OBTL Plan EDUC 206: Building and Enhancing New Literacies Across the Curriculum

Republic of the Philippines

TARLAC STATE UNIVERSITY
Office of the Vice President for Academic Affairs

College College of Teacher Education

Department Bachelor of Secondary Education

VISION Tarlac State University is envisioned to be a premier university in the Asia – Pacific region.

Tarlac State University commits to promote and sustain the offering of quality and relevant programs in higher and advanced education ensuring
equitable access to education for people empowerment, professional development, and global competitiveness.

Towards this end, TSU shall:

MISSION 1. Provide high quality instruction through qualified, competent and adequately trained faculty members and support staff.
2. Be a premier research institution by enhancing research undertakings in the fields of technology and sciences and strengthening
collaboration with local and international institutions.
3. Be a champion in community development by strengthening partnership with public and private organizations and individuals.

E – xcellence
Q - uality
U - nity
CORE VALUES I - ntegrity
T - rust in God, Transparency & True Commitment
Y - earning for Global Competitiveness

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 OBTL Plan EDUC 206: Building and Enhancing New Literacies Across the Curriculum

Course Name EDUC 206: Building and Enhancing New Literacies Across the Curriculum
Course Credits 3 units
Course Description
This course introduces the concepts of new literacies in the 21st century as an evolving social phenomena and shared cultural practices across learning areas (D1-1.1.1.;
D2-2.2.1.; D3-3.1.1.; D4-4.1.1.; D6-6.1.1.). The 21st century literacies shall include (a) globalization and multicultural literacy; (b) social literacy; (c) media literacy; (d) financial
literacy; (e) cyber literacy/ digital literacy; (f) eco-literacy and (g) arts and creativity literacy (D1-1.1.1.; D2-2.2.1.; D3-3.1.1.; D4-4.1.1.; D6-6.1.1.). Field-based interdisciplinary
explorations and other teaching strategies shall be used in this course (D1-1.3.1.; D2-2.3.1.; D3-3.5.1.; D4-4.2.1.; D5-5.1.1.; D6-6.1.1.; D7-7.1.1.).
Contact Hours/ week 3 hours/ week
Prerequisite None
Course Outcomes Upon completion of this course, the students are expected to:
 Explain and use key concepts of 21st century literacies in relevant contexts;
 Articulate the rootedness of literacy and education in philosophical, socio-cultural, historical, psychological, and political contexts;
 Demonstrate sensitivity to cultural and linguistic diversity through different activities;
 Work collaboratively in a group setting regardless of race, age, status, and gender;
 Apply skills in the development and utilization of ICT to accomplish experiential activities and tasks;and
 Analyze and discuss critically the major issues that revolve around the nature of the 21st century literacies;
 Devise and participate in artistic and creative works, and sustainable field-based projects; and
 Demonstrate action competence, key competencies, and meta-competencies in executing various activities in the course.

COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter
Week 1 A. TSU Vision, Mission, Core Values and Introduction to the Course
Week 2 B. Introduction to 21st Century Literacies
Week 3-5 C. Globalization and Cultural and Multicultural Literacies
Week 6 D. Social Literacy
Week 7-8 E. Financial Literacy
Week 9 F. Midterm Examination
Week 10-12 G. Media and Cyber or Digital Literacies
Week 13 H. Ecological Literacy
Week 14-15 I. Artistic and Creative Literacy
Week 16-17 J. Critical Literacy
Week 18 K. Final Examination

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 OBTL Plan EDUC 206: Building and Enhancing New Literacies Across the Curriculum

One week (or an L. Allotted for the Midterm and the Final Exams
equivalent of three
hours)

