Module For PED 103

PED 13- Building and Enhancing New Curriculum across Curriculum
Prepared by
Rogelio Antenero Murro
Course Instructor
Virgenia A. Manluyao
We Build and Enhance Literacies
by
and
Jose Rizal Memorial State University
All rights reserved. This book or any portion thereof

may not be reproduced or used in any manner whatsoever
without the express written permission of the author
except for the use of brief quotations in a book review.
Page and Cover designed: Christopher C. Dabodabo
ISBN 000-0000-00-0
First Edition. English. 2020
JOSE RIZAL MEMORIAL STATE UNIVERSITY

Gov. Guading Adaza St. Sta Cruz, Dapitan City, 7101
Tel. No. (065) 908-8294
jrmsu_univpres@yahoo.com
Course Introduction
This course introduces the concepts of new literacies in the 21st century as an
evolving social phenomenon and shared cultural practices across learning areas. The
21st-century literacies shall include (a) globalization and multi-cultural literacy, (b) social
literacy, (c) media literacy, (d) financial literacy, (e) cyber literacy/digital literacy, (f) Eco
literacy and (g) arts and creativity literacy. Field-based- interdisciplinary explorations and
other teaching strategies shall be used in this course.
Preservice teachers will demonstrate knowledge of teaching strategies that

promote literacy skills specifically on the 21st-century skills, future skills that graduates of
this program must acquire. Draw the connections between and among people, events,
and places to analyze local and global issues. Practice professional and ethical standards
sensitive to the local, national and global realities Improve financial literacy knowledge,
skills, attitudes, and behaviors, for better financial decisions and financial outcomes; and
Apply skills in the development and utilization of ICT to promote equality, relevant and
sustainable educational practices. Design community-based activities to help learners
achieve an integrated view of social development. Apply teaching strategies that develop
learners` critical and creative thinking and/or other higher-order thinking skills.
Demonstrate knowledge of teaching strategies that promote literacy skills.
This flexible learning module is composed of 8 units. Units1 to 4 for midterm

coverage and from units 5 to 8 for final coverage. It has the following parts which make it
distinct from other instructional materials.
Unit –Gives the specific lesson of the material.
Learning Outcomes- These are statements that describe or identify what the
learner can do, accomplish, achieve, or become a result of a learning experience.
Pretest- Test is given before the content to measure learner’s prior knowledge.
Content- Provides a piece of comprehensive information about the learning
outcomes.
Learning Activities- This part is composed of outcomes-based activities that are
congruent with the learning outcomes in each unit.
Assessment – It is designed to confirm what students know, demonstrate whether
or not they have met the learning outcomes set for each unit.
Rubrics- It is a set of criteria for students' work that includes descriptions of levels
of performance quality on the criteria.
Glossary-It is a part of this module where some technical terms are defined for
your understanding.
This is a gender-esitive instructional material with the inclusion of
internationalization of the curriculum, the future skills and it is flexible for the students and
the teachers to use.
Students, this is your important tool in acquiring the set learning outcomes of this
course. You can only become a teacher when you are equipped with the different
literacies.
Together WE BUILD AND ENHANCE NEW LITERACIES ACROSS CURRICULUM!

Learning Guide
Conceptual Relationship of Module
This flexible learning package is designed for the students of the College of
Education specifically taking the program Bachelor of Secondary Education. This will
improve their knowledge and skills in the 21st century. This flexible learning package
consists of eight (8) units. Four (4) units are intended for Midterm Coverage and another
(4) units for Final Coverage. Unit 1 explores the 21st Century Literacies; Unit 2 explains
the Globalization and Cultural and Multicultural Literacies; Unit 3 is Social Literacy; Unit 4
explores the Financial Literacy; Unit 5 talks on Media and Cyber or Digital Literacies; Unit
6 explores Ecological Literacy; Unit 7 is on Artistic and Creative Literacy and Unit 8 is all
about Critical Literacy.
This module allows students to discover and even develop their own literacies that
they may apply as a teacher. This module instills in the mind of the students about the
essence of being a teacher and the skills and literacies needed.
For you to be successful in studying this module, you are encouraged to follow the
schedules of submission of course requirements, activities, pretest, assessments, and
other requirements
SCHEDULE
Unit Topics No. of Hours/No. Activities Date of Submission

of Weeks
MIDTERM COVERAGE
Activity 1-Types of Literacy (Concept
Mapping)
1 Introduction to 6 hrs.
21st Century Activity 2-Attribute/Characteristics of
Literacies 21st century education (Poster
Making)
Activity 3- Digital Literacy (Video
Recording)
Activity 1: Globalization, Culture and
Multicultural Context
Globalization and 7 hrs. ( Unstructured Interview)
2 Cultural and
Multicultural Activity 2: Globalization, Culture and
Literacies Multicultural Context (Video
Recording)
Activity 3: Globalization, Culture and
Multicultural Context in Education (
Create a Semi-Detailed Lesson Plan)
6 hrs. Activity 1: Roles of Parents and
Teachers in Teaching Social Skills
3 Social Literacy (Identification)
Activity 2. Bullying (Interview)

Activity 3: Steps in Teaching Social
Skills (Identification and Essay)
4 Financial Literacy 7 hrs. Activity 1: Net Income (Computation)
Activity 2: Developing Financial Plan

Activity 3-Financial Literacy (Essay)
MIDTERM SUMMATIVE ASSESSMENT ( 1 hour)
FINAL COVERAGE
5 Media and Cyber 6 hrs. Activity 1- Media literacy and Media

or Digital education (Scenario Creation and
Literacies Core Principles Identification)
Activity 2. Integration of media and

digital literacy (Unstructured
Interview)
Activity 3- Application of skills in the
positive use of ICT (Video Recording)
6 Ecological 6 hrs. Activity 1: Ecological Literacy (Finding
Literacy Key Ideas)
Activity 2: An Ecoliterate Person (My

Nature Walk)
Activity 3: Teaching Strategy in
Teaching Ecological Literacy
(Creating a Class Scenario)
Activity 4: Local Tourist`s Attractions
(Advertise me through video)
7 Artistic and 7 hrs. Activity 1: The value of arts to
Creative Literacy education and practical life
(Diagramming)
Activity 2: Personal definition of

creativity (Bubble Mapping)
Activity 3: Creativity in a Classroom.
(Innovating Classroom Activities)
8 Critical Literacy 7 hrs. Activity 1: Key Concepts of Critical
Literacy (Concept Mapping)
Activity 2-Designing Lessons and

Classroom Activity (Lesson Planning)
FINAL SUMMATIVE ASSESSMENT
Course Requirements:
1. Pass and passed in all activities.

2. Passed in all assessments.
3. Read the required reading materials.
Feedback Modality
For your teacher to know about your feelings about this module, you are required to write on the box provided in
each unit. You may also open the Google Class where you are enrolled for you to know your performance in the different
learning activities, assessment, and pretest. You can even communicate directly to the teacher concerned as to problems
that you encounter as you explore the whole module.
Communication Mechanism
For communication, you may use a text message. If you need to call me first give me a message and wait for
me to answer. Never let anyone get my CP number. I won't be attending messages or calls from unregistered numbers.
You can send your questions and clarifications through the classroom at Google. For email etiquette, I respond to student
emails the same day I receive them, up to 5 p.m. However, if you email me on a Saturday or Sunday I will respond first
thing Monday.
Instructor: Virgenia A. Manluyao

Contact Information
Mobile Number: 0946-498-5709
Email: virgeniamanluyao@jrmus.edu.ph
Facebook: @Ina Manluyao

Office Hours: Monday to Friday (8:00AM-5:00PM) and by appointment and by my request to you
Office: JRMSU-Dipolog Campus (College of Education-Faculty Room)
Instructional Material Development Unit –main.imd@jrmsu.edu.ph
LEARNING AGREEMENT
By signing this learning agreement, I commit to the following terms and conditions of Jose Rizal Memorial State University
in the implementation of Flexible Learning System. Specifically, I commit to observe the following:
1. That I must observe all guidelines of the state pertaining to the prevention of COVID, specifically to stay home, to
observe physical distancing and the use of face masks when interacting with others.
2. That I shall prioritize my health and safety while I comply with all the necessary learning activities and
assessments needed in my enrolled courses.
3. That I will exhaust all means of complying the requirements at home or in a less risky place and location that will
not allow me to be exposed to other people.
4. That I have already read and understood all instructions pertaining to my enrolled courses.
5. That I commit to do all the learning activities diligently, following deadlines and the learning guide enabling me to
deliver the course requirements.
6. That I commit to answer all forms of assessment in the learning package honestly.
7. That I shall initiate in giving feedback to my instructor at least once every two weeks.
8. That I shall not reproduce or publish any part of the learning package content without the written consent of the
University and the author/s.
9. That I shall not commit any form of plagiarism in all course requirements.
Conformed:
_______________________________ ___________________
Name and signature of student Date signed
_______________________________ ___________________
Name and signature of parent/guardian Date signed
_______________________________
Contact Number of Parent/Guardian
**Please email the signed copy of this learning agreement to your instructor as soon as you have received the learning
package.
Summative Assessment Plan

Form No. F16: Summative Assessment Plan
Background:
This form aims to document the summative assessment strategies that a teacher
deems appropriate to the course being taught and its corresponding course outcomes.
Summative assessments are methods used to evaluate student learning, skill
acquisition, and academic achievement at the conclusion of a defined instructional
period – typically at the end of a course or a semester. Summative assessments are
requirements across all courses in JRMSU. Please refer to the JRMSU Handbook on
Flexible Learning for the guidelines in designing summative assessments.
Instructions:
This form is integral to the flexible learning package. This means that every learning
package must come with a summative assessment plan.
1. In Column 1, enter the specific course outcomes that each assessment aims to
attain. These were formulated in Form F12.
2. In Column 2 enter the title of the assessment.
3. In Column 3 enter a brief yet concise description of the assessment. A detailed
description must be indicated in Form F17. A list and description of summative
assessment strategies may be found in the JRMSU Handbook on Flexible Learning
and in the Online Catalog of Learning Outcomes.
4. In Column 4 enter the specific scoring guide or standards to rate the students. For
performance-based assessments, this may be in a form of a rubric. For quantitative
assessments, you may indicate the passing mark and other scoring factors.
5. In Column 5 enter the weight assigned to the assessment relative to the overall
grade that learners may get for the course. This is expressed in percentage.
Course Title: Building and Enhancing New Literacies across Curriculum

Course Code: PED 13 SY/Sem: 2020-2021
No Course Title of Description Scoring/Gradin Weight

