Globalization is the process of interaction and integration between people, business entities, governments, and cultures

from other nations, driven by international trade and investment and supported by information technology (Levin
Institute, 2017).

Because our exposure to the concept of globalization has largely been through an economic lens, it is tempting to limit
globalization as something that concerns economists and businessmen. But globalization and its effects go beyond
import or export and Foreign Direct Investment (FDI).

Globalization as a phenomenon is not new. Nations and cultures have been interacting and integrating with one another
for millennia. Consider how ancient Greek culture was so widespread across the Mediterranean that even the Egyptians
could speak their language, and how Rome was so inspired by Greek culture that they adopted it wholesale. Consider
how so much of the Chinese, Arab, and Indian cultures have become part of our own: these interactions and
subsequent integrations did not happen recently, but even during centuries before there was even a political entity
known as the Philippines.

What is different now, however, is the speed at which globalization is not only are we interacting with, learning from,
and integrating knowledge Deaned from other cultures and nations at an unprecedented rate, there now also a sense
that no matter where one lives or how limited is one's face-to-face interaction with members of another nation or
culture and how limited one's time is spent online, globalization and its effects are inescapable. Even remote villages will
be exposed to the latest KPOP hit, if they have access to a radio. If they produce rice, they will also feel the effects of
more affordable rice imports from Thailand and Vietnam. If they have access to a kerosene stove, they will feel the
effects of the fluctuations in oil prices originating from Arab nations. All these things take place without having to know
anyone from or anything about Korea, Thailand, Vietnam, or the Middle East.

The Effects of Globalization

The effects of globalization are multi-dimensional. As shown earlier, they range from economic to cultural, on both
national and individual levels. Meyer (2000) summarizes the effects of globalization as follows:

 economic, political, and military dependence and interdependence between nations;

 expanded flow of individual people among societies;
 interdependence of expressive culture among nations; and
 expanded flow of instrumental culture around the world.

Economic dependence interdependence

While Philippine society has come to realize that this ready perspective represented a shallow understanding of
globalization, the fact of the matters that globalization has brought economic development to our society of
employment opportunities, and money have come into the country. The whole By attracting Foreign Direct Investment
(FDI), new technologies media while stuck in traffic because of the rise of the number of vehicles on our phenomenon of
a taxi driver owning multiple smartphones to browse social roads is testament to this fact. This does not mean, however,
that there have been no negative effects of income inequality in four ways

(1) It creates a small, highly paid class of elites globalization. Kentor (2001) notes that foreign capital dependence
increases to manage these investments, who create many but usually low-pay jobs:

(2) Profits from these investments are repatriated, rather than invested in the host country, therefore inhibiting
domestic capital formation:

(3) Foreign capital penetration tends to concentrate land ownership among the very rich: and

(4) Host countries tend to create political and economic climates favorable to foreign capital that in tum limit domestic
labor's ability to obtain better wages. In simple words, "the rich become richer, and the poor become poorer." Hout
(1980) observes that international dependence (another word for globalization) tends to suppress adult wages, which in
turn perpetuates the role of children as economic necessities (the familiar saying "Kapag maraming anak maraming
katulong sa hanapbuhay"), leading to explosive population growth.

Growth Political and Military Dependence/Interdependence

The point is that where there are some forms of economic dependence/ interdependence, political
dependence/interdependence is not for behind. as the participating nations strive to protect their investments and
interests in one another.

Expanded Flow of Expressive and Instrumental Culture

Expressive culture, as the term suggests, deals with how a particular culture expresses itself in its language, music, arts,
and the like. Globalization encourages the monetization of these cultural artifacts and their import/export among
participating cultures: the increased consumption of which changes the consuming culture.

Instrumental culture, on the other hand, refers to "common models of social order" (Meyer. 2000)-that is. models or
ways of thinking about and enacting national identity, nation-state policies both domestic and foreign. socio-economic
development, human rights, education, and social progress. A simple example of this is the Philippine educational
system: Closely patterned after the American educational system, education leaders in the country closely follow the
educational trends in America and select European countries, perceiving them to be the global leaders in the field.

Expanded Flow of People among Societies

Meyer (2000) observes three reasons for this: socio-economic migration, political expulsion, and travel/tourism.

