CLP in PCK 8 (WEEK 4-8) - MIDTERM

Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)
UNIT III NEW LITERACIES, FUNCTIONAL LITERACY AND MULTILITERACY AND INTEGRATING NEW
LITERACIES IN THE CURRICULUM
COURSE INTENDED Demonstrate content knowledge and pedagogy of the concepts of the 21st Century Education, new literacies, functional literacy and
LEARNING multiliteracy perspectives and apply teaching strategies that develop critical and creative thinking and/ or higher order thinking
OUTCOMES skills.
ESSENTIAL QUESTIONS - What is functional literacy?
- How functional literacy and new literacies can be integrated in the curriculum and practiced in the classroom?
OVERVIEW Traditionally, literacy has referred to the ability to read and write. A literate person can communicate effectively through writing
and assimilate information from reading. However, in today’s technology driven world, the word literacy has expanded to
encompass an ability to communicate effectively and absorb information through a variety of mediums.
Today, we are bombarded and being feed with information from different sites with a variety of perspective and topics across
culture and across the globe. Most of the generation Z are active on the several sites especially mainstream media on the
current events and trends. And with this paradigm, the New Literacies emerges.
New literacies refer to new forms of literacy made possible by digital technology developments with commonly recognized
examples which in include instant messaging, blogging, social networking, podcasting, photo sharing, digital storytelling and
conducting online searches wherein communicative practices associated with new digital media, often described as new mindsets.
LEARNING TARGETS At the end of this lesson, students should be able to:
- Make a project plan or action plan that presents functional literacy in action.
In our technologically saturated society, being literate does not only imply being able to read and write, but also having knowledge of how to interact in a
variety of electronic media. In other words, technology users must rapidly identify the discursive and interactional norms (including audio, spatial and gestural
representations) in a particular medium in order to communicate with others users on an appropriate and expected manner. Hence, we need an ability to identify, interpret,
create and communication meaning across a variety of visual, oral, corporal, musical and alphabetical forms of communication. This ability is called Multiliteracy in
which it involves an awareness of the social, economic and wider cultural factors that frame communication.
In managing daily living and employment tasks, it requires reading skills which beyond a basic level.
We should develop and enhance the skills our whole society need to function; hence we need be
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functional literate. If we don’t have individuals with mathematical knowledge, reading and writing skills or analytical abilities, we cannot have
functioning communities, business or governments.
Functional Literacy Pedagogy
Functional approaches to literacy focus on students learning the texts that enable them to succeed
at school and to participate in society. Their aim is for learners to understand the reasons why text
exists and how this affects the shape of texts. Functional approaches start with the question,
 What is the purpose of this whole texts? And then move on to the next question,
 How is the whole text structured to meet these purposes?
Reading and writing are closely linked activities and learner explore the ways different kinds of
texts work to make different meanings in the world.
Learning Task 1: Research Analysis on New Literacies and Its Implication on Teaching-Learning
Process
Analyze the research abstract and cite its implication to teaching-learning process. This will be part of your output
in our asynchronous discussion.
In this task, you will be guided with the following questions:
Analysis: How important this new literacy in teaching- learning process?

Implications: How may the results of this study be utilized in enhancing applying
THE MOST EFFICIENT AND EFFECTIVE WAYS TO ADDRESS NEW LITERACVIES FRO THE 21ST CENTURY
CLASSROOM
Catherine E. McGowan Susan Browne,
Ph.D.
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2017-2018
Master of Arts in Reading Education
The p urp o se o f th is stud y is to p ro v id e a n e xte n siv e re v ie w o f lite ra tu re tha t fo c u se s o n th e m o st

e ffic ie nt a nd e ffe c tiv e w a ys to im p le m e nt n e w lite ra c ie s in th e c la ssro o m . It fo c u se s o n h o w to m a xim ize
th e im p a c t o f n e w lite ra c ie s instru c tio n o n stu d e nt le a rn in g th ro u g h c u rric ulu m , a nd p ro fe ssio na l
d e v e lo p m e nt a n d d isc u sse s th e im p a c t o f n e w lite ra c ie s a nd d isc u sse s th e im p a c t th e y a re h a v in g o n the
sc h o o l e n v iro n m e nt a n d le a rn in g p ro c e ss. It d isc u sse s th e im p o rta nc e o f n e w lite ra c ie s a n d w h y th e y sh o u ld
b e inte g ra te d into to d a y’s c la ssro o m . Th e lite ra tu re fo c u se s o n e xistin g c u rric ulu m d e ve lo p m e nt
a p p ro a c he s tha t c a n b e b e ne fic ia l to d e ve lo p in g a n e w lite ra c ie s c u rric u lu m . Th e lite ra tu re re v ie w fin ishe s
w ith th e b e n e fits o f m o tiv a tio n a nd e n g a g e m e nt o f stu d e nts w ith ne w lite ra c ie s. Fina lly, th e th e sis fin ish e s
w ith c o n sid e ra tio n fo r p ra c tic e s a nd p ro fe ssio n a l d e v e lo p m e nt th a t w ill a llo w fo r su c c e ssfu l im p le m e nta tio n
o f n e w lite ra c ie s in th e c la ssro o m . Im p le m e nta tio n o f n e w lite ra c ie s is e sse ntia l to d e ve lo p skills a n d
stra te g ie s stu d e nts w ill ne e d to utilize in o rd e r to b e suc c e ssfu l in th e 21 st C e n tu ry.
Learning Task 2: Describe a multiliterate teacher and draw relevant life lessons and significant values from
WHO IS MULTILITERATE personal application of functional literacy. Use the template below.
TEACHER?
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I am…
LIFE LESSONS PERSONAL APPLICATION OF FUNCTIONAL WAYS TO INTEGRATE NEW LITERACIES

LITERACY IN THE CLASSROOM
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Learning Task: Below is a guide how make classroom- based action research material. After reading the
curated contents, make a project plan or action plan that presents functional literacy in action.
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CLASSROOM- BASED ACTION RESEARCH MATERIAL
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UNIT IV MULTICULTURAL AND GLOBAL LITERACY

COURSE INTENDED Demonstrate the application of the new literacies within and across teacher education curriculum. Apply teaching strategies that
LEARNING OUTCOMES develop critical and creative thinking and/ or higher order thinking skills and s how skills in the selection, development and use
of variety of teaching and learning resources, including ICT to address learning goals.
ESSENTIAL QUESTIONS - What is my insights on globalization and multicultural literacies?