Outcomes Assessment g Standard (%) in Final
Grade
1 Demonstrate On-Line Student will Rubrics
knowledge of Demo choose 1
teaching Teaching topic and
strategies make a semi- Raw Score 15%
________x50+50
that promote detailed Total No. of items
literacy skills. lesson plan
then conduct
a demo
teaching OL.
2 Draw the Multiple Paper and Raw Score
connections Choice pencil type of _____x50+50
between and examination Total No. of
among items
people, 10%
events and
places to
analyze
local,
national and
global
issues.
3 Practice Multiple Paper and Raw Score
________x50+50
professional Choice pencil type of Total No. of items
and ethical examination
standards
sensitive to 10%
the local,
national and
global
realities
4 Apply skills Video Student will Rubrics
in the Recording take a video
development of a local Raw Score
________x50+50
and attractions. Total No. of items
utilization of This will
ICT to serve as 15%
promote, advertisemen
quality, t of local
relevant and attractions.
sustainable
educational
practices.
5 Improve Compute Students are Correctness of
financial Gross required to the computation
literacy Income compute all
knowledge, expenses in
skills, a month to
attitudes and be deducted Raw Score
________x50+50
behaviors, from the Total No. of items 10%
for better income for
financial the month.
decisions
and financial
outcomes.
6 Design Narrative- Students will Rubrics
community- Report of the conduct a
based interview review then
activities to they write a Raw Score 10%
________x50+50
help learners report based Total No. of items
achieve an on the results
integrated of the
view of social interview.
development
.
7 Apply Lesson Student will Rubrics
teaching Planning choose 1
strategies topic and Raw Score
________x50+50
that develop make a semi- Total No. of items
learners detailed
‘critical and lesson plan. 15%
creative
thinking
and/or other
higher order
thinking
skills.
8 Demonstrat Video Student will Rubrics
e knowledge Recording take a video
of teaching of a local Raw Score
________x50+50
strategies attractions. Total No. of items
that promote This will 15%
literacy skills. serve as
advertisemen
t of local
attractions.
Please attach to this form copy of the instructions for each assessment strategy (Form
F17). For products and performance-based assessments, please attach the evaluation
rubrics. For quantitative tests, please attach the questionnaire and corresponding
answer key.
Prepared by
(Name):
ROGELIO A. MURRO
College/Department COLLEGE OF EDUCATION
:
Form No. F17: Summative Assessment Instructions to Learners
Title of Assessment:
Course Code: PED 13 Course Title: Building and Enhancing New
Literacies Across Curriculum
Assessment No.: 1(Demo Teaching) Due: (to be announced ) Date of
Release of Results:
Introduction and Rationale:
For the summative examination/assessment, the students are going to perform On-
Line Demo Teaching, a little of Multiple Choice type of examination. This will be
followed by a Video Recording, Compute Gross Income, Narrative-Report of the
interview, Lesson Planning, Video Recording. You will be rated base on the rubrics
of each type of assessment.
Instructions:
Students need to have a cellular phone for video recording. Ask for a favor from your
friends or member of the family to record your demonstration base on the developed
lesson plan. The multiple type of examination will be submitted to the google class to
include other summative assessment outputs. A laptop and internet is necessary for
all these summative assessments especially for submission. You may also submit at
the pigeon corner assigned by your college.
Prepared by (Name):
ROGELIO A. MURRO
College/Department:
COLLEGE OF EDUCATION
PED 13- Building and Enhancing New Curriculum across Curriculum
Prepared by
Course Instructor
VIRGENIA A. MANLUYAO
ii
We Build and Enhance Literacies
by
and
All rights reserved. This book or any portion thereof

may not be reproduced or used in any manner whatsoever
without the express written permission of the author
except for the use of brief quotations in a book review.
Page and Cover designed: Christopher C. Dabodabo
ISBN 000-0000-00-0
First Edition. English. 2020

Gov. Guading Adaza St. Sta Cruz, Dapitan City, 7101
Tel. No. (065) 908-8294
jrmsu_univpres@yahoo.com
iii
Acknowledgment
First and foremost, praises and thanks to God, the Almighty, for His showers of
blessings throughout my module making to complete successfully. Though writing an
instructional material like this is not an easy task but because of these valuable people
who I found support and inspiration, I pursue this endeavor.
I would like to offer my special thanks to Dr. Daylinda Luz R. Laput, the University
President and Dr. Carina A. Romarate, Administrator, JRMSU-Katipunan Campus for
allowing me to be part of JRMSU System.
I am particularly grateful for the assistance given by the Flexible Learning System
Committee Chair, Prof. Jovito Anito for sharing his expertise for the betterment of the
implementation of FLS.
I would like to express my very great appreciation to Dr. Jovelyn Cantina, for her
valuable and constructive suggestions during the planning and development of this
module. Her willingness to give her time so generously has been very much appreciated.
My deep gratitude to Dr. Leonora T. Divinagracia, Associate Dean, faculty, and

staff of JRMSU-Katipunan Campus for their patient guidance, enthusiastic
encouragement, and useful critiques of this module.
I also would like to thank Dr. Amelinda D. Montero, Curriculum Implementation

Division of the Department of Education, Dipolog City Schools Division, Dr. Nur N.
Hussien, Zhyrine Mayormita, for providing me some insights in writing a module and
genuine friendships.
My housemates John Fernandez, Amythest Gornez, Nimrod Gornez, for making

me smile and find life worth living.
To my brothers, sisters, and friends for moral support and guidance.

All those whom I failed to mention but made significant contributions to the realization of
this module.
The Author
iv
Preface
Today`s graduates of the College of Education of Jose Rizal Memorial State

University must equip with the different skills and literacies. In consonance with the
Philippine Professional Standard for Teachers (PPST) and the outcomes-based education
for the pre-service teacher, the teacher education program embraces the 21st-century
skills and other literacies across the curriculum. As a pre-service teacher, it is necessary
that you also possess and develop the knowledge, skills, attitudes, and values within
yourself. You will then be more than ready to become an important agent towards
preparing your students to become productive members of 21st-century societies.
It is not easy to write a module especially amidst this pandemic brought about by
COVID 19 which has posited school closures but we cannot also sacrifice the learning of
students. This is one of the reasons why I am compelled to write this module.
This course introduces the concepts of new literacies in the 21st century as an
evolving social phenomenon and shared cultural practices across learning areas. The
21st-century literacies shall include (a) globalization and multi-cultural literacy, (b) social
literacy, (c) media literacy, (d) financial literacy, (e) cyber literacy/digital literacy, (f) Eco
literacy and (g) arts and creativity literacy. Field-based- interdisciplinary explorations and
other teaching strategies shall be used in this course.
This module will serve as a learning guide for education students who will be taking
PED 13 (Building and Enhancing New Literacies across the Curriculum). This module is
the first module in this course, equipping pre-service teachers with Knowledge, Skills,
Attitudes, and Values for the 21st.
This flexible learning module is composed of 8 units. Units1 to 4 for midterm

coverage and from units 5 to 8 for final coverage.
This module has the following parts which makes it distinct from other instructional
materials.
Module- Gives one major component of this material.
Unit –Gives the specific lesson of the material.
Learning Outcomes- These are statements that describe or identify what the
learner can do, accomplish, achieve, or become as a results of learning
experience.
Pretest- Test given before the content to measure learner’s prior knowledge.
v
Content- Provides a comprehensive information about the learning outcomes.
Learning Activities- This part is composed of outcomes-based activities which are

congruent to the learning outcomes in each unit.
Assessment – It is designed to confirm what students know, demonstrate whether

or not they have met learning outcomes set for each unit.
Rubrics- It is a set of criteria for students' work that includes descriptions of levels
of performance quality on the criteria.
I have designed this module package to be flexible and meet the needs of instructors of
JRMSU who wish to teach the same course.
Together WE BUILD AND ENHANCE NEW LITERACIES ACROSS

CURRICULUM!
Contents
Page
Title Page
Copyright ii
Acknowledgment iii
Preface iv-v
Unit 1 Introduction to 21st Century Literacies 1
Unit 2 Globalization and Cultural and Multicultural Literacies 10
Unit 3 Social Literacy 20
Unit 4 Financial Literacy 30
Unit 5 Media and Cyber or Digital Literacies 41
Unit 6 Ecological Literacy 49
Unit 7 Artistic and Creative Literacy 60
Unit 8 Critical Literacy 67
References 74
Rubrics 80
Glossary 83
Answer Key 85
Users’ Evaluation Form 86

Unit 1-Introduction to 21st Century Literacies
Your ability to read and write is alphabetic. Literacy skills

in the twenty-first century become increasingly illustrating the
use of technologies as well as the abilities needed to handle,
collaborate and present information across technology. Skills
of the 21st century are built on traditional literacy: reading,
writing and basic mathematics. Knowledge is the very first
essential step towards effective communication (Alata &
Ignacio, 2019).
Learning Outcomes
At the end of this unit, you will be able to:
● explain the concept of literacy by giving example;

● create a poster describing attributes or characteristics of 21st century
education; and
● apply knowledge on the features of 21st century teaching and learning .
Pretest
True or False
Directions: On the space provided before each item, write TRUE when the statement is
factual and FALSE when it is erroneous.
__________1. Training in the 21st century is not only about technology but also
encompasses cultural understanding, problem solving and productivity.
__________2. Illiteracy is the failure to understand and comprehend material from
various sources, or the consistency or state of learning.
__________3. Traditional literacy refers to reading and writing which follows the
traditional conventions type, material, and usage.
__________4. To expose a child to books at an early age leads to an interest in reading
later on. It is a clear example of early or new alphabeticism.
__________5. Teachers should not include current world problems, such as peace,
respect for cultural diversity; environmental challenges, such as climate change and
global warming, in discussions in classrooms.
__________6. 21st century education involves a change from independent learning to
cooperative learning.
__________7. Technologies and multimedia have included effective use of existing
information and communication technology or ICT (e.g., computers and the Internet) and
multimedia (e.g., audio and video-based instruction) to efficient teaching.
__________8. New literacy is known to be instant messaging, tweeting, social
networking, podcasting, photo sharing, visual storytelling, and performing online
searches.
__________9. 21st century education is not rooted in real life, and is not embedded in
learners' everyday lives as well.
__________10. Not only does learning happen within the school and during one's
school years but it can happen anywhere, anywhere, regardless of one's age.
Thank you for answering the test.

If you think you got a score below 5, read the content
or click this link:
21stCentury Skills
https://www.aeseducation.com/blog/what-are-21st-century-
skills_
Attribute of 21st century education
http://iflex.innotech.org/GURO21/module1/How_Do_You_Rat
e_Yourself_M1.html
Content
“If all children are to learn, all teachers much teach everything. When teaching literacy,
this includes working with words, self-selected reading, shared or guided reading, and
writing.”
– Karen Erickson and David Koppenhaver
Definition of Literacy
Literacy requires learners with the ability to perceive and understand information
from various perspectives. Merriam-Webster describes this as the standard or state of
being literate. Webster describes the term literate as being able to read and write, and
having knowledge or abilities (Oxford, 2018).
Types of Literacies
• Traditional Literacy
Traditional literacy is described as "the quality of literacy; letter
knowledge; the state of education, particularly the reading and writing ("LibGuides:
Information literacy tools @ Pitt: Other Literacies," 2019).
• Functional Literacy
A person who is functionally literate can engage in all those activities in
which literacy is required for the effective functioning of his or her group and
community, and also to enable him or her to continue using reading, writing, and
calculating for the development of his or her own community. Functional literacy
refers to the practical skill set required for reading, writing and doing real-life
mathematics ("What is functional literacy, and why does our high-tech society need
it?" 2018).
• Early literacy/emergent literacy

Literacy starts at birth and draws on the interactions and experiences that
develop during early childhood and infancy. To expose a child to books at an early
age for example leads to a later interest in reading. Literacy starts at birth and
draws on the interactions and experiences that develop during early childhood and
infancy. Putting a child into books, for example (Early emergent literacy, n.d.).
• Basic literacy
It is a type of reading, writing, and doing the basic arithmetic or numeracy.
For the initial learning of reading and writing, the notion of basic literacy is used
which adults who have never been to school need to experience. It's also a process
of 'learning to read and write (text and numbers), reading and writing to learn, and
improving these skills and effectively using them to meet simple needs ("CiteSeerX
— Document not found," n.d.).
• New Literacy/Modern Literacy

Modern literacies emerging from new innovations include issues such as
text-messaging, blogging, social networking, podcasting, and video production.
Such emerging technologies alter and expand our ability to communicate,
frequently combining text, sound and images. Such innovations, while related to
older, "offline" methods, change what it means for both "read" and "write"
messages. These rise of “new literacies” necessary to wield these new
technologies effectively place new demands on all of us – not just on students. We
are all expected to move much more quickly to identify problems, for example; to
know where to find information to help us address those problems – often on our
own; to evaluate and synthesize information from a number of sources in order to
try to solve those problems; to communicate with others about problems and
potential solutions; and to monitor the solutions we’ve found and stay up-to-date
with new issues as they arise ("403 forbidden," n.d.).
According to (Alata & Ignacio, 2019a), there are three things that have been
critical in the rise of new literacies, and these are the following:
a. Increased Reach- We are communicating with more people, from more

diverse cultures, across vaster distances than ever before.
b. Increased Means of Communication- We are communicating in more ways
and at faster speeds than ever before.
c. Increased Breadth of Content- We are communicating about more things
than ever before.
One way you can educate yourself in the latest literacies is to engage in
digital literacy, such as storytelling. You can engage in the traditional storytelling
process, but with some digital changes such as choosing a subject, doing
research, writing a script, creating a plot, and using multimedia to create something
that can be played online or on a computer (Alata & Ignacio, 2019b).
Features of 21st century teaching and learning
Teaching in the 21st century means teaching, as you have always learned but
using the resources and technologies of today. This means using all that is relevant in
today's world to allow students to survive and succeed in today's economy and to be able
to lead and prepare students for the future (What are the characteristics every 21st-
Century teacher should have?,n.d.).
Figure 1
A photo of 21st Century Teaching
Note:A photo adapted from “Teaching in the 21st Century” by TeachThought

https://images.app.goo.gl/F5bFz14Y2UTN96p6A
Characteristics of teaching and learning in the 21st century
• New Environment of Learning

