As a result of Republic Act 10066 (2010),
Cultural Literacy is a term coined by Hirsch (1983), referring to the ability to PCEP has been designated as the body, together with the Department of Education
understand the signs and symbols of a given culture and being able to participate (DepEd), tasked to "formulate the cultural heritage education programs both for
in its activities and customs as opposed to simply being a passive (and outside) local and overseas Filipinos" that are to be an integral part of Philippine education
observer. The signs and symbols of a culture include both its formal and informal in all its aspects.
languages, its idioms and forms of expression, entertainment, values, customs,
Cultural education-and thus cultural literacy-in the Philippines is quite a challenge,
roles, traditions, and the like most of which are assumed and unstated. Thus, they
given that Philippine culture is a complex blend of many indigenous and colonial
are learned by being part of the culture, rather than by any formal means.
cultures and varies widely across regions, and the average citizen is almost as
To illustrate this, consider the following statement: "The classroom was in absolute ignorant of other Philippine cultures as foreigners are. To point out, consider the
bedlam." Without any sort of background, the reader is forced to guess the question, "What makes something or someone 'Filipino'?"
meaning of the word "bedlam" from its context within the sentence. As it turns
The average reader will be hard-pressed to pin down a definite answer. De Leon
out, "bedlam" refers to a scene of uproar, confusion, and chaos. The term is British
(2011) argues that this is in part due to a colonial mindset among Filipino artists
in origin, referring to a psychiatric hospital in London by the name of St. Mary
that inhibits the full development and realization of Filipino artistic creativity-a
Bethlehem that was once representative of the worst excesses of insane asylums
kind of artistic and cultural creativity that is fully Filipino.
during the 14th century and "bedlam" is a corruption of the word "Bethlehem" in
the name. While it is one thing to know that meaning of the word, note that it is De Leon (2011) coins this propensity for Filipinos to look at their culture and
knowledge of its cultural origins that better enables a person to both appreciate themselves through Western lenses as the Doña Victorina Syndrome, a kind of
and participate in conversations and activities. inferiority complex wherein anything and everything natively Filipino is considered
by the Filipinos themselves as being inferior, backward, and worthless in
Of course, by its very definition, cultural literacy is culture-specific, but it is not
comparison to their Western counterparts, and therefore a source of
limited to national cultures, contrary to what many people assume. The culture of
embarrassment and unease. As De Leon puts it, our low self-esteem borders on
one workplace can be very different from another, just as the culture of a
self-contempt, the results of which are doubt in the Filipino capacity for
particular school can differ widely from another school nearby.
achievement, perverse delight in belittling ourselves, lack of respect and even
There are far too many cultures for any one person to be literate in all of them. As outright contempt for one another, and blind dependence on foreign goods,
more and more Filipinos travel-both domestically and abroad-as the result of concepts, techniques, approaches, and expertise (2011). The biggest challenge
globalization and the increased opportunities it brings, the need to develop new then, according to him, is the deconstruction of the negative self- images and
cultural literacies comes to the fore. notions of ourselves that we have imbibed over generations through "a workable,
effective program of education that can make Filipinos more responsive and
Cultural Literacy in the Philippines sensitive to Filipino dignity, needs, values, and cultural potentials and assets."
For De Leon, it is excellence in the arts-via an expression that is truly Filipino-that equality, diversity, and social justice. This is in direct response to the "Euro-centric"
can form the core of national unity. Of course, this remains to be seen. and "white-dominant" traditions of education that in the eyes of American cultural
minorities (particularly the blacks) is a form of racial injustice. This is very foreign
Challenges for Cultural Literacy in the Philippines to the Philippine context, which, despite having our own deeply ingrained
traditions of discrimination, does not have the same issues of discrimination as in
As Applebee (1987) observes, interesting discussions on cultural literacy give rise
the United States, nor the same amount of hostility. Nevertheless, the fact that the
to some very difficult questions which are particularly important to a multicultural
perceived need for multicultural literacy stems from a slighted sense of justice for
and multilingual nation like the Philippines.
"the other" (that is, any individual, group, or culture that another individual. group,
 What kinds of knowledge constitute cultural literacy? Is it knowing facts, or culture considers "not of us." for any reason) cannot be ignored in our attempts
names, and dates, or is it something more experiential like being familiar to pin down a functional definition of multicultural literacy for ourselves.
with a story or a particular song?
Meanwhile, in Europe, multicultural literacy comes more in the form of
 If culture is more "caught than taught," should cultural literacy be one of
intercultural communication competence (ICC), which is defined by Dusi.
the goals of education? If yes, how does one teach it?
Messetti, and Steinbach (2014) as a composite of skills, abilities, attitudes,
 Whose cultures must we be literate in to be considered "culturally
personality patterns, etc, necessary for clear and productive communication with
literate"? Who decides which cultures are included and which ones are
cultures other than our own. Similarly, Fantini (2006) defines it as "a complex of
excluded, and on what bases?
abilities needed to perform effectively and appropriately when interacting with
 Is cultural literacy education simply a means for the dominant culture to
others who are linguistically and culturally different from oneself."
express its dominance over minority cultures?
 How is cultural literacy to be assessed and evaluated? How can we know Clearly, the broader and more magnanimous European definition of multicultural
someone is "culturally literate"? literacy is more fitting for the Philippine context, even if the exact definition of
what ICC consists of is still being hotly debated. For the purposes of this book, it
As of the writing of this book, no definitive answers to these questions exist in the
would also be wise to include how justice contributes to the literacy; that is, there
literature.
would be no discussion on multicultural literacy if not for the lack of justice in a
Multicultural Literacy multicultural discussion or discourse.

