Name: PEJAN, Ronel E.

Date: March 25, 2022

Program: BSED-Sciences 2D Course: EDUC 6

Module 3: NEW LITERACIES, FUNCTIONAL LITERACY, AND MULTILITERACY

PRIOR LEARNING WORKSHEET

This is a pre-test of your understanding of the concepts and principles that are covered in this
module. Based on your prior learning, do the following learning tasks:

Based on your prior understanding, define functional literacy.

Functional literacy is about developing and enhancing skills (e.g. writing, reading analytical) in
which these skills are vital for our society to function.

Describe a multiliterate teacher.

A multiliterate teacher is a teacher where different skills are mastered that comes to the point
that he/she is literate. Multiliterate teachers are able to use their skills effectively and efficiently
in their daily lives.

POST SELF-GUIDED LEARNING WORKSHEET

Now that you are finished studying the material above, do the ff. learning tasks:

Describe a multiliterate teacher.

A multiliterate teacher is an understanding professional. It is because a multiliterate teacher

understands the complex ways technology interacts and intertwines with the academic life. A
multiliterate teacher is an active participant whose learning is endless and whose professional
work impacts society.

Define functional literacy.

Functional literacy is the new literacy in which experts argued to be very impactful in the
academe, technology, culture, and society. Functional literacy is the mastery over crocheting
different skills to achieve the demand of society.

Explain how many new literacies and functional literacy can be integrated in the teaching –
learning process.

A teacher should integrate technology; instill sensitivity over culture, and critical thinking. How
can we do this? Activities should have presence of technology and also develop the critical and
other skills of the students; not just basic skills such as reading and writing. Curriculum should
also be reviewed by experts in order to achieve the new literacies and functional literacy in
which in this era are truly useful.

Explain how new literacies impact teaching-learning process.

With new literacies emerging, teaching-learning process is affected. The teaching-learning
process should integrate critical thinking, cultural sensitivity, technological and media literacy to
the activities. In this way, students and teachers will significantly develop this so called “new
literacies” on their own.

REFLECTION WORKSHEET

Share a personal experience where you have exhibited functional literacy. What life lessons and
values have you realized and learned?

Functional literacy has been always integrated within the school. The only problem is that only
few recognize it and its benefits to educational system. We students exhibit functional literacy in
many ways. In this reflection, RESEARCH and ESSAYS are some remarkable ways we
students develop our functional literacy. In research alone, we integrate different skills such as
reading, writing, mathematical and statistical, analysis, technological and media literacy skills,
and critical thinking to craft a single research article and journal. I am a science student and
research is truly pivotal in my academic life. In this single activity, I honed my functional literacy
by producing research articles, by analyzing texts, synthesizing data, and interpreting data.

RESEARCH ANALYSIS WORKSHEET

Analyze the following research abstract and answer the questions that follow.

Question 1: How are new literacies integrated by student teachers and cooperating teachers in
their schools?

According to the article, new literacies integrated by the student teachers and cooperating
teachers through enacting development in the classroom, planning lessons that involving
children with new literacies, and impacting dyad collaboration.

Question 2: How did the results of the study on new literacies in a Midwestern public university
impact the student teaching design?

Based on the article, lessons learned involves collaborative approaches to integrate work,
teacher work comes with professional empowerment, and dyad partners learns together.

CURRICULUM APPLICATION TASK

Make a project plan or activity that presents functional literacy in action (i.e., service learning,
community integration, immersion activity, industry visit, benchmarking, etc.). Use the template
sample provided below.

PROJECT PLAN

Name of project Save Earth through Brooms and Hands: A Clean-Up Drive in P-
Matinabangon Silay Hills, Brgy. Taft, Surigao City
Brief description The eminent dangers posed by climate change are visible to us.
 When Typhoon Odette ravaged the southern parts of the Philippines,
many families were displaced and some were killed. Similarly, the
city of Surigao is prone to flooding caused by blockage in the
sewage system of the city. Plastics like cellophane, plastic bottles,
cups, spoons and other plastic materials block the system. This
result to eventual flooding. Waters stuck on drainage system can
potential home for different pathogens such as dengue virus, zika,
and leptospirosis. Because of the mentioned reasons, a clean-up
drive would significantly improve the situation in some parts of the
city particularly P-Matinabangon Silay Hills Brgy. Taft, Surigao City
Leader Ronel E. Pejan
Members  Shekinah L. Tomtoms
 Muhammad D. Faisal
 Jason P. Temon
 Jasmin L. Tesado
 Floramil K. Dangasin
 Shansai U. Paratan
 Hesus A. Litang
Beneficaries Citizens presiding over P-Matinabangon and neighboring puroks.

Target Success Date and Persons Resources Accomplishment

objectives indicators venue involved (Human, Materials,
Financial)
1. Connect  Approval April 11- Students - Letter of  Good
with from Brgy. 13 2022 and Brgy. Approval conversation
Brgy.Taft Taft Captain of with Brgy.
Captain Brgy. Taft Chairman.
and local Signing of the
P- letter.
Matinaban
gon
Chairman
2. Clean the  Observed April 16, Students - Brooms  All students
shores of less to no 2022 - Dustpan are present in
the plastics on Recyclable the event. All
fishpond the shores sacks students
and of the participated
drainage fishpond and clean the
system and shores and
drainage the drainage
system system.
3. Segregate  There April 17, Students - Sacks  Utilized sacks
the must be 2022 and to segregate
wastes three garbage three types of
collected segregate collectors wastes.
d wastes:
biodegrad
able, non-
biodegrad
 able, and
recyclable

TIME TABLE
Indicators Day 1 Day 2 Day 3 Day 4 Day 5
Task/Activity Connect with Connect with Connect with Clean-Up Segregation
the Brgy. the Brgy. the Brgy. Drive and waste
officials officials Officials. disposal
Official
signing of the
letter.
Lead Ronel E. Shekinah L. Ronel E. Ronel E. Ronel E.
Pejan Tomtoms Pejan & Pejan Pejan
Shekinah L.
Tomtoms
Coordinator Mrs. Lira Mrs. Lira Mrs. Lira Mrs. Lira Mae Mrs. Lira
Mae T. Mae T. Mae T. T. Mae T.
Batumbakal Batumbakal Batumbakal Batumbakal Batumbakal
Counterpart Mr. Jonas D. Mr. Jonas D. Mr. Jonas D. Mr. Jonas D. Mr. Jonas D.
Gondon Gondon Gondon Gondon Gondon
Expected Negotiate Negotiate Negotiate Clean-up Segregate
accomplishment with the with the with the drive in P- three types
Brgy. officials Brgy. officials Brgy. Matinabangon of wastes to
Officials and fishpond and sacks and
signing of the drainage dispose the
letter of system non-
approval recyclable
materials.
Give the
recyclable
materials to
LGU.

PROGRAM OF ACTIVITIES
TIME ACTIVITY IN-CHARGE
9:00 – 10:30 AM Connecting with Brgy. Taft Ronel E. Pejan and Shekinah
(for three consecutive days) officials L. Tomtoms
9:30 – 12:00 PM Clean-Up Drive Ronel E. Pejan
1:00 – 3:00 PM Segregation of Waste Ronel E. Pejan
Materials