Chapter 1 Introduction to 21st century Literacies

Literacy – the state of being able to read and write

The word literacy stem from the word “literate”
First appeared in 15th century
Derived from the latin word litteratus.

Miller (1973) divides this conventional concepts of literacy into 3 sub categories
1. BASIC LITERACY
 ability to correspond visual shapes to spoken sounds in order to decode
written materials and translate them into oral language.
 Ability to recognize letters and words
 Knowing the sequence of letter without understanding what it mean
2. COMPREHENSION LITERACY
 Ability to understand the meaning of what is being read
 Knowing the meaning of the words
3. FUNCTIONAL OR PRACTICAL LITERACY -
 it is the ability to read ( decode and comprehend)
 being understand the meaning of basa refers to reading not to being wet

Based on conventional view of literacy we notice 2 things

1. a text ( consisting of symbols and grammar) to be read
2. a meaning or message being communicated by the text for the reader to
extract
 Schlechty(2001) Functional literacy – state of being able to read but not well
enough to manage daily living and employment task that require reading skills
beyond a basic level.
UNESCO - UNITED NATIONS EDUCATIONAL, SCIENTIFIC, AND CULTURAL
ORGANIZATION

(UNESCO 2006) – literacy as a concept has proven to be complex and dynamic.

UNESCO 2004 – DEFINED LITERACY AS the ability to identify understand and

interpret, create communicate and compute using printed and written materials.
involves a continuum of learning in enabling individuals to achieve their goals, to
develop their knowledge and potential, and to participate fully in their community
and wider society.

MKANDAWIRE (2018) – literacy is a form of knowledge competence and skills in a

particular field or area.

Note that “reading” does not appear in UNESCO’s definition of literacy

Shift in the definition of literacy from reading and writing to knowledge

Victorian era, Language of Flowers is where the kind, color, and arrangement of a
bouquet of flowers were used to communicate messages that could not spoken
aloud in the Victorian society.

FLOWERS MEANING

Bouquet of oak leaves strength

Purple roses sorrow

White lilies resurrection

Pale yellow tulips and rosemary memory or remembrance

All of the above communicate a message of sympathy,
usually over the death of a loved one

3 Important Things in the Rise of New Literacies

1. Increased Reach - We are communicating with more people, from more

diverse cultures, across vaster distances than ever before.

2. Increased Means of Communication - We are communicating in more ways

and at faster speeds than ever before.

3. Increase Breadth of Content - We are communicating about more things that

ever before.

CHAPTER 2 GLOBALIZATION AND CULTURAL AND MULTICULTURAL LITERACY

GLOBALIZATION - the process of interaction and integration between people,

business entities, governments and culture from other nation ( Levin institute
2017)

FDI – FOREIGN DIRECT INVESTMENT

The effects of globalization are multi-dimensional

Meyer (2000) summarize the effects of globalization

ECONOMIC DEPENDENCE / INTERDEPENDENCE

 - The idea that foreign own business could come to the country and “freely
set up “
- The fact of the matter is that globalization brought economic development
to our society

Kentor (2001) notes that foreign capital dependence increases income inequality
in 4 ways;

1. it creates a highly paid class of elites to manage these investments

2. Profits from this investment are repatriated

3. foreign capital penetration tends to concentrate land ownership among the

very rich

4. Host country tend to create political and economic climate

Hout (1980) observes that international interdependence (other word for

globalization)

Tend to suppress adult wages.

POLITICAL AND MILITARY DEPENDENCE/INTERDEPENDENCE

- A survey conducted in late 2018 founds that 3 in 5 filipinos believe that the
united states would intervene on behalf of the country in case of war

EXPRESSIVE CULTURE

- Deals with how a particular culture expresses itself in it language music art
and the like

INSTRUMENTAL CULTURE

- Refers to the 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.
Meyer 2000 3 reason for this socio- economic, migration, political expulsion and
travel tourism

1. Socio-economic migration - explains the Philippines ofw phenomenon Filipinos

travel abroadtp find better economic opportunities.

2. political expulsion - more to do with trying to escape the political climate of a

particular country

3. Travel for sake of leisure – a strong indicator of economic development as

more and more Filipinos are able to finance.

CULTURAL LITERACY

- A term coined by Hirsch (1983) referring to the ability to understand the

sign and symbols of a given culture.

Bedlam – is a corruption in Bethlehem

CULTURAL LITERACY IN PHILIPPINES

NCAA – NATIONAL COMMISSION FOR CULTURE AND THE ARTS

- The government body task with the documentation, preservation and

dissemination

PCEP – PHILIPPINE CULTURAL EDUCATION PROGRAM

- Envision a nation of cultural literate and empowered Filipinos

(NCAA 2015) – Designed to make cultural education accessible to all sector of the
Philippines
Republic act 10066 (2010) – PCEP has been design as the body together with the
department of education task to formulate the cultural heritage education
program.