As cultures begin to mix and change as a result of globalization, conflicts inevitably We define multicultural literacy here as the knowledge and skills necessary to
arise over identity, values, and worldviews. This situation consequently needs for a ensure that any communication with a culture different from our own is clear,
literacy that enables us to quickly and easily identify and resolve such conflicts, productive, and respectful such that their differences are celebrated and neither
preferably before they even begin. This has come to be understood as culture is demeaned or treated as inferior.
multicultural literacy.
It is important to realize that under this definition, a "different culture" is not just
Multicultural Literacy as a set of skills and knowledge is difficult to define because limited to "someone from another country," but could also include someone
of how it changes depending on the contexts in which it is discussed. For example, whose gender, economic background, religious beliefs, sexual orientation, or even
multicultural literacy as defined in American literature is different from how it is sense of fashion is different from our own.
deployed in a more European context.
The skills and knowledge required for one to be multi-culturally literate are not
In America, multicultural literacy has very strong leanings toward knowing or mere language skills, since it is assumed that some medium of communication
identifying the poly-ethnic origins of knowledge with the express goal of fostering already exists between two cultures. Rather, true multicultural literacy consists of
perspectives, attitudes, and beliefs about other cultures that affect the manner in A number of important issues stand in the way of Philippine educators attempting
which we communicate and the motives behind our communication. Here are to learn multicultural literacy for themselves and teach it in turn to others, which
some examples: are different from what can be found in Western literature. particularly those of
the United States.
1. Be selfless An attitude of selflessness - one that is less concerned with how I
feel and more concerned with how I am making others feel is crucial to Conflicting Requirements for Peace
multicultural literacy, as so much of the offense and conflict associated with the
meeting of different cultures is the result of a "me first" attitude: I should be When all is said and done, the heart of multicultural literacy is peace among
accommodated, you should be the one to adjust to me, I should feel comfortable different cultures-that is, productive and non-violent interaction. It is easy to
with you before I make efforts to make you feel comfortable, etc. Such selflessness assume that all cultures value peace to the same degree and are therefore willing
is not instinctive to people, and is especially difficult when one feels insecure of to make the same compromises in order to attain it, but this is not necessarily true.
oneself and identity.
Take for example the Israeli/Palestinian conflict, which is really a conflict over
2. Know that good and useful things can (and do) come from those different from territory: Both sides desire peace, but they do not desire it enough to be willing to
us - Hand-in-hand with a dismissive attitude toward another culture is the idea compromise. In a very real sense, both sides would rather live in perpetual conflict
that nothing good can come from them. Furthermore, there is a tendency to with one another rather than give-up their claim to the land which each side
ignore or outright dismiss evidence to the contrary. Simply acknowledging that believes is rightfully theirs.
good ideas and products have come from cultures we might not like goes a long
On a more personal, immediate front, I am reminded of an activity a fellow teacher
way in preparing our minds to perceive them as being equally valuable.
conducted in her class where she asked her students to write down how they
3. Be willing to compromise - Any significant interaction with someone from a defined "peace." One student revealingly wrote: "Peace is when I get what I want."
different culture is governed by the principle of "He/She wants something, and I
Nationalistic and Regionalistic Pushback
want something." In other words, cultures do not interact out of pure
magnanimity. If both of you are willing to give the other what they want, well and The increasing demand for multicultural sensitivity, inclusion, and diversity in the
good. But what happens when one or both are unwilling to give what the other recent years has also given rise to resistance from groups who believe that their
wants? There must be a compromise: a reciprocal adjustment of demands and identity is being "watered-down" by the needed compromises.
expectations to accommodate what the other party is willing to give.
Case in point is the very recent proposal of "Ortograpiya ti Pagsasao nga Ilokano"
4. Accept that there are limits - At some point however, one or both cultures will by officials of the Komisyon ng Wikang Filipino (KWF) in October of 2018. The
be unwilling/unable to adjust their wants for the sake of the other any further. proposal was met with intense backlash from group of llokano writers and
Beyond this point, the productivity of the interaction drops and one must either language advocates over the "incompetence in preparing the Ilokano orthography
change the purpose of the interaction or walk away, accepting that what you want that didn't conform with the existing orthography being used by the Ilokano
cannot be had from that particular source. Attempting to force the other party to writers and experts," claiming that the proposed orthography was based on
adjust (when you refuse to do the same) only results in misunderstanding, hurt, Tagalog and not Ilokano and that the commission's attempts to compel the
and conflict. The sooner we accept this, the sooner we can set realistic regional language to conform to the standards of the Ortograpiyang Pambansa
expectations of one another. (National Orthography) would "destroy the identity of the Ilokano language"
(Dumlao, 2018).
Issues in Teaching and Learning Multicultural Literacy in the Philippines
In the ensuing online firestorm, one particular individual commented on how such Therefore, the primary issue that educators face in teaching multicultural literacy
regional pride is out of step with modernity, particularly with our need to be to their students and learning it for themselves is, "Why does this problem
united as a country. Now this sentiment is consistent with the multicultural literacy persist?" Or to put it in another way, "Despite all out advances in science,
of being able to put aside differences for the sake of a common goal, but notice technology, and culture, why is this still a problem today?"
how for the Ilokanos, national unity (as far as language is concerned) is not worth
the cost of giving-up their ability to determine the orthography of their language Boutte (2008) suggests that issues of discrimination in all its forms (racial, religious,
for themselves. tribal, cultural, etc.) are really issues of hatred, which she defines in an educational
setting as "the lack of compassion and lack of respect for the rights of others," and
Such issues become even more complex and clouded when they come to a head that such hatred must be fought and its roots must be attacked, because for as
with economics, social justice, and religion. What is to be done when long as hatred exists in the human mind, real peace will be impossible (Vreeland,
accommodating the idiosyncrasies of another culture means decreased economic 2001).
opportunities for other members of my culture? What about when we must decide
between gender equality and retaining a venerable, historical institution like the If this is true, then it leads to some interesting questions: For one, what is the root
Boy Scouts of the Philippines? What about if, for the sake of peace, one culture of this hatred? Boutte (2008) suggests that, at least in an educational context, such
must compromise on its religious values? We might think that peace is worth it, hate is often unintentional, but is usually the result of a lack of education. Now if a
but what if the other culture believes otherwise? lack of education is to blame, then a lack of education in what, exactly? Is it
awareness of the existence of those different from us? Is it awareness that those
We see here that while multicultural inclusiveness is by and large a good thing, it different from us are worthy of respect?
comes at a cost. Part of the identity of the host culture becomes diluted and lost
the inevitable result of the compromises necessary for it to have some form of The former is unlikely: Thanks to the Internet; we are very much aware of the
multicultural understanding. In effect, pushing for multicultural inclusion might existence of people and cultures that are fundamentally different from us, yet this
very well be asking some cultures to decide which has more value: Inclusion or has done nothing to mitigate the hatred that Boutte speaks of. The latter question
Identity? is more promising, but presumes that something exists in all individuals-regardless
of color, language, religion, education, social status, etc. that is worthy of respect.
We must be aware that these questions are easier to answer for the culture that If this is true, what is this something? How do you teach it?
wants to be accommodated (because it will cost them nothing), rather than the
one that must do the accommodating. To date, no literature exists within academia that gives a definitive, authoritative,
and final answer to these questions.
The Persistence of the Problem
The Question of Value
On the surface, multicultural literacy might seem to just be a matter of "good
common sense." and understandably so, no one actively desires to experience Another issue in teaching and learning multicultural literacy is better posited as a
discrimination regarding what they know and what they can and cannot do simply question: "Why should I treat people of another culture with respect?"
on the basis of race, ethnicity, or in the case of the Philippines, region of origin. It
It might seem that the answer to the question is a simple one: for peace. But as we
therefore makes perfect sense to collectively refrain from such behavior under the
have seen earlier, not everyone values peace to the same degree. What if, for a
assumption that "If you don't do it to me, I won't do it to you." And yet, to our
certain culture, it is easier to just destroy anyone who opposes them rather than
horror and shame, the practice persists. Worse, we sometimes find ourselves
expend the effort needed to come to a mutual understanding?
participating in and justifying such discriminatory behavior-if only online and not in
real life (as if anything written or posted online is not, in fact, in real life).
Such statements might sound crass, but only if we believe that we, as a society, are you, the teacher, know only your own culture, then you will be unable to teach
above such things. How many times have we broken "small" laws and rules of your students to appreciate a culture that is different from your own.
etiquette-running red traffic lights "because no one is there to catch me," or asking
a vendor at a flea market or tiangge to list a different price on the receipt than - Familiarize yourself with how discrimination and prejudice appear in your own
what an item is worth-because it is more convenient than to do otherwise? How culture. Boutte (2008) and Banks (1991b) agree that teachers must be able to
many times have we been selfish in our decision-making, not thinking about, not identify and confront patterns of discrimination and prejudice in their own lives
caring about its implications for others? And how many times have we justified before they can teach their students to do the same. For example, when someone
such behavior "because of the circumstances" or "because everyone else is doing you just met says he or she is from Mindanao, what words immediately come out
it"? of your mouth in response? Do they express genuine acceptance, or do they
betray some long-held preconceptions about people from the region?
In other words, "Why should I value another culture, another society, another
person more than myself and my own?" If we subscribe to Dawkins' (2016) - As you are, so will you behave. Key to genuine multicultural literacy is core
concept of a "selfish gene"-where on a genetic level, the more two individuals are values that is, what you, the teacher, really believe about people who are different
genetically similar to one another, the more sense it makes to behave selflessly from you; not the kind of belief that you can just say you possess when talking to
toward one another and selfishly toward others who are different then we can your class, but the kind that determines your behavior when you think no one is
easily frame the issue of discrimination of cultural discrimination and injustice as watching.
one of both genetics and survival. This means that the injustice you experience is
Simply put, if you do not truly believe that those who are different have value
necessary for my survival, and therefore it is in my best interests (genetic and
equal to your own, it will show, and your students will detect it. It will be seen in
otherwise) that I maintain the status quo-or reverse it, as the case may be.
the words you use, in the expression on your face, in the change of you behavior
Educators like Freire (2000) have recognized and written against such a monstrous
when you think no one can see, etc. The converse is also true: If you do believe
perspective-and rightly so-but have also admitted that when the oppressed are
others have value equal to your own, no matter their social class, educational
freed from their oppression, they inevitably become the new oppressors.
background, skin color, or regional accent, it will show; and what is shown is what
If such perspectives seem horrible to us (and they should), it is because the students will learn.
question of the value of humanity, both individually and collectively as a culture,
- Model more, tell more. Young students, by nature, will have difficulty in
makes no sense without subscribing to some absolute moral standard- one that is
exercising empathy toward those who are different from them. The ability is there,
true and right for all people, regardless of race, color, or creed. But in today's
but it will naturally lack practice. It is therefore not enough that teachers tell them
society where such absolutes are reduced to matters of perspective, there remains
to be more compassionate you, the teacher, must model for them what empathy
no final and sensible answer to the question.
and compassion for others look like on a day-to-day basis.
ENHANCE
REFLECT: Wrap Up
A majority of research on multicultural literacy stems from the West. specifically
- Globalization is the process of interaction and integration between people.
the United States, and focuses on teaching teachers to be more multicultural in
business entities, governments, and cultures from other nations, driven by
their pedagogies.
international trade and investment and supported by information technology.
- Learn about other cultures. Banks (1991a) posits that the first step to teaching
- Cultural Literacy is the knowledge and understanding of the life of a culture to
multiculturalism is knowing about cultures that are not your own. It follows that if
the point where one can fluently participate in the activities of the said culture.
This includes, but is not limited to, its languages, traditions, values. beliefs, forms laws by which to measure and administer rewards and punishment. Equitable are
of entertainment, and worldviews. the speech, actions, behaviors, and decisions that treat others fairly, regardless of
background or circumstances. Not to be confused with equality, which connotes a
- Multicultural Literacy is the knowledge and skills necessary to ensure that any fixed standard of treatment for all people, equity seeks the good of others, and
communication with a culture different from our own is clear, productive, and labors to find means by which everyone gets "what they need" rather than simply
respectful such that their differences are celebrated and neither culture is "everyone gets the same thing in the same amount."
demeaned or treated as inferior.
Peers and schools play a formative role on the social skills development of
The skills and knowledge required to be multi-culturally literate are: children. These social skills are often expressed as consisting of three inter-related
components: social perception, social cognition and social performance (Arthur,
1. selflessness;
Davison, & Stow, 2000). Increasing emphasis has been placed on the last
2. knowledge that good and useful things can (and do) come from those different component, particularly in terms of outcomes. Social skill is defined in literature as
from us: 'the ability to interact with others in a given social context in specific ways that are
socially acceptable or valued and at the same time personally beneficial, mutually
3. willingness to compromise: beneficial, or primarily beneficial to others.'

