NEW LITERACIES,

FUNCTIONAL
LITERACY AND
MULTILITERACY
Module 3
 Discussants

Abanador, Mary Rose G. Abasula, Shaira Mae B. Bustamante, Pamela Y. De Vera, Marielle Joy B
LEARNING 1. Discuss new literacies and their impact on
the teaching-learning process

OBJECTIVES 2. Describe a multiliterate teacher

3. Define function literacy
NEW LITERACIES
Students are taught to read and write print with fluency, speed and
comprehension of the message of the writer and the interpretation of
the content of the material.

Between 1950 and 1970, literacy evolved from reading and writing
skills for modern society to becoming multi-faceted due to
technological advancements, urban changes, and new necessities.

At first, literacy was used in various types, such as computer literacy,

technology literacy, Internet literacy, and media literacy, respectively
(Altun, 2005).
NEW LITERACIES
Lankshear & Knobel (2006) averred that literacies intend to generate
and communicate meanings through the medium of encoded texts
within contexts in various discourses.

Kress (2003) posited that literacy can only happen when having a kind
of potential content through interaction with the text.

Primary English Teaching Association Australia (2015) asserts that 21st

Century literacy has expanded to include social change, increasing
field expertise and digital technologies.
SEVEN NEW
LITERACIES IN THE
21ST CENTURY
 Exploring the New Literacies

There are seven new literacies that

are stressed in the 21st century
curriculum.

Multicultural Literacy Social Literacy

development of social skills,
understanding ethnic groups that
knowledge and positive values in
comprise the population and focuses
human beings to act positively and
on complex issues of identity,
responsibly in sophisticated complex
diversity and citizenship.
social settings.
 Digital Literacy
ability to effectively use digital
devices for purposes of
communication, expression,
collaboration and advocacy in a
knowledge-based society.

Ecological Literacy Creative Literacy

ability to make original ideas that
understanding the principles of
have value, and the ability to see the
ecosystems toward sustainability.
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 literacies, they bring opportunities for teachers to foster reading and
writing in more diverse and participatory contexts.
2. Sites, like literature’s Voice of the Shuttle, online fanfiction, and the internet Public Library, expand
both the range of available texts and the social dimension of literacy.
3. Research on electronic reading workshops shows that they contribute to the emergence of new
literacies.
4. Research also shows that digital technology enhances writing and interaction in several ways.
5. K-12 students, who write with computers, produce compositions of greater length and higher quality
are more engaged with and motivated toward writing than those who do not write with computers.
6. College students, who keep e-portfolios, have 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 work better
than those participatory in traditional method.
FUNCTIONAL
LITERACY
 FUNCTIONAL LITERACY
The term functional literacy was initially defined by UNESCO through
William S. Gray in his Teaching of Reading and Writing (1956) as adult
training to meet independently the reading and writing demands
placed on them.
Over the decades, as societies have evolved into technical
innovations, the definition of functional literacy has been modified
to meet the changing demands (Concise Oxford Companion to
the English Language, 1998).
 FUNCTIONAL LITERACY
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 sectors, which are highly
motivated and need literacy for their own and their country's benefit.

3. Literacy programs should be linked with economic priorities and carried out in
areas 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.
 FUNCTIONAL LITERACY
Referring to functional literacy, UNESCO states the following:

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).
NEW FUNCTIONAL LITERACY
A new functional literacy aspect, called specific
literacy, is becoming a trend, in which the job of
the student is analyzed to see exactly the
literacy skills needed and those that are only
taught. This is to prevent job-skill mismatch. In
specific literacy, the student may learn very
little but will be of immediate value that would
result in increased learner motivation.
NEW FUNCTIONAL LITERACY
Significance of this approach includes literacy
that:
(1) starts in the workplace;
(2) uses a diagnostic approach;
(3) identifies turning points in economic life that
may act as an incentive to learning;
(4) assesses the limits of a short-term
intervention; and
(5) looks for generic skills.
 FUNCTIONAL LITERACY
Gunes (2000) posited that functional literacy constitutes the
second level of literacy next to basic literacy, in which literary and
mathematical information and skills can be utilized in one's personal,
social, economic and cultural endeavors. Therefore, the essence in
functional literacy is to learn basic related information and skills and
use them in daily life.
 FUNCTIONAL LITERACY
In context, Çapar (1998) cites that a functionally literate person is
someone who is one step ahead of literacy and maintains literacy
activity throughout his/her life in order to keep living and effectively
accommodate him/herself to his/her surroundings. It is, therefore, an
ongoing process.
 FUNCTIONAL LITERACY
UNESCO defines functional literacy as the ability of an individual to
take part in significant activities in professional, social, political and
cultural aspects in a society, where he/she lives using his/her literacy
skills (De Castel, 1971; Goksen, Gulgoz and Kagitcibasi, 2000; as cited in
Savas, 2006).
 FUNCTIONAL LITERACY
Hatch (2010) defines it based on the American Heritage College
Dictionary (AHCD). Accordingly, the word "functional" means "building
capacity" and "literacy" as "reading and writing skills." Therefore, it is
the capability to proficiently read and write that can be used in daily
life routines.