Education in the 21st century is distinguished, inter alia, by creative and
modern forms of learning, such as the use of information and communication
technology (ICT) in teaching. In the 21st century, the modern learning environment
also includes more student-centered than teacher-centered instruction and
teaching which goes beyond rote memorization.
• New Content of Learning

21st century education is marked by a transition from individual learning to
cooperative learning; from subject knowledge to analytical skills; from separate
subjects to subject integration; and from supply-driven curricula to demand-driven
curriculum.
• New Process of Learning

Learning in the 21st century is no longer confined to formal academic
settings; acquiring knowledge and skills becomes a lifelong endeavor through
informal and non-formal means, such as online learning modalities and hands-on
experiential learning like internships.
• New Types of Learners

The 21st century has a new generation of learners marked by diverse sets
of values, languages, and pop cultures, as well as different ways of thinking,
reacting, responding, and motivating. They are technology-savvy, with sometimes
better ICT skills and competencies than their instructors. They come from diverse
backgrounds and cultural identities (age, race, language, etc.
• New Spaces/Dimensions of Learning

The 21st century offers learning opportunities outside the confines of the
classroom. Learning can happen horizontally (from schools to work-places,
communities, mass media, and other social learning environments); longitudinally
(from early childhood through adulthood to post-retirement years); and vertically
(from real to digital and virtual learning environments).
Figure 2
A Photo of 21st Century School
Note: A photo of 21st Century Schools (2011) adapted from GURO21

https://iflex.innotech.org/GURO21/module1/key_to_correction_1.html
Critical attributes of 21st century education (Module 1 - Key to correction: What do you
already know? n.d.).
• Integrated and Interdisciplinary

Education in the 21st century is characterized by effective linkages among
various subjects or disciplines to enhance students’ learning experience.
• Technologies and Multimedia

This involves the full use of available Information and Communication
Technology, or ICT (e.g., computers and the Internet) as well as multimedia (e.g.,
using audio- and video-based instruction) to improve teaching and learning
activities.
• Global Classrooms
Education in the 21st century exposes students to the concerns of the
region and other countries. Thus, teachers need to include current global issues,
such as peace, respect for cultural diversity; global concerns such as climate
change and global warming, in classroom discussions.
• Creating/Adapting to Constant Personal and Social Change, and Lifelong

Learning
In the 21st century, learning does not only happen inside the school and
during one’s schooling years and it can take place anywhere, anytime, regardless
of one’s age.
• Student-Centered
Education in the 21st century is focused on students as learners; the
teacher simply acts as a facilitator of learning — not as “sages on the stage” but
as “guides on the side.”
• 21st Century Skills

Education in the 21st century promotes skills needed to be productive
members of today’s society, such as creative thinking skills, problem solving and
decision making, and ICT literacy and skills.
• Project-Based and Research-Driven

Education in the 21st century education emphasizes data, information, and
evidence-based decision making. Thus, teachers of the 21st century need to be
knowledgeable about research to guide their students’ learning through self-
directed activities, such as learning projects within and outside their classrooms.
• Relevant, Rigorous and Real-world

Education in the 21st century is rooted in real life, day-to-day activities of
learners. Thus, teachers should teach topics using current and relevant
information. (Module 1 - Key to correction: What do you already know? n.d.).
Learning Activities
Activity 1. Types of Literacy (Concept Map)

Directions: Write the 5 types of literacy, possible concepts or understandings then provide
an example/situation in the boxes provided below. Submit your work in the pigeon boxes
which are provided in your department/college, or to google classroom on or before the
date as reflected in in your study schedule.
Types of Literacy Concept Example/Situation
Activity 2-Attribute/Characteristics of 21st century education (Poster Making)

Direction: Create a poster on the theme “Education on the 21st Century”. Take a
photo of your output and submit to our google class or submit to assigned pigeon
of your college. You may see the rubric on the appendices.
Bravo! You did a great job! You may now take
the assessment. If you have not completed the tasks,
or you have difficulty in accomplishing the activities,
please send me a message to our google class or you
may ask clarifications through a text message or phone
calls on the contact number included in your course
guide. You may send also your queries through sending
a private message in messenger.
Write your reflections here.
Add/insert
Rubrics
Photo here!
Unit 2- Globalization and Cultural and Multicultural Literacies
One big issue is the effect of globalization on society and

the education system. Ensuring that all students have equal
access to education for countries at all income levels is important
public sector feature. Cultural context looks at how people are
born in society, and how behavior influences their culture. It
reflects learned values and mutual behaviors between groups of
people. This encompasses vocabulary, rules, practices,
concepts, values, and meanings. Multicultural education refers to
any form of education or teaching integrating the histories, texts,
values, beliefs and perspectives of people of different cultural
backgrounds ("Multicultural education in a global context:
Addressing the varied perspectives and themes," n.d.).
Learning Outcomes
• write a narrative report on the results of an interview to produce information on

globalization, culture and multicultural context;
• create a video showing globalization, culture and multicultural context; and
• apply the concept of globalization, culture and multicultural context in education
by creating a semi-detailed lesson plan.
Pretest
Multiple Choice
Directions: Read the following questions and choose the letter of the correct answer. You
may answer directly.
1. Which of the following is the process of interaction and integration, guided by

international trade and investment and assisted by information technology,
between individuals, business organizations, government and cultures from other
nations?
A. Globalization
B. Cultural Literacy
C. Multicultural Literacy
D. Nationalistic Pushback
2. Which of the following that refers to the awareness and comprehension of a
culture's life to the point that one can engage fluently in the said culture’s
activities?
A. Globalization
B. Cultural Literacy
C. Nationalistic Pushback
D. Multicultural Literacy
3. This refers to the information and skills required to ensure that all contact with a
culture other than ours is simple, constructive and respectful in such a way that
their differences are respected and that neither culture is demeaned or viewed as
inferior.
A. Cultural Literacy
B. Globalization
C. Multicultural Literacy
D. Nationalistic Pushback
4. Which of the following better defines the one who is less concerned with how you
feel and more concerned with how you make others feel is key to multicultural
literacy, because so much of the provocation and tension associated with
encountering various cultures is the product of an mindset of "me first."
A. Selflessness
B. Compromise
C. Limitations
D. Cultural difference
5. Which of the following explains that for the sake of the other, one or both
societies will be unwilling / incapable of further changing their will?
A. Selflessness
B. Compromise
C. Limitations
D. Cultural difference
Thank you for answering the test.

If you think you got a score below 3, you may click
the following links for further readings:
• Multicultural Education in a Global Context:

Addressing the Varied Perspectives and Themes
https://link.springer.com/chapter/10.1007/978-1-
4020-6403-6_26
• Multiculturalism and multicultural education: A case
study of teacher candidates’ perceptions
https://www.tandfonline.com/doi/full/10.1080/23311
86X.2016.1172394
• Globalization & its impact on education
https://steemit.com/education/@imbsnt/globalizatio
n-and-its-impact-on-education
Content
What is Globalization?
Globalization is the process of interaction and integration between individuals,
business organizations, governments and cultures from other nations, guided by foreign
trade and investment and assisted by IT (Globalization101.org | globalization |
globalization | what is globalization | globalization dilemmas | globalization debates | pros
cons globalization | global issues | international relations | international issues, n.d.).
To explain this better, consider the Philippines and South Korea, two citizens from
different countries. Let's say they get together in college and become good friends, so the
Korean gets treated like a member of the Filipino family. The Korean returns to his own
country after some time, but something has changed— she realizes the part of her culture
finding herself wanting to be more like a Filipino. She knows very well that she cannot
change the whole of Korean culture so she decides to change herself. Of course, she
doesn't change everything — only a little here and there: she’s definitely still Korean, so
she's only doing few things differently from those who've never been to the Philippines
(Alata, & Ignacio, 2019).
Figure 1
An Image of a Graphic Organizer on Globalization and Education.
Note: An image of Globalization and Education adapted from “Globalization & its impact on education”
by Steemit (n.d.). https://steemit.com/education/@imbsnt/globalization-and-its-impact-on-education
Effect of Globalization
Globalization has affected us in numerous ways. Many Filipinos have decided to
work or live abroad, with some of them migrating to other countries. The free trade of
goods and services all over the world has brought multinational companies and foreign
investors to our shores. Because of all these factors, it is imperative to be aware of the
differences between our culture and the rest of the world` cultures (Uychoco & Santos,
2018, p.14).
What is cultural literacy?

It's the awareness and comprehension of a culture's life to the point that one can
engage fluently in the said culture’s activities. It includes, but is not limited to, their cultures,
customs, values, ideologies, entertainment styles, and worldviews. There are far too many
languages in all of them for any single person to be literate. As Filipinos travel more and
more — both domestically and abroad — as a result of globalization and the expanded
opportunities it brings, the need to build new cultural literacies is coming to the fore (Alata
& Ignacio, 2019).
Sociologists define culture as the sum total of ways built up by a group of human
beings and transmitted from one generation to another. It consists of the sum total of skills,
beliefs, and knowledge (Ramirez & Beltran, 2004, p.73)
Challenges for Cultural Literacy in the Philippines
Applebee (1987) observes, interesting discussions on cultural literacy give rise to

some very difficult questions which are particularly important to a multicultural and
multilingual nation like the Philippines.
• What kinds of knowledge constitute cultural literacy? Is it knowing facts, names,

and dates, or is it something more experiential like being familiar with a story or a
particular song?
• If culture is more “caught than taught,” should cultural literacy be one of the goals
of education? If yes, how does one teach it?
• Whose cultures must we be literate in to be considered “culturally literate”? Who
decides which cultures are included and which ones are excluded, and on what
bases?
Is cultural literacy education simply a means for the dominant culture to express
its dominance over minority cultures?
• How is cultural literacy to be assessed and evaluated? How can we know someone
is “culturally literate"?
Figure 2
A Photo showing different Philippine cultures
Note: A Photo adapted from “The Significance of Culture-based Education in Philippines” by

Dev@TKR.,2018,Singh, 2019. https://theknowledgereview.com/significance-culture-based-education-
philippines/
Multicultural Literacy
Alata and Ignacio, (2019) clarified that multicultural literacy is the information and
skills required to ensure that any contact with a culture other than ours is transparent,
constructive and respectful in such a way that their differences are respected and that
neither culture is demeaned or regarded as lesser. The skills and knowledge required to
be multi-culturally literate are:
• Be selfless
An attitude of selflessness – one that is less concerned about how I feel
and more concerned about how I make others feel – is key to multicultural literacy,
since so much of the provocation and tension associated about encountering
different cultures is the product of an attitude of "me first".
• Know that good and useful things can (and do) come from those different
from us
The belief that nothing positive will come from them goes hand-in - hand
with a negative mentality toward another group. In fact, there is a propensity to
deny or directly reject facts to the contrary. In training our minds to consider them
as equally important, merely recognizing that innovative ideas and goods have
come from cultures we do not like goes a long way.
• Be willing to compromise
The idea of "He / She wants something, and I want something" defines any
meaningful contact with someone from a different culture. In other words, cultures
do not communicate out of sheer magnanimity. When you're both able to give what
they want to the other, well and fine.
• Accept that there are limits

However at some stage one or both societies would be unwilling / unable
to further change their preferences for the sake of the other. At this point, the
interaction’s effectiveness drops and one has to either alter the intent of the
interaction or walk away, realizing that from that particular source, what you want
cannot be had.
Thank you for reading the content. For further

readings, please click these links:
“The Significance of Culture-based Education in