Socio-economic migration explains the Philippines' OFW phenomenon. Filipinos travel abroad to find better economic
opportunities for themselves and their families for lack of said opportunities here.

Political expulsion, on the other hand, has more to do with trying to escape the political climate of a particular country,
thereby forcing an individual to seek asylum (and ultimately, resettlement) in another more favorable country.

Travel for the sake of leisure (i.e,. tourism) is a strong indicator of economic development as more and more Filipinos
are able to finance short term travels abroad, fueled by curiosity that is fed by social media and enabled by globalization.

Cultural Literacy
Cultural Literacy is a term coined by Hirsch (1983), referring to the ability understand the signs and symbols of a given
culture and being able to participate in its activities and customs as opposed to simply being a passive (and outside
observer. The signs and symbols of a culture include both its formal and informal languages, its idioms and forms of
expression entertainment, values, custom roles, traditions, and the like-most of which are assumed and unstated. Thus
they are learned by being part of the culture, rather than by any formal means.

As more and more Filipinos travel-both domestically and abroad-the result of globalization and the increased
opportunities it brings, the need to develop new cultural literacies comes to the fore.

Cultural Literacy in the Philippines

The National Commission for Culture and the Arts (NCCA) is the government body tasked with the documentation,
preservation, and dissemination of Philippine culture, both locally and abroad. Part of how the NCCA is addressing this
and related matters is through the establishment of the Philippine Culture Education Program (PCEP), which "envisions a
nation of culturally literate and empowered Filipinos" (NCCA, 2015). Designed to make cultural education accessible to
all sectors of Philippine society, the PCEP held national consultative meetings, conferences, workshops, art camps, and
festivals on culture-based teaching and good governance from 2003 to 2007. As a result of Republic Act 10066 (2010)
PCEP has been designated as the body together with the Department of Education (DepEd). tasked to "formulate the
cultural heritage education programs both for local and overseas Filipinos that are to be an integral part of Philippine
education in all its aspects.

De Leon (2011) coins this propensity for Filipinos to look at their culture and themselves through Western lenses as the
Doña Victorina Syndrome, a kind of inferiority complex wherein anything and everything natively Filipino is considered
by the Filipinos themselves as being inferior, backward, and worthless in comparison to their Western counterparts, and
therefore a source of embarrassment and unease.

The biggest challenge then, according to him, is the deconstruction of the negative self- images and notions of ourselves
that we have imbibed over generations through "a workable, effective program of education that can make Filipinos
more responsive and sensitive to Filipino dignity, needs, values, and cultural potentials and assets.

Multicultural literacy
As cultures begin to mix and change as a result of globalization, conflicts inevitably arise over identity, values, and
worldviews. This situation consequently needs for a literacy that enables us to quickly and easily identify and resolve
such conflicts, preferably before they even begin. This has come to be understood as multicultural literacy.

Multicultural Literacy as a set of skills and knowledge is difficult to define because of how it changes depending on the
contexts in which it is discussed.

In America, multicultural literacy has very strong leanings toward knowing of identifying the poly-ethnic origins of
knowledge with the express goal of fostering equality, diversity, and social justice. This is in direct response to the "Euro-
centric" and "white-dominant" traditions of education that in the eyes of American cultural minorities (particularly the
blacks) is a form of racial injustice.

Meanwhile, in Europe, multicultural literacy comes more in the form of intercultural communication competence (ICC),
which is defined by Dusi, Messetti, and Steinbach (2014) as a composite of skills, abilities, attitudes, personality patterns,
etc. necessary for clear and productive communication with cultures other than our own. Similarly, Fantini (2006)
defines it as "a complex of abilities needed to perform effectively and appropriately when interacting with others who
are linguistically and culturally different from oneself."