- What are the benefits and challenges of crossing international borders while preserving and promoting their
culture?
OVERVIEW In the era of technology and collaboration, the world become smaller. At the wink of an eye and a click of a finger, ideas can be
promptly shared and negotiated with the world. This massive avenue for communication has posed tremendous opportunities and
diverse challenges alike to the education movement, especially in the teaching- learning engagement.
Students in this generation play a significant role in this movement especially when confronted with the challenging roles of
pursuing global competitiveness while preserving local culture. That’s why there is a need for a reasonable adaptation of these
essential realities in their day- to- day encounter through formal and informal learning engagement in order to give equitable
value to their academic pursuits.
The challenge here is while your savor and address the needs of the global market, there is a corresponding responsibility for you
to continue to preserve and even promote your culture. The latter includes your heritage, tradition, language, songs, beliefs,
literature and many more that truly depict the uniqueness of your community. If this is continually exercised by the people
around, then you can truly claim that despite globalization, you continue to value localization. The conduit of the two
makes learning more relevant, practical and meaningful.
- Share the impact of globalization and multicultural literacies to education; and
- Demonstrate competencies actualizing the value of unity despite diversity.
The idea of globalization propels the students to become analytical, collaborative, decisive, and morally upright. These are potent elements in their active
engagement towards addressing the varied and diverse concerns and issue of the world. In the academe , these highly essential outcomes that students need to perform
have to be aligned with how they learn, live, and upholds the beliefs and practices of the local communities. However, in the 21st century, being immersed in one’s culture
is not enough. Being knowledgeable of other cultures of the world is highly paramount in the era of globalization. These include the multicultural literatures of countries
that have an impact on the lives of people of the world. In the era of seamless society when people freely cross- borders, there is a need to know each other’s cultures
for the purpose of common understanding and eventually making the encounters as learning opportunities and probably streamlining of practice.
GLOBALIZATION
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Learning experiences in the new era where tremendous advancement of science and technology is observed, challenge the academic
institutions. Some of which are the strength of the educational system where the curriculum needs to be relevant development of
human potential where each needs to enrich his/ her competencies in various fields, capacity building of the community towards environment
protection. These are important aspects of globalization where every member of the academic
community needs to be aware of and responsive about.
MULTICULTURAL LITERACIES
Multicultural literacies pave away for global understanding. The uniqueness of each
culture gives an aggregate value towards the attainment of peace and unity among
nations. Academicians strive to put a premium on the integration of cultural education in
all levels of learning in order to make sure that students who are the citizens of the nation are able
to strengthen awareness of their culture, preserve and promote such and have it known to the world.
Eventually once shared, cultures of the world will be understood and deeply appreciated. In so doing, people
across the world live in harmony despite diversity.
Learning Task 1: Agree and Disagree
Decide whether you agree or disagree to the following statements on what

globalization and multicultural literacy is. Tick the corresponding column.
Globalization is… A
Agree Disagree
Process of interaction among people and culture in Asian countries.
A current wave that has been driven by policies that have opened economies domestically and internationally.
A tendency of international trade, investments, information technology and in- sourced manufacturing to
weave the economies of diverse countries together.
A worldwide movement toward economic, financial, trade, communication integration.
Is a force of nature, a phenomenon without bounds or alternatives?
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Solely an economic integration of markets worldwide.
Multicultural Literacy is… A

Agree Disagree
An increase awareness of the importance of reading to children as well as books and activities, parent
and caregivers.
A resource to help teachers, parents, and students learn about other cultures.
An idea of an exclusive education system where students learn about each unique cultural background.
The ability to implement a radical form of thinking into the education system in order to help students to fully
gain understanding.
An explicit effort in helping accommodate these students as teachers attempt to understand their common
cultures and needs.
The ability to promote multicultural values, as it serves as a platform to recognize diversity and inclusivity
through education.
The inclusion of literatures about people who are considered to be outside the mainstream of society.
An understanding of one’s practices and tradition in a particular country or region.