Alignment of Course Outcomes with Summative Assessment Tasks

Course Objectives Summative Assessment Task Details

 To explain, critique, and generate sound statements and Case Study and Reflection Papers  The students are expected to submit case study and reflection papers which are the
evidence about concepts, issues, and theories relative to product of their carefully thought of and sound judgment and intellectual endeavors.
the 21st century literacies; The focus of these academic papers depend on the chapter dealt and the specific
 To apply the key literacy concepts in relevant contexts; instructions provided by the instructor.
and  A deadline is set by the instructor for the submission of this task.
 To determine the essence of the 21st century literacies,  There is no word limit for the analysis and reflection papers.
particularly in the Philippines.
 To apply and integrate key concepts and principles of Eco-Green Project  The students are expected to participate and contribute in the eco-green project of
ecoliteracy in the field; the class. They shall document and record this field-based exploration as an
 To examine the relationship and interconnectedness application of the tenets discussed in the class. Should there be major constraints,
between and among the 21st century literacies and the the instructor may resort to allowing the students to do another task relative to
local context; and ecoliteracy instead.
 To participate and contribute in the eco-green project of
the class.
 To design and produce a video that best articulate their Vlog/ Tutorial Video  The students are expected to prepare their video blog or tutorial video on a specific
understanding and application of the media and digital topic. The students are expected to show their understanding of media and digital
literacy; literacies, along with application of their ICT skills, by relating the concepts to real-life
 To relate concepts and skills to real life setting and the setting and the teaching-learning process.
teaching-learning process; and
 To incorporate and exhibit their ICT skills in the material
production.

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OBTL Plan EDUC 206: Building and Enhancing New Literacies Across the Curriculum

LEARNING PLAN

Desired Learning Course Content/Subject Flexible Teaching and Assessment of Resource Time
Textbook/ References
Outcomes (DLOs) Matter Learning Activities (FTLAs) Tasks (ATs) Materials Table
State the Vision,  TSU Vision, Mission, Core TSU Code  Online discussion via  Jigsaw  MS Teams 3 hours
Mission, and Core Values TSU Student Manual (Revised 2017) Microsoft Teams collaborative subscription
Values of the Tarlac  Introduction to the Course TSU’s Official Website (www.tsu.edu.ph)  Jigsaw collaborative information provided by
State University.  Setting of expectations and TSU Collegiate Academic Calendar information sharing sharing TSU
requirements  Introduction/ Integration outputs  Laptop/
Contribute of Asynchronous  Recitation Desktop/
meaningfully to Learning with EDUC 206  Reflection log Mobile
online/offline class by printed and/or electronic Phone with
responding to raised module Internet
questions and  Use of TSU e-mail, Connection
identifying own Facebook Group, and  MS
questions about the other online platforms for PowerPoint
subject matter. communication and Presentation
access to learning  EDUC 206
materials Module
Share insights on the 1. Introduction to 21st Main Textbook:  Diagnostic Test  Test  MS Teams 3 hours
traditional and Century Literacies  Online discussion via  Group subscription
Alata, E.J.P. and Ignacio, E.J.T. (2019). Building and
conventional literacy. a. Traditional or Microsoft Teams presentation provided by
Enhancing New Literacies Across the Curriculum, First
Conventional Literacy  Integration of outputs TSU
Compare and ed. Metro Manila, Philippines: REX Book Store.
b. Expanded Views of Asynchronous Learning  Recitation  Laptop/
contrast the Other References:
Literacy with EDUC 206 printed  Reflection log Desktop/
expanded views of
c. Literacy in the 21st International Reading Association (2009). New and/or electronic module  Quizzes Mobile
literacy.
century Literacies and 21st Century Technologies: A Position  Use of TSU e-mail, Phone with
Point out the features Statement of the International Reading Association. Facebook Group, and Internet
of literacy in the 21st Newark, Delaware, USA: International Reading other online platforms for Connection
century. Association. Retrieved June 27, 2020 from communication and  MS
https://www.literacyworldwide.org/docs/default- access to learning PowerPoint
Contribute materials Presentation
meaningfully to