We define multicultural literacy here as the knowledge and skills necessary to ensure that any communication with a
culture different from our own is clear, productive, and respectful such that their differences are celebrated and neither
culture is demeaned or treated as inferior. It is important to realize that under this definition, a "different culture" is not
just limited to "someone from another country." but could also include someone whose gender, economic background,
religious beliefs, sexual orientation, or even sense of fashion is different from our own. The skills and knowledge
required for one to be multi-culturally literate are not mere language skills, since it is assumed that some medium of
communication already exists between two cultures. Rather, true multicultural literacy consists of perspectives,
attitudes, and beliefs about other cultures that affect the manner in which we communicate and the motives behind our
communication. Here are some examples:

1.Be selfless
An attitude of selflessness-one that is less concerned with how I feel and more concerned with how I am making others
feel is crucial to multicultural literacy, as so much of the offense and conflict associated with the meeting of different
cultures is the result of a "me first" attitude: I should be accommodated, you should be the one to adjust to me, I should
feel comfortable with you before I make efforts to make you feel comfortable, etc. Such selflessness is not instinctive to
people, and is especially difficult when one feels insecure of oneself and identity.

2. Know that good and useful things can (and do) come from those different from us
Hand-in-hand with a dismissive attitude toward another culture is the idea that nothing good can come from them.
Furthermore, there is a tendency to ignore or outright dismiss evidence to the contrary. Simply acknowledging that good
ideas and products have come from cultures we might not like goes a long way in preparing our minds to perceive them
as being equally valuable.

3. Be willing to compromise
Any significant interaction with someone from a different culture is governed by the principle of "He/She wants
something, and I want something." In other words, cultures do not interact out of pure magnanimity. If both of you are
willing to give the other what they want, well and good. But what happens when one or both are unwilling to give what
the other wants? There must be a compromise: a reciprocal adjustment of demands and expectations to accommodate
what the other party is willing to give.

4. Accept that there are limits

At some point, one or both cultures will be unwilling/unable to adjust their wants for the sake of the other any further.
Beyond this point, the productivity of the interaction drops, and one must either change the purpose of the interaction
or walk away, accepting that what you want cannot be had from that particular source. Attempting to force the other
party to adjust (when you refuse to do the same) only results in misunderstanding, hurt, and conflict. The sooner we
accept this, the sooner we can set realistic expectations of one another.

Conflicting Requirements for Peace

When all is said and done, the heart of multicultural literacy is peace among different cultures-that is, 'productive and
non-violent interaction.

Nationalistic and Rationalistic Pushback

The increasing demand for multicultural sensitivity, inclusion, and dive in the recent years has also given rise to
resistance from groups who believe that their identity is being "watered-down" by the needed compromises.

multicultural literacy of being able to put aside differences for the sake of a common god but notice how for the
llokanos, national unity (as far as language is concerned is not worth the cost of giving-up their ability to determine the
orthography their language for themselves.

The Persistence of the Problem

"Despite all out advances in science, technology, and culture, why is this still a problem today?" Boutte (2008) suggests
that issues of discrimination in all its forms (racial, religious, tribal, cultural, etc.) are really issues of hatred, which she
defines in an educational setting as "the lack of compassion and lack of respect for the rights of others," and that such
hatred must be fought and its roots must be attacked, because for as long as hatred exists in the human mind, real
peace will be impossible (Vreeland, 2001).

The Question of Value

Educators like Freire (2000) have recognized and written against such a monstrous perspective and rightly so-but have
also admitted that when the oppressed ore freed from their oppression. They inevitably become the new oppressors. If
such perspectives seem horrible to us (and they should), it is because the question of the value of humanity, both
individually and collectively as a culture, makes no sense without subscribing to some absolute moral standard- one that
is true and right for all people, regardless of race, color, or creed.

Learn about other cultures. Banks (1991a) posits that the first step to teaching multiculturalism is knowing about
cultures that are not your own. It follows that if you, the teacher. know only your own culture, then you will be unable
to teach your students to appreciate a culture that is different from your own. Familiarize yourself with how
discrimination and prejudice appear in your own culture. Boutte (2008) and Banks (1991b) agree that teachers must be
able to identify and confront patterns of discrimination and prejudice in their own lives before they can teach their
students to do the same.
Social literacy
Social literacy concerns itself with the development of social skills, knowledge and positive human values that enable
human beings to act positively and responsibly in range of complex social settings. It is the knowledge of how to behave
and treat other people in a way that is morally just, and equitable, with a view of promoting positive and productive
relation that are free from unfair prejudices, hate, and discrimination.

we refer to thoughts, speech, actions, and motivate to speech, actions, and behaviors that are in-line with a fixed
standard, justice-a system that promotes and rewards good and at the same punishes wrongdoing.