4. acceptance that there are limits; and There are several types of social skills that must be mastered for a child to be
socially adept. These range from the ability to initiate, maintain, and end a
5. idea that we cannot be friends with everyone. conversation to reading social signals to more complex skills such as solving
problems and resolving conflict (Lawson, 2003). The following examples represent
- The issues in teaching and learning multicultural literacy in the Philippines are the some of the fundamental principles of relating well to others. Children with social
nationalistic/regionalistic pushback, the persistence of the problem, and the skill deficits can be taught these skills directly by parents, teachers, and/or
question of value. professionals using the strategies of modeling, role-playing, rehearsal, and
practice.

- Greeting - Children develop relationships with peers by interacting with them.

BENLAC: CHAPTER 3
The first step in a social interaction is greeting someone. Greeting others is done
Social literacy concerns itself with the development of social skills. knowledge and not only with words like "Hil" or "How are you?" but with facial expressions, tone
positive human values that enable human beings to act positively and responsibly of voice, and gestures such as a nod or a wave. The nonverbal part of greeting
in range of complex social settings. It is the knowledgeof how to behave and treat someone is just as important as the words. It is not so much what one says but
other people in a way that is morally upright, just, and equitable, with a view of how he/she says it that lets people know he/she is glad to see them.
promoting positive and productive relations that are free from unfair prejudices,
- Initiating Conversation-In order to carry on a conversation, a child must be able
hate, and discrimination. These three descriptions will be explained below.
to initiate, maintain and close conversation appropriately. This requires good
By morally upright, we refer to thoughts, speech, actions, and motivations that listening and attention skills, as well as the ability to take turns and probe for
adhere to a standard of right and wrong. On the other hand, just refers to speech, missing information. Being a good conversationalist requires turn-taking and
actions, and behaviors that are in-line with a fixed standard of justice-a system reciprocity. Children have to listen as well as talk. If they do not show an interest in
that promotes and rewards good and at the same time punishes wrongdoing. Any what the other person has to say, they probably will not be interested in talking.
system of justice, whether national, regional, or local, requires a body of rules or Impulsive children often have trouble knowing when to talk and when to listen.
- Understanding the listener - Once a conversation is initiated, it has to be This is a courageous act and is the quickest and easiest way to correct a social
maintained. In order to do that, it is important to understand the audience one is blunder. In reality, other people usually have a higher opinion of someone who
talking to. A socially adept child quickly and unconsciously identifies and apologizes for making a mistake. Apologizing is a sign of humble and mature
categorizes his listener, measures what he/she has planned to say against the character when one commits mistakes.
anticipated response of the listener, and then proceeds, alters, or avoids what she
has planned to say. He/She knows that talking to authority figures is not done in The Role of Parents and Teachers in Teaching Social Skills to Children
the same. way when talking to peers. A misread of the listener often leads to a
Parents typically play the major role in teaching children social skills. Parents can
misunderstood message and potential social rejection. To converse in a socially
directly teach social skills by modeling, role-playing, and providing opportunities
appropriate manner, children must be able to take the perspective or point of view
for their child to rehearse and practice new skills. They should encourage and
of the other person, i.e., think the way they think. To do this a child must pretend
praise the child for successfully using a new skill. Professionals typically intervene
that he/she is the listener and think about what he/she needs to hear to
only when children are having substantial social difficulty with peers. These
understand what is being said.
individuals can implement structured, guided, and effective programs that often
- Empathizing - Empathy is more than perspective taking; it means that one is able involve group work with peers. Children must then generalize the skills they learn
to feel what the other person feels. Empathy allows one to really connect with in the group to school and other personal social situations.
other people. Other children often think of children who lack empathy as mean,
School is the place where children spend the majority of their time with peers. It is,
unkind, or self-centered.
therefore, a natural and perfect setting for children to learn and practice social
- Reading Social Cues - It is very important to read social cues in a conversation. skills. While teachers do not have to teach a class in social skills, they can take
Cues are the hints and signals that guide us to the next thing to say or do. Social advantage of every opportunity to help children improve their social skills. They
cues can be verbal or nonverbal. Verbal cues are the words that the other person should be alert to teasing and bullying and aware of children that are rejected or
is saying. Tone of voice is an important part of verbal cues. Good detectives pay ignored by their peers. They should work cooperatively with the children's parents
very close attention to nonverbal cues. to prevent the humiliation, embarrassment, and distress that befall these children.
Pairing a socially inept child with a socially adept one, involving children in
- Previewing or Planning - Conversations also require that one previews or thinks cooperative instead of competitive learning exercises, identifying and
about what effect the words or actions may have on the listener before she says or acknowledging the strengths of all children, understanding social weaknesses, and
does them. If the impact will be negative, one can adjust what she might say or do. creating an environment in which diversity is accepted and celebrated can greatly
enhance all children's social abilities, sense of belongingness, and self-esteem, not
- Problem-Solving - Problems and conflict are often a part of social interactions. just in the classroom but in life as well.
Someone may not agree, get angry, insult, or become aggressive at something that
one says. How one reacts to these conflicts depends on how good her problem Issues in Teaching Social Literacy
solving skills are. Conflicts cannot be avoided and are often necessary to "clear the
air." Turning a conflict from a "win-lose" situation to a "win-win" situation is the How children develop their social literacy is intrinsically a contextual matter and is
best way to resolve conflict. This requires negotiation and compromise, give and not something that can be easily traced in a linear or developmental fashion. The
take that results in a situation where all parties can live with and help maintain acquisition of social literacy is a complex process that is historically and culturally
friendships. conditioned and context-specific. Children learn through social practices, both
explicit and implicit, and become human through social interaction. Nevertheless,
- Apologizing - Everyone makes social mistakes at one time or another. A person it is also the case that children engage in socialactivity before they are taught it; in
with good social skills is confident enough to make a sincere apology for her error.
other words, children are disposed to be social before they learn what sociability is While we would all like to believe that people are inherently good, experience has
all about. taught us that the inherent goodness of humanity is, at best, unreliable:
Sometimes it is there, often it is not. We are quick to champion the cause of moral
There are two distinct ways of answering the question on how children learn to uprightness, justice, and equity, but balk when our words and actions come under
live socially with each other and with adults. The first view is normative and their scrutiny. In other words, we insist that others be judged according to a fixed
communal. From their culture, children learn customs that provide them with a moral standard, but invoke a subjective one when our own behavior is questioned.
guide to act in ways that minimize conflict. The second view is pragmatic and We demand justice when we perceive ourselves to be victims of wrongdoing, but
individualistic. The social order of children is created by explicit and implicit we surround ourselves with excuses when we do wrong. We insist that others
agreements entered into by self-seeking individuals to avert the worst treat us equitably, but are reluctant when treating others with equity costs more
consequences of their selfish instincts (Arthur, Davison, & Stow, 2000). In this last than we expected.
view, social order is dependent on sanctions and formal agreements. Rules are
obeyed because they confer personal advantage on a child. In the normative view, ENHANCE
children are persuaded of the moral force of acting socially through their voluntary
associations with others, both in their immediate circle, such as the family, and in Today's students have grown up with the Internet that they have become
the wider community, for example, through membership of a church or club. The inseparable from their gadgets. Blake (2017) offers helpful reminders to young
child in this normative view will not only know the correct behavior but will professionals in terms of social skills in the modern age. This situation underscores
perform the role without any need for regular, conscious reference to the rules the importance of educating students in what could be called social literacy to
governing it. ensure their academic and career success.