An attempt to identify the diverse needs of people for global understanding.
Primarily developing human potential toward national progress.
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WHAT IS GLOBALIZATION?
Many experts from the different fields share their ideas on globalization.
The captivating scenes of the global culture somehow lead people to lose sight of seeing the beauty and the love for the local culture. Although it is a common understanding that
both scenarios are needed to become part pf the global academic community, there is a nagging call now to respond of the diverse challenges.
The use of technology has become ubiquitous. This reality consciously and unconsciously breeds and seemingly becomes the common source of agreement as well as
disagreement; creation as well as destruction, hard work as well as indolence, unity as well as discordance; love as well as indifference, etc. which are experienced in the family,
in school and in the community. Certainly, to many, confusion arises because generally varied local cultures dictate the ones promoting the positive values; love, respect, unity,
justice, and the like. The ethos of globalization, however, challenges the people to be highly analytical, creative, and decisive to choose options and do things which can
make them productive and competitive and value-laden members of the bigger community.
According to Joseph E. Stiglitz (2002), globalization is the closer integration of the countries and peoples of the world brought about by the enormous reduction of costs of
transportation and communication, and the breaking down of artificial barriers to the flows of goods, services, capital, knowledge, and people across borders.
Held, et al. (1999) defined that globalization captures elements of a widespread perception that there is a broadening, deepening and speeding up of world-wide interconnectedness
in all aspects of life, from the cultural to the political, the financial to the environmental. At issue appears to be "a global shift"; that is, a world being molded, by economic and
technological forces, into a shared economic and political arena. He added that globalization can usefully be conceived as a process (or set of process) which embodies a
transformation in the spatial organization of social relations and transactions, generating transcontinental or interregional flows and networks of activity, interaction and power. It
is characterized by four types of change:
First, it involves a stretching of social, political and economic activities across political frontiers, regions and continents.
Second, it suggests the intensification, or the growing magnitude, of interconnectedness and flows of trade, investment, finance, migration, culture, etc.
Third, the growing extensity, intensity, and velocity of global interconnectedness can be linked to a speeding up of global interactions and processes, as the evolution of world-
wide systems of transport and communication increases the velocity of the diffusion of ideas, goods, information, capital, and people.
Fourth, the growing extensity, intensity, and velocity of global interactions can be associated with their deepening impact such that the effects of distant events can be highly
significant elsewhere and even the most local developments may come to have enormous global consequences. In this sense, the boundaries between domestic matters and global
affairs can become increasingly blurred.
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Cole (2018) shared that according to sociologists, globalization is an ongoing process that involves interconnected changes in the economic, cultural, social, and
political spheres of society. Culturally, it refers to the global spread and integration of ideas, values, norms, behaviors, and ways of life. Politically, it refers to the
development of forms of governance that operate at the global scale whose policies and rules cooperative nations are expected to abide.
Beck (2000), defined globalization as a process through which transnational actors undermine sovereign national states with varying prospect of power, direction,
identities, and network.
WHAT IS MULTICULTURAL LITERACY?
Taylor and Hoechsmen (2011) shared that multicultural literacy is defined through the idea of an inclusive and diverse education system where students of all cultural
backgrounds are provided with the respect and recognition they deserve in the classroom. It is through this literacy that we must foster certain pedagogies concerning
both social justice and social difference in the classroom.
Boutte (2008) discussed how by fostering both critical thinking and culturally sensitive pedagogies to bring explicit attention to society-related cultural issues, in hope
to positively impact diverse learners in the classroom through giving recognition to the barriers they may face through educational institutions.
O'Byrne and Smith (2015) stated how through the use of multicultural literacy, culturally marginalized students feel more respected and comfortable in the
classroom as they genuinely feel their needs are being met and their voices are being heard.
Banks and Stark (2003) stated that although literacy is essential that all students acquire the basic literacy and computational skills, this is not enough. Students should
also acquire the skills, attitudes and commitments needed to be reflective, moral and active citizens in a troubled global world. In addition to teaching basic literacy
skills, the schools should help students to acquire multicultural literacy, which consists of the knowledge, skills, and commitments essential to take action to make the
world more just and humane.
Bsndev (2004) presented that multicultural literacy is awareness that culture impacts behavior and beliefs. It is an awareness and appreciation of different beliefs,
appearances and lifestyles. Further multicultural literacy promotes understanding reading multicultural books and stories which provides cultural awareness of others;
it provides a look at history, customs, values, and language of a particular cultural group as well as understanding among different cultures.
Boles (2006) discussed the goals in teaching children multicultural literature. These cover the increase of self-worth and greater chance for successful future; the
achievement of educational equity, working towards cultural pluralism, creation of a sense of empowerment in students, the ability to work in groups and teaching
from a multicultural perspective. This means educators must challenge assumptions and stereotypes. For example, teachers need to select literature that does not
promote stereotypical perspectives. Also, teachers must see that culture, race, gender, religion, socio-economic status, and ability are variables in the learning process
(Ford, Harris & Howard, 1999).
The aforementioned ideas of experts on the value of multicultural education is so succinct that each academician is challenged to see the uniqueness of each one in
relation to the varied cultural background, physical capabilities, intellectual acuity, financial capacity and the like.
This would serve as a powerful tool towards global understanding as this address gigantic challenges that beset the general system of education.
Proactively this becomes an opportunity to huddle various entities that usher each one to become active players of society. In the course of active interaction between
and among individuals with diverse needs, values system is henceforth noted. Thus, the role of education is so intricate that each one's varied experiences are
given attention regardless of sex, color, and religion. This is a strong foundation on making multicultural education alive in every learning environment.
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TIPS TO FOSTER ENGAGING LEARNING CULTURE

In the process of becoming part of the world, there is a need to actively immerse yourselves in the different
cultures of the world through a meaningful learning engagement.
THE FOLLOWING TIPS ARE SUGGESTED:
 C-reate new circle of friends. In this era of technology, invite local and international friends in a social network. Know them and share stories with one
another: family, educational practices, local traditions, and the like.
 O-ffer time and resources. Once friendship is established, be ready to share your time and knowledge so you will be able to learn from each other. In the
course of doing so, you are starting to build a good relationship.
 N-etwork ideas. In the process of further knowing each other and the relationship has engendered trust, you and your friend can recommend each other
for more friends. Through this, you can share with each other in terms of your interest, plans, etc.
 N-ote similarities and differences of beliefs and practices. As the network expands, you need to note similarities and differences of your beliefs and practices.
In the process, you further learn from each other and probably enjoy each other’s' company. At this point, you have gradually learn from each other's culture
thus, eventually adjust and immerse into it as well.
 E-xplore opportunities. Once you have learned from each other's culture, you can offer chances of inviting him/her to be part of your academic activities like
requesting him/her for evaluation of your and your classmates' course output. This can be done vice-versa.
 C-are for each other. From time to time, you check on each other's status and learn how to show care and concern for her/him. This is an important element to
strengthen relationship. You need to preserve it. Sometimes family members become part of such relationship. This is something you need to deeply value.
 T-ransfer Learning. To make online communication with friends more meaningful and fruitful way, you need to share experiences with your classmates in
the classroom and vice-versa. It is through this that you can truly claim that learning is significant because it's shared with/transferred with others.
In today's world, connection plays a powerful agent towards globalization and immersing into others' cultures. So start to C-0-N-N-E-C-T.
Learning Task 2: After reading the content, go back to the previous Learning Task and answer it again. Determine
what statement you change your answer and record it below by putting check in the last column,
Globalization is… A B REASON
corresponding to the row of the statement.
(Previous (Answer after
Answer) Reading the
Content)
Agree Disagree Agree Disagree
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Process of interaction among people and culture in