Peers and schools play a formative role on the social skills development children. These social skills are often expressed
as consisting of three inter-relate components: social perception, social cognition and social performance (Arthur.
Davison, & Stow, 2000).

Social skill is defined in literature as the ability to interact with others in a given social context in specific ways the are
socially acceptable or valued and at the same time personally beneficiary mutually beneficial, or primarily beneficial to
others.' There are several types of social skills that must be mastered for a child to be socially adept. These range from
the ability to initiate, maintain, and end a conversation to reading social signals to more complex skills such solving
problems and resolving conflict (Lawson, 2003).

Children with social skill deficits can be taught these skills directly by parents, teaches and/or professionals using the
strategies of modeling, role-playing, rehearsal and practice with them.

The first step in a social interaction is greeting someone

Greeting - Children develop relationships with peers by interacting. Greeting others is done not only with words like "Hil"
or "How are you?" but with facial expressions, tone of voice, and gestures such a nod or a wave. The nonverbal part of
greeting someone is just as important as the words. It is not so much what one says but how he she says it that lets
people know he/she is glad to see them.

Initiating Conversation-In order to carry on a conversation, a child may be able to initiate, maintain and close
conversation appropriately requires good listening and attention skills, as well as the ability to fair and turns and probe
for missing information. Being a good conversationalist requires tum-taking and reciprocity. Children have to listen as
well as talk. If they do not show an interest in what the other person has to say. they probably will not be interested in
talking. Impulsive children often have trouble knowing when to talk and when to listen.

Understanding the listener

Once a conversation is initiated, it has to be maintained. In order to do that, it is important to understand the audience
one is talking to. A socially adept child quickly and unconsciously identifies and categorizes his listener, measures what
he/she has planned to say against the anticipated response of the listener, and then proceeds, alters, or avoids what she
has planned to say. He/She knows that talking to authority figures is not done in the same way when talking to peers. A
misread of the listener often leads to a misunderstood message and potential social rejection. To converse in a socially
appropriate manner, children must be able to take the perspective or point of view of the other person, i.e.. think the
way they think. To do this a child must pretend that he/she is the listener and think about what he/she needs to hear to
understand what is being said.

Empathizing

Empathy is more than perspective taking; it means that one is able to feel what the other person feels. Empathy allows
one to really connect with other people. Other children often think of children who lack empathy as mean, unkind, or
self-centered.
Reading Social Cues - It is very important to read social cues in a conversation. Cues are the hints and signals that guide
us to the next thing to say or do. Social cues can be verbal or nonverbal. Verbal cues are the words that the other person
is saying. Tone of voice is an important part of verbal cues. Good detectives pay very close attention to nonverbal cues.

Previewing or Planning - Conversations also require that one previews or thinks about what effect the words or actions
may have on the listener before she says or does them. If the impact will be negative, one can adjust what she might say
or do.

Problem Solving - Problems and conflict are often a part of social interactions. Someone may not agree, get angry, insult,
or become aggressive at something that one says. How one reacts to these conflicts depends on how good her problem-
solving skills are. Conflicts cannot be avoided and are often necessary to "clear the air." Turning a conflict from a "win-
lose" situation to a "win-win" situation is the best way to resolve conflict. This requires negotiation and compromise.
give and take that results in a situation where all parties can live with and help maintain friendships.

Apologizing - Everyone makes social mistakes at one time or another A person with good social skills is confident enough
to make a sincere apology for her error. This is a courageous act and is the quickest and easiest way to correct a social
blunder, in reality, other people usual, have a higher opinion of someone who apologizes for making mistake.
Apologizing is a sign of humble and mature character when one commits mistakes.

Human Nature

Today's students have grown up with the Internet that they have become inseparable from their gadgets. Blake (2017)
offers helpful reminders to young professionals in terms of social skills in the modern age. This situation underscores the
importance of educating students in what could be called social literacy to ensure their academic and career success.

Social literacy concerns itself with the development of social knowledge, and positive human values that enable human
beings to positively and responsibly in range of complex social settings.