Teaching social literacy in schools is not as easy as it appears to be due to Situational Awareness in the Workplace
subjective standards of morality and inherent human capacity to judge and make
While casual office attire has become the norm in many offices, job interviews
excuses.
typically require more formal dress and behavior to demonstrate a level of respect.
Subjective Standards of Morality Stories prevail of young adults showing up to interviews in casual clothing, texting,
or using phones during job interviews or even bringing their parents with them.
The natural outcome of postmodern philosophies is that truth and morality are Such behavior demonstrates a lack of situational awareness about what is
considered subjective and open to individual interpretation. This can be seen in appropriate to do in different social circumstances. While college classrooms or
the current culture, where actions and behavioral patterns that were once the actual office atmospheremay allow for a more casual dress code, students
considered bad have now become acceptable-so much so that many now consider need to be taught what is socially acceptable in terms of dress or behavior for
them to be even good. When the standard of measure between good and bad them to stand out above their colleagues. An ability to read social situations
changes, this gives us license to change as well and opens the gates to all kinds of illustrates strength to employers-quickly picking up on a client's mood or
abuse. This, in effect, pulls the rug out from under any and all attempts at true expectations in various business or cross-cultural situations can be the difference
justice and equitability, since they themselves rely on a fixed moral standard. between success and failure.

Interestingly, many of those who insist on a subjective moral standard will be the Social Intelligence in Technological Communication
first to demand for a fixed moral standard when they themselves fall victim to a
subjective morality's inevitable outcome. Text-speak and technology use have affected many young people's ability to
communicate. While email has deformalized much of the communication process,
Human Nature students still need to ensure their writing denotes respect and provides enough
context for professors (or future employers) to readily respond. In addition, text-
speak has reduced students' ability to communicate using correct grammar. FINANCIAL LITERACY
Through studying particular communication genres and what they demand,
students can learn more about what individual situations demand in terms of the The National Endowment for Financial Education defines financial literacy as "the
formality of communication. For example, if a professor signs an email with "Dr. ability to read, analyze, manage, and communicate about the personal financial
Smith," this is a fairly good indication that he expects to be addressed as such and conditions that affect material well-being. It includes the ability to discern financial
not informally by his first name. choices, discuss money and financial issues without (or despite) discomfort, plan
for the future, and respond competently to life events that affect every day
Social Intelligence in Traditional Communication financial decisions, including events in the general economy" (Incharge Education
Foundation, 2017). To put it simply, it is "the ability to use knowledge and skills to
While email has taken over as the primary method of communication, traditional manage one's financial resources effectively for lifetime financial security"
modes of discourse still exist. For example, many employers still expect cover (Mandell, 2009). Meanwhile, Hastings, et al. (2013) refers to financial literacy as:
letters in addition to resumes, and the lack of a thank-you note for a gift is often
perceived as more than a simple social oversight. An ability to craft these types of 1. knowledge of financial products (e.g., a stock vs. a bond, fixed vs. adjustable rate
documents illustrates an understanding of social expectations and denotes a level mortgage):
of respect or appreciation. While not related to the traditional educational canon,
learning to properly write a cover letter or business letter or a thank-you card not 2. knowledge of financial concepts (e.g., inflation, compounding, diversification,
only teaches students that these documents exist and are often necessary but also credit scores);
shows them how to craft such documents, saving them time and energy in the
3. having the mathematical skills or numeracy necessary for effective financial
future.
decision making: and
Wrap Up
4. being engaged in certain activities such as financial planning.
- Social literacy concerns itself with the development of social skills, knowledge,
Public and private institutions alike have recognized the need for financial literacy
and positive human values that enable human beings to act positively and
to be incorporated in the school curriculum. Financial education and advocacy
responsibly in range of complex social settings.
programs of the public and private sectors have been identified as key areas in
- Social skills range from the ability to initiate, maintain, and end a conversation to building an improved financial system in the Philippines (Go, 2017). Republic Act
reading social signals to more complex skills such as solving problems and resolving 10922, otherwise known as the "Economic and Financial Literacy Act," mandates
conflict. DepEd to "ensure that economic and financial education becomes an integral part
of formal learning."
- The modern age calls for young professionals to develop situational awareness
and social intelligence in both technological and traditional communication to The Council for Economic Education, the leading organization in the United States
succeed in their academic and career endeavors. that focuses on the economic and financial education of students from
Kindergarten through high school developed six standards gearing toward
- Peers and schools play a formative role on the social skill development of deepening students' understanding of personal finance through an economic
children. perspective. The standards and key concepts are summarized in the table below.