Philippines
“ https://theknowledgereview.com/significance-culture-
based-education-philippines/
Multicultural Education: Overview
https://www.youtube.com/watch?v=AKfdzMoyf8Q
Now that you had learned about the

globalization and cultural and multicultural literacies, do
the succeeding learning activities. If you have questions
regarding the activity, you may contact me to the number
indicated in the course guide. If you had poor
connectivity, you are given another week to accomplish
the tasks. You may also chat me in my FB account @Ina
Manluyao.
Unit 3- Social Literacy
This unit will assess the ability to successfully communicate with friends, family,
teachers and even individuals you may not have met. The ability to communicate and
express opinions and thoughts, and listen to other people's opinions and thoughts, is
important in learning. It is highly helpful to fully understand social cues and norms.
Every day you play so many positions and you socially need to understand how to
play those roles appropriately (“Social literacy”, (n.d.).
Learning Outcomes
• explain the roles of parents and teachers in teaching social skills to children;
• conduct a survey on awareness of and opinion on cyberbullying; and
• apply the different steps in teaching social skills.
Pretest
Multiple Choice
Directions: Read the following questions and choose the letter of the correct answer. You may
answer directly.
1. It concerned with developing social skills, awareness, and positive human values that
allow people to behave actively and appropriately in a variety of complex social
environments.
A. Social literacy
B. Globalization
C. Financial literacy
D. Art literacy
2. It is a normal and ideal environment for children to learn and exercise social skills, where
teachers and parents share responsibilities.
A. Plaza
B. Church
C. School
D. Seaside
3. These skills are a continuum from initiating, sustaining, and finishing a conversation to
reading social cues to more nuanced skills such as solving.
A. Emotional skills
B. Social skills
C. Technical skills
D. Basic literacy
4. Which of the following will teachers avoid in improving children's social skills?
A. Teasing and bullying
B. Provide modeling
C. Provide rationale
D. Provide guided practice
5. A step in teaching social skills that helps the student understand "what" the skill is and
"why" it makes sense.
A. Provide modeling
B. Provide rationale
C. Provide guided practice
D. Teach self-regulation
6. In this step, teachers have to provide verbal explanations of the people involved in the
situation, their actions and reactions and allow the student to consider social indicators.
A. Provide modeling
C. Provide guided practice
D. Teach self-regulation
7. The instructor must allow students to consider their own actions and feelings in terms of
their suitability to control them properly, which requires skills such as tracking, assessing,
controlling, and improving themselves.
A. Provide modeling
C. Teach self-regulation
8. Provide opportunities for the student to practice or rehearse skills in structured situations
which simulate the actual situation. Provide the student with several opportunities in a
relaxed, enjoyable, and welcoming atmosphere, to exercise the skill in small, organized
groups with peers of the same age.
A. Provide modeling
9. It is a form of a critical yardstick by which the effectiveness of the skills and strategies can
be informally gauged in terms of how well students can adapt the skills taught into their
everyday life settings.
A. Promote generalization
10. A step in teaching social literacy is to provide meaningful and constructive input to
influence the student’s actions through role playing and video practice scenarios.
A. Promote generalization
Thank you very much for answering the pretest. You may read this
article about “Practicing Social Skills: How to Teach Your Student
Social Interactions” in this link: http://www.adlit.org/article/21025/
Read the content of this unit which contains very important information
on social literacy.
What is Social Literacy?
Social literacy means the existence of social skills, awareness and positive human values that
help people's ability to behave positively and appropriately in a number of diverse social settings
and their ability to mediate their environment as a family member, worker, citizen, and lifelong
learner effectively and intentionally (“HERLAH, & D.o.o., I. T”. (n.d.).
Social literacy is about building social competencies, awareness, and meaningful human values.
Those factors in effect drive people's willingness and ability to behave actively and appropriately
across a variety of diverse social settings. For example, it is common for said student to be taught
about social and moral responsibilities, community engagement, as well as the fundamentals of
becoming a good citizen during a student's educational career. In regard to education, social
literacy also seeks to help students develop the requisite skills to understand the various social
trends, events, and rapid changes in our modern society. Social literacy aims to appeal to
students' interests and needs (“Social literacy project”. (n.d.).
The Role of Parents and Teachers in Teaching Social Skills to Children
Teachers and parents should work together to promote and encourage the growth of children's
social competencies. A collaborative approach will stimulate the growth of strong social skills by
providing the student with a variety of inside and outside the classroom learning experiences. As
an instructor, you may have to deal with disagreements, emotional outbursts and maybe students
frequently struggle with a number of unacceptable classroom behaviors. The average day at the
classroom offers several incidental moments of instruction that you can capitalize on. For
example, blind students may have difficulty initiating conversation if they are unaware of who is
nearby. A student can therefore choose to remain socially passive, rather than face
embarrassment (“Developing social skills in the classroom”. (n.d.).
Figure 1
An image of a Filipino Family
Note: Image of a Filipino family for social literacy - Google search. (n.d.). Google. https://www.google.com/search?
Alata and Ignacio (2019) explained that parents usually play a big part in teaching social skills to
children. Parents may teach social skills directly by modeling, role-playing, and giving their child
the opportunity to rehearse and practice new skills. We will motivate and congratulate the child
for making use of a new ability successfully. Professionals usually only interfere when children
are experiencing severe social problems with peers. Such individuals may introduce programs
that are organized, directed, and efficient, often involving group work with peers. Children will then
generalize their skills to school and other specific social circumstances within the community.
College is the place where kids spend much of their time with peers. And learning and practicing
social skills is a natural and ideal environment for youngsters. Although teachers do not need to
teach a social skills class, they should take any opportunity to help children develop their social
skills. We should be alert to bullying and harassing children and be mindful of them. They should
work cooperatively with the children’s parents to prevent the humiliation, embarrassment, and
distress that befall these children. Pairing a socially inept child with a socially adept one, involving
children in cooperative instead of competitive learning exercises, identifying and acknowledging
the strengths of all children, understanding social weaknesses, and creating an environment in
which diversity is accepted and celebrated can greatly enhance all children’s social abilities,
sense of belongingness, and self-esteem, not just in the classroom but in life as well.
Teaching Social Skills
Kelelis, Sacks and Wolffe (2000) point out that once you have identified the social skills that will
benefit the student, you can employ the following steps as a guide to facilitate learning:
Step 1: Provide a rationale
Enable the student to understand "what" the skill is, and "why" useful. By discussing and
demonstrating effective social skills and answering student questions, you could invite an adult
who is legally blind or who has poor vision to serve as a role model.
Step 2: Provide modeling
Offer concise explanations of the people concerned, their actions and responses to the situation.
Encourage students to consider social measures. For example, by listening to the changes in
voice tone, pitch, and rhythm, you can obtain a wealth of knowledge about how someone is
feeling. Through holding such a discussion, the student not only listens and/or considers the
material, but also answers questions, shares thoughts, expresses ideas and opinions.
Encouraging dialogue is the main component in turning an encounter into a true learning
experience, as such dialog can encourage deeper insight.
Step 3: Provide guided practice
Provide opportunities for the student to practice or rehearse skills in structured situations which
simulate the actual situation. Provide the student with several opportunities in a relaxed, enjoyable
and welcoming atmosphere, to exercise the skill in small, organized groups with peers of the
same age. You will get positive and constructive feedback by role playing and video-practice
scenarios.
Step 4: Teach self-regulation
Self-regulation is the ability to determine one's own actions and feelings in terms of their
suitability, in order to control them accordingly. Self-regulation involves competencies such as
tracking, assessing, controlling and self-reinforcement. Self-monitoring includes performing an
appraisal of one's own behavior as acceptable or improper.
Step 5: Promote generalization
Generalization is a form of a critical yardstick by which the effectiveness of the skills and
strategies can be informally gauged in terms of how well students can adapt the skills taught into
their everyday life settings. Generalization programming should be considered from the start and
become a part of the social skills instruction program. It will be important to provide opportunities
for the student to use newly acquired social skills in a variety of settings, and with different people.
Assistance from parents is also invaluable to ensure generalization, as they can set up and/or
observe home- and community-based events in which the student is expected to use these skills.
Activities to Teach Students about Bullying ("Prevention at school," 2019)
Schools don’t always need formal programs to help students learn about bullying prevention.
Schools can incorporate the topic of bullying prevention in lessons and activities. Examples of
activities to teach about bullying include:
• Internet or library research, such as looking up types of bullying, how to prevent it, and
how kids should respond.
• Presentations, such as a speech or role-play on stopping bullying.
• Discussions about topics like reporting bullying.
• Creative writing, such as a poem speaking out against bullying or a story or skit teaching
bystanders how to help.
• Artistic works, such as a collage about respect or the effects of bullying.
• Classroom meetings to talk about peer relations.
Learning Activities
Activity 1: Roles of Parents and Teachers in Teaching Social Skills (Identification)

Directions: In a diagram below, write the roles of a teacher and parent in teaching social skills
among children. Explain the differences and similarities of their roles on a space provided below
the diagram.
Teacher`s Roles Parent`s Roles
Explanation:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Activity 2. Bullying (Unstructured Interview)
Directions: Conduct unstructured interview among youth in your community to find out the
problem/cause, effect, and solutions of bullying. You can use other paper if you want to.
CAUSE EFFECT SOLUTION
Ativity 3: Steps in Teaching Social Skills (Essay)

Directions: Choose a specific topic from one of your major courses. Identify the social skill that
can be developed from the topic. Explain each step in developing this skill. Submit your output in
a pigeon or in our google class on or before the schedule of submission or in my FB account.
Step 1: Provide a rationale

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Step 2: Provide modeling

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Step 3: Provide Guided Practice

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Step 4: Teach self-regulation

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Step 5: Promote generalization

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Bravo! You did a great job! If you have not completed the task, or
you have difficulty in accomplishing the activity, please send me a
message to our google class or you may ask clarifications through
a text message or phone calls on the contact number included in
your course guide. You may also send a message in my FB
Account.
Unit 4-Financial Literacy
You will learn the fundamentals of money management in this unit:

budgeting, spending, debt, savings, and donating. The experience lays the
groundwork for early developing good money habits and avoiding many of
the mistakes. It's important because it provides you with the knowledge and
skills, we need to effectively manage the capital. Without it, our financial
decisions, and the actions we take or do not take may lack a solid basis for
success (Zucchi, 2019).
Learning Outcomes

• apply the principles of savings, investment, and valuing in spending one’s money
by designing a workable financial plan; and
• explain the importance of financial literacy
• compute net income
Pretest
Multiple Choice
Directions: Read the following questions and encircle the letter of the correct answer.
1. It is the ability to use knowledge and skills to successfully control one's financial
capital for lifelong financial stability.
A. Financial literacy
B. Social literacy
C. Cultural literacy
D. Computer Literacy
2. This refers to the amount left over after an individual's consumer spending is
subtracted from the amount of disposable income earned in a given period of time.
A. Investment
B. Savings
C. Debts
D. Bank Account
3. It is the act of putting money to work to start or expand a business or project or to
purchase an asset, with the aim of earning income or appreciating property. It is
oriented towards future returns, and thus entails a certain degree of risk.
A. Savings
B. Debts
C. Investments
D. Bank Accounts
4. It is a medium of exchange; it allows people to get what they need to survive on.
A. Money
B. Savings
C. Debts
D. Investments
5. It is a means for the planning, organization, direction and control of the company's
financial activities.
A. Money
B. Investment
C. Debts
D. Financial management
Content
What Is Financial Literacy?
Financial literacy is the ability to understand and apply different financial skills
effectively including personal financial management, budgeting, and investment. It helps
individuals become self-sufficient to achieve financial independence and it's also the ability
to recognize and apply financial management skills properly Efficient financial planning,
sound debt management, correct interest rates and, an appreciation of the time value of
money are aspects of financial literacy ("Financial literacy for Filipinos: Understanding for
better living," n.d.).
On the other hand, finance is the art and science of handling money (Lasher, 2017,
p.2). Meanwhile, (Financial literacy, financial advice, and financial behavior, n.d.) refers to
financial literacy as:
• Knowledge of financial products (e.g., what is a stock vs. a bond; the difference
between a fixed vs. an adjustable-rate mortgage).
• Knowledge of financial concepts (inflation, compounding, diversification, credit
scores).
• Having the mathematical skills or numeracy necessary for effective financial
decision making.
• Being engaged in certain activities such as financial planning.
“Financial literacy for Filipinos: Understanding for better living," (n.d.) identified the
determinants of financially-literate persons:
• Plans, saves, invests in stocks, accumulate more wealth (Lusardi and Mitchell,
2014).
• Less credit card debt.
• When they borrow, they manage their loans better, paying off the full amount each
month rather than just the minimum due.
• They refinance their mortgages when it makes sense to do so.
• Less likely to use high-cost borrowing methods.
• More knowledgeable individuals “invest in more sophisticated assets, generating
higher expected returns on retirement saving along with lower nonsystematic
risks,” according to Mitchell (2014).
Why financial education matters?
Individuals with financial literacy are considered to be better able to defend

