EDU 538 Media & Cyber/Digital Literacy - Explores the emerging need to

locate, verify & ultimately manage online information, especially in an

LITERACY age were having the right (and wrong) information & the ability to
 The Oxford Dictionary (2018) stated that literacy is: (1) the ability communicate it with others and use it to address real-world problem
to read and write, but also (2) competence or knowledge in a
easily spell the difference between both personal & career success &
specified area.
failure.
UNESCO (2004)
 The ability to identify, understand, interpret, create, communicate Ecological, Arts & Creativity Literacy - Explores the emerging
and compute using printed and written materials associated with demands of knowing how to effectively & sustainably manage the
varying contexts. natural resources that our increased industrialization & demands for
NAAL (2003) productivity are so rapidly eating up. It also explores how this increase
 viewed literacy as both task-based and skills- based. The task- in productivity brings an increase demand for arts & aesthetics & the
based definition of literacy, focuses on the everyday literacy tasks needs to develop ways of effectively communicating through the
an adult can and cannot perform, while the skills-based definition creative arts in industries dominated by objective data.
of literacy focuses on the knowledge and skills an adult must Critical literacy - Addresses the increasing need to discern the
possess in order to perform these tasks. underlying (and often tacit) messages behind the new “texts” of the
Four characteristics to explain new literacies: 21st century, particularly in an ever increasingly multicultural society
 The Internet and other information and communication where ideas, cultures, and ideologies vie with one another for power &
technologies bring about new ways of doing literacy tasks that dominance in the minds of the masses.
require new social practices, skills, strategies, dispositions, and
literacies.  Frugal: Frugal people seek financial security by living below their
 New literacies are central to full civic, economic, and personal means and saving money. Frugal people rarely buy luxury items
participation in a world community. and some even have a hard time buying necessities. They save
 New literacies change as relevant technologies change. money because they believe money will offer protection from life's
 New literacies are multiple, multimodal, and multifaceted uncertainties; money makes them feel more secure.
NEW LITERACIES  Pleasure: Pleasure seekers use money to bring pleasure to
themselves and others. This money profile is more likely to spend
Globalization & Multicultural Literacy - Discusses how our increasing than to save. Pleasure seekers often live beyond their means by
ability to communicate with almost anyone, anywhere, in real time requires spending more than they make. Pleasure seekers can find
new skills & attitudes in interacting with people with cultures, perspectives, themselves in deep debt if they are not careful.
worldview and priorities different from our own, particularly with the end-  Status: Some people use money to express their social status.
view of not only peace & understanding, but also mutual benefit & Having the best and buying popular brand names are important to
productivity. people in this profile. Status- spenders like to "show off" their
Social & Financial Literacy - Explores the need for the ability to purchases.
navigate our own social networks – of both the online & offline variety  Indifference: People who treat money with indifference tend to
– to not only communicate clearly, but also to leverage resources place very little importance on having money. Having money
which we ourselves might not possess. makes them nervous. They would rather spend time and
resources being independent by growing their own food or making
 their own clothes. They are hobby-oriented and involved with arts 2. Background knowledge an understanding of how digital and non‐
and crafts. digital information is created from various forms of resources and
 Powerful: Some people use money to express their power. This communicated. (eg. Knowing where information on a topic can be
profile may also use money to control other people, including their found, how it is kept & disseminated)