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OBTL Plan EDUC 206: Building and Enhancing New Literacies Across the Curriculum

online/offline class by source/where-we-stand/new-literacies-21st-century-  Video streaming  EDUC 206

responding to raised position-statement.pdf?sfvrsn=6  Group presentations Module
questions and  Educational
SEAMEO INNOTECH (2012). GURO 21 Course 1
identifying own videos
Module 1: Equipping Teachers with Knowledge, Skills,
questions about the
Attitudes, and Values for the 21st Century. FLSU-
subject matter.
Flexible Learning Solutions Unit. Retrieved June 27,
2020 from
http://iflex.innotech.org/GURO21/module1/index.html
SEAMEO INNOTECH (2012). GURO 21 Course 1
Required Readings. FLSU-Flexible Learning Solutions
Unit. Retrieved June 27, 2020 from
http://iflex.innotech.org/GURO21/References/GURO21
%20Course%201%20Required%20Readings.pdf
Distinguish the 2. Globalization and Main Textbook:  Online discussion via  Essays  MS Teams 3-9
effects and Cultural and Microsoft Teams  Recitation subscription hours
Alata, E.J.P. and Ignacio, E.J.T. (2019). Building and
implications of Multicultural Literacies  Integration of  Reflection log provided by
Enhancing New Literacies Across the Curriculum, First
globalization to socio- a. The Effects of Asynchronous Learning  Quizzes TSU
ed. Metro Manila, Philippines: REX Book Store.
cultural and political Globalization with EDUC 206 printed  Survey results  Laptop/
contexts. b. Cultural Literacy Other References: and/or electronic module  Case study Desktop/
c. Multicultural Literacy Alsubaie, M.A. (2015). Examples of Current Issues in  Use of TSU e-mail,  Analysis paper Mobile
Expound the issues d. Issues in Teaching and the Multicultural Classroom. Journal of Education and Facebook Group, and Phone with
 Role play
in teaching and Learning Multicultural Practice, (6)10, 86-89. other online platforms for Internet
performance
learning multicultural Literacy in the communication and Connection
Avila, J.L.V., et al. (2011). Globalization, Governance,  Individual
literacy in the Philippines access to learning  MS
and the Philippine State. Makati City, Philippines: and/or group
Philippines. materials PowerPoint
Philippine Institute for Development Studies. Retrieved presentation
 Video streaming outputs Presentation
Contribute June 27, 2020 from https://pidswebs.pids.gov.ph/  EDUC 206
 Survey  Recorded
meaningfully to CDN/PUBLICATIONS/pidsbk11-globalization.pdf Module
 Case study cultural show/
online/offline class by Hirsch, E.D. Jr. (1987). Cultural Literacy: What Every  Jigsaw  Educational
responding to raised performance
American Needs to Know. Boston: Houghton Mifflin  Role play videos
questions and Company.  Buzz sessions
identifying own
Navita, N.C. (2014). Teachers’ Multicultural  Individual and group
questions about the
Awareness of the School Environment: Basis for a presentations
subject matter.
Proposal for Multicultural Awareness Enahncement

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OBTL Plan EDUC 206: Building and Enhancing New Literacies Across the Curriculum