themselves from unsound financial practices, fraud, and scams. Students who understand
financial principles will affect their families and communities — creating a multiplier impact.
It is therefore imperative that lessons on wise money management and safe financial
practices be embedded in basic education system (Pang, 2009).
What is savings?
Savings refers to the balance left over after the capital spending of an person has
been subtracted from the amount of disposable income received over a given time span.
This can be done by spending to increase the income. This is the act of investing less than
you receive in profits, and putting the rest into a savings account for future use. Methods of
saving include putting money aside in, for example, a deposit account, a pension account,
an investment fund, or as cash. Saving also means cutting spending, such as maintenance
costs. In terms of personal finance, saving usually defines low-risk money preservation, as
in a bank account, versus savings, where risk is far higher; in wider economics, it applies to
any profit not intended for immediate use. Saving does not take place immediately (Savings,
n.d.).
Figure 1 A figure of where your money goes
Note: Photo adapted from a power point presentation from https://www.slideshare.net/AllanArrow/financial-literacy-my-

edit012710
What Is an Investment?
Investment is the act of putting money to work to start or grow a company or project
or to purchase an asset, with the intention of gaining income or appreciating property. This
is oriented towards future returns, and thus entails a certain degree of risk. Common forms
of investment include financial markets (e.g. stocks and bonds), credit (e.g. loans or bonds),
assets (e.g. commodities or artwork), and real estate (Investment definition, n.d.).
According to Mayo (2017), “investing is a process by which individuals construct a

portfolio of assets designed to meet specified financial goals”. (p.1).
Vanilla: The importance of saving money, (n.d.), identified few reasons why we
save:
• Emergency cushion - This could be any number of things: a new roof for your
house, out-of-pocket medical expenses, or sudden loss of income. You will need
money set aside for these emergencies to avoid going into debt to pay for your
necessities.
• Retirement – If you intend to retire someday, you will probably need savings
and/or investments to take the place of the income you'll no longer get from your
job.
• Average Life Expectancy – With more advances in medicine and public health,
people are now living longer and needing more money to get by.
• Volatility of Social Security – Social Security was never intended to be the
primary source of income and should be treated as a supplement to income.
• Education - The costs for private and public education are rising every year and
it's getting tougher to meet these demands.
Net Income
Net income is known as the "bottom line" because it appears as the last line on the
income statement after all costs, interest, and taxes have been subtracted from revenues.
Net income often applies to an individual's income after taking taxes and deductions into
account. Net income (NI), also called net profit, is measured as revenue minus cost of
products sold, distribution, general and administrative expenses, operating expenses,
depreciation, interest, taxes, and other expenditures (Definition net income (NI), n.d.).
Gross Income
Your gross income is the amount of money you earn before anything is taken out for
taxes or other deductions. For example, even though your monthly salary might be $3,500,
you might only receive a check for $2,500. In that case, your net income would be $2,500,
but your gross income is $3,500 (What is gross income? 2018).
Deposits
A deposit is a financial term that means money held at a bank. A deposit is a

transaction involving a transfer of money to another party for safekeeping. However, a
deposit can refer to a portion of money used as security or collateral for the delivery of a
good (Deposits: What you need to know, n.d.).
Financial Plan
Figure 2
Steps in Making Personal Budget
Note: Image of How to create a budget adapted from Google search. (n.d.). Google. From
https://www.google.com/search?
Figure 3
Example of Budgeting
Note: Photo taken from a power point presentation from https://www.slideshare.net/AllanArrow/financial-literacy-my-edit-
012710
Thank you for reading the content. For further readings,

please click these links:
Financial Literacy
https://www.slideshare.net/AllanArrow/financial-
literacy-my-edit-012710
Financial Literacy
https://www.slideshare.net/skeptic_24/financial-
literacy-14060888
Now that you had learned about financial literacy, do

the succeeding learning activities. If you have
questions regarding the activity, you may visit our
google class or contact me to the number indicated in
the course guide or in my FB Account.
Learning Activities
Activity 1: Net Income (Computation)

Directions: Use the table below in designing your financial plan. Submit your work in the
pigeon boxes which are provided in your department/college, or to google class on or
before the date as reflected in in your study schedule.
Fixed Income/Other Source of Income Amount
TOTAL Income in a month P=

Itemized Expenses Cost
TOTAL EXPENSES P=
Total Income – Total Expenses P=
Activity 2
Directions: Determine your net income from activity 1. Use table below for your financial
plan base on your net income.
Target Additional Expenses for Next Expected Cost

Month
Total Cost of Expenses =
Remaining Amount =
Write your observations here
Activity 3 - Financial Literacy (Essay)

Directions: Read carefully the statement. Write your answers on the space provided.
1. Explain the importance of financial literacy as a future teacher and as a student.

As a student
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
As a future teacher
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Thank you for taking the assessment.
You had just completed this unit. You are

now ready to take Unit 5.
Unit 5-Cyber or Digital Literacies
Only because you know how to check the internet and

spend countless hours watching TV doesn't mean you know
how advertising works or how it affects you. While literacy in
the media is significant. To successfully use emerging
technology, you must have the information and skills to
connect with others, engage in society, and create and
consume emerging content. Digital citizenship is about
comfortable and optimistic digital participation (Alata &
Ignacio, 2019).
Learning Outcomes
● apply the media literacy and core principles of media education;

● write a report on the results of an interview about the integration of media and
digital literacy; and
● apply skills in the positive use of ICT
.
Pretest
The pretest will be given in a google form link.

Thank you for answering the pretest. If you think you
got a score below 5, you read the content or click this links:
Ways of Teaching Digital Literacy
https://www.opencolleges.edu.au/informed/edtech-
integration/7-ways-teach-digital-literacy/
Integrating media literacy in classroom
https://www.thetechedvocate.org/6-ways-to-integrate-media-
literacy-in-the-classroom/
Content
Media Literacy
Alata and Ignacio (2019), describes that media literacy is the ability to recognize different
media styles and understand the messages they are transmitting, including who the target
audience is and what is the inspiration behind the message.
The Core Principles of Media Literacy Education
The following are the core principles of media literacy education (Core Principles of media
literacy education, 2020).
• Media Literacy Education requires active inquiry and critical thinking about the messages
we receive and create.
• Media Literacy Education expands the concept of literacy to include all forms of media
(i.e., reading and writing).
• Media Literacy Education builds and reinforces skills for learners of all ages. Like print
literacy, those skills necessitate integrated, interactive, and repeated practice.
• Media Literacy Education develops informed, reflective and engaged participants
essential for a democratic society.
• Media Literacy Education recognizes that media are a part of culture and function as
agents of socialization.
• Media Literacy Education affirms that people use their individual skills, beliefs and
experiences to construct their own meanings from media messages.
Ways to integrate media literacy in the classroom
Here are six ways to help you teach your students to be media literate (6 ways to integrate
media literacy in the classroom, 2019).
1. Teach students to evaluate media.

First of all, students need to be taught how to evaluate media. Teachers need to
think, for example, about prejudice and sources. It helps students learn to analyze what
they are watching by showing students that media varies based on who created it, who
the target audience is, and what prejudices might be applied to the source.
2. Show students where to find digital resources and databases.

Teachers can also provide credible media outlets for the students. That means
teaching students how websites and digital tools can be assessed for trustworthy content.
There are many websites, for example, that are built for students to use for safe tools.
3. Compare/contrast various media sources.

In your discussions, compare/contrast various media sources. For example, when
you cover a news story, have students read the story from different sources. When you
are discussing films or television, compare elements.
4. Discuss how the media edits and alters.

Examples of media that change photos or stories are important to point out. Teach
students to be leery on face value of what they see or hear. Of example, as they know
that the magazines have modified, it creates a difference in how they view themselves.
5. Examine the “truth” in advertisements.

Have students identify what advertisements are trying to sell and what “promises”
or ideas are they using to convince you to buy the product.
6. Have students create media.

Finally, have students create media. Depending on the grade level, you can have
students create presentations, videos, or websites. For example, students can create
movie posters of movie trailers.
Digital/Cyber Literacy
It is a subset of media literacy; the ability on various digital platforms to locate, analyze,
develop, and communicate information; this involves the ability to verify information as factual,
and to recognize and prevent contact with false, malicious and exploitative material (Alata &
Ignacio, 2019).
Digital literacy specifically applies to media from the internet, smartphones, video games,
and other nontraditional sources. Just as media literacy includes the ability to identify media and
its messages and create media responsibly, digital literacy includes both nuts-and-bolts skills and
ethical obligations (What is digital literacy? n.d.).
Figure 1
A photo of Digital Literacy Skills
Note: A photo adapted from “The-Weekly-Newspaper-Org-Structure-Org-Chart.png” https://www.webwise.ie/wp-
content/uploads/2017/12/
Ways to teach digital literacy
The following are ways to teach digital literacy (7 ways to teach digital literacy | Tips and
tricks for educators, 2020);
1. Emphasize the importance of critical thinking

Students of today are more vulnerable to subliminal messages, disinformation and
false news. Having this in mind, a big part of teaching digital literacy helps students
become vital knowledge users. Begin by empowering students to ask questions, and then
find answers by going straight to the source and searching for objectivity.
2. Use social media for learning and collaborating

Today’s students are already active on social media, and in many cases they may
already be more adept at using it than their teachers. So the focus shouldn’t be on
introducing students to the ins and outs of social media, but on demonstrating how it can
be used in an educational context.
For example, Pinterest boards can be used for providing and receiving feedback
during group projects, Twitter can be used create polls for research purposes or find expert
sources, and Facebook or LinkedIn groups can be used to connect and collaborate with
their peers.
3. Provide guidance on how to avoid plagiarism
Although the Internet hasn’t necessarily made plagiarism easier, it has changed
the way it happens, and students may now be at risk of plagiarizing even without meaning
to. A study published in the journal Higher Education, found that many students don’t
understand plagiarism, but they do want more information on what it is and how to avoid
it.
For example, students often ‘borrow’ ideas or use phrases they find online without
properly citing the original work, and are later surprised to learn that this constitutes
plagiarism. So another important aspect of becoming digitally literate is learning how to
avoid plagiarism by taking good notes, using citations and quotes, and properly supporting
a discussion with references.
4. Teach students to manage their online identity

Teaching students about maintaining online privacy and sharing the right
information and content are important aspects of a well-rounded digital literacy education.
5. Help students manage digital distractions

Therefore, the ability to handle obstacles when using digital learning resources and
professional reasons is another strength in digital literacy that should not be ignored.
Some examples of distraction-management techniques include taking tech breaks all day
long, mutating alerts when studying, using productivity tools and setting goals around the
use of technology.
6. Provide authentic contexts for practice

You may make them study themselves online and find out what a prospective
employer might see while educating students about how necessary it is to maintain their
online identity. You could follow up on that with a review of their results, and make them
mention some of the items they were proud of as well as some of the items they would
like to improve.
7. Guide students out of their comfort zone

Some students may already have the ability to interact on Twitter or Instagram in
short and distinct paragraphs and hashtags, so getting out of their comfort zone may mean
expressing their opinion via a more detailed blog post. In other cases, students may
already have blogging experience, in which case they may be interested in trying
something a little bit more out-of-the-box like video journals.
Learning Activities for Unit 5
Activity 1- Media education

