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Curr2 Group 2

The document discusses the evolution of literacy from the 1950s to the present, highlighting the emergence of new literacies influenced by technological advancements. It outlines seven key new literacies relevant to the 21st-century curriculum and emphasizes the importance of functional literacy in economic and social development. Additionally, it suggests integrating new literacies into educational practices to enhance teaching and learning experiences.

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14 views

Curr2 Group 2

The document discusses the evolution of literacy from the 1950s to the present, highlighting the emergence of new literacies influenced by technological advancements. It outlines seven key new literacies relevant to the 21st-century curriculum and emphasizes the importance of functional literacy in economic and social development. Additionally, it suggests integrating new literacies into educational practices to enhance teaching and learning experiences.

Uploaded by

krnrose28
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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New Literacies, Functional

Literacy and Multiliteracy


Activity:
write the acronym of Literacy in your own words.
L-
I-
T-
E-
R-
A-
C-
Y-
New literacies
1950 and 1970
- development of literacy both operational and functional.
- During this period literacy s defined reading and writing
skills necessitated for activities in modern society (Gunes,
2000).

Beyond 1990’s
- Literacy had started to diversify in the light of technological
development.

Altun, 2005
- Literacy was used in various types such as computer literacy,
Technology Literacy, internet Literacy, and media Literacy.
Lankshear and Knowbel (2006)
- Avvered that literacies intend to generate and communicate
meanings though the medium of encoded texts within context
in various discources.
Kress (2003)
- Posited that literacy can only happen when having a kind of
potential content through interaction with the text.
(2015)
- The Primary English Teaching Association Australia asserts
that 21st century literacy has expanded to include social
change, increasing field expertise and digital technologies.
Leander (2003)
- Noted that new literacies are often flexible continuous and open
where online and offline lives and “literacy capes” merge.
Exploring new Literacies

7 new literacies that are stressed in the 21st century curriculum.


1. Multicultural literacy- is about understanding ethnic groups that
comprise the population and focuses on complex issues of identity,
diversity and citizenship.
2. Social Literacy- is the development of social skills, knowledge and
positive values in human beings to act positively and responsibly
in sophisticated complex social settings.
3. Media Literacy- is the ability to access, analyze, evaluate, and
create media.
4. Financial Literacy- is the ability to make informed judgements and
make effective decisions regarding the use and management of
money.
5. Digital Literary- is the ability to effectively use digital devices for
purposes of communication, expression, collaboration and advocacy
in knowledge -based society.
6. Ecological Literacy- is understanding the principles of ecosystems
toward sustainability.
7. Creative literacy is the ability to make original ideas that have
value, and the ability to see the world in new ways.
The national Council of Teachers of English (2013) came up
WiUTresearch that reveals the following:
• 1. As new technologies shape literacies, they bring opportunities
for teachers to foster reading and writing in more diverse and
participatory contexts.
• 2. Sites, like literature's Voice of the Shuttle, online fanfiction,
andthe Internet Public Library, expand both the range of
available texts and the social dimension of literacy.
• 3. Research on electronic reading workshops shows that they
contribute to the emergence of new literacies.
• 4. Research also shows that digital technology enhances writing
and interaction in several ways.
• 5. K-12 students, who write with computers, produce
compositions of greater length and higher quality are more
engaged with and motivated toward writing than those who do
not write with computers.
• 6. College students, who keep e-portfolios, have a higher rate of
academic achievement and overall retention rate than those
who do not keep e-portfolios. They also demonstrate a greater
capacity for metacognition, reflection and audience awareness.
• 7. Both typical and atypical students, who receive an online
response to writing, revise their works better than those
participating in traditional method.
Functional Literacy
The term functional literacy was initially defined by
UNESCO through Williams S. Gray in his teaching of
reading and writing 1956 as adult training to meet
independently the reading and writing demands placed on
them.

Referring to functional literacy UNESCO states the ff:


1. Literacy programs should be integrated to and
correlated with economic and social development plans.
2. The eradication of illiteracy should begin with
population sectors, which are highly motivated and need
literacy for their own and their country's benefit.
3. Literacy programs should be linked with economic
priorities and carried out in areas under going rapid
economic expansion.
4. Literacy programs must impart not only reading and
writing but also professional and technical knowledge
leading to greater participation of adults in economic
and civic life.
5. Literacy must be an integral part of the over-all
educational system and plan of each country.
6. The financial need for functional literacy should be met
with various resources, as well as be provided for
economic investment.
7. The literacy programs should aid in achieving main
economic objectives (i.e. increase in labor productivity,
food production, industrialization, social and professional
mobility, creation few manpower and diversification of the
economy).investments.
Gunes (2000) Posited that functional literacy constitute
the second level of literacy next to basic literacy, in which
literary and mathematical information and skills can be
utilized in ones personal, social, economic and cultural
endeavors.

Capar (1998) cites that a functionally literate person is


someone who is one step ahead of literacy and maintains
literacy activity throughout his\her life I order to keep
living and effectively accommodate him\herself to his\her
surroundings.
UNESCO defines functional literacy as the ability of an individual to take part in
significant activities in professional, social political and cultural aspects in a
society, where he\she lives using his\her literacy skills ( De Castel, 1971;
Goksen, Golgus and Kagitcibasi, 2000; as cited in Savas ,m 2006.)

Hatch (2010) defines it based on the American Heritage College Dictionary


(AHCD).

Knobluach and Brannon (1993), as cited in Jabusch (2002) distinguished basic


literacy and functional literacy.

Manuyo (2019) reported that based on the 2013 Functional literacy, education
and mass media survey (FLEMMS) the country registered a 90.3% rate which
means that nine out of every 10 Filipinos age 10-64 were functionally literate.
Integration of new literacies in the curriculum
The multigrade learner today the internet and other forms of
information and communication technologies (ICTs) are redefining
the nature of reading, writing and communication.
Coiro- et. al.. (2008) Noted four common elements as broader
dimension of a new literacies .
1. Internet and other ICTs require new social practices, skills
strategies and deposition.
2. Should central to full civic, economic, and personal participation.
3. Change defining technology change.
4. Multiple, multimodal and multifaceted.
Multiliteracies in the educational reform
The concept of 21st century skills is motivated by the belief that
teaching students the most relevant useful, in-demand, and
universally applicable skills should be prioritized in today’s school.
Newman (2002) in Biswas (2014) suggest that teachers integrate four
components of multiliteracies in teaching.
• Situated practices lead student towards meaningful learning by
integrating primary knowledge.
• Overt structions guide students to the systematic practice of
learning process with tools and techniques.
• Critical Framing teaches students how to question diverse
perceptions for better learning experiences.
• Transformed action teaches students to apply the lessons they learn
to solve real-life problems.
Activity:
1. What is meant by new literacies? What is their
impact on the teaching learning-process?
2. Describe multiliterate teacher.
3. Distinguished between basic and functional
literacy.
4. How can we integrate new literacies and
functional literacy in the curriculum and in
classroom practice?

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