Program for Teachers. Asia Pacific Journal of  Cultural show/

Education, Arts and Sciences, (1)4, 90-103. performance
Polistina, K. (2009). Cultural Literacy. England:
University of Brighton. Retrieved June 27, 2020 from
http://arts.brighton.ac.uk/ data/assets/
pdf_file/0006/5982/Cultural-Literacy.pdf
Reyes, W.S. and Murray-Harvey, R. (2018). Faculty
and Student Teachers ‘Voices’ in Developing a
Multicultural Teacher Education Curriculum Using a
Collaborative-Participatory Approach. The Normal
Lights, 12(1), 156-184.
Schweizer, B. (2009). Cultural Literacy: Is it time to
revisit the debate?. The NEA Higher Education
Journal, 51-56. Retrieved June 27, 2020 from
http://www.nea.org/assets/docs/
HE/TA09CulturalLiteracy.pdf
Explicate the issues 3. Social Literacy Main Textbook:  Online discussion via  Recitation  MS Teams 3 hours
and formulate sound a. The Role of Parents Microsoft Teams  Quizzes subscription
Alata, E.J.P. and Ignacio, E.J.T. (2019). Building and
opinions in teaching and Teachers in  Integration of  Vlog provided by
Enhancing New Literacies Across the Curriculum, First
social literacy. Teaching Social Skills Asynchronous Learning  Individual TSU
ed. Metro Manila, Philippines: REX Book Store.
to Children with EDUC 206 printed and/or group  Laptop/
Explain the role of b. Issues in Teaching Other References: and/or electronic module presentation Desktop/
parents and teachers Social Literacy Bernardo, A.B.I., Clemente, J.A.R., and Liem,  Use of TSU e-mail, outputs Mobile
in teaching social G.A.D. (2014). Describing the values of Filipino Facebook Group, and  Interview Phone with
skills. adolescents: A comparison with pan-cultural other online platforms for transciption Internet
norms. Journal of Tropical Psychology, (4)8. communication and  Case study Connection
Contribute doi:http://0- access to learning  Reflection  MS
meaningfully to dx.doi.org.lib1000.dlsu.edu.ph/10.1017/jtp.2014.2 materials paper PowerPoint
online/offline class by  Individual and group Presentation
responding to raised Dolan, R.E. ed. (1991). Social Values and presentations  EDUC 206
questions and Organization. In: Dolan, R.E. ed. (1991). Philippines: A  Debate Module
identifying own Country Study. Washington: GPO for the Library of
 Concept mapping  Educational
questions about the Congress. Retrieved June 28, 2020 from
 Interview videos
subject matter. http://countrystudies.us/philippines/41.htm

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OBTL Plan EDUC 206: Building and Enhancing New Literacies Across the Curriculum

Nadeau, K. (2020). The Philippines. The Marriage and  Optimist/Pessimist

Family Encyclopedia by Jrank. Retrieved June 28, Activity
2020 from https://family.jrank.org/pages/  Case study
1277/Philippines.html
Parreñas, R. (2008). Gender Ideologies in the
Philippines. In The Force of Domesticity: Filipina
Migrants and Globalization (pp. 22-39). New York;
London: NYU Press. Retrieved June 28, 2020, from
www.jstor.org/stable/j.ctt9qghg8.5
Reyes, J. (2015) Loób and Kapwa: An Introduction to
a Filipino Virtue Ethics. Asian Philosophy, (25)2, 148-
171. DOI: 10.1080/09552367.2015.1043173
Differentiate the 4. Financial Literacy Main Textbook:  Online discussion via  Recitation  MS Teams 3-6
terms and modes a. The Benefits of Microsoft Teams  Quizzes subscription hours
Alata, E.J.P. and Ignacio, E.J.T. (2019). Building and
used in financial Financial Literacy  Integration of  Individual provided by
Enhancing New Literacies Across the Curriculum, First
literacy. b. Financial Literacy in Asynchronous Learning and/or group TSU
ed. Metro Manila, Philippines: REX Book Store.
the Philippines with EDUC 206 printed presentation  Laptop/
Compute and c. Developing Personal Other References: and/or electronic module outputs Desktop/
prepare own financial Financial Literacy Decision Partners, Inc. (2020). Financial Literacy.  Use of TSU e-mail,  Personal Mobile
portfolio. Retrieved June 28, 2020 from Facebook Group, and Financial Phone with
https://www.financialliteracy101.org/financial-literacy/ other online platforms for Plan/Portfolio Internet
Contribute communication and Connection
meaningfully to Maur, M.A. (n.d.). Financial literacy for Filipinos: access to learning  MS
online/offline class by understanding for better living. Republic of the materials PowerPoint
responding to raised Philippines National Economic and Development  Financial literacy Presentation
questions and Authority-Region XIII CARAGA. Retrieved June 28, diagnostic test  EDUC 206
identifying own 2020 from http://nro13.neda.gov.ph/financial-literacy-  Individual and group Module
questions about the for-filipinos-understanding-for-better-living/ presentations  Educational
subject matter.  Panel discussion videos
 Misconception Check
 5 Things Game
 Survey