Directions: Create a 5-minute video presentation or an advertisement about media education.
Talk about how to be safe in online activities, reminders, tips and what students should do and
not do while accessing different media and digital platforms. Be creative and use your initiative.
See rubrics for guidance.
Criteria 1 2 3 4
Organization The The The The
presentation presentation presentation presentation
was difficult to was not easy was easy to was organized
follow due to to follow. well and was
disorganization follow. very easy to
of the follow.
utterances.
Delivery It was hard to The student The student The student
understand due made some made a few communicated
to incorrect use mistakes in mistakes in well using
of vocabulary vocabulary and vocabulary and correct
and grammar, grammar. grammar but vocabulary and
and inaudible Some words there were no grammar. The
delivery. are patterns of speaker’s
unrecognizable errors. The delivery is well-
speaker’s projected and
delivery is clear has a
and modulated
understandable. voice.
Content Most of the Most Most All information
information was information information presented in
inaccurate or presented in presented in writing was
not clear. writing was writing was clear, accurate
Views the clear, but was clear, accurate and thorough.
experience of not usually and thorough. Interprets
others but does accurate Recognizes intercultural
so through own Identifies intellectual and experience
cultural components of emotional from the
worldview. other cultural dimensions of perspectives of
perspectives more than one own and more
but responds in worldview. than one
all situations worldview.
with own
worldview.
Video The The video has The video has The video has
Elements presentation a little bit of creativity and creativity in its
lacks creativity, creativity and has elements concept and
initiative and elements to (graphics, has elements
elements. support the animations, etc) (graphics,
presentation. to support the animations,
prseentation effects,etc.) for
the
presentation.
The speaker
uses initiative
in presenting
the content of
the
presentation.
Character The speaker The speaker The speaker The speaker
Bearing was not able to sometimes acts likely convincingly
deliver his/her misses to according to acts according
role according deliver his/her his/her role to his/her role
to the concept role according according to the according to
of presentation. to the concept concept of the concept of
of presentation. presentation.
presentation.
Plus Factor: 5 points
Activity 2- Application of Skills in the Positive Use of ICT

Directions: In the first column are the concepts about digital literacy. Let us see how well you
know and understand these concepts by writing on the corresponding column key ideas.
Digital Literacy Competencies Key Ideas

1. Critical Thinking
2. Online Safety Skills

3. Digital Culture
4. Collaboration and Creativity
5. Finding Information
6. Communication and Netiquette
7. Functional Skills
Unit 6- Ecological Literacy
Preservice teachers need to understand the concepts of

ecosystem organizations and their future application to learn how to
create a healthy human society. You have to consider nature and its
position within it. Foster links with nature and empower people to
explore, learn and act on their knowledge beyond fear. (Ecological
literacy: Educating our children for a sustainable world, n.d.).
Learning Outcomes
• explain ecological literacy;

• apply teaching strategy in teaching ecological literacy; and
• create a video on promoting local attractions.
Content
What is Ecological Literacy?

Ecological literacy (also called ecological literacy) is the ability to understand the
natural systems which make life possible on earth. Ecological literacy is a important term
as it provides the framework for an holistic approach to environmental issues. Advocates
eco-literacy as a new educational model evolving around holistic poles, thought
processes, sustainability and uncertainty (What does ecological literacy mean?, n.d.).
In the same note, Mendoza and Garcia (2018) opined that environment as the
external settings and circumstances in broad-spectrum influencing the natural life, cycle,
and survival of all living and non-living creatures. Environment used to describe the action
of surrounding something and also to refer to conditions in which a person or other
organism lives and develops. (p.3).
Characterizing an Ecoliterate Person

Alata & Ignacio (2019) emphasized that being ecoliterate means recognizing the
concepts of ecological community organization ( i.e. ecosystems) and using those
principles to create sustainable human societies. These persons will find purpose and
meaning for life by continuously aspiring to higher levels of balanced growth, in their
cognitive, affective, psychomotor, reflective, intuitive, aesthetic, social, creative and
spiritual capabilities. The development of these qualities will be conducted in the pursuit
of significant life work. In order to accomplish this overriding aim, an individual would:
• become an inquirer by actively securing the basic skills and knowledge that
facilitate the carrying out of ecological responsibilities. This knowledge and skill will
empower the individual to reach her or his own potential and place in human and
natural environments.
• become a reflective learner by acquiring the understanding of the value and
limitations of human knowledge, the power and limitations of the natural world, the
role of intuition in real life pursuits, and the role of self as it is manifested in one's
personal narrative.
• become intelligently self-directed by engaging in self-appraisal, setting new
learning objectives, developing plans to achieve those objectives, carrying out
such plans in a flexible inquiry-oriented manner, while reflecting on the whole
process.
• become a morally responsible person by governing personal action with
precepts which maintain harmonius relationships.
• become an ecologically responsible person by embodying ecological ideals in
daily operations and by living in the most competent, informed manner allowed by
natural capabilities.
• seek self-transcendence by moving beyond the limitations of personal ego by
identifying with human groups (past and future), ecological principles, flora and
fauna and the ecosphere, that transcend the individual life in scope and time.
In schools, teachers are also required to shift emphasis through the

following:
• From parts to whole - Subjects are to be taught as integrated, not as isolated

units in the curriculum.
• From objects to relationships - An ecosystem is a community. Communities are
characterized by sets, networks, or relationships. Schools put premium on
relationship-based processes such as cooperation, collaboration, and decision-
making by consensus.
• From objective knowledge to contextual knowledge - This shift requires one to
explain properties of the parts within the context of the whole or in terms of
environments and systems.
• From quantity to quality - Assessments have traditionally emphasized
standardized testing in terms of quantities, numeric scores, and measurements.
Schools are challenged to design assessment more adequate than the
standardized tests if they are to practice this principle.
• From structure to process - Systems are dynamic and evolving. Thus, the
understanding of living structures is linked to understanding renewal, change, and
transformation. This shift is embodied in project- based learning, which highlights
the application of knowledge within evolving real-life contexts.
• From contents to patterns - When we draw maps of relationships, we discover
certain configurations of relationships that appear again and again. We call these
configurations patterns. Instead of focusing on what a living system is made of, we
study its patterns. Pedagogically, the shift reminds us of the importance of
integrating art into programs of study. This enables children even at young age to
recognize and express patterns whether we talk.
Teaching Strategies in Teaching Ecological literacy

Teaching strategies, (n.d.), identified five teaching strategies in teaching
ecoliteracy .
Place-based Learning
Place-based learning begins with asking questions such as, "Where am I? What
is the natural and social history of this place? How does this place fit into the larger world?"
Successful projects demonstrate many of the following characteristics:
• Learning takes students out of the classroom and into the community and natural
environment.
• Students are encouraged to view their community as an ecosystem and to
understand the relationships and processes necessary to support healthy living.
Project-based Learning
Teachers who have used project-based learning identify several positive benefits,
including better attitudes toward learning, better work habits, improved problem-solving
capabilities, and more self-esteem.
Socratic Inquiry
In Socratic inquiry, the role of the teacher shifts from direct instruction to facilitating
discussion. Through skilled questioning, the teacher asks students to clarify their
statements, identify weaknesses in their arguments, and provide evidence for their
reasoning.
Experiential Learning
Experiential learning is vital to schooling for sustainability. Only through direct
contact with the natural world will students develop an in-depth understanding of
fundamental ecological principles. By working with others to solve real-world problems,
they also develop skills at the heart of sustainable living.
Interdisciplinary Learning
Interdisciplinary teaching can increase students' motivation for learning as well as
their level of active engagement. Students learn more when they apply a variety of skills
to what they are studying and when they interact with their classmates, teachers, and
members of the community.
Thank you for reading the content. For further readings,

please you may also click these links (or download the
attached file given by your instructor in this unit:
Ecological Literacy as the First Imperative

Principles for Achieving Ecological Literacy in the Next Ten
Years: First Steps
http://greenspaceamdsb.pbworks.com/f/Eco+Literacy+-
+Dr.+Tom+Puk.pdf
Now that you had learned about Ecology, do the

succeeding learning activities. If you have questions regarding
the activity, contact using the contact information indicated in
the course guide. If you had poor connectivity, you are given
another week to accomplish the tasks. You may also chat me
in my FB account.
Learning Activities for Unit 6
Activity 1: Ecological Literacy (Finding Key Ideas)

Directions: In the first column are the concepts about ecological literacy. Let us see how
well you know and understand these concepts by writing on the corresponding column
key ideas.
Concepts Key Ideas
The Ecosystem
Ecological Literacy
Environmental Literacy
Teaching Ecological
Literacy
Reflective Learner
Inquirer
Morally Responsible
Person
Ecologically Responsible
Person
Seek self-transcendence
Ecoliterate Person
From parts to whole
From quantity to quality
From structure to process
Place-based Learning
Project-based Learning
Experiential Learning
Interdisciplinary Learning
From structure to process

Activity 2: An Eco-Literate Person (My Nature Walk)
Directions: You may visit a local natural attractions or base on your one of your travels
before, fill in the table below.
MY NATURE WALK
I saw…
I smelt…
I heard…
I touched…
I tasted…
What are your realizations?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
____.
What are your plans?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________
Activity 3: Teaching Strategy in Teaching Ecological Literacy (Creating a Class

Scenario)
Directions: Describe a class scenario where a teacher is applying a specific teaching
strategy in teaching ecological literacy.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________.
Congratulations! You did a great job! You may now

take the assessment. If you have not completed the task, or
you have difficulty in accomplishing the activity, please send
me a message to our google class or you may ask
clarifications through a text message or phone calls on the
contact number included in your course guide.
Unit 7- Artistic and Creative Literacy
Creativity is the process of having original ideas that have value.

All children have capacity for innovation and creativity. Schools should
work toward educating the whole-being of the child (Alata & Ignacio,
2019).
Learning Outcomes

• discuss the value of arts to education and practical life;
• formulate a personal definition of creativity; and
• design creative and innovative classroom activities for specific topic.
Artistic and Creative Literacy
Artistic literacy is defined in the National Coalition for Core Arts Standards: A Conceptual
Framework for Arts Learning (2014) as the knowledge and understanding required to participate
authentically in the arts. While individuals can learn about dance, media, music, theater, and
visual arts through reading print texts, artistic literacy requires that they engage in artistic creation
processes directly through the use of materials (e.g., charcoal or paint or clay, musical
instruments or scores) and in specific spaces (e.g., concert halls, stages, dance rehearsal spaces,
arts studios, and computer labs) (Alatan & Ignacio, 2019).While Creative literacy corporates
activities that can strengthen reading skills, but are more focused on broader learning. In many
cases it is an activity that on the surface doesn’t even look like it’s related to literacy or learning
to read (Creative literacy,n.d.).
Valuable Lessons or Benefits that Education can learn from Arts
Alata and Ignacio (2019) explained that engaging in quality arts education experiences
provides students with an outlet for powerful creative expression, communication, aesthetically
rich understanding, and connection to the world around them. Being able to critically read, write,
and speak about art should not be the sole constituting factors for what counts as literacy in the
Arts. The cultivation of imagination and creativity and the formation of deeper theory surrounding
multimodality and multi-literacies in the Arts are paramount. Valuable lessons or benefits that
education can learn from arts are as follows:
• Form and content cannot be separated.