Asian countries.
A current wave that has been driven by policies

that have opened economies domestically and
internationally.
A tendency of international trade, investments,
information technology and in- sourced
manufacturing to weave the economies of diverse
countries together.
A worldwide movement toward economic,
financial, trade, communication
integration.
It is a for c e of natur e, a phe nom e non without

bounds or alternatives.
Solely an economic integration of markets

worldwide.
Multicultural Literacy is… A B REASON

(Previous (Answer after
Answer) Reading the
Content)
Agree Disagree Agree Disagree
An increase awareness of the importance of
reading to children as well as books and activities,
parent and caregivers.
A resource to help teachers, parents, and students
learn about other cultures.
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An idea of an exclusive education system where

students learn about each unique cultural
background.
The ability to implement a radical form of
thinking into the education system in order to help
students to fully gain understanding.
An explicit effort in helping accommodate these
students as teachers attempt to understand their
common cultures and needs.
The ability to promote multicultural values, as it

serves as a platform to recognize diversity and
inclusivity through education.
The inclusion of literatures about people who are
considered to be outside the mainstream of
society.
An understanding of one’s practices and
tradition in a particular country or region.
An attempt to identify the diverse needs of people
for global understanding.
Primarily developing human potential
toward national progress.
Learning Task 3: In not less than 100 words, write a paragraph about globalization.
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UNIT V SOCIAL LITERACY

ESSENTIAL QUESTIONS - What are the key concepts of effective communication?

- How to integrate the different methods of communication and cultural variations in communication styles?
OVERVIEW This unit introduces students to the different aspects of social literacy- effective communication, intercultural communication and
prosocial communication. Lesson 1 enables students to understand the various concepts of effective communication and the ways
to improve nonverbal; communication, conversational skills and assertive communication. Lesson 2 introduces them how to
communicate and work effectively with people from other cultures or social group (intercultural communication) and promote
positive actions that benefit other people (prosocial communication).
- Develop infographic showing the important aspects of the Philippine culture that they should be aware of.
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In today’s world where everything is interconnected, where distance and time are no longer a problem, where different
language are taught and learned, where culture and cultural sensitivity and highlighted, people still find it very diffecult to
build meaningful relationships. The opportunities brought about by the rise of the internet, mobile communication, and
ACTIVATION OF PRIOR KNOWLEDGE
social media have brought us into whole new level of possibilities for interaction. Yet, establishing and maintaining
meaningful relationships has never got easier.
The ability to start a meaningful conversation, learn and ask questions, react to situations appropriately, get along with
others, and develop a healthy relationship are not intrinsic to our natures. We must learn to do it. These are those we
once referred to as “manners” and “soft” skills; and like any other skills, these should be taught, practiced, reinforced,
corrected over and over again until mastery is attained. Consider the adage that “Championships are won’t at practice!”.
Learning and displaying prosocial skills can be linked to academic ad career success. Students
should be taught that life is not just about learning the ABS’s, after all, education means the whole
person, and not just academics.
Learning Task 1: Think and Share
Share your experience on the following.
You said something you didn’t mean or

something you’ve said and later regretted?
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What are the moments when you struggled to express

your feelings?
Can you cite instances when your hurt yourself

or someone else because on how you acted on a
misunderstanding?
Learning Task 2: The Story of My Name
Share the story of where your name comes from and what your name is.
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LESSON 1
EFFECTIVE COMMUNICATION: IMPROVING YOUR SOCIAL SKILLS
Successful relationships, no matter how different they may be from one another, have one common driving factor - communication. Life is about
relationships, and they say communication is the building block of any relationship. The concept of social literacy in the country is still gaining its space and is
still in the stage of being delivered to the educators on the theoretical base, mostly as a broader understanding of literacy. According to the Australian
Curriculum, Assessment and Reporting Authority (2017), Literacy encompasses the knowledge and skills students need to access, understand, analyze and
evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participates in activities at school
and their lives beyond school. It is more than just the ability to read and write.
The ability to effectively express, interact, collaborate and build relationships with other people (effective communication), and promote positive
actions that benefit others, prompted nu empathy, moral values, and a sense of personal responsibility rather than a desire from personal gain (prosocial
behavior) is what social literacy is about. It is also simply defined as a “person’s ability to interact, maintain and build relationships with others” (Universita
Delle Libereta, 2012).
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EFFECTIVE SOMMUNICATION
C o m m unic a tio n is a n im p o rta nt a sp e c t o f a ny re la tio nsh ip , b e it intim a te c a sua l, c o nsulta tive , o r fo rm a l. It is sim p le , ye t c o m p le x.
It is d e rive d fro m the La tin wo rd “c o m m unic a re ” whic h m e a ns to sha re . It is the p ro c e ss o f tra nsm itting a nd und e rsta n d ing info rm a tio n.
“It is the tra nsfe re nc e a nd influe nc ing o th e rs” (Ja ysa re e , N.D.).
 COMMUNICATION IS A TWO- WAY PROCESS
O fte ntim e s, a sp e a ke r o n ly fo c use s o n the info rm a tio n he / she wa nt to re la y w itho ut ha ving to c o nsid e r the liste ne r who m a y
und e rsta nd the m e ssa g e , und e rsta n d o n ly a p o rtio n o f the m e ssa g e , o r m iss the p o inty e ntire ly. C o m m unic a tio n is no t m e re ly a b o ut
d e live ring a m e ssa g e ; it is a lso a b o ut re c e iving the m e ssa g e a s it is. This p ro c e ss is sim p lifie d thro ug h the m o d e l o f c o m m unic a tio n b e lo w.
 The se nd e r se nd s a m e ssa g e .
 The re c e ive r g e ts the m e ssa g e a nd p e rso na lize it.
 The re c e ive r, in turn, se nd s fe e d b a c k a nd thus b e c o m e s a se nd e r.
 The o rig ina l se nd e r no w b e c o m e s a re c e ive r a nd re a c ts to the fe e d b a c k.
 G e ne ra lly, a ne w c o m m unic a tio n se q u e n c e is the n initia te d .
As sim p ly a s it m a y se e m , no t e ve ryo ne is a b le to a c hie ve e ffe c tive c o m m unic a tio n. Pe o p le a re no t b o rn with g o o d