Social skills range from the ability to initiate, maintain, and conversation to reading social signals to more complex skills
such as solving problems and resolving conflict.

CHAPTER 5
Media and Cyber or Digital Literacies
Media literacy

Like all the literacies discussed in this book, media literacy can be defined in several ways. Aufderheide (1993) defines it
as "the ability to access, analyze, evaluate, and communicate messages in a wide variety of forms," while Chand Potter
(1998) define it as "the ability to access, analyze, evaluate, create messages across a variety of contexts." Hobbs (1998)
posits that it's term used by modern scholars to refer to the process of critically analyzing learning to create one's own
messages in print, audio, video, and multimedia. Perhaps in its simplest sense, media literacy can thus be defined as "the
ability to identify different types of media and understand the messages they are communicating" (Common Sense
Media, n.d.). The exact type of media varies-television, radio, newspapers, magazines, books, handouts flyers, etc.-but
what they all have in common is that they were all created by someone, and that someone had a reason for creating
them.

According to Boyd (2014), media literacy education began in the United States and United Kingdom as a direct result of
war propaganda in the 1930s and the rise of advertising in the 1960s.

Because media communication lends itself so easily and so well to the purpose of manipulating consumers' perceptions
on issues both political and commercial, being able to understand the "why" behind media communication is the
absolute heart of media literacy today.
Aufderheide (1993) and Hobbs (1998) reported. "At the 1993 Media Literacy National Leadership Conference, U.S.
educators could not agree on the range of appropriate goals for media education or the scope of appropriate
instructional techniques." The conference did, however, identify five essential concepts necessary for any analysis of
media messages:

1. Media messages are constructed.

2. Media messages are produced within economic, social, political, historical, and aesthetic contexts.

3. The interpretative meaning-making processes involved in message reception consist of an interaction between the
reader, the text, and the culture.

4. Media has unique "languages," characteristics which typify various forms, genres, and symbol systems of
communication.

5. Media representations play a role in people's understanding of social reality.

What Media Literacy is Not

Criticizing the media is not in and of itself, media literacy. However, being media literate sometimes requires that one
indeed as what one sees and hears. Merely producing media is not media literacy although part of be media literate is
the ability to produce media. Teaching with media (videos, presentations, etc.) does not ea media literacy. An education
in media literacy must also indicate teaching about media.

Challenges to Media Literacy Education

One glaring challenge to teaching Media Literacy is, "how do we teach Teaching it as a subject in itself might not be
feasible given how overburden the curriculum is at the moment, while integrating it into the subjects that currently
being taught might not be enough to teach what are essential media consumption habits-skills and attitudes that are
learned by doing repetition rather than by mere classroom discussion (Koltay. 2011).

Livingstone and Van Der Graaf (2010) identified "how to measure media literacy and evaluate the success of media
literacy initiatives" as being on the more pernicious challenges facing educators in the 21st century. for simple reason
that if we cannot somehow measure the presence of media literacy in our students, how do we know we have actually
taught them? Finally, a more fundamental challenge to Media Literacy Education is one of purpose. As Chris & Potter
(1998) put it. "Is media literacy best understood as a means of inoculating children against the potential harms of the
media or as a means of enhancing their appreciation of the literary merits of the media?"

Digital Literacy
Digital Literacy (also called e-literacy, cyber literacy, and even information literacy by some authors) is no different
although now the "text" can actually be images. sound, video, music, or a combination thereof.

Digital Literacy can be defined as the ability to locate, evaluate, create, and communicate information on various digital
platforms. Put more broadly, it is the technical, cognitive, and sociological skills needed to perform tasks and solve
problems in digital environments (Ehef-Alkatol 2004) of its origins information and computer literacy (Bowden 2008
2001 Snovely & Cooper, 1997,1994 Andreffa 2007 Webber & Johnson 2000)

 research literacy - using IT tools for research and scholarship:

 publishing literacy-ability to communicate and publish information
 emerging technologies literacy-understanding of new development of IT: and
 critical literacy-ability to evaluate the benefits of new technologies
Note that this literacy is not the same as "critical thinking," which is often regarded as a component of information
literacy). It should also come as no surprise that digital literacy shares a great deal of overlap with media literacy; so
much so that digital literacy can be seen as a subset of media literacy, dealing particularly with media in digital form. The
connection should be fairly obvious-il media literacy is "the ability to identify different types of media and understand
the messages they are communicating," then digital literacy can be seen as "media literacy apple to the digital media"
albeit with a few adjustments.