- How something is said or done shapes the content of experience. In education, how
something is taught how curricula are organized, and how schools are designed
impact upon what students will learn.
• Everything interacts.
- There is no content without form and no form without content. When the content of a
form is changed, so too, is the form altered. Form and content are like two sides of a
coin.
• Nuance matters.
- To the extent to which teaching is an art, attention to nuance is critical. It can also be
said that the aesthetic lives in the details that the maker can shape in the course of
creation. How a word is spoken, how a gesture is made, how a line is written, and how
a melody is played, all affect the character of the whole. All depend upon the
modulation of the nuances that constitute the act.
• Surprise
- Is not to be seen as an intruder in the process of inquiry, but as a part of the rewards
one reaps when working artistically. No surprise, no discovery, no discovery, no
progress. Educators should not resist surprise but create the conditions to make it
happen. It is one of the most powerful sources of intrinsic satisfaction.
• Slowing down perception

- Is the most promising way to see what is actually there. It is true that we have certain
words to designate high levels of intelligence. We describe somebody as being swift,
or bright, or sharp, or fast on the pickup. Speed in its swift state is a descriptor for
those we call smart.
• The limits of language

- Are not the limits of cognition. We know more than we can tell. In common terms,
literacy refers essentially to the ability to read and to write. But literacy can be re-
conceptualized as the creation and use of a form of representation that will enable one
to create meaning— meaning that will not take the impress of language in its
conventional form. In addition, literacy is associated with high-level forms of cognition.
We tend to think that in order to know, one has to be able to say.
• Somatic experience
- Is one of the most important indicators that someone has gotten it right. Related to the
multiple ways in which we represent the world through our multiple forms of literacy is
the way in which we come to know the world through the entailments of our body.
Sometimes one knows a process or an event through one’s skin.
• Open-ended tasks
- Permit the exercise of imagination, and an exercise of the imagination is one of the
most important of human aptitudes. It is imagination, not necessity that is the mother
of invention. Imagination is the source of new possibilities. In the arts, imagination is a
primary virtue. So, it should be in the teaching of mathematics, in all of the sciences,
in history, and, indeed, in virtually all that humans create. This achievement would
require for its realization a culture of schooling in which the imaginative aspects of the
human condition were made possible.
Characterizing Artistically Literate Individuals (Alata & Ignacio, 2019)
How would you characterize an artistically-literate student? Literature on art education and
art standards in education cited the following as common traits of artistically literate individuals:
• use a variety of artistic media, symbols, and metaphors to communicate their own ideas
and respond to the artistic communications of others.
• develop creative personal realization in at least one art form in which they continue active
involvement as an adult.
• cultivate culture, history, and other connections through diverse forms and genres of
artwork.
• find joy, inspiration, peace, intellectual stimulation, and meaning when they participate in
the arts.
• seek artistic experiences and support the arts in their communities.
Issues in Teaching Creativity
In his famous TED talks on creativity and innovation, Sir Ken Robinson (Do schools kill
creativity? 2006; How to escape education’s Death Valley? 2013) stressed paradigms in the
education system that hamper the development of creative capacity among learners. He
emphasized that schools stigmatize mistakes. This primarily prevents students from trying and
coming up with original ideas. He also reiterated the hierarchy of systems. Firstly, most useful
subjects such as Mathematics and languages for work are at the top while arts are at the bottom.
Secondly, academic ability has come to dominate our view of intelligence. Curriculum
competencies, classroom experiences, and assessment are geared toward the development of
academic ability. Students are schooled in order to pass entrance exams in colleges and
universities later on. Because of this painful truth, Robinson challenged educators to:
• educate the well-being of learners and shift from the conventional leanings toward
academic ability alone.
• give equal weight to the arts, the humanities, and to physical education.
• facilitate" learning and work toward stimulating curiosity among learners.
• awaken and develop powers of creativity among learners.
• view intelligence as diverse, dynamic, and distinct, contrary to common belief that it should
be academic ability-geared (Alata &Ignacio, 2019).
Innovative Classroom Ideas to Promote Creativity
Here are some ways to promote creativity in our classrooms (10 classroom activities to
promote creativity, 2017).
• Embrace creativity as part of learning.
• Participate in or create a program to develop creative skills.
• Consider how classroom assignments use divergent and convergent thinking.
• Use a cultural artifact.
• Gather outside resources.
• Allow space for creativity.
• Consider the work of current experts in the field.
• Explore different cultures.
• Find ways to incorporate and integrate art, music and culture.
• Tapping into multiple intelligences is key.
• Teach creative skills explicitly.
Learning Activities
Activity 1: Creativity in a Classroom. (Innovating Classroom Activities)

Directions: Choose a specific topic from your major course. Design 1 activity that would
promote/develop creativity and innovation to your students. Use a separate sheet to have
more space. (Follow the given template below.)
Teacher: __________________________________________________
Subject & Year Level: __________________________________________________
Lesson/Topic: __________________________________________________
Activity Name: __________________________________________________
Instructions/Mechanics of the Activity:

• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
• ____________________________________________________________________
Instructional Materials:
• ___________________
• ___________________
• ___________________
How does the activity promote/develop creativity or art appreciation to your students?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Activity 2: JRMSU GOT TALENT
Read the text first…
What Are the Classifications of Art?
The various classifications of art include fine art, visual art, plastic art, performance art, applied
art, and decorative art.
• Fine Art - Fine arts include drawing (charcoal, chalk, crayon, pastel, pencil, or pen and
ink), painting (oils, watercolor, gouache, acrylics, ink and wash, tempera, or encaustic
paints), printmaking (woodcuts, stencils, engraving, etching and lithography, or screen-
printing, foil imaging, or giclee prints), sculpture (bronze, stone, marble, wood, or clay),
calligraphy (beautiful and stylized handwriting).
• Visual Art - The visual arts include all the fine arts, in addition to the following: New
media (digital art, computer graphics, computer animation, virtual art, Internet art,
interactive art, video games, computer robotics, 3D printing, and art as biotechnology),
photography, environmental art, contemporary forms of expression (assemblage,
collage, conceptual, installation).
• Plastic Art - The term plastic art includes artworks that are molded and not necessarily
plastic objects. This category consists of three-dimensional works like clay, plaster,
stone, metals, wood, and paper (origami).
• Performance Art - This classification consists of an art form that refers to public
performance events that occur mainly in the theater. Performance arts include:
traditional performance art (theatre, opera, music, and ballet [acting, singing, dancing,
interpretative, instruments]), contemporary performance art (mime), Hyper-modern
performance art (happenings)
• Applied Art - This category encompasses the application of aesthetic designs to everyday
functional objects. Applied arts are intended for the use of a career. It includes
architecture, computer art, photography, industrial design, graphic design, fashion
design, and interior design.
• Decorative Art - This classification refers to functional but ornamental art forms, such
as jewelry, ceramics, mosaic art, and other embellished items by ornaments and
other designs. It also includes works in glass, clay, wood, metal, textile fabric,
furniture, furnishings, stained glass, and tapestry art. Interior designers often use this
art form for home, commercial and retail outlets, and office décor.
There is indeed a long list of artforms and what has been discussed above are only some of it.
Your task is…
… to prepare a video presentation showcasing your talents. Art is a talent, and its time
for the world to witness what is hidden in you. You may refer to the text to try out different
artforms if you have not yet discovered your artistic abilities and talents.
Your video must be in 3 to 7-minute presentation. For talents that requires long
time and process to complete (ex. drawing, painting, carving, craft designing etc., you
may edit the video and adjust it to a faster playback speed. Be sure to present the final
outcome of it.
THIS IS YOUR TIME TO SHINE!

IT’S JRMSU GOT TALENT
Muchos Gracias! You may now take the assessment. If

you have not completed the task, or you have difficulty
in accomplishing the activity, please send me a
message to our google class or you may ask
clarifications through a text message or phone calls on
the contact number included in your course guide. You
may also send a message in my FB Account
Unit 8-Critical Literacy
Critical literacy is a perspective and way of thinking about curriculum, literacies, and the lived
experiences of our students. It is the ability to read texts in an active, reflective manner in order to
better understand power, inequality, and injustice in human relationships. It views readers as active
participants in the reading process and invites them to move beyond passively accepting the text’s
message to question, examine, or dispute the power relations that exist between readers and authors.
It focuses on issues of power and promotes reflection, transformation, and action (Critical literacy,
n.d.).
Learning Outcomes

• discuss the key concepts of critical literacy; and
• apply principles of critical literacy in designing lessons and classroom
activities.
Content
What is critical literacy?
Critical literacy is a key thought ability that includes challenging and reviewing thoughts,
which requires synthesizing, analyzing, translating, assessing, which responding to texts read or
heard. Critical literacy uses texts and printing skills to allow students to investigate daily life politics
in contemporary society with a view to understanding what it means to find and actively explore
inconsistencies in lifestyles, hypotheses and substantive intellectual positions (Alata & Ignacio,
2019).
Figure 1 An Image of Critical Literacy
from “ NEW LITERACY, CRITICAL LITERACY AND DIGITAL LITERACY –WHAT DO THEY BRING TO OUR CURRICULUM” by Leydy Viviana Castaño González and Yufrainy Perea Palacios, (n.d.)
https://ml2secondlanguageliteracies.wordpress.com/2016/09/29/new-literacy-critical-literacy-and-digital-literacy-what-do-they-bring-to-our-curriculum-yufrainy-perea-palacios-leidy-viviana-castano-
gonzalez/
Why is Critical Literacy Important?
Critical literacy (n.d.) identified the importance of critical literacy and these are the following:
• To establish equal status in the reader-author relationship.

• To understand the motivation the author had for writing the text and how the author uses
the text to make us understand in a particular way.
• To understand that the author's perspective is not the only perspective.
• To become active users of the information in texts to develop independent perspectives,
as opposed to being passive reproducers of the ideas in texts.
• To read texts in deeper, more meaningful ways, by encouraging readers of all ages to
become more actively engaged and use their power to construct understanding and not
be used by the text to fulfill the intentions of the author.
• Helps us to move beyond passive acceptance to take an active role in the reader-author
relationship by questioning issues such as who wrote the text, what the author wanted us
to believe, and what information the author chose to include or exclude in the text.
• Enables students to look at the world through a critical lens and challenge the power
relations within the messages being communicated.
• Allows students to actively work out their learning and problem solving, by providing an
outlet, a source of action or social justice.
• Allows students to better connect classroom practice with the social realms they engage
in outside of school, providing a connection between the home, school, and social realms.
• Engages students and allowing them to use their previous experiences, providing
classroom literacies more similar to literacies used outside of the classroom.
• Using critical literacy as a frame through which the teacher and students design curricula
and use literacies in the classroom, helps students view literacy as connected to their
personal experiences and as a tool to use effectively to explore and effect change in their
lives.
Critical Literacy in the Classroom (Critical literacy, n.d.).
• Some of the most commonly used practices that support critical literacy included: reading
supplementary texts; reading multiple texts; reading from a resistant perspective;
producing counter-texts; having students conduct research about topics of personal
interest; and challenging students to take social action.
• Reading from a critical perspective requires thinking beyond the text to understand issues
such as why the author wrote about a particular topic, wrote from a particular perspective,
or chose to include some ideas about the topic and exclude others.
• Teachers who facilitate the development of critical literacy encourage students to
interrogate societal issues and institutions like family, poverty, education, equity, and
equality in order to critique the structures that serve as norms, and to demonstrate how
these norms are not experienced by all members of society.
• By matching our teaching with the specific talents and needs of our students, and by
considering our students' points of views in early childhood literary teaching, we are able
to speak to children's identities and empower them.
• We must use texts in our classrooms with which students will identify, that reflect the lives
and experiences of our students, as well validate them. The books we read with our
students should address issues that affect the lives of our in important ways.
• We must also engage students in meaningful class discussions and conversations about
these books, crossing lines of culture, gender, race, and class, as well as providing
students with opportunities to critically examine the world around them. Critical literacy
does not end in discussion, rather it leads to action
How Can We Motivate Students to Become Critically Literate?
Welcome to Educational Leader, (n.d.) characterized engaged learners as:

• achieving because they want to understand
• possessing intrinsic motivations for interacting with text.
• viewing reading as a thinking process.
• sharing knowledge through discussion with teachers and peers.
• reading for different purposes.
• utilizing background knowledge, and socially constructing meaning .
Figure 2
The key ideas for Critical and Creative
Note: This photo is adapted from “Critical and creative thinking”. (n.d.). The Australian Curriculum.
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/
Thank you for reading the content. For further readings, please click
these links:
NEW LITERACY, CRITICAL LITERACY AND DIGITAL LITERACY –
WHAT DO THEY BRING TO OUR CURRICULUM?
https://ml2secondlanguageliteracies.wordpress.com/2016/09/29/new-
literacy-critical-literacy-and-digital-literacy-what-do-they-bring-to-our-
curriculum-yufrainy-perea-palacios-leidy-viviana-castano-gonzalez/
Teaching Critical Literacy Principles to Math and Science Educators
https://www.researchgate.net/publication/249004848_Teaching_Critical
_Literacy_Principles_to_Math_and_Science_Educators
Learning Activities
Activity 1: Literary Review

Directions: Read any literary piece you can find online (can be supplemental/nontraditional
texts, such as – but not limited to – films, newspapers, internet sites, short stories, poems,
magazines, young adult novels, pop culture media, and music). Complete the template below by
answering what is being asked.
_____________________________________________________
Title
Author/s: ________________________________________________________________
Reference: ________________________________________________________________
(Provide the link of your chosen reference material. Do not give the name of the browser e.g.,
Google, Youtube, Wattpad, etc. Make sure that the link is accessible. Each student must not
have the same reference material.)
Questions:
1. What does the author want us to know?