3. Central competencies ‐ the ability to assemble knowledge from

spouses, children and friends.
 Self-Worth: People who spend money for self-worth tend to judge
their own worth by how much money they have. They believe that multiple sources. Which means: Reading & understanding digital &
people only judge them based on the amount of money they have. nondigital formats, Creating & communicating digital information,
They value how much they have accumulated. Evaluation of information Knowledge assembly Information literacy and
• Habitual spending – This occurs when one spends out a habit, Media literacy
when one buys the same item daily, weekly or monthly. Daily 4. Attitudes and perspectives ‐ the ability to learn independently as well
items may include water, rice and a cup of coffee. Week items
as to exhibit good behaviour in a digital environment. Bawden added,
could be grocery items. Monthly items are the electricity, water or
“skills & competencies are not enough, must be grounded on moral
internet bills.
framework,” specifically;
• Impulsive spending – This occurs when one mindlessly
purchases items that is not needed. Many people are enticed by Independent learning – the initiative & ability to learn whatever is
monthly sales at the malls thinking they may lose the items the needed for a person’s specific situation. Moral/social literacy – an
following day. understanding of correct, acceptable and sensible behaviour in a
• Fixed – Monthly expenses that stay the same every month. digital environment.
(Cable/Internet, Student Loan, etc.)
The Seven Elements of Digital Literacies
• Variable – Expenses that change month–over–month. (Pet
expenses, personal care, shopping) 1. Media literacy
• Needs – essential in life  Critically read and creatively produce academic and
professional communications in a range of media
2. Information literacy
• Wants – things we don’t need but want to have.
 Find, interpret, evaluate, manage and share information
3. Digital scholarship
Digital Literacy - A person’s ability to perform tasks effectively in a  Participate in emerging academic. professional and research
digital environment. Literacy includes the ability to read and interpret practices that depend on digital systems
media, to reproduce data and images through digital manipulation, and 4. Communications and collaboration
to evaluate and apply new knowledge gained from digital  Participate in digital networks for learning and research
environments. 5. Career & identity management

1. 1. Underpinnings ‐ the ability to read and write as well as to use

 Manage digital reputation and online identity
6. Learning skills
software packages and computers. (eg. The ability to use computers in  Study and learn effectively in technology-rich environments,
everyday life) formal and informal
 7. ICT literacy know how to read, write, process & communicate information on these
 Adopt, adapt and use digital devices, applications and services systems in ways that are both meaningful & ethical.

Salient points discussed by Alata et al (2019), some are based on 3. The gaps in literacy begin to show if the digital native is given a
studies by Eshet- Alkalai: task at hand that does not involve entertainment but research.
A. Information Literacy within Digital Literacy
1. Information literacy as critical component of digital literacy. 4. It is a misconception that digital natives is on more or less equal
footing in regard to digital literacy. The determining factor is access to
2. Digital literacy as cognitive skills that consumers use to education & experience. (eg. Children born to poorer families will most
evaluate information in an educated & effective manner. In effect, likely be less digitally literate for lack of access to technology
information literacy acts as a filter by which consumers evaluate the compared with those born to privileged families.)
veracity of the information being presented via digital media.

3. It is the perspective of digital literacy education to develop media Globalization is the word commonly used to describe the growing
consumers who think critically & are ready to doubt the quality of the interdependence of the world’s economies, cultures, and populations,
information they receive. brought about by cross-border trade in goods and services,
technology, and flows of investment, people, and information.
B. Socio-Emotional Literacy within Digital Literacy

1. Socio-emotional literacy is needed to navigate the

internet and requires users to be very “critical, analytical and Globalization as a phenomenon is not new. Nations and cultures have
mature” – implying a kind of richness of experience that the literate sought distant places to settle, produce, and exchange goods enabled by
transfers from real life to their dealings online. improvements in technology and transportation.