c o m m unic a tio n a nd inte rp e rso na l skills; o th e rs wh o ha ve this skill so m e tim e s d o no t ha ve the c o nfid e nc e to use the m . Eithe r w a y, like
a ny o the r skills, the se sho uld b e ta ug ht, p ra c tic e d , re info rc e d , o ve r a nd o ve r a g a in until m a tte r is a tta ine d .
 Thre e a re a s o f c o mmunic a tio n tha t yo u ma y wa nt to p ra c tic e a re :
 No nve rb a l c o m m unic a tio n

 C o nve rsa tio na l skills
 Asse rtive ne ss
o NONVERBAL COMMUNICATION
Ac c o rd ing to a n Austra lia n b o rn Am e ric a n Ma na g e m e nt e d uc a to r Pe te r F Druc ke r (1909- 2005), “The m o st im p o rta nt thing in
c o m m unic a tio n is he a ring wha t isn’t sa id .” So m e tim e s, we c o m m unic a te , o ur w o rd le ss sig na l- fa c ia l e xp re ssio n, e ye g a ze , p o stu re s, a nd
to ne o f vo ic e , o ve rrule the wo rd s tha t we sa y. The se no nve rb a l c ue s o r no nve rb a l b e ha vio rs, inte ntio na l o r no t, c a n re ve a l w ho we a re
a nd im p a c t ho w w e re la te to o th e r p e o p le . Mo re o ve r, wh a t m a ke s it m o re inte re sting is tha t the se no nve rb a l sig na ls d o no t c a rry a fixe d
m e a ning . Me a ning is influ e n c e d a nd d e p e nd e nt o n the p la c e , the p e o p le a nd its c ulture . Exa m p le , a thum b s up g e sture c o m m o nly
m e a ns “a p p ro va l” in m o st c o untrie s is c o nsid e re d o ffe nsive in so m e o f G re e c e , Ita ly a nd the Mid d le Ea st.
The sa m e c a se with p o inting using ind e x fing e r a t so m e thing o r so m e o ne . This g e sture is a lso o ffe nsive in o th e r c ulture s a nd
c o un trie s like tha t in C hina , ja p a n a nd m a ny c o un trie s.
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ASSERTIVENESS
a n d c o Think oAltho
p e raoug tiveh inte
f ave npry
rnac tio
eroxpso ia lncaeol m e xpm o nic
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. c tio n .
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p ro mm ying unic o na tio to pn.oWhe f then layoteustp nroem ws, o ted ethvee lo wpe m ll-be en ingts a na dll owf oorld th eerve p ents.
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INT ERCUL T URAL COMMUNICAT ION
b uild in g h e a lth y re la tio nship s, th e n yo u a re e xhib iting p ro so c ia l b e ha vio r. Th e e m p h aesis
o Be a p p ro a c ha b le b y sta ying re la xe d , sm iling a n d m a inta ining a frie nd ly a ttitud . will b e o n th e und e rsta n d ing o f b o th ind ivid ua l
a n dIng proroupm ob ting e ha vio p rorssotha c iat lpbroe m haovio te r,e ffe w ec ative re a lso hig hlig hting the im p o rta nc e o f inte rc ultura l c o m m unic a tio n. Inte rc ultura l
c o m m unic a tio n skills a re tho se re q u ire d to c o m m unic a te , o r sha re info rm a tio n , with p e o p le fro m o th e r c u lture s a n d so c ia l
g ro up s
58
(SkillsYo uNe e d 2017). Bo th p ro so c ia l a n d in te rc u ltura l c o m m u nic a tio n p uts 'la ng ua g e ' a s o n e , no t th e o n ly o n e , o f th e re q u ire m e n ts to
a c hie ve e ffe c tive c o m m unic a tio n. Aw a re n e ss, und e rsta nd ing a n d a c c e p ta n c e o f o th e r p e o p le 's c ultu re , b e lie f, tra d itio n, p ra c tic e s, o r
e ve n tho ug h p a tte rns h e lp o n e to a c hie ve e ffe c tive p ro so c ia l a n d inte rc ultura l c o m m unic a tio n. Ke y a re a s o f kno wle d g e fo r th o se
wa nting to im p ro ve th e ir in te rc u ltura l c o m m unic a tio n a re (SkillsYo u Ne e d , 2018):
o So m e kno wle d g e o f th e c u lture s, o rg a niza tio ns a nd institutio n s, histo ry a n d g e n e ra l wa y o f living o f d iffe re n t c o m m unitie s
a n d n a tio ns.
o Re c o g nitio n tha t th e se a sp e c ts a ffe c t b e ha vio ra l n o rm s. Fo r e xa m p le , th e re is c o nsid e ra b le "histo ry" b e twe e n th e G re e ks
a n d Tu rks, a nd th e re fo re it m a y b e c o nsid e re d p o te n tia lly a p ro b le m to se rve Tu rkish fo o d to a G re e k p e rso n.
o An u nd e rsta nd in g o f ho w c ultu re c a n a ffe c t c o m m unic a tio n a n d la ng u a g e . Fo r e xa m p le , p e o p le fro m No rd ic c o untrie s a re
o fte n sa id to sp e a k m o re d ire c tly th a n na tive Eng lish sp e a ke rs who te nd to use m o re "p o lite " la ng ua g e . Sc a n d in a via ns in th e
UK h a ve re p o rte d c a u sing o ffe nse to Eng lish p e o p le b y fa iling to sa y "p le a se " a nd "tha nk yo u'" e n o ug h.
o So m e und e rsta n d ing o f th e c o nve ntio ns th a t m a y g o ve rn b e ha vio r in c e rta in sp e c ific inte rc ultura l e nviro nm e nts, su c h a s
vie w s o n th e ro le o f wo m e n e tc .
o C ruc ia lly, a wa re n e ss o f yo ur o w n a nd o th e r p e o p le 's b e lie fs a nd va lu e s, a n d a w illing n e ss to re c o g nize wh e n th e se m a y c la sh.
o Se n sitivity to w a rd s c ultura l ste re o typ e s th a t m a y a ffe c t a n d in te rfe re with inte rc ultura l c o m m unic a tio n.
Th e fo llo wing a re th e ke y p o ints fo r suc c e ssful in te rc u ltura l c o m m unic a tio n (IC AS, 2018)
o Ke e p a n o p e n m in d a t a ll tim e s, fo c using o n w h a t yo u h e a r, n o t w h a t yo u se e .
o Ad m ire a n d re sp e c t o th e r c ultu re s, a s we c a n le a rn lo t fro m o th e rs.
o Re c o g nize yo ur o wn c ultura l b ia s a nd ho w it is d iffe re nt fro m th e p e o p le yo u a re d e a ling with .
o Be a wa re o f ho w yo u a c t a ro un d p e o p le : so m e jo ke s, w o rd s, e xp re ssio ns o r p hra se s m a y b e o ffe nsive to p e o p le w ith a
d iffe re n t b a c kg ro und fro m yo u.
o C ulture s a nd c usto m s va ry fro m p e rso n to p e rso n . Pa y a tte n tio n to e ve rything , fro m to n e o f vo ic e to g e sture s in o rd e r
to inc re a se yo ur u n d e rsta n d ing .
o Pra c tic e . Th e m o re yo u c o m m u nic a te with o th e r p e o p le , th e b e tte r yo u will b e c o m e a t it.
Learning
Task 3: Cite example situations and describe how you will react to it passively, aggressively and assertively.
59
SITUATION
PASSIVE ASSERTIVE AGGRESSIVE
SITUATION
PASSIVE ASSERTIVE AGGRESSIVE
Learning Task 4: Multiple Choice
Write the correct answer on the blank.

