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literacies Flashcards

new literacies

1
Q

interdisciplinary, project-based, research-driven

  • connected to local, national and global communities in which students may collaborate with people around the world in various projects
  • Integrates higher-order thinking skills, multiple intelligences, technology and multimedia, multiple literacies, and authentic assessments, including service-learning
  • Learners are self-directed who work independently and interdependently
A

curriculum

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2
Q

Students collaborate with their peers, exchange insights, coach and mentor one another and share talents and skills with other students.

A

learning environment

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3
Q

full access to technology

A

pedagogy

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4
Q

learners are?

A

multi-tasking
digital natives

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5
Q

paradigm shift of education

A

before 21st century
21st century

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6
Q

fragmented curriculum

A

Before 21st Century

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7
Q
  • Integrated and interdisciplinary curriculum
A

21st Century

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8
Q

Critical Attributes of 21st Century Education

A

Integrated and interdisciplinary
Technologies and multimedia
Global classroom
Creating/adapting to constant personal and social change and lifelong learning
Student centered
21st century skills
Project based and relevant driven
Relevant, rigorous, and real world

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9
Q

Teachers are?

A
  • Multi-literate
  • Multi-specialist
  • Multi-skilled
  • Self-directed
  • Lifelong learner
  • Flexible
  • Creative problem solver
  • Critical thinker
  • Has passion
  • High emotional quotient
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10
Q

A broad set of knowledge, skills, work habits and character traits that are necessary in coping with today’s world and future career and workplaces

A

21st century skill categories

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11
Q

Emphasizes data, information and evidence based decision-making

A

project based and research driven

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12
Q

Connects to real-life experiences of learners

A

Relevant, rigorous, and real world

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13
Q

Skills needed in becoming productive members of society

A

21st century skills

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14
Q

Accessing and evaluating information critically competently and managing the flow of information from a wide variety of sources

A

information literacy

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15
Q

Understanding both how and why media messages are constructed; creating media products by understanding and utilizing the most appropriate media
creation tools, characteristics and conventions

A

media literacy

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16
Q

Exposes students to the issues and concerns in the local, national and global societies

A

global classroom

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17
Q

Infuses different subjects toward enhancing toward enhancing the learning experiences of students

A

integrated and interdisciplinary

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17
Q

Transfers and applies knowledge to a real-life

A

Creating/Adapting to Constant Personal and Social
Change and Lifelong Learning

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17
Q

Makes optimum use of available information and communication technology, multimedia, online applications and technology platforms to improve the teaching and learning process

A

technologies and multimedia

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17
Q

Takes into account diversity factors when planning and delivering instruction

A

student centered

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18
Q

Categories

A
  • Learning and Innovation Skills
  • Information, Media and Technology Skills
  • Life and Career Skills
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19
Q

Articulating thoughts and ideas effectively using oral and written communication skills in a variety of forms and contexts

A

Communications

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20
Q

Demonstrating ability to work effectively and respectfully with diverse teams

A

collaboration

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21
Q

Learning and Innovation Skills

A

A. Critical thinking and problem solving
B. Communication
C. Collaboration
D. Creativity

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22
Q

Effectively analyzing and evaluating evidence, arguments, claims and beliefs; and solving different kinds of non-familiar problems in both conventional and innovative ways

A

Critical Thinking and Problem Solving

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23
Q

Reading and writing skills necessitated for activities in
modern society (Gunes, 2000)

A

literacy

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24
Q
  • Applying knowledge for specific purposes in particular contexts
  • Requires comprehension, selection and use of multimodal codes and conventions to interpret
    and express ideas, feelings and information
A

new literacy

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25
Q
  • Demands the ability to perform and act confidently, efficiently and ethically with a wide range of written and visual, print, live, digital or electronic text types according to purpose
A

new literacy

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26
Q

A. Flexibility and adaptability
B. Initiative and self-direction
C. Social and cross-cultural skills
D. Productivity and accountability
E. Leadership and responsibility

A

21st century support system

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27
Q

A. Flexibility and adaptability
B. Initiative and self-direction
C. Social and cross-cultural skills
D. Productivity and accountability
E. Leadership and responsibility