Cultural education – in the Philippines is quite a challenge, given that Philippine

culture is a complex blend of many indigenous and colonial culture.

De leon 2011 - coins this propensity for Filipinos to look at their culture and
themselves through western lenses as the DONA VICTORINA SYNDROME - a kind
of inferiority complex where in anything and every thing natively Filipino.

MULTI CULTURAL LITERACY

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.

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.

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.

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: / 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 however, 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
Issues in Teaching and Learning Multicultural Literacy.
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. It is easy to
assurne that all cultures value peace to the same degree and are therefore willing
to make the same compromises in order to attain it, but this is not necessarily
true.

Nationalistic and Regionalistic Pushback

The increasing demand for multicultural sensitivity, inclusion, and diversity 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.

The Persistence of the Problem

On the surface, multicultural literacy might seem to just be a matt "good common
sense," and understandably so, no one actively desir experience discrimination
regarding what they know and what they can and cannot do simply on the basis
of race, ethnicity, or in the case of the Philippines, region of origin.

The question of value

Another issue in teaching and learning multicultural literacy is better positec as a

question: "Why should I treat people of another culture with respect?" It might
seem that the answer to the question is a simple one: for peace But as we have
seen earlier, not everyone values peace to the same degree What if, for a certain
culture, it is easier to just destroy anyone who opposes ther rather than expend
the effort needed to come to a mutual understanding?

TEACHING TEACHERS TO BE MORE MULTICULTURAL IN THEIR

PEDAGOGIES.
•LEARN ABOUT OTHER CULTURES
•FAMILIARIZE YOURSELF WITH HOW DISCRIMINATION AND
PREJUDICE APPEAR IN YOUR OWN CULTURE
Social literacy - concerns itself with the development of social skills,
knowledge, and positive human values
- It is the knowledge of how to behave and treat other people in a way
that is morally upright, just, and equitable,
Morally upright -refer to thoughts, speech, actions, and motivations
that adhere to a standard of right and wrong.
Just -refers to speech, actions, and behaviors that are in line with a
fixed standard of justice a system
System of justice - requires a body of rules or laws by which to measure
and administer rewards and punishment.
Equitable- decisions that treat others fairly, regardless of background
or circumstances
Peers and schools play a formative role in the social skills development
of children; A. social perception, B.social cognition, C. social per
fórmance
Social skill - defined in literature as 'the ability to interact with others
Fundamental Principles of Relating Well to Others
1.Greeting - done not only with words but also with facial expressions,
tone of voice, and gestures such as a nod or a wave
2.Initiating Conversation - good listening and attention skills, as well as
the ability to take turns and probe for missing information.
3.Understanding the listener- understand the audience one is talking
to.
4. Empathizing- means that one can feel what the other person feels.
5.Reading Social Cues - Cues are the hints and signals that guide us to
the next thing to say or do.
6.Previewing or Planning- what effect the words or actions may have
on the listener before she says or does them
7.Problem-Solving- How one reacts to these conflicts depends on how
good her problem-solving skills are.
8.Apologizing - This is a courageous act and is the quickest and easiest
way to correct a social blunder.

The Role of Parents and Teachers in Teaching Social Skills to Children

Parents- They should encourage and praise the child for successfully
using new skill.
Professionals - typically intervene only when children are having
substantial social difficulty with peers.
School - is the place where children spend the majority of their time
with peers.
Teachers - be alert to teasing and bullying and aware of children that
are rejected or ignored by their peers.
Adept one involves children in cooperative instead of competitive
learning.
Issues in Teaching Social Literacy
Two distinct ways of answering the question.
Communal- children learn customs that provide them with a guide to
act in ways that minimize conflict.
Pragmatic and Individualistic - social order of children is created by
explicit and Implicit agreements entered into by self-seeking individuals
Subjective Standards of Morality - postmodern philosophies is that
truth and morality are considered subjective and open to individual
interpretation
Human Nature- inherently good, experience has taught us that the
inherent goodness of humanity is, at best, unreliable
Children learn through social practices, both explicit and implicit, and
become human through social interaction
The Importance Of Educating Students In What Could Be Called Social
Literacy To Ensure Their Academic And Career Success
Situational Awareness in the Workplace. - require more formal dress
and behavior to demonstrate a level of respect
Social Intelligence in Technological Communication - Text-speak and
technology use have affected many young people's ability to
communicate.
Social Intelligence in Traditional Communication - the lack of a thank-
you note for a gift is often perceived as more than a simple social
oversight.

