Video summary

BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM (INTRODUCTION TO KEY CONCEPTS) - DAY1

Main summary

Key takeaways

Educational

Main Ideas & Concepts Covered

1) Video purpose and context (Day 1)

The session is an introduction to key concepts in building and enhancing new literacies across the curriculum. It includes:

  • Definitions of traditional literacy
  • Definitions of 21st-century literacy and skills
  • Features of 21st-century teaching and learning

The presenter frames learning as relevant both for everyday life and for future teaching.

2) Opening reflective/spiritual focus

The group begins with a prayer asking for wisdom, focus, and guidance from God (Father, Son, Holy Spirit).

3) Motivation activity: “Read Me” (picture-to-phrase game)

This activity does not require reading words. Learners “read” pictures and convert them into success phrases/rules.

Connected rule examples (from recalled “50 rules for success”):

  1. Set boundaries — “learn to say no” to avoid toxic environments.
  2. Be authentic — stay grounded in principles, priorities, and values during trouble.
  3. Know your strength — recognizing strengths as assets tied to success.
  4. Always give your best — what you plant you harvest later.
  5. Don’t give up / persevere — especially during challenges.

4) Literacy definitions discussed (traditional and beyond)

A) Traditional / Conventional Literacy

Core meaning: The ability to read written words to gain understanding and meaning.

Integrates:

  • Listening
  • Speaking
  • Reading
  • Writing
  • Critical thinking

Explanation emphasis: Traditional/conventional literacy refers to what is generally practiced or believed.

Examples mentioned:

  • Reading books
  • Listening to the radio
  • Writing on paper
  • Monthly reading aloud in class (elementary-level practice)
  • Reading comprehension using Manila paper / printed materials

B) Functional Literacy

Definition: The ability to read and comprehend materials needed for everyday educational tasks.

Key point: Reading/writing words and numbers is not enough—learners must understand and use them for practical purposes, such as:

  • Deliberating ideas
  • Solving problems

Focus: Read and understand for real use.

C) Early (Emergent) Literacy

Definition: Literacy development begins at a very early age, before formal school instruction.

Young children may:

  • Respond to reading and writing acts
  • Point to or talk about pictures
  • Turn pages
  • Ask questions about texts/images

D) Basic Literacy and Skills

Definition (as described): The ability to connect spoken sounds to decode written materials and translate them into oral language.

Also described as:

  • Recognizing letters and words
  • Familiarizing with written symbols

5) Multicultural Literacy (main extended section)

What it is (general framing): Understanding and appreciating differences across cultures—customs, traditions, values, and beliefs.

Why it matters:

  • Globalization increases cultural mixing, which can create complex conflicts in identity, values, and worldviews.
  • Multicultural literacy helps people identify and resolve conflicts, ideally before they begin.

Core emphasis in education:

  • Students learn to understand both their own culture and others’ cultures
  • It connects to social justice, equity, and fair treatment in learning environments

Contributions / concept elements highlighted from speaker responses

Multicultural literacy is described as connected to:

  • Inclusive and diverse education
  • Fairness / equal opportunity
  • Respect and recognition for learners of diverse origins and languages
  • Pedagogies related to:
    • Social justice
    • Social inclusion

Example concern mentioned:

  • Addressing discrimination and oppression toward different ethnic groups

Link to 21st-century skills: Multicultural literacy should help students develop 21st-century skills, including:

  • Critical thinking
  • Collaboration

These skills help students become active citizens, work toward social justice, and support national progress amid growing racial, language, and ethnic diversity.

Detailed academic definition ideas cited

Ideas/paraphrases referenced in subtitles include:

  • Taylor (2011) An inclusive and diverse education system where students of all cultural backgrounds receive respect and recognition.

  • Source labeled as “2008” Uncovering assumptions, reviewing knowledge from diverse ethnic/cultural perspectives, and using that knowledge to guide action toward a more humane and just world.

  • Brain & Smith (2015) Multicultural literacy helps culturally marginalized students feel more respected and comfortable because their needs are met and voices are heard.

  • Banks & Stark (2003) Literacy requires more than basic literacy and computational skills. Students should also develop:

    • Skills, attitudes, and commitments
    • Reflective, moral, active citizenship in a probable global world Teaching requires prior knowledge and guidance so students question assumptions about cultural knowledge and think critically about cultural issues.

Classroom environment takeaway

Multicultural literacy teaching should:

  • Create a comfortable, supportive environment
  • Encourage confidence and willingness to share ideas
  • Ensure equal opportunities
  • Help future educators understand student needs and respond to discrimination if it occurs

Additional framing: A “different culture” is not only another country—it can include differences in:

  • Gender
  • Economic background
  • Religious beliefs
  • Sexual orientation
  • Fashion/sense of style

Multicultural literacy is framed as a tool educators use to open minds, deepen understanding, and build respect for diversity.

Methodology / Instructions Explicitly Presented

“Read Me” game instructions

  • Sit/listen/participate:
    • The instructor asks everyone to “sit back, relax, listen and enjoy.”
  • Activity task:
    • Players do not read words.
    • Players “read” pictures.
    • Players turn picture cues into success phrases/rules.
  • Participation method:
    • The instructor calls on learners by number.
    • Learners respond with the rule/phrase they infer from the images.

Success rules recalled:

  • Set boundaries (learn to say no)
  • Be authentic
  • Know your strength
  • Always give your best
  • Don’t give up

Speakers / Sources Featured (as named in subtitles)

Named individuals

  • Oprah Winfrey (referenced for “learn to say no” / “50 rules for success” connection)
  • Karing (appears in the “be authentic”/identity quote context; shown as “karging” in subtitles)
  • Miss Diane
  • Miss Gabinetti
  • Miss Orlando Lacuna (defines “inclusive” as fairness; in subtitles)
  • Grace (mentioned in participation context; not clearly tied to a specific definition response)
  • Miss refuela Jamaica
  • Miss Mary and riponte (associated with the “Brain and Smith of 2015” idea; names appear in subtitles)
  • Miss Clarence gay logs
  • Miss Nan silly pitten
  • Miss milk (definition attempt in later recap)
  • Miss van pardon silio (name shown during recap attempts)
  • Miss volvera (name shown during recap attempts)
  • Nancy (name shown during recap attempts)
  • Mr tosa, Miss publisher, Miss commandador King (contributed example of 21st-century skills)
  • Mr Brian is Nani (called to read the “Banks and Stark of 2003” idea; name appears in subtitles)

Academic/cited sources/years (as referenced)

  • Taylor (2011)
  • (A source labeled as) 2008
  • Brain & Smith (2015)
  • Banks & Stark (2003)
  • “50 rules for success” (referenced with Oprah Winfrey; exact book details not provided)

Original video