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OBTL Plan EDUC 206: Building and Enhancing New Literacies Across the Curriculum

Desired Learning Course Content/Subject Flexible Teaching and Assessment of Resource Time
Textbook/ References
Outcomes (DLOs) Matter Learning Activities (FTLAs) Tasks (ATs) Materials Table
Classify the 5. Media and Cyber or Main Textbook:  Online discussion via  Recitation  MS Teams 3-9
advantages and Digital Literacies Microsoft Teams  Quizzes subscription hours
Alata, E.J.P. and Ignacio, E.J.T. (2019). Building and
disadvantages in a. Media Literacy  Integration of  Individual and/or provided by
Enhancing New Literacies Across the Curriculum,
using media and b. What Media Literacy Asynchronous Learning group TSU
First ed. Metro Manila, Philippines: REX Book Store.
digital platform. is not with EDUC 206 printed presentation  Laptop/
c. Challenges to Media Other References: and/or electronic outputs Desktop/
Discriminate fake Literacy Education Diergarten, A.K., et al. (2017). The impact of media module  Infographics Mobile
news from the real d. Digital Literacy literacy on children’s learning skills from films and  Use of TSU e-mail,  Tutorial Video/ Phone with
ones. e. Socio-Emotional hypermedia. Journal of Applied Developmental Facebook Group, and Fun Vlog Internet
Literacy within Digital Psychology, 48, 33-41. DOI: other online platforms Connection
Practice ICT skills Literacy https://doi.org/10.1016/j.appdev.2016.11.007 for communication and  MS
and produce video f. Digital Natives access to learning PowerPoint
blog or tutorial video g. Challenges to Digital Mo Jang, S. and Kim, J.K. (2018). Third person materials Presentation
about a specific topic. Literacy Education effects of fake news: Fake news regulation and  Individual and group  EDUC 206
media literacy interventions. Computers in Human presentations Module
Contribute Behavior, 80, 295-302. DOI:  Digital Activities  ICT
meaningfully to https://doi.org/10.1016/j.chb.2017.11.034
 Video Conference Laboratory
online/offline class by Nagle, J. (2018). Twitter, cyber-violence, and the  Demonstration  Educational
responding to raised need for a critical social media literacy in teacher  Movie Application/ videos
questions and education: A review of the literature. Teaching and Discussion
identifying own Teacher Education, 76, 86-94. DOI:  Pro and Con grid
questions about the https://doi.org/10.1016/j.tate.2018.08.014  YouTube Video of the
subject matter.
UNESCO (2020). Media Information Literacy for Day
Teachers. Website URL: http://unesco.mil-for-
teachers.unaoc.org/
Assess the ecological 6. Ecological Literacy Main Textbook:  Online discussion via  Recitation  MS Teams 3 hours
needs in the a. Environmental Microsoft Teams  Quizzes subscription
Alata, E.J.P. and Ignacio, E.J.T. (2019). Building and
community. Literacy, Ecological  Integration of  Individual and/or provided by
Enhancing New Literacies Across the Curriculum,
Literacy, and Asynchronous Learning group TSU
First ed. Metro Manila, Philippines: REX Book Store.
Participate and Ecoliteracy with EDUC 206 printed presentation  Laptop/
contribute to the eco- and/or electronic outputs Desktop/
module Mobile

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OBTL Plan EDUC 206: Building and Enhancing New Literacies Across the Curriculum

