MODULE 3

NEW LITERACIES, FUNCTIONAL

LITERACY AND MULTILITERACY
NEW LITERACY

• Refer to new forms of literacy made

possible by digital technology
developments. Commonly recognized
examples include instant messaging,
blogging, social networking, podcasting,
photo sharing, digital storytelling, and
conducting online searches.
•New literacies Between
1950 and 1970, the
development of literacy,
both operational and
functional, was
established.
•During this period,
literacy was defined as
reading and writing skills
necessited for activities in
modern citų (Gunes,
2020).
•At first, literacy was used
in various types, such as
computer literacy,
technology literacy,
Internet literacy, and
media literacy,
respectively (Altun, 2005).
• Literacy is not confined
only to knowing how to
read and write rather, it is a
matter of applying
knowledge for specific
purposes in particular
contexts.
• 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 have of
potential content through
interaction with the text. A
particular text can be perceived for
being connected or related.
Although such meaning can be
more rational than literal or
expressing solidarity or affinity with
particular people.
•Literacy can bear a coding
system that can capture
the meaning, such as
"Letteracy" (i.e., within
language and recognition
of alphabetic symbols).
•Primary English Teaching
Association Australia (2015)
asserts that 21'st Century
literacy has expanded to
include social change,
increasing field expertise
and digital technologies.
•Subject-specific literacies are
recognized to require the
application of specialized
knowledge and skills,
information skills, and the
creative and imaginative
language.
•21st Century literacy
combines cross- curricular
capabilities. Also called
'multiliteracies' and now
commonly referred to as
'new literacies'.
• These new literacies are fused with
traditional print literacy to create
opportunities and enable students to
understand and use new text types, while
exploring knowledge and information with a
wide array of technological tools, such as
blogging, fanfic writing, manga producing,
meme-ing, photoshopping, meme music
video (AMV), podcasting, vodcasting, and
gaming, running a paper-based zine, reading
graphic novels and comics, and reading bus
timetables. (Primary English Teaching
Association Australia, 2015)
 EXPLORING THE
NEW LITERACIES
There are seven new literacies that
are stressed in the 21-century
curriculum:
1.Multicultural Literacy is
about understanding
ethnic groups that
comprise the population
and focuses on complex
issues of identity,
diversity and citizenship.
2. Social literacy is the
development of social skills,
knowledge and positive values
in human beings to act
positively and responsibly in
sophisticated complex social
settings.
3. Media literacy is
the ability to
access, analyse,
evaluate, and create
media.
4. Financial literacy is
the ability to make
informed judgments
and make effective
decisions regarding the
use and management of
money.
5. Digital literacy is the
ability to effectively use
digital devices for
purposes of
communication,
expression,
collaboration and
advocacy in a
6. Ecological
literacy is
understanding
the principles of
ecosystems
toward
7. Creative literacy is
the ability to make
original ideas that
have value, and the
ability to see the
world in new ways .
7. Both typical and atypical
students, who receive an
online response to writing,
revise their works better
than those participating in
traditional method.
THE TRUTH ON 21ST CENTURY LITERACIES
ACCORDING TO RESEARCH
• Since success with technology
depends largely on critical thinking
and reflection, teachers with relatively
little technological skills can provide
less useful instruction. Therefore,
schools must support the teachers by
providing them professional training
and up-to-date technology for
THE TRUTH ON 21ST CENTURY

• The National Council of tender of English

(2013) research 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. Like literature's voice
the shuttle, online
fanfiction and the
internet Public Library,
expand both the range
of available texts and
the social dimension of
3.As new technologies
shape literacies, they
bring opportunities for
teachers to foster
reading and writing in
more diverse and
participatory contexts.
4. Like literature's voice
the shuttle, online
fanfiction and the
internet Public Library,
expand both the range
of available texts and
the social dimension of
5. K-12 students, who with
computers, produce
compositions of greater
length and higher quality
are more engaged with
those who do not write with
computer .
6. College students, who
keep e-portfolios, have a
higher rate of academic
achievement and overall
retention rate than those
who do not keep e-
portfolios. they also
demonstrate a greater
FUNCTIONAL LITERACY

• Functional literacy-the term

functional literacy was initially
defined by UNESCO though
william, S. Gray in his teaching
reading and Writing (1956) as
adult training to meet
independently the reading and
writing demands place of them.
REFERRING TO FUNCTIONAL LITERACY,
UNESCO STATE'S THE FOLLOWING:
1.Literacy programs and
should be integrated
and correlated with
economic and social
development plans.
REFERRING TO FUNCTIONAL LITERACY,
UNESCO STATE'S THE FOLLOWING
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
5.Literacy must be an
integral part of the overall
educational system and plan
of each country.