60
______1. The communication process consists of three steps. In _____________, the receiver
interprets the message and translates it into meaningful information.
A. Decoding B. Encoding C. Feedback D. Noise
______2. A person's nonverbal behavior is often used to gauge whether he or she is telling the truth. Which of the following facial clues often
reveals lying?
A. Facial shift C. Failure to look you in the eye.
B. Crooked smile D. All of the above are indicators of lying.
______3. All of the following are suggested ways of eliminating or reducing barriers to effective communication except:
A. Use mirroring to establish rapport
B. Use emotion and colorful words
C. Appeal to human needs and time your message.
D. Discuss differences in paradigms.
_____4. All of the following are suggestions for improving your listening skills except:
A. Empathizing with the speaker
B. Maintain eye contact with the speaker
C. Sympathizing with the speaker
D. Paraphrase the speaker
_____5. Which of the following is NOT one of the steps in the communication process?
A. Transmission over communication media C. Noise
B. Encoding message D. Decoding message
_____6. What is Verbal Communication?

A. When someone is talking and someone else is listening
B. Talking to someone
61
C. When more than one person is talking

D. All the above
_____7. Which of the following behaviors are part of active listening?

A. maintains eye contact
B. nodding and making eye contact.
C. asking for clarification
D. all of the above.
_____8. A friend tells you, “I’m afraid my boyfriend is seeing his old girlfriend behind my back; I don’t know what to do. I can’t live without
him.” Which of the following responses is a paraphrase?
A. You’re very afraid that your boyfriend may still have feelings for his old girlfriend and you’re afraid you’ll lose him.
B. Don’t worry. I’m sure it’s not true. He loves you.
C. You’re feeling very insecure because your relationship was never very strong.
D. You’re afraid your boyfriend is seeing his old girlfriend behind your back, you don’t know what to do, and you can’t live without
him.
_____9. Which of these is a communication skill?

A. talking at the same time as someone else C. putting your fingers in your ears
B. listening to what people say D. none of these
_____10. If you want to complain, what's the best way to behave?