green project of the b. Greening Initiatives Other References:  Use of TSU e-mail,  Eco-Green Phone with
class. in Colleges and Facebook Group, and Project Internet
Berkowitz, A.R., Ford, M.E. and Brewer, C.A. (2005).
Universities other online platforms contribution and Connection
A framework for integrating ecological literacy, civics
Contribute for communication and documentation  MS
literacy, and environmental citizenship in
meaningfully to access to learning PowerPoint
environmental education. Cambridge University
online/offline class by materials Presentation
Press. Retrieved June 28, 2020 from
responding to raised  Individual and group  EDUC 206
http://www.bioed.org/pubs/EE_chapter_
questions and presentations Module
berkowitz_et_al.pdf
identifying own  Field Trip  Educational
questions about the McBride, B.B. et al. (2013). Environmental literacy, (Physical/Virtual) videos
subject matter. ecological literacy, ecoliteracy: What do we mean  Gardening videos
and how did we get here?. Ecosphere 4(5):67, 1-20.  Eco-green project
DOI: http://dx.doi.org/10.1890/ES13-00075.1
Create and share 7. Artistic and Creative Main Textbook:  Online discussion via  Quizzes  MS Teams 3-6
artistic and creative Literacy Microsoft Teams  Artworks subscription hours
Alata, E.J.P. and Ignacio, E.J.T. (2019). Building and
works. a. Characterizing  Integration of  Individual and/or provided by
Enhancing New Literacies Across the Curriculum,
Artistically Literate Asynchronous Learning group TSU
First ed. Metro Manila, Philippines: REX Book Store.
Determine the Individuals with EDUC 206 printed presentations  Laptop/
implications of artistic b. Issues in Teaching Other Reference: and/or electronic  Video Desktop/
and creative literacy Creativity Artistic Literacy Institute (2019). What is artistic module performances Mobile
to one’s own literacy?. Retrieved June 28, 2020 from  Use of TSU e-mail, Phone with
development. https://artistic-literacy.institute/what-is-artistic-literacy Facebook Group, and Internet
other online platforms Connection
Contribute for communication and  MS
meaningfully to access to learning PowerPoint
online/offline class by materials Presentation
responding to raised  Individual and group  EDUC 206
questions and presentations Module
identifying own  Sketchnoting  Educational
questions about the  Photography Sessions/ videos
subject matter. Competitions
 Workshops
 “Quarantunes” playlist/
playlist for a day
 Video performances

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OBTL Plan EDUC 206: Building and Enhancing New Literacies Across the Curriculum

Desired Learning Course Content/Subject Flexible Teaching and Assessment of Resource Time
Textbook/ References
Outcomes (DLOs) Matter Learning Activities (FTLAs) Tasks (ATs) Materials Table
Assess the role of 8. Critical Literacy Main Textbook:  Online discussion via  Recitation  MS Teams 3-6
critical literacy in a. History of Critical Microsoft Teams  Individual subscription hours
Alata, E.J.P. and Ignacio, E.J.T. (2019). Building and
education and Literacy Theory  Integration of and/or group provided by
Enhancing New Literacies Across the Curriculum,
development. b. Critical Literacy and Asynchronous Learning presentation TSU
First ed. Metro Manila, Philippines: REX Book Store.
the Arts with EDUC 206 printed outputs  Laptop/
Critique and analyze Other References: and/or electronic  Quizzes Desktop/
selected papers. module  Essays Mobile Phone
The Literacy and Numeracy Secretariat (2009).
 Use of TSU e-mail,  Analysis with Internet
Contribute Critical Literacy. The Capacity Building Series
Facebook Group, and paper Connection
meaningfully to Special Edition 9. Retrieved June 28, 2020 from
other online platforms  MS
online/offline class by http://www.edu.gov.on.ca/eng/literacynumeracy/i
for communication and PowerPoint
responding to raised nspire/research/Critical_Literacy.pdf
access to learning Presentation
questions and materials  EDUC 206
identifying own Shenfield, R. (2015). Literacy in the Arts. Literacy
Learning: The Middle Years, (23)1, 47-53. Retrieved  Individual and group Module
questions about the presentations  Educational
subject matter. June 28, 2020 from
https://www.alea.edu.au/documents/item/1074  Mystery quotation videos
activity
 Question of the Day
Exercise
 Pro and Con grid