2. There is a necessary familiarity with the unwritten rules of EFFECTS OF GLOBALIZATION

cyberspace, an understanding that while the internet is a global 1. Economic, political & military dependence & interdependence.
village of sorts, it is also a global jungle of human communication,  The Philippines’ dependence on both the political& military
embracing everything from truth to falsehoods, honesty & deceit. power of the US in order to maintain sovereignty as a nation –
state in the Southeast Asia region
C. Digital Natives 2. Expanded flow of individual people among societies.
 The movement of people through Migration and the
1. The term digital native was popularized by Prensky (2011) in Philippines’ OFW Phenomenon which is also responsible for
reference to the generation that was born during the information age billions of remittances in the Philippines.
(as opposed to digital immigrants – the generation that acquired 3. Interdependence of expressive culture among nations.
familiarity with digital systems only as adults)  The K-Pop invasion in the Philippines introduces Korean
Culture alongside Filipinos consumption of all things Korean
2. Although the digital natives are familiar with digital systems (even from skin-care to instant noodles.
more so with their instructors), this does not mean they automatically 4. Expanded flow of instrumental culture around the world.
  The Philippine Education system is closely patterned after the A. Learn about other cultures.
American educational system. The education leaders in the  The first step to teaching multiculturalism is knowing about
country closely follow the educational trends in America. cultures that are not your own. It follows that if you know only
our own culture, then you will be unable to teach your students
CULTURAL LITERACY
- Referring to the ability to understand the signs and symbols of a given to appreciate a culture that is different from your own.
culture and being able to participate in its activities and customs as
opposed to simply being a passive observer.
B. Familiarize yourself with how discrimination and prejudice
MULTICULTURAL LITERACY appear in your own culture.
 consists of the skills and ability to identify the creators of  Teachers must be able to identify and confront patterns of
knowledge and their interests to uncover the assumptions of discrimination and prejudice in their own lives before they can
knowledge, to view knowledge from diverse ethnic and teach their students to do the same.
cultural perspectives, and to use knowledge to guide action
C. As you are, so you will behave.
that will create a humane and just world.
 Key to genuine multicultural literacy is core values - that is,
The following examples were cited:
what you really believe about people who are different from
• Be selfless – the attitude that shows less concern with “how I feel” you; not the kind of belief that you can just say you possess
and more concerned with “how I am making others feel” is crucial to when talking to your class, but the kind that determines your
multicultural literacy. Much of the conflict is associated with the “me behavior when you think no one is watching.
first” attitude. Model more, tell more
• Know that good & useful things can (and do) come from those different  Young students by nature will have difficulty in exercising
empathy toward those who are different from them. The ability
from us. When one perceives the good ideas and products from a less
is there, but it will naturally lack practice. It is therefore not
favourable culture to be equally valuable as from their own culture is a
enough that teachers tell them to be more compassionate you
virtuous mind set.
must model for them what empathy and compassion for others
• Be willing to compromise. Both must be willing to give the other what look like on a day-to-day basis.
they want. There must be a compromise – a reciprocal adjustment of 
demands and expectations to accommodate what the other party is Media literacy is the ability to ACCESS, ANALYZE, EVALUATE,
willing to give. CREATE, and ACT using all forms of communication.”
• Accept that there are limits. One or both cultures must be willing or
able to adjust their wants for the sake of the other. Once this is NAMLE suggested the following definitions:
achieved, then a productive interaction of the two parties will take
place.
Media refers to all electronic or digital means and print or artistic visuals
used to transmit messages.
Literacy is the ability to encode and decode symbols and to synthesize
Suggested Multicultural Pedagogies and analyze messages.
Media literacy is the ability to encode and decode the symbols transmitted d. Simply looking for political agendas, stereotypes or misrepresentations
via media and the ability to synthesize, analyze and produce mediated is NOT media literacy; there should also be an exploration of the