A. stay calm but stick to your point C. get ready to cry
B. get very angry D. stay passive
UNIT VI MEDIA LITERACY
62
ESSENTIAL QUESTIONS - What are the various sources of information using the five key questions?
- What are the characteristics of a media literate person?
- How important media literacy to every individual?
OVERVIEW The convergence of media and technology in a global culture is changing the way we learn about the world and challenging
the very foundations of education. No longer is it enough to be able to read the printed word: children, youth, and adults need the
ability to both critically interpret the powerful images of a multiple media forms (Thoman and Jolls, 2004). Forms of media can be
categorized according to 1) print media which are traditionally produced in paper and ink like the newspapers, books, magazines,
comics, brochures; 2) broadcast media are those which target audience using airwaves like radio, television, satellites, movies and
films; 3) digital or new media whose contents are organized in digital forms like the internet, computer, video player, browser,
smartphones, etc.
In the 21st century, the transformation from an Industrial Age to the Information Age requires the acquisition of
emerging literacies. One such literacy is media literacy.
At the end of this lesson, students should be able to:

- Prepare and present an electronic “Field Trip” to promote the local culture of the place.
MEDIA LITERACY
“We must prepare young people for living in a world of powerful images, words and sounds.”
ACTIVATION OF PRIOR KNOWLEDGE -UNESCO, 1982
Media literacy is the ability to access, analyze, evaluate, and produce communication in a variety of forms (Schwarz,
2005; Silverblatt, 2008). In essence, a media literate person can think critically about what they see, hear, and read in
books newspapers, magazines, television, radio, movies, music, advertising, video games, the Internet, and new emerging
technology (Kaiser Family Foundation).
Moreover, media literacy is a 21st century approach to education. It provides a framework to access,
63
analyze, evaluate and create messages in a variety of forms- from print to video to the Internet. Media literacy
builds an understanding of the role of media in society as well as essential skills of inquiry and self- expression
necessary from citizens of a democracy (CML’s MediaLit Kit).
While there is no standard or single definition of media literacy, there are some common principles
shared by the definitions. In essence media literacy requires critical thinking to be able to analyze and evaluate
different media objectively. Media literacy entails analyzing the media codes and conventions, criticizing
stereotypes, interpreting the multiple meanings and messages generated by varies forms of communication.
Media literacy does not necessarily require extensive knowledge of media theories or even professional
competency in journalism, video production or filmmaking. It is the skill of deciphering what is right and truthful
and meaningful using an inquiring mind.
Learning Task 1: OMG

There are possible reactions to this post. Some believe in it right away. Others might question
PRESENTATION AND DEVELOPMENT
its veracity. Which is likely your reaction? Which of the two reactions would speak of a media literate person?
OF CONCEPTS Read the Facebook post and answer the questions that follows.
64
What makes this message seemed realistic? Unrealistic?
Do you believe in this post? Why? Why not?
What would you do after reading this post?
How do you think other would respond?
65
Learning Task 2: Check or Wrong

Below are words or phrases. Check before the number if it characterizes a media literate person. Mark X if not.
1. Bashing.
2. Believing right away on the given information.
3. Watching carefully; thinking critically.
4. Acting on the information without verifying.
5. Disseminating unverifiable information to destroy a person.
6. Evaluating the credibility of information from different sources.
7. Analyzing information from one perspective.
8. “Protecting kids from unwanted messages.
9. Helping students become competent and critical in all media forms.
10. Preparing Powerpoint presentations.
IMPORTANCE OF MEDIA LITERACY

How many information do you receive every day? How does it influence your thinking? Your decision making?
In this world where almost all the families are interconnected with the presence of multimedia in their homes like television and Internet, there is greater
need for media literacy.
The following are the reasons why media literacy is important:
1. Decipher correct and factual information. Younger generations are often described as “screenagers” instead of “teenagers” because they are always looking
at or interacting with some type of screen often simultaneously (Rushkoff, 2006). In a typical week, at least 81% of teens report that they will engage in some
form of media multi- tasking, using more than one form of media at one time such as working on the computer and listening to music or talking on the
telephone (Foehr, 2006). With various forms of media that are accessible, media literacy helps the person decipher which is the correct and factual
information.
2. People as judicious consumers and producers of communication. The aim of media literacy is to increase awareness of many forms of media messages
encountered in our everyday lives. It should help citizens recognize how the media filter their perceptions and beliefs, shape popular culture and influence
personal choices. It should empower them judicious consumers and producers of information.
When students possess media literacy, they become wise consumers of varied forms of media, managers of information, and responsible producers of their
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ideas using the powerful multimedia tools.

3. Increase the ability to communicate. The wide range of electronic and media forms increase the ability and proficiency of students to communicate, express
and disseminate their thoughts and ideas.
4. Provide tools and methods for effective engagement. Media literacy benefits society by providing tools and methods that encourage
respectful. Discourse that leads to mutual understanding. It builds the citizenship skills necessary to participate in and contribute to
emerging societal issues.
5. Make informed decision. The goal of media literacy is the acquisition of skills to allow students to make better informed decisions which lead to becoming
better citizens.
Likewise, Livingstone (2004) emphasized that media literacy positions people not only as selective, receptive, and accepting but also as participating, critical
consumers, and citizens of the country.
MEDIA LITERACY SKILLS
Media literacy involves cultivating the skills of analysis, evaluation and synthesis of the content and structural elements of specific media texts and goes beyond and
social, economic, political and historical contexts in which messages are created, disseminated and used by audiences. There are seven media literacy skills according
to Potter (2008). They are analysis, evaluation, grouping, induction, deduction synthesis and abstracting.
Analysis: involves the breaking down of a message into meaningful elements to be able to decipher the message’s intent.
Evaluation: is the skill of judging the value of a media message through comparing it to some standards.
Grouping: is the ability to determine which content or structural element of the message is alike or different from each other.
Induction: is the to infer a pattern across a small set if elements and generalize the pattern to all sets.
Deduction: is the use of general principle to explain a particular occurrence.
Synthesis: is the ability to assemble media elements into new structure.
Abstracting: is creating a brief, clear and accurate description capturing the essence of a message.
The Center for Media Literacy (www.medialit.org) advocates a four-step process of media literacy education: awareness, analysis reflection, and action. Ultimately,
the Center believes that the “power of media literacy is its ability to inspire independent thinking and foster critical analysis” through the acquisition of a set of
“navigational” skills which include the student’s ability to access information from a variety of sources: analyze and explore how messages are “constructed”
whether print, verbal, visual or multimedia: evaluate media’s explicit and implicit messages against one’s own ethical, moral, and/ or democratic principles: and
express or create their own messages using variety of media tools.
EXAMINING THE MEDIA