Standards Key Concepts

BENLAC: CHAPTER 4 Earning  income earned or received by people

income over time
 different types of jobs as well as different forms of  automatic savings plans, "rainy-day" funds
income earned or received  saving for retirement
 benefits and costs of increasing income through the
acquisition of education and skills Using credit  concept of credit and the cost of using credit
 government programs that affect income  why people use credit and the sources of credit
 types of income and taxes  why interest rates vary across borrowers
 Labor markets  basic calculations related to borrowing (principal,
interest, compound interest)
Buying  scarcity, choice, and opportunity cost  credit reports and credit scores
goods and  factors that influence spending choices, such as  behaviors that contribute to strong credit reports and
services advertising. peer pressure, and spending choices of scores
others  impact of credit reports and scores on consumers
 comparing the costs and benefits of spending decisions  consumer protection laws
 basics of budgeting and planning
 making a spending decision Financial  concept of financial investment
 payment methods, costs, and benefits of each Investing  variety of possible financial investments
 budgeting and classification of expenses  calculate rates of return
 satisfaction, determinants of demand, costs of  relevance and calculation of real and after-tax rates of
information search, choice of product durability return
 the role of government and other institutions in  how markets cause rates of return to change in
providing information for consumers response to variation in risk and maturity
 how diversification can reduce risk
Saving  concept of saving and interest  how financial markets react to changes in market
 how people save money, where people can save money, conditions and information
and why people save money
 the role that financial institutions play as intermediaries Protecting  concepts of financial risk and loss
between savers and borrowers and Insuring  insurance (transfer of risk through risk pooling)
 the role government agencies such as the Federal  managing risk
Deposit Insurance Corporation (FDIC) play in protecting  identity theft
savings deposits  life insurance products
 role of markets in determining interest rates  how to protect oneself against identity theft
 the mathematics of saving
 the power of compound interest
 real versus nominal interest rates The Benefits of Financial Literacy
 present versus future value
 financial regulators One's level of financial literacy affects one's quality of life significantly. It
 the factors determining the value of a person's savings determines one's ability to provide basic needs, attitude toward money and
investment, as well as one's contribution to the community. Financial literacy Because of these findings, public and private sectors alike have recognized the
enables people to understand and apply knowledge and skills to achieve a lifestyle need to strengthen financial education in the country. Last November 27-28, 2018,
that is financially balanced, sustainable, ethical, and responsible. more than 1,000 leaders, decision-makers, influencers, and representatives from
public and private institutions, civic society, and the academe gathered for the first
Increased personal financial literacy affects one's financial behavior. These changes ever Financial Education Stakeholders Expo organized by BSP. The Expo is designed
in behavior pay dividends to society as well. People who work, spend. save, to build an organized network of players that share the vision of a financially
borrow, invest, and manage risk wisely are less likely to require a government literate citizenry and cohesively implement a variety of initiatives to achieve this
rescue. Financial literacy does not totally eliminate the need for a social safety net vision. This is in line with the BSP advocacy for financial education and supports
because even the most prudent individual can encounter financial difficulties. But the BSP mandates of maintaining price stability, financial stability, and efficient
taking responsibility for one's financial life cultivates proper decision-making skills payments system. It is the BSP's conviction that a financially educated Filipino is an
and discipline. Most of the responsibility for managing financial matters rests with empowered Filipino who is able to make wise financial decisions that positively
the individual. That responsibility is easier for adults to bear when they have impact personal financial circumstances, and, consequently. contribute to inclusive
learned the basics of personal finance in their youth. and sustained economic development.
Financial Literacy in the Philippines The Expo supports Republic Act No. 10922 which designates second week of
November as Economic and Financial Literacy Week. It is also aligned with the
In his article "State of Financial Education in the Philippines," Go (2017) indicated
objectives of the Philippine National Strategy for Financial Inclusion, particularly
several findings of researches with regards to the state of financial literacy in the
the pillar on Financial Education and Consumer Protection.
country including the following:
Developing Personal Financial Literacy
- World Bank study in 2014 estimated 20 million Filipinos saved money but only
half had bank accounts. One's attitude about money is heavily influenced by the parents' attitude and
behavior about money. The attitudes you formed early in life probablyaffect how
- Asian Development Bank (ADB) study in 2015 revealed that PH does not have a
you save, spend, and invest today. Do you behave similarly or differently from your
national strategy for financial education and literacy.
parents about handling money?
- In 2016, Bangko Sentral ng Pilipinas (BSP) released the national strategy for
There are six major characteristic types in how people view money (Incharge,
financial inclusion, stating that while institutions strive to broaden financial
2017).
services, financial literacy should also complement such initiatives.
Frugal: Frugal people seek financial security by living below their means and saving
- As per Standard & Poor's (S&P) Ratings services survey last year, only 25% of
money. They rarely buy luxurious items; they save money instead. They save
Filipinos are financially literate. This means that about 75 million Filipinos have no
money because they believe that money will offer protection from unprecedented
idea about inflation, risk diversification, insurance, compound interest, and bank
events and expenses.
savings.
Pleasure: Pleasure seekers use money to bring pleasure to themselves and to
- Ten years after discovery of the stock market, still less than one percent of PH
others. They are more likely to spend than to save. They often live beyond their
population is invested in it.
means and spend more than they earn. If they are not careful and do not change,
- More than 80 percent of the working middle class have no formal financial plan. they may fall into deep debt.
Status: Some people use money to express their social status. They like to can live without, such as new clothes or a new cell phone model. You want them
purchase and "show off" their branded items. but do not necessarily need them. Too many wants can ruin a budget.

Indifference: Some people place very little importance on having money and ENHANCE
would rather grow their own food and craft their own clothes. It is as if having too
much money makes them nervous and uncomfortable. Here are practical steps you can undertake to enhance your financial literacy.

Powerful: Powerful people use money to express power or control over others. Setting Financial Goals

Self-worth: People who spend money for self-worth value how much they Setting financial goals is the first step to managing one's financial life. Goals may be
accumulate and tend to judge others based on the amount of money they have. short, medium, and long-term. Short-term goals can be measured in weeks and
can provide instant gratification and feedback. "I will ride on the LRT instead of
Which characteristic closely resembles your attitude about money? Explain your taxi" and "I will bring lunch every day" are examples of short-term goals. Medium-
answer. term goals should be accomplished within one to six months. These goals provide
opportunity for reflection and feedback and require discipline and consistency.
Spending Patterns Long-term financial goals can take years to achieve. These include saving money
for a down payment on a home, a child's college education, and retirement. They
Are you prudent or have you been accused of spending money lavishly? Or are you
may also include paying off a car, student loans, or credit card debt.
somewhere in between? Individuals have different spending patterns. Before one
can come up with a financial improvement plan, one needs to analyze his/her Developing a Spending Plan
spending habits. There are two common spending patterns: habitual spending and
impulsive spending. Habitual spending occurs when one spends out of a habit, Time and effort are necessary to build a sustainable spending plan. Three easy
when one buys the same item daily, weekly, or monthly. Daily items may include steps are proposed below when developing your personal spending plan:
water, rice, and cup of coffee. Week items may be grocery items. Monthly items
are the electricity and Internet bills. Impulsive spending occurs when one 1. Record - Keep a record of what you spend.
mindlessly purchases items that he or she does not need. Many people are often
2. Review - Analyze the information and decide what you do.
enticed by monthly sales at the malls with the attitude that they may lose the
items the following day. 3. Take action - Do something about what you have written down.
Fixed vs. Variable Expenses Importance of Saving
Fixed expenses remain the same year-round. Car payment is an example. Variable Because no one can predict the future with certainty, we need to save money for
expenses occur regularly but the amount you pay varies. Electric and gas bills are anything that might happen. Here are some reasons why saving is important:
examples of these.
- Emergency Bolster - You should save money to avoid going to debt just to pay
Needs vs. Wants emergency situations, like unexpected medical expenses and damages caused by
calamities or accidents.
Financial discipline starts with an ability to recognize whether expenses are needs
or wants, and followed by ability to prioritize needs over wants. Needs are - Retirement - You will need savings/investments to take the place of income you
essential to our survival. Wants are things that you would like to have but you will no longer receive when you retire.
- Future Events - You need to save for future events like weddings. birthdays,
anniversaries, and travels so as not to sacrifice your fixed expenses.
BENLAC: CHAPTER 5
- Instability of Social Security - Pensions from social security should only serve as
supplementary and not the primary source of income after retirement. 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
- A Little Goes a Long Way - Small consistent savings go a long way. 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
There are two ways to save: 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
• save before you spend; and
further understanding and application of digital/cyber literacy, be it on personal or
• save after you spend wisely. professional merit.

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

1. commit to a month; According to Wikipedia, digital literacy is the set of competencias required for full
participation in society that includes, knowledge skills, and behaviors involving the
2. find an accountability partner; effective use of digital devices for purposes of communication, expression,
collaboration and advocacy. Simply, it is the ability of an individual to engage with
3. find a savings role model who is successful with his/her money, through tried the digital environment and operate technologies safely by knowing what to do
and true savings: and what not to do and how to avoid unnecessary risks.