messages. systems making those representations appear
Media education is the study of media, including ‘hands on’ experiences "Normal."
and media production.
Media literacy education is the educational field dedicated to teaching e. Looking at a media message or a mediated experience from just one
the skills associated with media literacy. perspective is NOT media literacy because media should be examined
from multiple positions.
f. Media Literacy does NOT mean "don't watch;" it means "watch
carefully, think critically."
SOCIAL LITERACY
Five essential concepts necessary for any analysis of media  means the presence of social skills, knowledge and positive
messages: human values that support ability in human beings to act
a. Media messages are constructed. positively and responsibly in range of complex social settings
b. Media messages are produced within economic, social, and their ability to successfully and deliberately mediate
political, historical and aesthetic context. his/her world as family member, worker, citizen and lifelong
learner.
c. The interpretative meaning-making processes involved in
message reception consist of an interaction between the • Salient points for social literacy and technology
reader, the text and the culture.
a. Teaching students to become socially literate, and how to
d. Media has unique “languages” characteristics which typify express themselves correctly can help to prevent bullying over
various forms, genres and symbol systems of communication. the internet.
e. Media representations play a role in people’s understanding of b. It can also aid students in handling their friendships and
social reality. miscommunications better (on or off the internet).
What Media Literacy is NOT c. Communicating through technology also becomes more
The following is a list of ideas to help explore and understand how media
frequent as students grow and enter adulthood.
literacy is different from other literacies and some of the basic elements of
Situational Awareness in the Workplace
a more comprehensive media education. (From Center for Media Literacy)
o Job interviews typically require formal dress and behavior to
a. Media 'bashing' is NOT media literacy; however, media literacy demonstrate a level of respect.
sometimes involves criticizing the media. o Some young adults show up to interviews in casual clothing,
texting or using phones during job interviews
b. Merely producing media is NOT media literacy, although media o Such behavior demonstrates a lack of situational awareness about
literacy should include media production.
what is appropriate to do in different social circumstances.
c. Just teaching with videos or CDRoms or other mediated content is o An ability to read social situations illustrates a strength to
NOT media literacy; one must also teach about media. employers.
Social Intelligence in Technological Communication
o Text-speak and technology use have affected many young
people’s ability to communicate. For example, college students
have been known to send five-word emails devoid of salutations,
courtesy or context.
o While email has deformalized much of the communication
process, students still need to ensure their writing denotes respect
and provides enough context.
o Text-speak has reduced students’ ability to communicate using
correct grammar. Through studying particular communication
genres and what they demand, students can learn more about
what individual situations demand in terms of the formality of ARTISTIC LITERACY
communication.  Is the knowledge and understanding required to participate
Social Intelligence in Traditional Communication authentically in the arts. While individuals can learn about dance,
o While email has taken over as the primary method of media, music, theatre and visual arts through reading print text,
communication, traditional modes of discourse still exist. artistic literacy requires that they engage in artistic creation
o Many employers still expect cover letters in addition to resumes. processes directly through the use of materials and in specific
o An ability to craft these types of documents illustrates an spaces. (National Coalition for Core Arts Standards, 2014).
understanding of social expectations and denotes a level of
respect or appreciation. The flexibility of the art forms embodies students of the following
Learning to properly write a cover letter or business letter not only teaches literate practices:
students that these documents exist and are often necessary, but it also a. Use their minds in verbal and none verbal ways
shows them how to craft them, saving them time and energy in the future. b. Communicate complex ideas in a variety of forms
c. Understand words, sounds or images
d. Imagine new possibilities
e. Persevere to reach goals and make them happen