A

life and career skills

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28
Q

Use of technology as a tool to research, organize, evaluate and communicate information

A

technology literacy

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29
Q

Use of wide range of idea creation techniques to create new and worthwhile ideas

A

creativity and innovation

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30
Q
  • A literacy practice becomes a mindset with the concept of Web 2.0
  • Demands the ability to perform and act confidently, efficiently and ethically with a wide range of written and visual, print, live, digital or electronic text types according to purpose
  • A literacy practice becomes a mindset with the concept of Web 2.0
A

new literacy

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31
Q

understanding ethnic groups that comprise the population and focuses on complex issues of identity, diversity and citizenship

A

multicultural literacy

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32
Q

– ability to access, analyze, evaluate and create media

A

media literacy

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33
Q

– ability to make informed judgments
and make effective decisions regarding the use and management of money

A

financial literacy

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34
Q

understanding the principles of
ecosystems toward sustainability

A

ecological literacy

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35
Q

ability to effectively use digital devices for purposes of communication, expression, collaboration
and advocacy in a knowledge-based society

A

digital literacy

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36
Q

ability to make original ideas that have
value, and the ability to see the world in new ways

A

creative literacy

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37
Q

development of social skills, knowledge and positive values in human beings to act positively and
responsibly in sophisticated complex social settings

A

social literacy

38
Q

Ability to make significant use of activities involving reading and writing skills that include using information, communicating with others, and following a path of lifelong learning necessary for the ability to express him/herself in daily life (Education for All Global
Monitoring Report)

Level of literacy that includes reading, writing and numeracy skills that help people cope with the daily
demands of life (National Statistics Authority)

A

functional literacy

39
Q

Ability of an individual to take part in significant activities in professional, social, political and cultural aspects in a society where s/he lives using his/her literacy skills (UNESCO)

A

functional literacy

40
Q

Multimodal ways of communication that include communications between and among other languages using diverse channels within cultures and an ability to understand technology and multimedia

A

multi lietacies

41
Q

engages students in creating knowledge while enhancing their skills in critical thinking, creativity, collaboration, communication, reasoning, synthesis and resilience

A

Project-based learning

42
Q

– Curriculum is organized and capsulized around common learning across disciplines to emphasize interdisciplinary skills and concepts.

A

interdisciplinary

43
Q

3 approches

A

Multidisciplinary
Interdisciplinary
Transdisciplinary

44
Q

– Curriculum is designed within student needs and concerns.

A

transdisciplinary

45
Q

4 Components of Multiliteracies that should be integrated in teaching

A

situated practice
direct instruction
critical framing
transformative action

46
Q

questioning diverse perceptions for better learning experiences

A

critical framing

47
Q

applying lessons to solve real-life problems

A

transformative action

48
Q

– Disciplines were integrated along with a theme.

A

multidisciplinary

49
Q

integrating primary knowledge

A

situated practice

50
Q

– systematic practice of learning
processes with tools and techniques

A

direct instruction

51
Q

addresses a topic
or theme through the lenses of several subject areas

A

learning centers/parallel disciplines

52
Q

– involves 3 or more subjects in the study
and the unit ends with an integrated culminating activity

A

theme based

53
Q

incorporates skills, knowledge or even attitudes into the regular school curriculum

A

fusion

54
Q

actively involves students in a wide range of experiences, which often benefit others and the community while also advancing the goals of a given curriculum

A

service learning

55
Q

Methods of Integration
5

A

Project-based learning
service learning
learning centers/parallel disciplines
theme-based
fusion

56
Q

Types of Integrated Curriculum
3

A

connected
sequenced
shared
webbed

57
Q

– Similar ideas are taught together in different subjects which facilitates learning across content areas requiring a lot of communication among teachers of
different disciplines

A

sequenced

58
Q

Topics surrounding disciplines are connected which allows students to review and re-conceptualize ideas within a discipline

A

connected

59
Q

Subject areas are based around a central theme which makes the students see the connection within different subjects

A

webbed

60
Q

An integrated unit between 2 disciplines is created which requires collaboration between 2 teachers.