Suggested Readings Alata, E.J.P. and Ignacio, E.J.T. (2019). Building and Enhancing New Literacies Across the Curriculum, First ed. Metro Manila, Philippines: REX Book Store.
and References
Alsubaie, M.A. (2015). Examples of Current Issues in the Multicultural Classroom. Journal of Education and Practice, (6)10, 86-89.
Artistic Literacy Institute (2019). What is artistic literacy?. Retrieved June 28, 2020 from https://artistic-literacy.institute/what-is-artistic-literacy
Avila, J.L.V., et al. (2011). Globalization, Governance, and the Philippine State. Makati City, Philippines: Philippine Institute for Development Studies. Retrieved June 27, 2020
from https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidsbk11-globalization.pdf
Berkowitz, A.R., Ford, M.E. and Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and environmental citizenship in environmental education.
Cambridge University Press. Retrieved June 28, 2020 from http://www.bioed.org/pubs/EE_chapter_berkowitz_et_al.pdf
Bernardo, A.B.I., Clemente, J.A.R., and Liem, G.A.D. (2014). Describing the values of Filipino adolescents: A comparison with pan-cultural norms. Journal of Tropical
Psychology, (4)8. doi:http://0-dx.doi.org.lib1000.dlsu.edu.ph/10.1017/jtp.2014.2

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OBTL Plan EDUC 206: Building and Enhancing New Literacies Across the Curriculum

Decision Partners, Inc. (2020). Financial Literacy. Retrieved June 28, 2020 from https://www.financialliteracy101.org/financial-literacy/
Diergarten, A.K., et al. (2017). The impact of media literacy on children’s learning skills from films and hypermedia. Journal of Applied Developmental Psychology, 48,
33-41. DOI: https://doi.org/10.1016/j.appdev.2016.11.007
Dolan, R.E. ed. (1991). Social Values and Organization. In: Dolan, R.E. ed. (1991). Philippines: A Country Study. Washington: GPO for the Library of Congress. Retrieved
June 28, 2020 from http://countrystudies.us/philippines/41.htm
Hirsch, E.D. Jr. (1987). Cultural Literacy: What Every American Needs to Know. Boston: Houghton Mifflin Company.
International Reading Association (2009). New Literacies and 21st Century Technologies: A Position Statement of the International Reading Association. Newark, Delaware,
USA: International Reading Association. Retrieved June 27, 2020 from https://www.literacyworldwide.org/docs/default-source/where-we-stand/new-literacies-21st-century-
position-statement.pdf?sfvrsn=6
Maur, M.A. (n.d.). Financial literacy for Filipinos: understanding for better living. Republic of the Philippines National Economic and Development Authority-Region XIII
CARAGA. Retrieved June 28, 2020 from http://nro13.neda.gov.ph/financial-literacy-for-filipinos-understanding-for-better-living/
McBride, B.B. et al. (2013). Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here?. Ecosphere 4(5):67, 1-20. DOI:
http://dx.doi.org/10.1890/ES13-00075.1
Mo Jang, S. and Kim, J.K. (2018). Third person effects of fake news: Fake news regulation and media literacy interventions. Computers in Human Behavior, 80, 295-302. DOI:
https://doi.org/10.1016/j.chb.2017.11.034
Nadeau, K. (2020). The Philippines. The Marriage and Family Encyclopedia by Jrank. Retrieved June 28, 2020 from https://family.jrank.org/pages/
1277/Philippines.html
Nagle, J. (2018). Twitter, cyber-violence, and the need for a critical social media literacy in teacher education: A review of the literature. Teaching and Teacher Education, 76,
86-94. DOI: https://doi.org/10.1016/j.tate.2018.08.014
Navita, N.C. (2014). Teachers’ Multicultural Awareness of the School Environment: Basis for a Proposal for Multicultural Awareness Enahncement Program for Teachers.
Asia Pacific Journal of Education, Arts and Sciences, (1)4, 90-103.
Parreñas, R. (2008). Gender Ideologies in the Philippines. In The Force of Domesticity: Filipina Migrants and Globalization (pp. 22-39). New York; London: NYU Press.
Retrieved June 28, 2020, from www.jstor.org/stable/j.ctt9qghg8.5
Polistina, K. (2009). Cultural Literacy. England: University of Brighton. Retrieved June 27, 2020 from http://arts.brighton.ac.uk/ data/assets/pdf_file/0006/5982/Cultural-
Literacy.pdf
Reyes, J. (2015) Loób and Kapwa: An Introduction to a Filipino Virtue Ethics. Asian Philosophy, (25)2, 148-171. DOI: 10.1080/09552367.2015.1043173