Financial Literacy
- defined by the NATIONAL ENDOWMENT for FINANCIAL EDUCATION as
the ability communicate audes personal financial
- the ability to use knowledge and skills to manage ones financial
resources
Hastings refers financial as;
1. Knowledge of financial products
2. Knowledge of financial concepts
3. Having mathematical skills or numeracy necessary for effective
financial decision making
4. being engaged in certain activities such as financial planning
Republic Act 10922 known as ECONOMIC and FINANCIAL LITERACY
ACT. -ensure that economic and financial-education become integral
part of formal learning
Council for Economic Education ,set 6 standards;
1. Earning Income
2.Buying goods and services
3. Savings
4. Using Credit
5.Financial Investing
6. Protecting and Insuring
THE BENEFITS OF FINANCIAL LITERACY
•It determines one’s ability to provide basic needs, attitude toward
money and investment, as well as one’s contribution to the community.
•understand and apply knowledge and skills to achieve a lifestyle that is
financially balanced, sustainable, ethical, and responsible.
•People who work, spend, save, borrow, invest, and manage risk wisely
are less likely to require a government rescue.
•Financial literacy does not totally eliminate the need for a social safety
net because even the most prudent individual can encounter financial
difficulties.
•That responsibility is easier for adults to bear when they have learned
the basics of personal finance in their youth.
Financial Literacy In the PHILIPPINES

In Go's 2017 article about the "State of Financial Education in the

Philippines," he highlighted various research findings about the
country's financial literacy;
*In 2014, a World Bank study found that 20 million Filipinos saved
money, but only half had bank accounts.
* The Asian Development Bank revealed in 2015 that the Philippines
lacked a national strategy for financial education.
* The Asian Development Bank revealed in 2015 that the Philippines
lacked a national strategy for financial education.
* In 2016, the Bangko Sentral ng Pilipinas introduced a national strategy
for financial inclusion, emphasizing the need for financial literacy.
* The Asian Development Bank revealed in 2015 that the Philippines
lacked a national strategy for financial education.
* In 2016, the Bangko Sentral ng Pilipinas introduced a national strategy
for financial inclusion, emphasizing the need for financial literacy.
*As per Standard & Poor's (S&P) Ratings services survey last year, only
25% of Filipinos are financially literate.
*Ten years after discovery of the stock market, still less than one
percent of Philippines' population is invested in it.
*More than 80 percent of the working middle class have no formal
financial plan.
In November 2018, over 1,000 leaders and influencers from various
sectors attended the first Financial Education Stakeholders Expo
organized by BSP.
The Expo supports Republic Act No. 10922 which designates second
week of November as Economic and Financial Literacy Week. It is also
aligned with the objectives of the Philippine National Strategy for
Financial Inclusion particularly the pillar on Financial Education and
Consumer Protection
DEVELOPING PERSONAL FINANCIAL LITERACY
6 MAJOR CHARACTERISTIC TYPES
1.Frugal -people seek financial security by living below their means and
saving money.
2.Pleasure - seekers use money to bring pleasure to themselves and to
others.
3.Status - Some people use money to express their social status. They
like to purchase and "show off" their branded items.
4. Indifference - Some people place very little importance on having
money and would rather grow their own food and craft their own
clothes.
5. Powerful- people use money to express power or control over
others.
6. Self-worth value how much they accumulate and tend to judge
others based on the amount they have.
HABITUAL SPENDING - It occurs when spends out of a habit, when one
buys the same item daily, weekly, or monthly.
IMPULSIVE SPENDING - It occurs when one mindlessly purchases items
that he or she does not need.
FIXED EXPENSES - It remain the same year-round.
Car payment is an example.
VARIABLE EXPENSES- It occur regularly but the amount you pay varies.
Electric and gas bills are examples of these.
Needs - are essential to our survival.
Wants - are things that you would like to have but you can live without.
1.Setting financial goals - is the first step
to managing one's financial life.
Goals may be short, medium, and long-term.
2.Short-term goals - can be measured in
weeks and can provide instant gratification and
feedback.
3. Medium-term goals- should be accomplished within
one to six months.
4.Long-term financial goals can take years to
achieve.
Developing a Spending Plan
1. Record - Keep a record of what you spend.
2. Review - Analyze the information and decide what you do.
3. Take Action - Do something about what you have written down.
Importance of Saving
1. Emergency Bolster- save money to avoid going to
debt
2. Retirement - need savings/investments to take
the place of income
3. Future Events - save for future events like
weddings, birthdays,
4. Instability of Social Security - Pensions from social security should
only serve as supplementary
5. A Little Goes a Long Way - Small consistent savings go a long way.
Two Ways to Save
1.Save before you spend
2.Save after you spend wisely.
In order to stick to the savings habit, you should:
1. Commit to a month
2. Find an accountability partner
3. Find a savings role model who is successful with his/her money,
through tried and true savings:
4. Write your goal down and track it
5. Avoid tempting situations (don't go to the mall to "hang out").