Building and Enhancing New Literacies Across the Curriculum

Concepts/Theories/Names Description
Traditional Literacy  Knowledge of letters; ability to read and write
 The building block for all other literacies

Functional Literacy  The practical skill set needed to read, write,

and do math for REAL-LIFE purposes so that
people can function effectively in the
community

Early/Emergent Literacy  The knowledge, skills, and attitudes that a

child develops in relation to reading and
writing throughout the early childhood period
– birth to onset of conventional reading and
writing instruction
 Includes oral language, understanding
meaning, basic alphabet

Basic Literacy  Abilities to read, write, and do basic

arithmetic
 Used for initial learning of reading and writing
for adults who have never been to school
21st Century Literacies and Skills

1. Learning Skills  Teach students about the mental processes

required to adapt and improve upon a
modern work environment
 4 Cs
1. Critical Thinking – finding solutions to
problems
2. Creativity – thinking outside the box
3. Collaboration – working with others
4. Communication – talking to others

2. Literacy Skills  Focus on how students can discern facts,

publishing outlets, and the technology behind
them
 TIM
1. Technology Literacy – understanding the
machines that make the Information Age
possible
2. Information Literacy – understanding
facts, figures, data, and statistics
3. Media Literacy – understanding the
methods and outlets in which information
is published
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3. Life Skills  Look at intangible elements of a student’s
everyday life
 FLIPS
1. Flexibility – deviating from plans as
needed
2. Leadership – motivating a team to
accomplish a goal
3. Initiative – starting projects, strategies,
and plans on one’s own
4. Productivity – maintaining efficiency
5. Social Skills – meeting and networking
with others for mutual benefit

Multicultural Literacy  Knowledge of culture and languages

 Awareness of and sensitivity to culturally
determined norms
 Skills to view knowledge from diverse ethnic
and cultural perspective

Global literacy  Aims to address issues of globalization,

racism, diversity, and social justice
 Consistent with a broad understanding of
humanity, the planet, and the impact of
human decision on both
 Aims to empower students with knowledge
and take action to make positive impact in the
world

Social literacy  The student’s ability to connect effectively

with those around him
 A student’s successful performance and
understanding of social skills, organizational
skills, and communication skills

Financial literacy  The ability to understand how money works;

how someone makes, manages, invests, and
expands it to help others

Digital/Cyber literacy  Ability to use computer technologies

effectively and understand its implications
 Ability to use information and communication
technologies to find, evaluate, and
communicate information
 Cyber intelligence – important to know where
to go to find reliable and accurate resources in
cyberspace
 Concepts/Theories/Names Description

Media literacy  Ability to identify different types of media and

the messages they are sending

Eco-/Ecological literacy  Ability to understand the natural systems that

make life on earth possible
 Understanding the principles of organization
of ecological communities and using those
principles for creating sustainable human
communities

Art and Creative Literacy  Help students develop design-thinking,

creativity, and critical thinking
 Artistic practices involve the reception-
production of “signs” in a continuous process
of “translation” from one language to another
 Strategies and Frameworks to develop
student’s creativity:
1. Framework for creative thinking
(Torrance): Fluency, Originality,
Elaboration
a. Fluency – the production of a
great number of ideas or
alternate solutions to a problem;
implies understanding, not just
remembering information that is
learned
b. Flexibility – the production of
ideas that show a variety of
possibilities or realms of thought;
involves the ability to see things
from different points of view, to
use many different approaches or
strategies
c. Elaboration – the process of
enhancing ideas by providing
more detail; additional detail and
clarity improve interest in, and
understanding of, the topic
d. Originality – the production of
ideas that are unique or unusual;
involves synthesis or putting
information about a topic back
together in a new way

2. SCAMPER Thinking and Design Technique

a. Substitute – provide alternative
 Concepts/Theories/Names Description
solutions
b. Combine – analyze the possibility
of merging two or more ideas
c. Adapt – adjust or tweak ideas for
a better output
d. Modify – changing the process to
unleash more innovative
capabilities
e. Put to Another Use – how to use
the existing materials to solve
problems
f. Eliminate – identify the parts of
the process that can be
eliminated to improve the process
g. Reverse – aims to explore
innovative potential when
changing the order of the process

3. De Bono’s 6 Thinking Hats

a. White Hat – asks for known or
needed information
b. Black Hat – judgment; explaining,
identifying risks
c. Blue Hat – organizing; process
control
d. Red Hat – convey
emotions/feelings
e. Green Hat – options, choices,
fresh ideas
f. Yellow Hat – investigate the
positives; value
Characteristics of 21st-Century Learning 1. Learner-centered
2. Personalized
3. Media-driven
4. Diverse
5. Adaptable
6. Interdependent
7. Visibly relevant
8. Data-rich
9. Transfer-by-design