Reyes, W.S. and Murray-Harvey, R. (2018). Faculty and Student Teachers ‘Voices’ in Developing a Multicultural Teacher Education Curriculum Using a
Collaborative- Participatory Approach. The Normal Lights, 12(1), 156-184.
Schweizer, B. (2009). Cultural Literacy: Is it time to revisit the debate?. The NEA Higher Education Journal, 51-56. Retrieved June 27, 2020 from
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OBTL Plan EDUC 206: Building and Enhancing New Literacies Across the Curriculum

http://www.nea.org/assets/docs/HE/TA09CulturalLiteracy.pdf

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OBTL Plan EDUC 206: Building and Enhancing New Literacies Across the Curriculum

SEAMEO INNOTECH (2012). GURO 21 Course 1 Module 1: Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century. FLSU-Flexible Learning Solutions Unit. R
SEAMEO INNOTECH (2012). GURO 21 Course 1 Required Readings. FLSU-Flexible Learning Solutions Unit. Retrieved June 27, 2020 from
Shenfield, R. (2015). Literacy in the Arts. Literacy Learning: The Middle Years, (23)1, 47-53. Retrieved June 28, 2020 from
The Literacy and Numeracy Secretariat (2009). Critical Literacy. The Capacity Building Series Special Edition 9. Retrieved June 28, 2020 from
UNESCO (2020). Media Information Literacy for Teachers. Website URL:

Suggested Readings Documents:

and References EDUC 206 MODULES

Course Requirements 1. Case study and reflection papers

2. Eco-Green project
3. Vlog/ Tutorial video
4. Active participation
5. Midterm and Final Examination
Grading System
STUDENT PERFORMANCE EVALUATION

Assignment, Output 20%

(Oral presentation, Online Exam, Reflection Papers, Case
Study, Eco-Green Project, Video, etc.)
Quizzes 25%
Attendance and Online Class Participation 15%
(Students’ response to teacher-posted comprehension
questions, reflection on class required readings and the like)
Term Exam 40%

Credit Grade = (Midterm Grade + Final Term Grade)/2

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OBTL Plan EDUC 206: Building and Enhancing New Literacies Across the Curriculum

Policies Online/ Flexible Teaching and Learning:

1. Microsoft Teams will be used as the primary platform in every class; thus, all students are advised to download and install the aforementioned application. Just go to
office.com. and login using your @student.tsu.edu.ph account, choose Teams from the list of applications, from there your enrolled subjects will appear;
2. To uphold delivery of quality instruction, the class may also use added online platforms and applications like Zoom Cloud Meeting, FB Messenger, Viber, WhatsApp
and the like.
3. No Special Examination will be administered unless an excuse letter from parent/ guardian or medical certificate noted by the guidance counsellor and class adviser is
presented.
4. Attendance will be checked every meeting. A student must complete 85% of the session in order for him/her be given credit for attendance.
5. Assignments are to be submitted on time. Failure to submit assignments is equivalent to a grade of 5.0.

Course Title: AY/Term of Effectively: Prepared by: Reviewed by:

EDUC 206: BUILDING AND AY: 2020-2021 PROF. ELIZABETH P. BALANQUIT

ENHANCING NEW LITERACIES DR. JESSICA MARIE I. DELA PEÑA Chairperson
ACROSS THE CURRICULUM FIRST SEMESTER

MS. SHEILA MARIE O. DAVID Recommending Approval:

DR. JASPER JAY N. MENDOZA

MS. FRINCESS FLORES Dean

MS. ROSE ANN TUBAY Approved:

DR. ERWIN P. LACANLALE

Vice President for Academic Affairs

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