2. What different interpretations are possible from the content given?
3. What kind of person is the author?
4. With what interests and values make this content be written?
5. How can you relate to the content given?
6. Is there any pretense content included in the material?
7. Is the material worthy to be shared to various people? Why/Why not?
Thank you for taking the assessment. You may
write your insights or thoughts about the
activity on the space provided.
You had just completed the last unit of this

course. You are now ready to take the
summative examination..
Write your thoughts

Add/insert
your photo
here
RUBRICS FOR DIFFERENT ACTIVITIES
Short Essay Rubric
Score Completion Accuracy Comprehension Organization Conventions
5 The answer is All Content Content is well- No major
complete. information demonstrates a organized and grammatical or
provided is deep easy to read. spelling errors. No
accurate. understanding of, Points follow a more than two
and engagement logical minor errors.
with, the text(s). progression.
4 The answer is All Content Content is well- No major
missing slight information demonstrates organized and grammatical or
details provided is understanding of, easy to read. spelling errors. No
accurate. and engagement Points follow a more than five
with, the text(s), logical minor errors.
progression.
3 The answer is Most Content Content is Some major and
missing multiple information demonstrates basic organized and minor errors that
details. provided is understanding of easy to read. don’t necessarily
accurate. the text(s). Points follow a impair
mostly logical communication.
progression.
2 Content suggests Some Content Content may be Major and minor
lack of information demonstrates less unorganized errors significantly
preparation or provided is than basic and difficult to weaken quality of
comprehension. accurate. understanding of read. Points do communication,
the text(s). not follow a although still
solidly logical comprehensible.
progression.
1 Content only A small Content Content is Communication
marginally amount of demonstrates a unorganized, seriously impaired
related to the the lack of illogical, and by multitude of
question/prompt. information understanding of difficult to read. spelling/grammatical
is accurate. the text(s). errors.
0 Content fails to None of the Content Content is very Multitude of major
meet the basic information demonstrates a poorly and minor errors
requirements of provided is complete lack of organized, make answer
the task. accurate. understanding of illogical, and incomprehensible.
the text(s). difficult to read.
Rubrics for essay examination - Google search. (n.d.). Google. https://www.google.com/search?
Rubric for Written Report
Task Description
Exemplary Accomplished Developing Beginning
weight
Criteria 4 3 2 1
Yes Yes, but No, but No
 Directly  Somewhat  Remotely  Totally unrelated

Topic 10%
relevant relevant related
 Good  Organized;  Some  Poorly organized;
organization; points are organization; no logical
points are somewhat points jump progression;
Organizatio logically jumpy; sense around; beginning and
10%
n ordered; of beginning beginning and ending are
sharp sense and ending ending are vague
of beginning unclear
and end
 Supporting  Some details  Details are  Unable to find
details are non- somewhat specific details
Quality of
25% specific to supporting to sketchy. Do
Information
subject the subject not support
topic
Grammar,  No errors  Only one or  More than two  Numerous errors
Usage, two errors errors distract from
25%
Mechanics, understanding
Spelling
 Vocabulary  Vocabulary is  Vocabulary is  Basic vocabulary;
is varied; varied; unimaginative; needs
Interest supporting supporting details lack descriptive
10% details vivid details useful “color” words
Level
 Typed;  Legible writing,  Legible writing,  Illegible writing;

clean; neatly well-formed some ill-formed loose pages
bound in a characters; letters, print too
Neatness 10% report cover; clean and small or too
illustrations neatly bound in large; papers
provided a report cover stapled
together
 Report on  Report one  Report two  Report more than
Timeliness 10% time class period class periods one week late
late late
Rubrics for a narrative report - Google search. (n.d.).

Google. https://www.google.com/search?q=rubrics+for+a+narrative+report&rlz=1C1CHBD_enPH871PH871&oq=rubrics+f
or+a+narrative+report&aqs=chrome..69i57j0l2.20202j0j9&sourceid=chrome&ie=UTF-8
Rubric for Making Poster
CATEGORY 4 3 2 1
Required The poster includes All required All but 1 of the Several required
Elements all required elements elements are required elements elements were
as well as additional included on the are included on the missing.
information. poster. poster.
Labels All items of Almost all items Many items of Labels are too
importance on the of importance on importance on the small to view OR
poster are clearly the poster are poster are clearly no important
labeled with labels clearly labeled labeled with labels items were
that can be read with labels that that can be read labeled.
from at least 3 feet can be read from from at least 3 feet
away. at least 3 feet away.
away.
Graphics - All graphics are All graphics are All graphics relate Graphics do not
Relevance related to the topic related to the to the topic. One or relate to the topic
and make it easier to topic and most two borrowed OR several
understand. All make it easier to graphics have a borrowed
borrowed graphics understand. source citation. graphics do not
have a source Some borrowed have a source
citation. graphics have a citation.
source citation.
Attractive The poster is The poster is The poster is The poster is

ness exceptionally attractive in terms acceptably distractingly
attractive in terms of of design, layout, attractive though it messy or very
design, layout, and and neatness. may be a bit poorly designed.
neatness. messy. It is not attractive.
Grammar There are no There are 1-2 There are 3-4 There are more
grammatical/mechan grammatical/mec grammatical/mech than 4
ical mistakes on the hanical mistakes anical mistakes on grammatical/mec
poster. on the poster. the poster. hanical mistakes
on the poster
Adapted from PosterRubric https://nynpa.com/docs/nie/SenecaFalls/PosterRubric.pdf

Glossary
21st century skills: It is a critical attribute of 21st century education, which refers to such
skills as creative thinking skills, problem solving and decision making, and ICT literacy and
skills.
active learning: It is an instructional approach where students are encouraged to learn

and think on their own; teachers are facilitators and guides in the learning process.
collaborative learning: It is an instructional strategy where learners work in groups on

the same task simultaneously, thinking together over demands and tackling complexities
critical attributes: It is a crucial or significant characteristics.
cyberliteracy (Computer and ICT Knowledge): A 21st century literacy, which generally
refers to the use of computers, the internet and other information technologies.
ecoliteracy: A 21st century literacy, which entails acquiring knowledge about climate
change, pollution, loss of natural habitats and biodiversity, their impact on human lives,
and ways to address them.
financial literacy: A 21st century literacy, which refers to knowledge about the basics of
economics, financial management, livelihood activities, entrepreneurship and wise
handling of personal finances.
flexibility: It is one’s ability to effectively incorporate feedback into one’s own actions, as
well as dealing positively with praise, setbacks, and criticisms.
four pillars of learning: These are the four domains of learning – learning to know,
learning to live together, learning to do, and learning to be – that form the underlying basis
for reorganizing educational content in 21st century education.
global classrooms: A critical attribute of 21st century education, which refers to students
being exposed to the concerns of the region and other countries. Thus, teachers need to
include current global issues, such as peace, respect for cultural diversity; global concerns
such as climate change and global warming, in classroom discussions.
global model of education: An education that is based on the needs of a globalized,

high-technology society
globalization and multicultural literacy: A 21st century literacy, which refers to

developing respect for cultural diversity, and having a perspective of being a global citizen
whose local actions can have an impact on the wider global arena
ict literacy: It is the use of digital technology, communications tools and/or networks to
access, manage, integrate, evaluate, create and communicate information in order to
function in a knowledge society.
information literacy: It is the ability to identify what information is needed, understand

how the information is organized, identify the best sources of information for a given need,
locate those sources, evaluate the sources critically, and share that information. It is the
knowledge of commonly used research techniques.
lifelong learning: Refers to all learning activities carried by teachers both formally
(pursuing an undergraduate or post-graduate degree) and informally (learning for self-
enrichment and to better prepare oneself to face life’s challenges).
media literacy: It is the ability to access, enjoy, interpret, analyze, produce, and evaluate
messages in all varieties and combinations of print, visual, and digital formats.
new literacies: These are new areas of learning, such as The Arts and Creativity, Eco
literacy, Cyber literacy (Computer and ICT knowledge), Financial Literacy, Media Literacy,
Social/Emotional Literacies, and Globalization and Multicultural Literacy.
social and cross-cultural skills: It is the ability to effectively interact with others in diverse
groups and situations.
social/emotional literacies: A 21st century literacy, which refers to the acquisition of

social skills and development of one’s emotional intelligence.
student-centered: It is a critical attribute of 21st century education, where focus is on

students as learners; the teacher simply acts as a facilitator of learning — not as “sage on
the stage” but as “guide on the side”.
teacher-centered: Teacher is the focus of attention and sole provider of information

(”sage on the stage”).
technologies and multimedia: It is a critical attribute of 21st century education, which

refers to the full use of available Information and Communication Technology, or ICT (e.g.,
computers and the Internet) as well as multimedia (e.g., using audio- and video-based
instruction) to improve teaching and learning activities.
arts and creativity: It is a 21st century literacy, manifested in creative ways of problem
solving and expressed through the production of various art works.

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PED 13- Building and Enhancing New Curriculum across Curriculum

Rogelio Antenero Murro

Rogelio Antenero Murro

Jose Rizal Memorial State University

All rights reserved. This book or any portion thereof

Page and Cover designed: Christopher C. Dabodabo

First Edition. English. 2020

JOSE RIZAL MEMORIAL STATE UNIVERSITY

Preservice teachers will demonstrate knowledge of teaching strategies that

This flexible learning module is composed of 8 units. Units1 to 4 for midterm

Together WE BUILD AND ENHANCE NEW LITERACIES ACROSS CURRICULUM!

Conceptual Relationship of Module

Unit Topics No. of Hours/No. Activities Date of Submission

Activity 2. Bullying (Interview)

Activity 2: Developing Financial Plan

5 Media and Cyber 6 hrs. Activity 1- Media literacy and Media

Activity 2. Integration of media and

Activity 2: An Ecoliterate Person (My

Activity 2: Personal definition of

Activity 2-Designing Lessons and

1. Pass and passed in all activities.

Instructor: Virgenia A. Manluyao

Facebook: @Ina Manluyao

Jose Rizal Memorial State University

Course Title: Building and Enhancing New Literacies across Curriculum

No Course Title of Description Scoring/Gradin Weight

Introduction and Rationale:

Rogelio Antenero Murro

We Build and Enhance Literacies

Rogelio Antenero Murro

Jose Rizal Memorial State University

All rights reserved. This book or any portion thereof

Page and Cover designed: Christopher C. Dabodabo

First Edition. English. 2020

JOSE RIZAL MEMORIAL STATE UNIVERSITY

My deep gratitude to Dr. Leonora T. Divinagracia, Associate Dean, faculty, and

I also would like to thank Dr. Amelinda D. Montero, Curriculum Implementation

My housemates John Fernandez, Amythest Gornez, Nimrod Gornez, for making

To my brothers, sisters, and friends for moral support and guidance.

Today`s graduates of the College of Education of Jose Rizal Memorial State

This flexible learning module is composed of 8 units. Units1 to 4 for midterm

Module- Gives one major component of this material.

Unit –Gives the specific lesson of the material.

Content- Provides a comprehensive information about the learning outcomes.

Learning Activities- This part is composed of outcomes-based activities which are

Assessment – It is designed to confirm what students know, demonstrate whether

Together WE BUILD AND ENHANCE NEW LITERACIES ACROSS

Unit 1 Introduction to 21st Century Literacies 1

Unit 2 Globalization and Cultural and Multicultural Literacies 10

Unit 3 Social Literacy 20

Unit 4 Financial Literacy 30

Unit 5 Media and Cyber or Digital Literacies 41

Unit 6 Ecological Literacy 49

Unit 7 Artistic and Creative Literacy 60

Unit 8 Critical Literacy 67

Users’ Evaluation Form 86

Your ability to read and write is alphabetic. Literacy skills

At the end of this unit, you will be able to:

● explain the concept of literacy by giving example;