Newliteracies, Functionalliteracy AND Multiliteracy: Prepared By: Doc. Rommel DC. Mallari

Module 3:
NEW LITERACIES,
FUNCTIONAL LITERACY
AND
MULTILITERACY
Prepared by: Doc. Rommel DC. Mallari

EXPLORING THE NEW LITERACIES
There are seven new literacies that are stressed in the 21st century curriculum.

1. Multicultural Literacy
is about understanding ethnic groups that comprise the population
and focuses on complex issues of identity, diversity and citizenship.
2. Social literacy
is the development of social skills, knowledge and positive values in
human beings to act 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 judgments and make effective
decisions regarding the use and management of money.
5. Digital literacy
is the ability to effectively use digital devices for purposes of
communication, expression, collaboration and advocacy in a knowledge-
based society.
6. Ecological literacy
is understanding the principles of ecosystems toward sustainability.
7. Creative literacy
is the ability to make original ideas that have value, and
the ability to see the world in new ways.
THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH (2013)
CAME UP WITH A RESEARCH THAT REVEALS THE
FOLLOWING:
1. As new technologies shape Iiteracies, they
bring opportunite for teachers to
foster reading and writing in more diverse
and participatory contexts.

2. Sites, like literature's Voice of the Shuttle, online fan fiction, and the Internet
Public Library, expand both the range of availate 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 composition of greater
length and higher quality are more engaged we and mosvated 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.
REFERRING TO FUNCTIONAL LITERACY, UNESCO STATES
THE FOLLOWING:
1. Literacy programs should be integrated to and

correlated with economic and social development plans.
2. The eradication of illiteracy should begin with

population sector, which are highly motivated
and need for their own and their country's benefit
3. Literacy programs should be linked with

economic priorities and carried out in areas
undergoing rapid economic expansion.
4. Literacy programs must impart not only reading and writing but also
professional and technical knowledge leading to greater participation of adults
in economic and civic life.
5. Literacy must be an integral part of the over-all educational system and

plan of each country.
6. The financial need for functional literacy should be met with various
resources, as well as be provided for economic investments.
7. The literacy programs should aid in achieving main economic objectives (i.e.
increase in labor productivity, food production, industrialization, social and
professional mobility, creation of new manpower and diversification of the
economy).
IMPROVING FUNCTIONAL LITERACY IN THE
PHILIPPINES
Over the years, the Philippines has continuously aspired to
attain anincreased functional literacy rate.
Manuyo (2019) reported that based on the 2013
Functional literacy, Educational and mass Media Survey
(FLEMMS), the country registered a 90.3% rate, which
means that nine out of every 10 Filipino aged 10-64 were
functionally literate. In 2003, there were still gaps at the
community level. In the study conducted by World Vision,
results showed that the proportion of girls and boys aged
11-13, who were functionally literate, placed at a critical
rate of 44%, or below 60% of the students were able to read
with comprehension by the end oftheir basic education.
INTEGRATION OF NEW LITERACIES IN THE
CURRICULUM
To address the call for literacy in today's world,

students must become proficient in the new literacies
of 21st century technologies.
The International Reading Association (IRA)

believes that literacy educators have the
responsibility to integrate information and
communication technologies into the curriculum to
prepare students for the future they deserve.
THE MULTILITERATE
LEARNER
Today, the internet and other forms of
information and communication
technologies (ICTs) are redefining the
nature of reading, writing, and
communication. New literacy Skills and
practices are required by each new ICT as it
emerges and evolves. Thus, these new
literacies need to be integrated into the
curriculum to prepare students for
successful civic participation in a global
environment.
IMPACT OF NEW LITERACIES ON INSTRUCTION
Additional changes are taking place in literacy instruction (Grisham and
Wolsey, 2009). Henry (2008) restated that engagement in literacy
activities is being transformed today like at no other time in history. As
students turn to the Internet and other information communication
technologies (ICTs) at increasing rates to read, write and interact with
texts, they must develop new skills and strategies, or new literacies, to
be successful in these multimodal, intertextual and interactive
environments. The Internet has become the defining technology for
today's youth and may be the most important ICT for students to learn
how to manipulate successfully.
As such, students need to be taught different
skills that should reflect the specific demands
MULTILITERACIES IN of a complex, competitive, knowledge-based,
THE EDUCATIONAL information-age, technology-driven economy
REFORM and society.
In a broader essence, the

21st Century skills may be taught
concept of 21st century skills
in a wide variety of school settings.Teachers may
is motivated by the belief that
advocate teaching cross-disciplinary skills, while
teaching students the most
schools may require 21st century skills in both
relevant, useful, in-demand.
instruction and assessmentprocesses. Schools and
and universally applicable
teachers may use educational approaches that
skills should be prioritized in
inherently expedite or facilitate the acquisition of
today's schools.
cross-disciplinary skills.
ASSESSMENT OF MULTILITERACIES
Assessment moves from usual memorization of facts and disconnected

processes to demonstration of understanding through application in a
variety of contexts. Real-world audiences are important part of the
assessment process, including self-assessment.
Media literacy skills are honed as students address real-world issues

from the environment. Students use the technological and multimedia
tools now available to them to design and produce websites, television
shows, radio shows, public service announcements, mini-documentaries,
electronic portfolios, DVDs, oral histories and even films.
PREPARING TEACHERS FOR
MULTILITERACIES
New London Group (1996) underscored multi-literacies as multimodal

ways communication that include communications between and among
other languages using diverse channels within cultures and an ability to
understand technology and multimedia. As such, applying multiliteracies
to teaching offers a new classroom pedagogy that extends and helps
manage classrooms.

Therefore, Newman (2002) in Biswas (2014) suggests that

teachers integrate four components of multiliteracies in
teaching:
1. Situated practice leads students towards meaningful learning by

integrating primary knowledge.
2. Overt instruction guides students to the systematic practice of learning

process with tools and techniques.
3. Critical framing teaches students how to question diverse perceptions

for better learning experiences.
4. Transformed action teaches students to apply the lessons they learn to

solve real-life problems.
THANK
YOU!!!

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Module 3:

Prepared by: Doc. Rommel DC. Mallari

3.Research on electronic reading workshops shows

4. Research also shows that digital technology enhances

6. College students, who keep e-portfolios, have a higher rate of academic

7. Both typical and atypical students, who receive an

1. Literacy programs should be integrated to and

2. The eradication of illiteracy should begin with

3. Literacy programs should be linked with

5. Literacy must be an integral part of the over-all educational system and

To address the call for literacy in today's world,

The International Reading Association (IRA)

In a broader essence, the

Assessment moves from usual memorization of facts and disconnected

Media literacy skills are honed as students address real-world issues

New London Group (1996) underscored multi-literacies as multimodal

Therefore, Newman (2002) in Biswas (2014) suggests that

1. Situated practice leads students towards meaningful learning by

2. Overt instruction guides students to the systematic practice of learning

3. Critical framing teaches students how to question diverse perceptions

4. Transformed action teaches students to apply the lessons they learn to

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