Whether you are surfing the internet, flipping the magazine page, watching movies with friends and families or reading the newspaper, a media
literate person should be able to examine critically his/ her media experience. The following questions are suggested (CML kit) that would serve as scaffolds in order
to navigate your way through life as citizens in a global media culture.
1. Who created the message?
67
The test in the news, the billboard you see, the information you read in print or non- print are created
by someone or group of people. As consumers of varied forms of media, you need to realize that
messages have authors with reasons for composing such message. For example, if you see an
advertisement on TV, you need to know who/what company created it. By then you will get an idea
of the intent and purpose of the TV ad.
2. What creative techniques are used to attract my attention?
Varied forms of communication like TV show, scary movie, and Facebook page have unique creative language with its rules. Understanding how it
works will lead you to a better analysis of the message and make you less susceptible to deceit and manipulation.
3. How might different people understand the message differently?
People interpret the media message differently because of varied experiences, background, lifestyle and exposure. Thus you cannot expect people to have the
same understanding as you do. The more we ask questions like: have you experienced anything like this> what have you learned from this message? What do
others think about it? Are their viewpoints as valid as mine? The more enlightened we become in making send of our experiences.
4. What lifestyles, values, and points of view represented in or omitted from this message?
Media, because they are created and constructed have embedded values. It is important that the reader (in print non-print) can detect the embedded values
and intentions of the text. By then you can judge whether to accept or reject the message.
5. Why is this message being sent?
Every media user should be able to decipher the purpose of the messages. If you can successfully analyze its intent, then you can determine if the
message is a hoax or bogus.
Learning Task 3: You’re in the News

Headlines, whether in a print publication or on a website, are designed to grab your attention
and draw you in. They have to be short but compelling, enticing you to read the rest of the story.
1. A historical event in your lifetime that you Write three compelling headlines to share:
think was the most newsworthy.
68
2. A personal moment for you that could be newsworthy to others.
3. The most pressing news story today.
Learning Task 4: Complete the sentences with the words in the box. Write your answer on the
blank.
anchor blog current flash headlines
international interview journalist report local
news paper podcasts website media
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1. Mona is crazy about clothes and she loves reading fashion ___________.
2. How was the _____________? Very long. They asked too many questions.
3. My uncle is a _____________. He works in a TV studio presenting the international news.
4. He just read the ___________ in the newspaper, not the whole report.
5. I usually download some __________ and listen to them while I walk to work.
6. _____________ news is more interesting than national news.
7. My father is a news __________. He reads the news in a local TV show.
8. We heard about the terrorist attack in France on a news __________ this morning.
9. You can give your opinion in a ___________ affairs show.
10. If the headlines are interesting, then I read the __________.
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Building and Enhancing Literacy Skills Across the Curriculum (PCK 8) Trento External Studies Center (CTE)

Functional Literacy Pedagogy

In this task, you will be guided with the following questions:

Analysis: How important this new literacy in teaching- learning process?

The p urp o se o f th is stud y is to p ro v id e a n e xte n siv e re v ie w o f lite ra tu re tha t fo c u se s o n th e m o st

LIFE LESSONS PERSONAL APPLICATION OF FUNCTIONAL WAYS TO INTEGRATE NEW LITERACIES

CLASSROOM- BASED ACTION RESEARCH MATERIAL

UNIT IV MULTICULTURAL AND GLOBAL LITERACY

ESSENTIAL QUESTIONS - What is my insights on globalization and multicultural literacies?

Learning Task 1: Agree and Disagree

Decide whether you agree or disagree to the following statements on what

Solely an economic integration of markets worldwide.

Multicultural Literacy is… A

An understanding of one’s practices and tradition in a particular country or region.

WHAT IS MULTICULTURAL LITERACY?

TIPS TO FOSTER ENGAGING LEARNING CULTURE

THE FOLLOWING TIPS ARE SUGGESTED:

Process of interaction among people and culture in

A current wave that has been driven by policies

It is a for c e of natur e, a phe nom e non without

Solely an economic integration of markets

Multicultural Literacy is… A B REASON

An idea of an exclusive education system where

The ability to promote multicultural values, as it

UNIT V SOCIAL LITERACY

ESSENTIAL QUESTIONS - What are the key concepts of effective communication?

You said something you didn’t mean or

What are the moments when you struggled to express

Can you cite instances when your hurt yourself

Learning Task 2: The Story of My Name

As sim p ly a s it m a y se e m , no t e ve ryo ne is a b le to a c hie ve e ffe c tive c o m m unic a tio n. Pe o p le a re no t b o rn with g o o d

 No nve rb a l c o m m unic a tio n

PASSIVE ASSERTIVE AGGRESSIVE

PASSIVE ASSERTIVE AGGRESSIVE

Learning Task 4: Multiple Choice

Write the correct answer on the blank.

_____6. What is Verbal Communication?

C. When more than one person is talking

_____7. Which of the following behaviors are part of active listening?

_____9. Which of these is a communication skill?

_____10. If you want to complain, what's the best way to behave?

UNIT VI MEDIA LITERACY

At the end of this lesson, students should be able to:

Learning Task 1: OMG

What makes this message seemed realistic? Unrealistic?

Do you believe in this post? Why? Why not?

What would you do after reading this post?

How do you think other would respond?

Learning Task 2: Check or Wrong

IMPORTANCE OF MEDIA LITERACY

ideas using the powerful multimedia tools.

MEDIA LITERACY SKILLS

EXAMINING THE MEDIA

1. Who created the message?

Learning Task 3: You’re in the News

2. A personal moment for you that could be newsworthy to others.

3. The most pressing news story today.

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