The term "digital literacy" is not new; Lanham (1995), in one of the early examples of a functional definition of the term
described the "digitally literate person" as being skilled at deciphering and understanding the meanings of images,
sounds, and the subtle uses of words so that he/she could match medium of communication to the kind of information
being presented and whom the intended audience is. Two years later, Paul Gilster (1997) formal defined digital literacy
as "the ability to understand and use information in multiple formats from a wide range of sources when it is presented.

Bowden (2008) collated the skills and competencies comprising

1. Underpinnings This refers to those skills and competencies "support" or "enoble" everything else within digital
literacy. traditional literacy and computer/ICT literacy (i.e.. the ability to use computers in everyday life).

2. Background Knowledge This largely refers to knowing where information on a particular subject or topic can be found.
How information is kept, and how it is disseminated-a skill taken for granted back in the day when information almost
exclusively resided in the form of printed text.

3. Central Competencles-These are the skills and competencies that a majority of scholars agree on as being core to
digital literacy today. namely:

4 reading and understanding digital and non-digital formats:

creating and communicating digital information: evaluation of information: knowledge assembly, information literacy;
and media literacy.

Eshet-Alkalai (2004) draws attention to Information Literacy as a critical component of Digital Literacy as "the cognitive
skills that consumers use to evaluate information in an educated and effective manner."

This Socio Emotional embracing everything from truth to falsehoods, honesty and deceit, a kind of richness of
experience that the literate transfers from real life to the literacy requires users to be "very critical, analytical, and
mature" dealings online.

Digital Natives

This was popularized by Prensky (2000) in reference to the generation that was born during the information age
opposed to digital immigrants-the generation prior that acquired familiar with digital systems only as adults) and who
has not known a world without computers, the Internet, and connectivity.

But the problem here is that "digitally literate" is popularly defined as ability to use computers or use the Internet, which
as we have seen terms only one part of the crucial skills and competencies required to be digitally literate.

Teach media and digital literacy integrally. Any attempt to teach these principles must first realize that they cannot be
separated by context meaning they cannot be taught separately from topics. Critical Thinking requires something other
than itself to critically about, and thus cannot develop in a vacuum.

Master your subject matter, Whatever it is you teach, you must only possess a thorough understanding of your subject
matter, you must also understand why you are teaching it, and why it is important to learn. As educators, we must not
shy away from a student genuinely asking us to explain why something we are teaching is important After all, teaching is
in itself a kind of media the students are oblige to consume; it is only fair they know why.
Think "multi-disciplinary." How can educators integrate media and digital literacy in a subject as abstract as
Mathematics, for example? The answer lies in stepping-out of the "pure mathematics" mindset and embracing
communication as being just as important to math as computation. Once communication is accepted as important, this
opens up venues where the new liferacies can be exercised. For example students create a webpage detailing what
systems of linear equation are, why they are important, and the techniques for solving them.

Explore motivations, not just messages. While it is very important that students learn what is the message being
communicated by any media text, it is also important to develop in them a habit for asking why is the message being
communicated in the first place.

Leverage skills that students already have. It is always surprising how much a person can do when they are personally
and affectively motivated to do so-in other words, a person can do amazing things when they really want to.

 Media Literacy is the ability to identify different types of media and understand the messages they are
communicating, including who is the intended audience and what is the motivation behind the message.
 Digital/Cyber Literacy is a subset of media literacy; the ability to locate, evaluate, create, and communicate
information on various digital platforms.This includes the ability to verify information as factual as well as
identify and avoid communication with deceitful, malicious, and exploitative content.
 Information Literacy is a subset of media literacy; the ability to locate. access, and evaluate information from a
variety of media sources. Of utmost importance to both literacies (media and digital) is the ability to analyze and
think critically about what is being communicated. This means making value judgments about the message (i.e.,
identifying truth from falsehood, right from wrong, etc.), and goes beyond simply comprehending the what is
being said.