Critical Attributes of the 21st Century 1. Student-centered

Education 2. 21st century skills
3. Global classrooms
4. Relevant and real-world
5. Integrated and interdisciplinary
6. Technologies and Multimedia
 Concepts/Theories/Names Description
7. Adapting to constant change
8. Project-based and research-driven

Characteristics of a 21st century teacher 1. Multi-literate – various use of technologies

2. Multi-specialist – knowledgeable in several
areas
3. Multi-skilled - not just in teaching but also in
facilitating group activities
4. Creative problem solver – innovative ideas
5. Critical thinker
6. Has a passion for excellent teaching
7. High emotional quotient
8. Self-directed
9. Lifelong learner
10. Flexible

21st century technology tools for learning 1. Affinity groups – unite individuals with
common interests
2. Blogs – interactive websites; include links,
photos, audio, and video
3. Easybib – allows individuals to generate
citations
4. E-portfolio – student works generated,
selected, organized, and revised digitally
5. Google Docs – allow collaboration
6. Hypertext – electronic texts that provide
multiple links
7. Literacy Web – an online portal that includes
a large number of new literacy resources
8. Myspace – a social networking website; offers
an interactive user-submitted network of
friends, profiles, blogs, photos, etc.
9. Podcasts – digitalized audio files stored on the
internet and downloaded to listener’s
computers
10. Prezi – allows individuals to use pre-made
creative presentation templates
11. Readwritethink.org – a repository of
standard-based literacy lessons
12. Second life – an internet-based 3-D virtual
world that uses avatars to explore, socialize,
participate in individual and group activities
13. Semantic Web – the search engines
themselves feed into a single mechanism that
provides searching on its own
14. Smartboards – replacements for traditional
chalkboards
 Concepts/Theories/Names Description
15. Social media platforms – means to
communicate and share ideas among users
16. Webkinz – an internet simulation wherein
children learn pet care and other skills
17. WebQuest page – provides webquest on an
array of topics across content areas with a
template for creating one’s own
18. Wiki – software that fosters collaboration and
communication online
19. Web 2.0 – the second generation of web
bases communities
20. YouTube
Basic Literacy Skills

1. Phonemic Awareness  The ability to hear, identify, manipulate, and

substitute phonemes – the smallest units of
sound that can differentiate meaning in
spoken words

2. Fluency  The ability to read text accurately, quickly,

and expressively either to oneself or aloud

3. Vocabulary  The growing, stored compilation of words that

students understand and use in their
conversation and recognize in print

4. Comprehension  The ability to understand, remember, and

make meaning of what has been read
Literacy Strategies

1. Making connections  Text to self – reminding children of something

that happened in their own lives
 Text to text – when a book reminds them of
another they’ve read
 Text to world – reminds them of something
they’ve seen in the world at large

 Making mental pictures of the words they

2. Visualizing read
 When they visualize, they are able to
understand elements of the story in a deeper
way

 Asking questions as they read

3. Questioning  By asking questions, children engage with the
text and become deeply involved – allowing
them to understand and comprehend
 Concepts/Theories/Names Description

 as books become more complex, the plot

4. Inferring becomes less straight-forward
 not all information is directly given to a reader
and left to connect the dots or INFER on their
own

 not all information is important to the plot of

5. Determining importance the story

 the process of merging ideas over the course

6. Synthesizing of a text to further understanding
 pieces new insights together to understand
and make new predictions

Global Competence  a multidimensional construct that requires a

combination of knowledge, skills, attitudes,
and values successfully applied to global
issues or intercultural situations
 take action for collective well-being and
sustainable development
 appreciate the perspectives and world views
of others

Social literacy  entails the development of social skills,

knowledge, and positive human values toward
the desire and ability of human beings to act
and react positively and responsibly in a wide
range of complex social settings
 social skills – involves good manners,
communicating effectively, being considerate
of others’ feelings and expressing personal
needs
Types of Social Skills
1. Conflict resolution  Ability to get to the source of the problem and
find a workable solution

2. Active listening  Ability to pay close attention to a student in

times of counseling

3. Relationship management  Ability to maintain relationships and build key

connections with stakeholders

4. Effective communication  Ability to communicate effectively and share

thoughts and ideas with students through
group conversations
 Concepts/Theories/Names Description
5. Problem-solving skills  Seeking help, making effective decisions, and
accepting consequences to derive solutions