4. write your goal down and track it; and Digital literacy is an individual's ability to access both information and methods of
communication through technological tools, such as smartphones, tablets, laptops
5. avoid tempting situations (don't go to the mall to "hang out"). 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
WRAP UP
and the use of social media.
- Financial literacy is the ability to use knowledge and skills to manage one's
Cybersecurity
financial resources effectively for lifetime financial security.
Cybersecurity is the practice of protecting systems, networks, and programs from
- Financial literacy enables people to understand and apply knowledge and skills to
digital attacks (Cisco, n.d.). These cyberattacks are usually aimed at accessing,
achieve a lifestyle that is financially balanced, sustainable, ethical, and responsible.
changing, or destroying sensitive information; extorting money from users; or
- One's attitude about money is heavily influenced by the parents' attitude and interrupting normal business processes.
behavior about money.
Implementing effective cybersecurity measures is challenging because there are
- Standards for developing understanding of financial literacy include earning more devices than people, and attackers are becoming more innovative. Here are
income, buying goods and services, saving, using credit, financial investing, some tips on how to protect yourself against cyber threats.
protecting, and insuring.
1. Monitor behavior on social networks. Before posting or uploading something 2. If you have a problem with someone, go to that person or an adult to help work
online, try to realize: (a) Does this need to be public?; and (b) Is it worth the risk? it out, instead of posting your expression online.
Remember, not only what we share online is available to friends and family, but
also to cybercriminals. 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.
2. Keep devices safe. Protect your technology tools by installing Anti-virus
software, a configuration of settings on the devices and by completing software 4. Use the Internet purposefully to learn more about anything you are interested
updates. in, to help you research relevant and needed data or information and to stay
connected with friends throughout the world.
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 5. Make sure you verify an information before you share it or use it in a project
password that comes from the first letter of each word in the phrase. There is also and check on accuracy and truth in the information you search on the web.
a password manager app to help keep track of all the passwords called "KeePass"
6. Give out certain information only.
which is free of charge. Importantly, do not use the same password for all
accounts. 7. Don't answer questions that make you uncomfortable.
4. Handle unsafe content. Know exactly how to respond or react to unsafe 8. Always make sure you have told a reliable adult if you decide to meet someone
situations online, such as (1) suspicious emails; (2) pop-ups claiming that your you knew through the Internet.
computer is infected; and (3) BitTorrent sites.
9. Always be aware of copyright laws and give credit to whom an article or a part
5. Consider safety for the future. Take individual responsibility in using devices of it is due.
with an utmost care and critical thinking when online (https://www.esentire.com).
10. Use only the computers that you are allowed to use. Avoid hacking.
Cyber Citizenship
Importance of 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 1. It keeps the Internet free from hurtful statements.
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. 2. It creates a culture of more reliable information.
Therefore, we can explore and navigate all information available online however,
we should observe cyber citizenship or manners and etiquette on the Web. 3. It gives provisions for people to be given credit for what they have created.

Ways on How to be a Good Cyber Citizen. The enlisted ways of becoming a good 4. More criminals or bullies can be caught when kids are honest and talk to adults.
cyber citizen would guide everyone on his/her digital operations and information
5. It keeps information private.
processing and would prevent anyone from further consequences, distractions,
moral damages and risks. Proper Netiquette
1. Be careful and critical - for whatever you post online that could be visible to the Follow these simple rules to ensure that you make wise choices when sending
public even if on a "private" page through tagging by a friend. messages online.
1. Make sure you have the correct address (with proper spelling), correct link and 5. Thou shall not use concepts and information from texts and references without
you are sending the information to the right person when doing it online. the author's citation.

2. Check information before sending or posting any message and avoid false 6. Thou shall not post to any social media account, for whatever purposes, the
statements and information on the web or forwarding junk mail or chain letters to pictures of students without their or their parents' consent.
family or friends.
7. Thou shall not express sentiments, disappointments and disagreements against
3. Re-read what you wrote to make sure it is what you want to say and the other superiors, colleagues, students and their parents using their social media accounts.
person would interpret it the same way.
8. Thou shall not use data from Internet sources in any documents like lesson
4. Keep your comments clean and don't confront others online or say anything plans, researches and requirements without the consent of the author.
that could be hurtful to them.
9. Thou shall not give any personal data or other's information to anyone unless
5. Keep your personal and friends' information private and don't forward for specific purposes and given the consent.
information that was just given to you without his/her permission.
10. Thou shall not post any student data publicly online including academic
6. Watch out for spam and other fraud e-mails and never reply to them. rankings, school records, class outputs and record of grades. De Leon (2019)

7. If you are going to write something personal or private, think twice because Internet Safety
messages can get misdelivered.
Internet safety, online safety or cyber safety means trying to be safe on the
8. Adults should monitor kids' messages, especially when they are sending e-mails Internet. It is maximizing the user's personal safety and security risks to private
to others without permission. information and property associated with using the Internet, including self-
protection from computer crime. As the number of Internet users continues to
The Ten Commandments of Teacher Cyber Citizenship grow worldwide, issues and concerns also continuously exist.
At some point, misuse and abuse of technology may also happen in schools Information security. Sensitive information, such as personal information, identity
involving teachers with their students, colleagues and others. The following are and passwords are often associated with personal property and privacy and may
reminders to teachers regarding the use of media tools. present security concerns if leaked. Unauthorized access and usage of private
information may result in consequences, such as identity and property theft.
1. Thou shall not post any personal matter, confidential information and obscene
pictures and messages online that can be accessed by students and parents. Common causes of information security breaches include:
2. Thou shall not respond or thread to any personal message created by students 1. Phishing. It is a common type of scam, of which the scammers disguise as a
online other than those school-related. 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
3. Thou shall not lend or let students access your cellphone.
and legitimate.
4. Thou shall not give your email password to students.
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 The realm of Information Technology (IT) security professionals and computer
and transmit private information, such as password without the user's consent or security has become an issue and concern for many people (Honan, 2014).
knowledge, of which it is impossible to determine whether a file is infected.
A threat, in the context of computer security, refers to anything that has the
Personal safety and threats. The growth of the Internet gave rise to many potential to cause serious harm to a computer system. It is something that may or
important services accessible to anyone with a connection, such as digital may not happen, but has the potential to cause serious damage and can lead to
communication. While it allows communication with others, it is also being attacks on computer systems and networks (https://www.techopedia.com).
grabbed by malicious users for bad intent. The following are common threats to
personal safety. 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
1. Cyberstalking. It is the use of the Internet or other electronic means to stalk or financial details, credit card information, personal details, or any other information
harass an individual, group or organization through false accusations, defamation, using computer networks.
slander and libel, intentional monitoring, identity theft, threats, vandalism,
solicitation for sex, or gathering information that may be used to threaten, Likewise, while email has been the main method for the spread of computer
embarrass or harass. 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
2. Cyberbullying. It is the use of electronic means, such as instant messaging, social transfer and file-sharing programs, or by remote users connecting directly to the
media, e-mail and other forms of online communication with the intent to abuse, corporate network with an infected PC. Once a computer virus gets into a network,
intimidate, or overpower an individual or group. it can spread from computer to computer in multiple ways.