Likewise, Knoblauch and Brannon (1993), as cited in Jabusch

(2002) distinguished basic literacy and functional literacy as having
the expression "functional" to indicate performance with texts,
including mathematics.
 IMPROVING FUNCTIONAL LITERACY IN
THE PHILIPPINES
Manuyo (2019) reported that based on the 2013 Functional Literacy,
Education and Mass Media Survey (FLEMMS), the country registered
a 90.3% rate, which means that nine out of every 10 Filipinos 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 50% of
the students were able to read with comprehension by the end of
their basic education.
It was also evident that school dropouts contributed to low functional
literacy. Obviously, one in every 100 or about 4 million Filipino children
and youth were out-of-school in 2013.

22.9% got 19.2% lacked a 19.1% lacked

married family income to interest in
be sent to school attending schools
 IMPROVING FUNCTIONAL LITERACY IN
THE PHILIPPINES
In a follow-up study by World Vision in 2016, the functional literacy
rate went up at 76.53%. In the community level, the rate inclined to
62.64%, or around 50%-70% of the students were able to read with
comprehension by the end of their basic education. The increase was
significant within the 3-year interval but it also indicated more
improvement is expected considering that rate remained 17.36%
short of the 80% threshold
 IMPROVING FUNCTIONAL LITERACY IN
THE PHILIPPINES
One of the government initiatives to address this is the Alternative
Learning System (ALS) that provides an opportunity for learning
among out-of-school youth for them to land in better jobs.
INTEGRATION OF NEW
LITERACIES IN THE
CURRICULUM
Preparing Students for the 21st Century
 INTRODUCTION

Literacy educators have the

responsibility to incorporate
Integration of new literacies is
information and communication
crucial in today's education
technologies into the curriculum,
landscape. as emphasized by the International
Reading Association.
 THE MULTILITERATE
LEARNERS

Students desire teachers

The Internet and ICTs are
who skillfully use ICTs,
redefining the nature of
responsible peers, and a
reading, writing, and
curriculum fostering global
communication.
collaboration.
New Literacies Dimensions
Coiro et. al. (2008) noted four common elements as broader
dimensions of new literacies:

1 the Internet and other

2
new literacies are
ICTs require new social
central to full civic,
practices, skills, strategies,
and dispositions for their economic, and personal
effective use; participation in a global
community;

3 4
new literacies rapidly new literacies are
change as defining multiple, multimodal
technologies change; and multifaceted.
and
 IMPACT ON
INSTRUCTION

Literacy activities are The Internet is a defining

undergoing a technology for today's
transformative phase due youth, necessitating the
to the increasing reliance on development of new
the Internet and ICTs. skills and strategies.
 CHANGES IN
LITERACY
New literacies of today
Rapid and profound changes will be replaced by even
in technology significantly newer ones tomorrow
impact students' literacy as we navigate a more
journeys. globalized community of
learners.
 Multiliteracies in
Educational Reform
The concept of 21st-century skills is
motivated by the belief that teaching
universally applicable skills should be a
priority in today's schools.