6. Interpersonal skills  Ability of sharing, joining activities, asking for

permission

7. Empathy  Ability to understand and identify the feelings

of students in times of difficulty

8. Respect  Knowing when to initiate communication and

respond during interactions or heated
arguments

Emotional intelligence  Ability to recognize, understand, and manage

emotions
Tools for Enhancing Emotional Intelligence
1. Bingo emotions  Classic bingo game played with emotions

2. Biodots  A simple reminder that emotions are part of

our physiology

3. Build me a house  Participants will build a house, then the

facilitators will destroy the house and observe
emotions of participants

4. eMotion cards  An evocative, playful moon-face illustration of

emotions

5. Emotional Literacy Museum  Self-directed learning experience that teaches

about the physiology of emotions

6. Emotional literacy workshop  Helps teachers communicate with students,

recognize and manage emotions

 An activity where partners face each other

7. Face workshop while showing different facial expressions –
ends with reflection

 Photos of real people and data about how

8. Feeling faces survey respondents evaluated each picture

 Helps participants reflect on the facilitator’s

9. Internalization activity narrations with music in a dim and candle-
lighted room

 Writing a person’s negative attitude on a

paper that is placed on his back
 Concepts/Theories/Names Description
10. Mirroring and unmasking activity
 A deck of tarot-like cards of feelings

11. Mixed emotions card

 Provides feedback on how one uses EQ

12. Six seconds emotional intelligence

assessment  Participants form into assigned machines
ending up with interactions and reflections
13. The machine transformer
 Imitates an animal’s behavior – reflections

14. The Zoo: Animal workshop  Build a tower using pop sticks and straws –
end up with interactions, sharing, patching of
15. Tower building emotional barriers

People Skills  How a person behaves and how he is

perceived
 Set of skills that enable a person to get along
with others
 Ability to interact with others effectively and
develop productive working relationships to
minimize conflict and maximize rapport

Media literacy  Ability to access, analyze, evaluate, and create

media
 Understand complex messages received from
TV, radio, internet, newspapers, books, etc.

Media and Information Literacy  A combination of knowledge, attitudes, skills,

and practices required to access, analyze,
evaluate, use, produce, and communicate
information and knowledge in creative, legal,
and ethical ways
 Seven Dimensions of MIL:
1. Critical Literacy – ability to evaluate
critically the intellectual, human, and
social strengths and weaknesses, benefits
and costs of information technologies
2. Emerging technology literacy – ability to
adapt to, understand, and use emerging
innovations in IT
3. Publishing literacy – ability to format and
publish research and ideas electronically
4. Research literacy – ability to use IT-based
tools relevant to the world of researchers
5. Resource literacy – ability to understand
 Concepts/Theories/Names Description
the form, format, location, and access
methods of information resources
6. Social-structural literacy – knowing how
information is socially situated and
produced
7. Tool literacy – ability to understand and
use practical and conceptual tools of
current information technology –
software, hardware, multimedia, relevant
to education and work
Information Security
1. Phishing  A common type of scam
 Scammer disguised as a trustworthy source in
an attempt to obtain personal information

2. Internet scams  Schemes that deceive users in various ways in

an attempt to take advantage of them

3. Malware  A malicious software disguised to collect and

transmit private information without the
user’s consent or knowledge

Cyber Crime  Any criminal activity carried out by using

computers or the internet
 Uses phishing, viruses, ransomware, and
social engineering to break the law
 Child pornography; hate crimes
 Two categories:
1. One-Off Crimes – installing a virus that
steals personal data
2. Ongoing Crimes – cyberbullying,
extortion, organizing terrorist attacks

Cyberbullying  A form of harassment using electronic means

 Types:
1. Internet trolling – bullying over the
internet to elicit a reaction, disrupt, or
intentionally provoke or offend other
2. Cyberstalking – uses electronic
communication to stalk a victim and pose
a credible threat to harass him

Plagiarism  The unethical act of taking someone else’s

work and presenting it as your own
 Types of Plagiarism
1. Aggregator Plagiarism – the written
document includes proper citations but
Concepts/Theories/Names Description
does not contain all original work
2. Clone Plagiarism – identical copying;
without any change and claiming as own
work
3. Ctrl + C Plagiarism – a significant portion
of text is copied from any single source
without any alteration
4. Find-Replace Plagiarism – changing the
most common keywords in the copied
text
5. Hybrid Plagiarism – perfectly cited source
documents are copied and arranged as
new documents without citation
6. Mashup Plagiarism – written document
copied from more than one source and all
are mixed without proper citation
7. Recycle Plagiarism – Self-plagiarism; an
act of borrowing one’s own without
citation
8. Remix plagiarism – collecting information
from various sources and mixing them all
together as one