3. Online predation. It.is the act of engaging an underage minor into inappropriate Given the numerous ways a computer virus can spread, the following are ways on
sexual relationships through the Internet. Online predators may attempt to initiate how to ensure that computer networks can be protected.
and seduce minors into relationships through the use of chat rooms or Internet
forums. The behavior characteristics are categorized into three groups: A) 1. Install anti-virus software. Ensure that reputable anti-virus software is installed
Manipulative typically a child molester; B) Opportunist - typically a rapist; and C) on all computers, including all servers, PCs and laptops.
Coercive being a mixture of both rapists and child molesters.
2. Ensure that the anti-virus software is up-to-date. New computer viruses are
4. Obscene/offensive content. Various websites on the Internet contain material being released daily and so it is essential that computers are protected by keeping
that may deem offensive, distasteful or explicit, which may often not be of the the anti-virus software-up- to-date.
user's liking. Such websites may include the Internet, shock sites, hate speech or
3. Employ a firewall to protect networks. As computer viruses can spread by
otherwise, and inflammatory content. Such content may manifest in many ways,
means other than email, it is important that unwanted traffic is blocked from
such as pop-up ads and unsuspecting links.
entering the network by using a firewall.
5. Sextortion. It is the use of webcams for flirting and cybersex. Often, this involves
4. Filter all email traffic. Example of emails with certain file attachments
a cybercriminal posing as someone else, such as an attractive person initiating
commonly used by computer viruses to spread themselves, such as EXE, COM and
communication of a sexual nature with the victim. The video is recorded by the
SCR files. These should be prevented from entering the network.
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.

Computer Threats and Fixing Solutions

5. Educate all users to be careful of suspicious e-mails. Ensure that all users know It is an aggressive, intentional act or behavior that is carried out by a group or an
to never open an attachment or to click on a link in an email they are not individual using electronic forms of contact, repeatedly against a victim who
expecting. 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
6. Scan Internet downloads. Ensure that all files downloaded from the Internet are post texts or images that intend to hurt or embarrass another person. It may also
scanned against computer viruses from one central point on the network. 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
7. Do not run programs of unknown origin. It is important to use a trusted source
subject of ridicule in online forums, hacking into or vandalizing sites about a
for software requirements to be installed and ensure it can be accounted for.
person, and posting false statements to discredit the targeted person.
8. Implement a vulnerability management system. It is important to regularly
Cyberbullying is similar to traditional bullying, It is just that victims may not know
review network and the applications running on it for new vulnerabilities and a
the identity of their bully and the reason for bullying them. Cyberbullies may
plan on how to manage them, either by patching or upgrading them using tools,
disclose victims' personal data on websites or forums-called doxing, or may use
such as firewalls or Intrusion Detection Systems that should be put in place.
impersonation, and create fake accounts, comments or sites for the purpose of
9. Make regular backups of critical data. There is a need to keep important files publishing material in their names. This can leave the cyberbully anonymous and
on removable media, such as portable drives or tape for back-up in the event that difficult to be caught or apprehended for his/her behavior.
the network is infected with a computer virus.
Cyberbullying types. There are various types of cyberbullying and research has
10. Develop an Information Security Policy. The creation and publication of an revealed serious profound consequences on victims.
Information Security Policy is key to ensuring that information security receives the
1. Internet trolling is a common form of bullying over the Internet in an online
profile it requires in order to secure the systems and data.
community to elicit a reaction, disruption or intentionally provoke and offend
11. Monitor logs and systems. Regular monitoring of network and system logs can others.
assist in the early identification of a computer virus infecting the network or other
2. Cyberstalking is another form of bullying or harassment that uses electronic
attacks by criminals.
communication to stalk a victim and pose a credible threat to harass him/her.
12. Develop an Incident Response Plan. The incident response plan outlines the
Implications of bullying in schools. Schools should initiate various anti-bullying
roles and responsibilities of people in the event of a computer virus infecting the
programs and campaigns to protect students from being threatened or victimized
network or any other type of security breach.
by such offense. More so, teachers should be oriented and trained in handling
13. Restrict end-user access to the systems. Where possible, end users are bullying cases and executing teaching strategies to address and reduce bullying
prohibited from access to the system so that the virus will also be restricted. cases in class. Also, schools should conduct student empowerment activities that
(https://bhconsulting.ie/computer-security-threats-solutions/) 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.
Cyberbullying
Cybercrime
Cyberbullying, cyberharassment or online bullying is a form of bullying or
harassment using electronic means usually among minors in a school setting and Avast defines cybercrime as any criminal activity carried out using computers or
has become increasingly common, especially among teenagers. 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 However, because cyberspace is such a large realm, sometimes it is difficult to find
computer as the object of the crime (i.e. hacking, phishing, spamming) or is used the needed information. So, the most effective way to explore the Internet is to
as a tool to commit an offense (i.e. child pornography, hate crimes). Cybercriminals have strategies in place for doing research on the Web and for evaluating the
may use computer technology to access personal and confidential information or websites.
use the Internet for exploitative or malicious purposes.
Commonly, this is important among schools in doing researches and other related
There is a wide variety of cybercrimes, which can broadly be placed into two works. Therefore, this aspect needs to be explored by teachers and students in
categories: one-off crimes, such as installing a virus that steals your personal data; doing their works.
and ongoing crimes, such as cyberbullying, extortion, distributing child
pornography or organizing terrorist attacks (https://www.avast.com/c- Surfing the Web. The following are the three key factors in surfing the web.
cybercrime).
1. Most surfing sessions start with the user-targeted keywords about the subject
Cybercrime may also be referred to as computer crime practiced by those who into a search engine.
have technological skills and use the Internet to achieve their bad motive.
2. Good strategies for searching the Web include writing research questions;
Cybercriminals employ their diverse skill to access bank accounts, steal identities,
extracting keywords from the questions and typing them into a search engine
blackmail, defraud, stalk, and harass or use a compromised computer to attack
using synonyms if the keywords do not bring up desired results; keeping track of
their victims. Criminals can also use computers for communication and document
keywords and synonyms used; and recording the results of search.
or data storage and those, who perform these illegal activities, are often referred
to as hackers. 3. Always be cautious about the information shared online and in visiting websites.
On the other hand, malware downloaded from the computer may slow it down Assessing credibility. Different websites accessible on the Web can make the job
and prompt it to give error messages. Likewise, phishing attacks usually involve of researchers very challenging. Carefully evaluate the information searched
receiving emails from unknown sources while trying to trick someone into giving online. Consider the credibility, or trustworthiness and reliability of the content
up his/her passwords or personal data. Keyloggers leave their own telltale signs, before taking it. There are two types of websites: informational and commercial.
like strange icons, or duplicating the messages. Informational websites usually strive to offer credible content to users, while
commercial websites present inaccurate information in order to see something.
Techopedia cites common types of cybercrime that include online bank
information theft, identity theft, online predatory crimes, unauthorized computer Checklist of credibility criteria. The first step in evaluating the credibility of
access, and the most serious one like cyberterrorism. Cybercrime encompasses a websites is to review several important aspects of the site.
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) 1. Author. Check the credentials of the author, the company or the expert and
crimes that use computer networks to advance other criminal activities, including determine the qualifications to provide information on the subject being
cyberstalking, phishing and fraud or identity theft. researched. Some websites do not list specific authors, but the credibility of a
(https://www.techopedia.com/definition/2387/cybercrime) company can be explored by reviewing the site's "About" page, if available.