6. The financial need for

functional literacy should be
meet with various resources,
as well as be provided for
economic investments.
7. The literacy programs
should aid in achieving
main economic objective
(i.e. Increase in labor
productivity food
production
industrialization, social
•Significance of this
approach includes
literacy that:(l) starts in
the workplace; (2) uses
a diagnostic
approach;(3) identifies
turning points in
economic life that may
•Gunes (200) posted
that functional, literacy
constitutes the
mathematical
information and skills
can be utilized in one's
personal, social,
economic cultural
endeavours.
• In context, Capar (1998) cites
that functionally literate person
is some who is one step ahead
of literacy and maintains
literacy throughout his/her life
in order to keep living and
effectively accommodate
him/herself to his/her
surroundings.
• UNESCO define functional
literary as the ability of an
individual to take part on
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,
•Hatch (2010) defines it
based on the American
Heritage College Dictionary
(AHCD). Accordingly, the
world functional" mean
"building capacity" and
"literacy " as "reading and
writing skills "
•Knoblauch and Brannon
(1173) a cited in jabusch
(2002) distinguished
basic literacy and
functional literacy as
having the expression
"functional "to indicate
• The Education for All Global
Monitoring Report (UNESCO, 2006)
states that functional literacy mean
the ability to make significant use of
activities Involving, reading and
writing skills that include using
information, communicating with
others, and following a path of
lifelong learning necessary for the
ability to express him/ herself in daily
life.
•The National statistics
Authority defines
functional literacy as the
level of literary that
includes reading, writing
and numeracy skills that
help people cope with
the daily demands of life.
MULTILITERACY
•Multiliteracies are transforming
education by merging
traditional literacy skills with
new, rapidly evolving literacies,
especially those related to
Information and
Communication Technologies
MULTILITERACY
• This shift is part of a broader
educational reform that emphasizes
teaching students the skills needed for
success in a complex, technology-
driven, and global economy. In this
context, students must develop skills
that are relevant, useful, and applicable
across various disciplines.
• 21st-century skills focus on
preparing students for a
competitive, knowledge-based
society. These skills are taught across
different school settings using
methods like project-based,
outcome-based, and performance-
based learning, which are inherently
cross-disciplinary. Students engage
in activities that involve research,
• Additionally, alternative learning
pathways, such as internships and
apprenticeships, allow students to
gain job-related skills while earning
academic credit and meeting
graduation requirements. This
approach helps students develop
practical skills and work habits while
achieving academic success.
• Assessment of multiliteracies
emphasizes the shift from rote
memorization and isolated tasks
to demonstrating understanding
through application in diverse
contexts. The focus is on real-
world tasks and audiences, with
self-assessment playing a key role
in the process.
• Students enhance their media
literacy skills as they engage
with real-world issues, using
modern multimedia and
technology to create projects
like websites, television shows,
radio broadcasts, and
documentaries.
• This process allows students to
express their viewpoints,
contribute to society, and
understand their role as active
citizens. Ultimately, this type of
assessment leads to higher
standardized test scores because
students connect content
meaningfully and gain a deeper
understanding of it.
Example: A student creates a short film
addressing the impact of climate change
on local communities. Using multimedia
tools, they research, write, film, and edit
the documentary. The project not only
helps the student develop critical media
and technological skills but also
engages them in real-world problem-
solving, fostering a sense of citizenship
and responsibility.
•The New London Group
(1996) highlighted
multiliteracies as multimodal
communication involving
various languages, cultures,
and an understanding of
technology and multimedia.
• In teaching, applying multiliteracies offers
a pedagogy that enhances classroom
management and extends learning
methods. Biswas (2014) emphasized that a
challenge for educators is helping students
develop sustainable literacy skills,
integrating technology to enhance
learning. Ajayi (2011) recommended that
teacher education must prepare to address
the gap between multiliteracies and
classroom pedagogy (Pennington,
2013).Given the global and technological
NEWMAN (2002) SUGGEST THE 4 COMPONENTS
OF MULTILITERACIES IN TEACHING:

1. Situated practice leads students

towards meaningful learning by
integrating primary knowledge.
2. Overt instruction guides students
to the systematic practice of
learning process with tools and
techniques.
3. Critical framing
teaches students how to
question diverse
perceptions for better
learning experiences.
4. Transformed action
teaches students to
• Teaching multiliteracies encourages students to
embrace a variety of learning practices and
methods, helping them engage with diverse
forms of communication (New London Group,
1996). By applying the four components of
multiliteracies, teachers can blend traditional
and modern instructional processes to foster
student learning. Effective instruction in 21st-
century literacies requires an integrated
approach, teaching students how to access,
evaluate, synthesize, and contribute to
information.
TEACHERS INSIST TO:
1. Encouraging students to reflect on
technology's role in their learning.
2. Creating a class website for
discussions and inviting outside
voices.
3. Teaching students how to evaluate
online information for quality.
3. Being open about their
own strengths and
limitations with technology,
seeking student help.
4. Exploring and
incorporating technologies
students use outside of class.
5. Using wikis to
develop multimodal
reader's guides.
6. Including a variety of
media and genres in
class texts.
7. Asking students to create
podcasts for authentic audiences.
8. Providing instruction on
avoiding plagiarism in a digital
context.
9. Referring to resources like the
Partnership for 21st Century
Skills website.
FOR SCHOOLS AND POLICYMAKERS
• Teachers need intellectual and material
support for teaching 21st-century literacy.
• Schools should offer ongoing professional
development and up-to-date technologies
for use in classroom.
• Address the digital divide by improving
student-to-computer ratios and providing
high-quality access to technology.
• Ensure regular access to
technology for students in
literacy classes.
• Provide literacy-specific
professional development in
technology for educators at all
levels.
• Require teacher preparation
programs to include
• Protect online learners'
privacy.
• Acknowledge the role of
literacy teachers in fostering
technological proficiency.
• Adopt and regularly review
standards for instruction in
technology.
IMPROVING FUNCTIONAL LITERACY IN
THE PHILIPPINES

•The Philippines aims to boost

functional literacy by focusing on these
key strategies:
•Curriculum improvements:
Implementing the MATATAG
curriculum with a focus on
essential skills, early literacy,
21st-century skills, and
relevant learning materials.
•Teacher development:
Providing ongoing training
and support for teachers in
effective literacy and
numeracy instruction, including
specialized training and
mentorship.
•Community engagement:
Involving parents in
children's learning,
establishing community
learning centers, and
encouraging volunteer
support.
•Addressing socioeconomic
factors: Tackling poverty and
malnutrition, ensuring access to
quality education for all, and
providing inclusive education
for children with disabilities.
•Monitoring and evaluation:
Regularly assessing learners'
skills, using data to inform
decisions, and supporting
research and innovation in
literacy education.
INTEGRATION OF NEW LITERACIES IN THE
CURRICULUM
Integrating new literacies in the curriculum
means weaving essential skills beyond
traditional reading and writing into all
subjects. This prepares students for the
modern world by equipping them with
abilities like:
•Information and media
literacy: Critically
evaluating information from
various sources,
understanding media
messages, and creating
responsible content.
•Digital literacy:
Effectively using
technology, navigating
digital platforms, and
understanding online
safety and ethics.
•Financial literacy:
Managing money,
understanding financial
concepts, and making
informed financial
decisions.
•Health and safety literacy:
Understanding health
information, making healthy
choices, and staying safe in
various situations.
•Ecological and nature
literacy: Understanding
environmental issues,
appreciating nature, and
promoting sustainable
practices.
•Arts and creative literacy:
Expressing oneself through
various art forms,
appreciating different
artistic expressions, and
fostering creativity.
•This integration can be done through various
approaches, like interdisciplinary projects,
real-world applications, and utilizing
technology in the classroom.
•The goal is to develop well-rounded
individuals who can thrive in a complex and
ever-changing world.
 THANK YOU
FOR LISTENING!
😊 😊
REPORTER:

BTLED -ICT
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