It encompasses the most relevant,

useful, and in-demand skills.
 TEACHING 21ST
CENTURY SKILLS
Educational approaches include
outcome-based learning, It encompasses the most
project-based learning, and relevant, useful, and in-demand
performance-based learning, skills.
facilitating the acquisition of
cross-disciplinary skills.
 ALTERNATIVE
LEARNING
PATHWAYS
Schools can explore alternative
learning pathways, allowing
This provide practical, job-
students to earn academic
related skills alongside
credit through internships,
academic coursework.
apprenticeships, or immersion
experiences.
 CONCLUSION
Our journey highlights the imperative need
for integrating new literacies into the
curriculum. Adapting to the demands of the
21st century requires recognizing the
dynamic nature of literacy, the impact of
technology on instruction, and the
multifaceted dimensions of new literacies.
ASSESSMENT OF
MULTILITERACIES
 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
Real-World Issues Technological Tools Expressive Projects
Students freely
Students address real- Students use
express their points of
world issues from the technological and
view through
environment, honing multimedia tools to
multimedia projects,
their media literacy design and produce
delivering them to real-
skills. various media content.
world audiences.
 STANDARDIZED TEST
SCORES
Meaningful Connected
Mastering Content
Learning
Standardized test scores are Students actually master the
content on a much higher level and
higher due to acquiring skills and
develop their basic skills by
content in a meaningful connected constant application throughout
way with profound understanding. their schooling.
PREPARING TEACHERS FOR
MULTILITERACIES
New London Group (1996) underscored
multi-literacies as multimodal ways of
communication that include
communications between and among
other languages using diverse channels
within cultures and an ability to
understand technology and multimedia.
 PREPARING TEACHERS FOR
MULTILITERACIES
Biswas (2014) asserted that one challenge for educators
is to help students create a sustainable literacy
development throughout schooling, so that students can
develop strong literacy skills (Borsheim, et. al, 2008).
Certainly, multiple and new literacies require students to
integrate technology-enhanced educational tools into
their work.
 Four Components of
Multiliteracies in Teaching
Newman (2002) in Biswas (2014) suggests that teachers integrate
four components of multiliteracies in teaching:

Situated Practice Overt Instruction

Leads students towards Guides students to the
meaningful learning by systematic practice of
integrating primary learning process with
knowledge. tools and techniques.

Critical Framing Transformed Action

Teaches students how to Teaches students to
question diverse apply the lessons they
perceptions for better learn to solve real-life
learning experiences. problems.
 TEACHERS INSIST TO:
1.) encourage students to reflect regularly on the role of
technology in their learning;

(2) create a website and invite students to use it to continue

class discussions and bring in outside voices;

(3) give students strategies for evaluating the quality of

information they find on the Internet;

(4) be open about one's own strengths and limitations with

technology and invite students to help:

(5) explore technologies students are using outside the

classroom and find ways to incorporate them into one's
teaching.
TEACHERS INSIST TO:
(6) use wiki to develop a multimodal reader's guide to a class
text;

(7) include a broad variety of media and genres in class texts;

(8) ask students to create a podcast to share with an

authentic audience;

(9) give students explicit instruction about how to avoid

plagiarism in a digital environment; and

(10) refer to the Partnership for 21st Century Skills website.

 FOR SCHOOLS AND
POLICYMAKERS:
(1) Teachers need both intellectual and material support for effective 21st century literacy
instruction;

(2) Schools need to provide continuing opportunities for professional development, as well as up-
to-date technologies for use in literacy classrooms;

(3) Address the digital divide by lowering the number of students per computer and by providing
high quality access (broadband speed and multiple locations) to technology and multiple
software packages;

(4) Ensure that students in literacy classes have regular access to technology; at include
communications between and among other languages using diverse channels within cultures and
an ability to understand technology and multimedia.
 FOR SCHOOLS AND
POLICYMAKERS:
(5) Provide regular literacy- specific professional development in technology for teachers and
administrators at all levels, including higher education;

(6) Require teacher preparation programs to include training in integrating technology into
instruction;

(7) Protect online learners and ensure their privacy;

(8) Affirm the importance of literacy teachers in helping students develop technological
proficiency; and

(9) Adopt and regularly review standards for instruction in technology

 CONCLUSION
The integration of new literacies and the
teaching of multiliteracies open new
pedagogical practices that create
opportunities for future literacy teaching and
learning. Multiliteracies can also help teachers
provide equal access to learning for all
students. In effect, students learn to
collaborate by sharing their thoughts with
others in online spaces where they can engage
in different forms or modes of learning
process.
THANK
YOU!