Exploring the Internet: Researching and Evaluating the Web 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
The Internet is a global communication network that allows computers to for more up-to-date information.
exchange and share information worldwide. It makes possible for people around
the world to connect and share ideas across time zones and geographic locations.
3. Purpose. Analyze the goals of the website to determine if it is an informational Recognition of information sources. Similar to the information in print sources,
or an advertisement site. 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,
4. Contact. Most credible websites list down contact information, such as consequences and legal implications because of the copyright issue, which means
telephone number, email address, or mailing address so that users may get in that the ideas and words used belong to the author.
touch if they have questions.
Citation. Each entry in the bibliography is called a citation. Proper citation must be
5. Fact vs. Opinion. When doing research for a school paper, go to sites that applied or included for every source used, whether it is a website, a newspaper, or
present factual information provided by experts, rather than opinions. Be on the a book. Online sources are cited differently because they are different from
lookout for biases, too. If the author is biased, so as the information on the site. 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
6. URL. The URL may look like ending in.edu (for education), .gov (for government),
stronger and powerful, especially in utilizing data for research and other forms of
.org (for organization), .com (for commercial sites), or net (for network sites).
report and paper works. This has also corresponding legal implications once not
Different websites have different URLs. To help determine a site's credibility,
processed immediately and properly. It involves uploading of pictures, designs,
determine if that is a personal website or blog, a government website, or other
graphics, concepts/ideas, frameworks, art work, data, and other information that
types of website.
are copyrighted without the consent of the author or the source. These are
Common credible URLS. One way of determining the credibility of a website is commonly observed in schools.
through the URLS. Although a website's URL gives clues as to credibility, there is
The following are practical techniques in responding to data privacy issues.
still a need to evaluate it carefully.
1. When getting data, put proper citation and source acknowledgment (e.g.
1. When encountering a URL, look at the letters that appear after the "dot" (i.e.
Source: National Statistics Office, 2019).
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. When using needed pictures downloaded from the Internet, put
acknowledgment (e.g. Photo credits to PhilPost, 2019). But if possible to have
2. Websites ending in gov are government-related websites, which generally, can
personal pictures taken with your original concept: Although, there is still a need
be trusted to provide credible statistical information, articles on many different
to seek the consent of those in the pictures.
topics and government news.
3. If data, concepts and information are copyrighted, ask for the consent of the
3. Websites ending in .edu are the websites of educational institutions, such as
author, and wait for his/her response.
colleges and universities that usually offer a variety of credible data, especially
about the school's operations and research. Since students may create websites 4. However, if the data and information are for public domain, just
with an edu top-level domain, but they may contain inaccurate or biased acknowledging/citing the author or the source will do.
information.
5. If the author doesn't really want anyone to utilize his/her data file or article,
4. Websites ending in org are the websites of organizations. While many learn the value of respect, anyway that is his/ her property. The author's
organizations, especially nonprofit ones, provide credible information, they may disapproval usually manifests through difficulty in downloading the file, some
sometimes have advertising intent. Since some organizations show bias in their tricky signs that appear on screen, or direct statement or notice of disapproval
provided information, so evaluate.org sites carefully. contained in the file.
Research and data collection protocols. When researching and collecting data 10. Re-Tweet Plagiarism. Here, all written documents look perfect with properly
from the Web, avoid plagiarism, which is the act of taking someone else's work cited mark but still, the document resembles somewhere the original text's
and presenting it as your own (Turnitin. com). structure or wordings.

Plagiarism is unethical, and it can bring you in trouble. Sometimes, students don't Tips to Avoid Plagiarism
mean to plagiarize, but they end up doing it accidentally because they are unaware
or unclear about it. Turnitin.com suggests some techniques to avoid plagiarism that teachers,
researchers and students should know.
The following are 10 types of plagiarism that teachers, researchers and students
should know. 1. Read and understand the original document several times before start
explaining about it.
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. Do not copy any word or sentence from the original document.

2. Remix Plagiarism. It refers to collecting information from various sources and 3. Give proper citation to all sources (book, journal, website, video, etc.).
mixing all together as a single document then, claiming the work as their own
4. In case of citing online sources, include the retrieval date and appropriate URL in
work.
the reference.
3. Ctrl+C Plagiarism. This is when a significant portion of text copied from any
5. Common phrases and definitions need to be quoted and cited without any
single source without any alteration in a written document.
modification.
4. Hybrid Plagiarism. Here, perfectly cited source documents are copied and
6. Make a practice to include the "references" section whenever you write an
arranged as a new document without citation.
academic document.
5. Find-Replace Plagiarism. This is changing the most common keywords and
7. Cross verify all your citations before submitting your document.
phrases in the copied content but not making any changes in the essential
document. 8. Resort to available plagiarism software to ensure the originality of the written
document.
6. Recycle Plagiarism. Also called self-plagiarism, it refers to the act of borrowing
from one's own previous document without proper citation. How to Evaluate a Website
7. Mashup Plagiarism. It is when the written document is copied from more than Morris (2018) suggests ways on evaluating a website as reference in research.
one source and all are mixed together without proper citation.
1. Open the site. When looking through Google search results, open sites in new
8. 404 Error Plagiarism. Here, a person creates a document by copying from tabs, leave search results in a tab for easy access later (e.g. right-click on the title
various sources prepared as a single document with the citation but inaccurate or and click "Open link in new tab").
leads to non-existing resources.
2. Skim read. Determine whether you can read and understand the text. If it is too
9. Aggregator Plagiarism. Here, the written document includes proper citation but complicated or difficult to understand, find another website that may provide the
it does not contain original work. information you need.
3. Look for the answer to your question. Find out if the information on the site 7. Engage students in discussions about how and why various media work well to
actually answers your question. You can use a search box, navigation menu, or pull showcase learning and why others do not.
up your own search box by pressing Control/Command F and type in the keywords
you are searching for. 8. Thinking critically about the medium use to present a message is as important as
the message itself.
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- 9. Require E-Portfolio that would compile their outputs, projects, messages and
domains that include .gov or edu are trustworthy sources; (2) Author's information photo-documents of group activities and investigations online.
look at the author's bio or About page regarding the qualification of the author; (3)
10. Allow students to use digital tools, such as mobile phones, Ipad and netbooks
Design avoid sites that are cluttered and difficult to navigate; and (4) Sources
for Google search, dictionary Apps, Youtube, Podcast and Spotify applications in
trustworthy articles usually link to other sources or cite where their facts come
class to complement their learning, especially during group works and concept
from.
reporting.
5. Consider the purpose of the site. Think about the purpose the site and whether
Impact of integrating digital literacy in the classroom on teachers, families and
it meets your needs.
friends. Integrating digital literacy in the classroom can bring a positive impact on
6. Look for the date. Consider whether the information is current enough for your students' learning as evidenced by the following:
topic. You can look for the date when the article was written or last updated.
1. It motivates students in their learning due to their enjoyment and ease of use
Sometimes, URLs also include dates. (http://www.kathleenamorris.com/)
with various technological mediums.
Integrating Digital/Cyber Literacy into the Curriculum
2. It reaches students of various learning styles and multiple intelligences.
The following are suggested activities to integrate digital literacy higher-order
3. It allows students to create and design their own unique products reflective of
thinking and construction of meaning in the classroom.
their personalities and learning needs/ styles.
1. Use an interactive whiteboard to design and deliver lessons. Use Promethean
4. It encourages students to manipulate media in constructing their own meaning.
and Smart Notebook with teacher-created lessons if you are not yet capable of
designing your own. 5. It enables students to share their learning with teachers, families and friends.
2. Allow students to maintain blogs, wikis, web pages related to their learning. 6. It gives students the chance to explore technological media that inevitably
increase the job skills needed in the workforce.
3. Engage in email/video chat exchanges with students.
DIGITAL/CYBER LITERACY
4. Utilize storytelling media to allow students to create and publish stories.
> Digital literacy is the set of competencies on the effective use of digital devices
5. Set-up a blog site, Facebook page, Yahoo or Google group and post weekly
for purposes of communication, expression, collaboration and advocacy while
discussion questions for students to respond.
cybersecurity is the practice of protecting systems, networks and programs from
6. Use video cameras to dramatize stories, record scientific experiments and digital attacks.
expose students to video editing software to create video production of learning.
> Cyber citizenship refers to being responsible when exploring the Internet,
including the right manner and etiquette in using the Web.

> Internet safety is preventing from online security risks to private information and
property and protecting self from computer threats and cybercrimes.

> Cyberbullying is a form of bullying or harassment using electronic means that is

punishable by law while cybercrime is any criminal activity carried out using the
computer or the Internet.

> A computer threat refers to anything that has the potential to cause serious
harm and damage to a computer system, that must be fixed immediately and
effectively with solutions.

> In order to avoid digital risks and consequences, proper Internet exploration,
source citation, data privacy imposition, research and data- gathering protocols
and website evaluation are imperative.

> As digital literacy impacts teaching-learning process, its wide dissemination in

schools and integration in the classroom is timely, relevant and necessary.