Literature on art education and art standards in education mentioned the

following common traits of artistically literate individuals:
 Vasquez (2019) from NCTE presented the following excerpt focus on
the key aspects of critical literacy:

a. Critical literacy should be viewed as a lens, frame, or

perspective for teaching throughout the day, across the
curriculum, and perhaps beyond, rather than as a topic to be
covered or unit to be studied
b. Diverse students’ cultural knowledge (drawn from inside the
classroom and the children’s everyday worlds [homes and
communities]), their funds of knowledge, and multimodal and
multilingual practices should be used to build curriculum
across the content areas and across space and place.
c. Students learn best when what they are learning has
importance in their lives
d. Texts are socially constructed from particular perspectives;
they are never neutral
e. The ways we read text are never neutral.
f. From a critical literacy perspective, the world is seen as a
socially constructed text that can be read.
g. Critical literacy involves making sense of the sociopolitical
systems through which we live our lives and questioning these
systems.
h. Critical literacy practices can be transformative.
a. Use a variety of artistic media, symbols and metaphors to i. Text design and production, which are essential to critical
communicate their own ideas and respond to the artistic literacy work, can provide opportunities for transformation.
communications of others. j. Finally, “critical literacy is about imagining thoughtful ways of
thinking about reconstructing and redesigning texts, images,
b. Develop creative personal realization in at least one art form in
and practices
which they continue active involvement as an adult.
c. Cultivate culture, history other connections through diverse forms
and genres of artwork.
Critical literacy approaches include:
d. Find joy, inspiration, peace, intellectual stimulation and meanings
when they participate in the arts
e. Seek artistic experiences and support the arts in their communities
a. Deconstruct the structures and features of texts
a. Ask questions of the text reading draws upon a repertoire of practices and resources that
b. Examine the underlying values and consider the ways readers allow learners, as they engage in reading and writing activities, to:
view the world
c. Develop opposing interpretations
d. Explore alternative readings; what has been included; what has
a. break the code of texts: Text decoder
been left out
b. participate in the meanings of text: Text participant
e. Which aspects of life does the author value?
c. use texts functionally: Text user
f. Does the text present unequal positions of power?
d. critically analyse and transform texts: Text analyst
g. Consider the time and culture of text’s creation
h. How are text’s views similar to or different from contemporary
views
i. Work for social equity and change.
Text Decoder- Deciphering & breaking the code of written & visual
language
Text participant - Making meaning from written & visual text
The seven critical reading strategies are: Text user - Reading written and visual text for social purposes
Text Analyst - Detecting & analyzing underlying values, beliefs, views
and discerning reader/viewer position.
1. PREVIEWING-learning about a text before reading it Breaking the code of texts: Text decoder
- ‘How do I crack this code?’
2. CONTEXTUALIZING-placing a text in historical, biographical,
- Breaking the code of language is about recognizing and using the
cultural contexts
fundamental features and architecture of written texts including: alphabetic
3. QUESTIONING TO UNDERSTAND/REMEMBER- asking knowledge, sounds in words, spelling, conventions and patterns of
questions about the content sentence structure and text.
4. REFLECTING ON CHALLENGES TO BELIEFS/ VALUES- Text decoders:
examining personal responses - know the relationship between the spoken and written language interpret
5. OUTLINING and SUMMARIZING- identifying main ideas and graphic symbols and their contexts of use
restating in your own words - Focus questions for teachers
6. EVALUATING AN ARGUMENT-testing logic of a text - What knowledge of written language do students bring to this text?
7. COMPARING and CONTRASTING RELATED READING- - What explicit teaching will support students to
exploring likenesses and differences decode and understand the language and structure of this text?
Participate in the meanings of text: Text Participant
- What does this text mean to me?’
- Participating in the meaning of text involves understanding and
Four Tiered Approach to Early Reading Instruction- which is composing meaningful written, visual and spoken texts from within the
also known as the four resources model for reading was originally meaning systems of particular cultures, institutions, families, communities,
developed in 1990 by Peter Freebody and Allan Luke. Effective and nation-states.
Text participants:
- know the meaning patterns operating in written texts make literal and
inferential meanings of texts.
- Focus questions for teachers
- What experiences and prior knowledge of the topic of the text do
students bring to the text? What is their knowledge of similar texts?
Use texts functionally: Text
user
- “What do I do with this text?”
- Using texts functionally is about negotiating the social relations around
texts. It is about knowing about and acting on the different cultural and
social functions that various texts perform both inside and outside school
and knowing that these functions shape the way texts are structured, their
tone, their degree of formality and their sequence of components.
Text users:
- know and use social and cultural functions of reading and writing
practices understand text types are used for particular purposes in and
out of school.
- Focus questions for teachers
- What knowledge do students bring of the social purposes and uses of
this kind of text? What explicit teaching will support students in using this
text for particular purposes?
Critically analyse and transform texts: Text analyst
- “What does this text do to me?”
- Critically analyzing and transforming texts involves understanding and
acting on the knowledge that texts are created for specific purposes, for
example, to entertain, explain or influence. Therefore, it is important
students understand that texts are not neutral, that they represent
particular views and silence other points of view, and that their designs
and discourses can be critiqued and redesigned, in novel and hybrid ways.
Text analysts:
- understand that texts are crafted according to the values, views and
interests of the writer or creator know that texts position readers differently,
and both constrain and influence them.
- Focus questions for teachers
- What knowledge do students bring of the ways this text is designed to
represent particular views and interests?
- What explicit teaching will support students in developing critical
language awareness of the ways language works to create particular
meanings?