I.

INTRODUCTION
Literacy across the curriculum requires children and young people to have skills
which enable them to interpret and compose texts across different disciplines. This
involves teaching that prompts learning that embeds a grasp of how different language
choices and patterns represent and document ideas and views of the world through a
range of genres develops a sense of the way disciplinary knowledge is organized (for
example, in science, history or geography).

Each subject or discipline, such as Science or History, has its own distinctive
literacy demands (Christie & Derewianka, 2008). The Toolkit promotes an informed
understanding of texts common to various disciplines, including English, which
contributes to teachers’ capacity to support children’s interpretation and composition of
a variety of print based and multimodal texts (Myhill, Jones & Watson, 2013).

Curriculumrequires students to have literacy skills which enable them to interpret

and compose texts across different disciplines. This involves teaching about how
different language choices and patterns represent and document ideas and views of the
world through a range of genres. It requires developing a sense of the way disciplinary
knowledge is organized, for example in science or history or geography.

Literacy, defined most simply, is the ability to read and write. But increasingly, we
recognize that such a basic definition does not convey the power – economic, political,
social, and cultural – that comes with literacy (or the lack of power that accompanies
illiteracy).

“New literacies” that arise from new technologies include things like text-
messaging, blogging, social networking, podcasting, and video making. These digital
technologies alter and extend our communication abilities, often blending text, sound,
and imagery. Although connected to older, “offline” practices, these technologies change
what it means to both “read” and “write” texts. (They change the meaning of “text,” as
well.)

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.
 We are increasingly expected do these tasks via the Internet, of course, to
address elements of our professional and our personal lives. We do this as students,
teachers, workers, and citizens alike.

Of course, it’s still useful to think about how many these new literacies do
dovetail with that UNESCO definition too: to identify and interpret materials. But it’s
important to consider how these practices, particularly when they’re online, shape
comprehension and interpretation in new ways. How do these new practices shape
community participation in the construction of knowledge?

For educators, this must involve a more sophisticated response than the Internet
is “good” or “bad.” Moreover, it isn’t just a matter of thinking about potentially different
cognitive experiences of reading digital versus print materials (although there is a
growing body of research to that end). It’s about thinking about how students “move
through” materials as they read and research and how digital materials make that a
fundamentally different process.

How will the role of educators change with the rise of new literacies? This is
particularly important as students (again, all of us) have to navigate more complex and
richer media – online and not just in print. With a world of digital materials at students’
fingertips, traditional instructional materials like textbooks are no longer canonical. But
that doesn’t mean that the role of the educator is necessarily diminished. To the
contrary, educators could be even more important as they guide students through the
contexts of learning materials, not simply the content. Again, as Leo points out,
collaborative practices seem to help boost learning.

This has profoundly important implications for educators’ professional

development, something that cannot be addressed by treating new technologies as new
instructional tools. Educators must develop these new literacies themselves – for
themselves – before they can support students in developing them for themselves.
Educators must learn to engage with new technologies and the literacy practices
surrounding them (by blogging, for example, or by gaming).

New literacies will bring about new challenges for schools, because in no small
part, new technologies (and the cultural practices around them) are changing incredibly
quickly. All this in turn raises important questions about how – indeed, whether – new
literacies “fit” into current school practices, and how schools will respond.
III. LEARNING INSIGHTS

TO THE SUBJECT...

As an aspiring elementary teacher, this subject helps me to learn a lot of things. It

helps me to promote global competence by providing opportunities for young people to
critically examine global developments that are significant to both the world at large and
to their own lives. I can formulate new teaching strategies through this subject by
teaching the students how to critically, effectively and responsibly use digital information
and social media platforms.

I only knew that being a Teacher is just to teach but it goes deep between the
words. As part of the 21st century, I learned to be globally competitive by considering
the global aspects such as understanding the multicultural of different races and
indigenous people. Treating them fair and humane with no discrimination. Recognizing
them as one the country's uniqueness. It helps me to build my professional skills to live
harmoniously in multicultural communities, to thrive in a changing labor market, to
support the sustainable development, and to use media platforms effectively and
responsibly. Being digitally literate is advance to your part as an aspiring teacher,
because it helps you to be an effective teacher by using digital platforms in teaching. It
also taught me to be socially literate in means of effective communication where you
consider good relationship between people. To deal with conflicts by solving it with a talk
to the person. To listen to the burdens of your friends and understand them. To feel what
other feels and to respect individuality of a person.

TO THE TEACHER AND DISCUSSION...

In my humble opinion, I think the teacher of this course has a big impact on my
learning. He taught us more than just what we can get in the subject, to widen our
thoughts and perspectives in battling our struggles as an aspiring teacher. I love the
way how he teach us, aside from that he is not boring during class discussion and
would really make our class lighter and laughter by his humorous aura, we also learn
from him through his experiences that could really relate to the topic. He helps me to
manage my time and to be discipline with myself, though he's funny but he's also strict
and that helps me to develop my skills. I learn to cope up with my lapses that I never
done before. I'm literate enough in terms to be globally competitive, socially skilled, and
digitally equipped. I recognized peoples differences, may it be races and their culture. I
communicate with people with proper attitude and discipline. Lastly, I use digital
platforms according to its aim of good purpose. Through this I learn, it's not possible
because of the teacher. The subject can't stand alone without the teacher and I can say
that the teacher in this course is effective (in my own part). It's never been difficult to
learn when you have a teacher that is willing to lift you up. I'm forever grateful that he's
been my instructor.

IV. LEARNING INSIGHTS ABOUT MYSELF

To be a Teacher is selfless and passionate in whatever you may do. I will used
what I learn to my future students and continue prosper the welllness of the welfare of
the children by being a good teacher. I have sense of being literate enough in the
aspect of global literacy, social literacy, and digital literacy that could help me to improve
my future teaching strategies. I have sense of humour that would help my students to
take life optimistically. I will show them the real world that would help them to engage in
readiness. Lastly, I'll be giving all knowledge that I learn or to be share to them because
I knew in that I have gained so much experience would help me prosper my character
as a teacher. Through the age of time we changed and we realized to learn for the
better. To adapt in the continuing process of innovation of technology in the society. I
know that starting from the early age, they already knew how to use such digital
platforms. I always qouted myself that "You cannot give what you don't have" so, I'm
doing my best to fill what I don't have in order for my future class to be effective in
learning.
 SOCIAL LITERACY

A Social skill is any competence facilitating interaction with others both verbally
and non-verbal.

Examples:

* Effective Communication

* Conflict Resolution

* Active Listening

* Empathy

* Respect

Characteristics of Social Literacy:

* Goal Directed

* Behaviors are interrelated

* Should be appropriate

* Should be under the cognitive control of the individual

How to develop:

1. Get feedback

2. Set goals

3. Find resources

4. Identify areas of practice