A

shared

61
Q

is the process of having original ideas that have value and the ability to see the world in new ways.

is the act of turning new and imaginative ideas into reality. It involves two processes: thinking, then producing.

A

creativity

62
Q

refers to the ability to understand, interpret, and create art in various forms.

A

arts and creative literacy

63
Q
A
64
Q

Prepare the ground
Plant seeds for creativity
Live in the question
Feed your brain
Experiment and explore
Replenish your creative stock
Liberate your creativity

A

Thabits of Highly Creative people

65
Q

coordinated control of eye movement with hand movement and the processing of visual input to guide reaching and grasping.

A

Eye-hand coordination

66
Q

eyes guide the hand to make legible handwriting

A

writing

67
Q

visual feedback helps correct mistakes on the keyboard.

A

Typing

68
Q

eyes direct hand to keep the car In the lane. Sports - Coordination of eyes and hands/feet to perform athletic tasks.

A

Driving

69
Q

lazy eye impacting vision and coordination

A

Amblyopia

70
Q

reduced muscle tone affecting motor control

A

muscle hypotonia

71
Q

impacts motor or perceptive area

A

brain damage

72
Q

crossed eyes affecting coordination

A

strabismus

73
Q

affecting stability and coordination

A

balance problems

74
Q

Two main conditions for inadequate hand-eye coordination

A

vision impairment
Movement disorder

75
Q

—abnormal increase in muscle tension reducing flexibility.

A

hypertonia

76
Q

—lack of coordination in voluntary movements,

A

ataxia

77
Q

Intervention and development of Inadequate hand-eye coordination

A

Early detection
Theraphy
Adaptive Technique

78
Q

tools and methods to assist those with impairments.

A

Adaptive Technique

79
Q

regular screenings for vision and motor skills.

A

Early detection

80
Q

regular screenings for vision and motor skills.

A

Early detection

81
Q

occupational and physical therapy to improve coordination.

A

Theraphy

82
Q

focuses on the use of language to communicate thoughts, feelings, and concepts through words, sentences, and narratives.

A

Visual Creativity

83
Q

is the ability to read, write and create visual images. It is a concept that relates to art and design and has much wider application. It is about language communication and interaction.

A

visual Literacy

84
Q

is a linguistic tool with which we can communicate, exchange ideas and navigate our highly visual digital world.

A

visual media

85
Q

Which type of social skill is described by the ability to understand and identify the feelings of students in times of difficulty and trouble?

A

Social literacy

86
Q

Which type of social skill is described by the ability to communicate effectively and share thoughts and ideas with students through group conversations and discussions?

A

Effective communication

87
Q

Which type of social skill includes the abilities of sharing, joining activities, asking for permission, and waiting for one’s turn in every facet of school undertakings?

A

Impersonal skills

88
Q

The ability to manage conflicts and guide others towards finding common solutions.

A

Adaptability

89
Q

Which type of social skill involves paying close attention during conversations, especially in counseling, introspection, and consultation?

A

Active listening

90
Q

Lynch (2018) coined the term “media” that refers to all electronic or digital means and print or artistic visuals used to transmit messages through reading (print media), seeing (visual media), hearing (audio media), or changing and playing with (interactive media), or some combinations of each. Media can be a component of active learning strategies, such as group discussions or case studies (Mateer and Ghent, n.d.)

A

Media

91
Q

5 key components of media literacy

A

Access
Analyze
Evaluate
Create
Act

92
Q

Refers to the ability to access media content critically, understanding where and how to find information. ANALYZE

A

Access

93
Q

Involves examining how media messages are constructed, identifying techniques used to convey information

A

Analyze

94
Q

Involves producing media content responsibly, applying the knowledge gained from analyzing and evaluating media.

A

create

95
Q

Focuses on assessing the impact of media on individuals and society, including understanding biases and intentions behind media messages.

A

Evaluate

96
Q

Encourages individuals to take action based on their media literacy skills, such as advocating for media literacy education or engaging in responsible media consumption

A

Act

Sentina (2 decks)

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