BUILDING AND ENANCING NEW LITERACIES ACROSS THE CURRICULUM

EDUC.110

MODULE 4

SOCIAL LITERACY

LEARNING OUTCOMES

1. Define social literacy

2. Discuss social skills, their impact and strategies for improvement
3 Describe an emotionally intelligent person
4. Present ways for enhancing people skills
5. Identify ways on how to integrate social literacy in the lesson
6. Draw relevant life lessons and significant values from personal 'experience on practicing social literacy
7. Analyze research abstract on social literacy and its implications to the teaching-learning process.
8. Design an instructional material that can be used in integrating social literacy in a related discipline

CONCEPT EXPLORATION
The school is a social institution established for the contemplation of reality in a profound, personal, informal
and unstructured way. Teachers facilitate learning, teach students and model certain types of acceptable
behavior while developing them in all aspects: academically, physically, emotionally and socially, In performing
such tasks, teachers also relate to parents and other stakeholders. That is why understanding and attaining
social literacy is imperative among them.

Social Literacy
Social literacy entails the development of social skills, knowledge and positive human values toward desire and
ability in human beings to act and react positively and responsibly in a wide range of complex social settings. It
can be acquired through social process of inquiry, values exploration and social decision-making that relate to
the acquisition of knowledge and understanding (Arthur, Davison and Stow,2000).

In school, social literacy can be demonstrated by teachers in dealing with their superiors, colleagues, parents,
students and others, while for students, by way of interaction and interrelation with the surroundings around
them - their peers, the media and political influencers, technology agents, religious groups, school staff, family
members, etc.

Social Skills
Social skills are aspects of social literacy. As such, these are an integral part of functioning in society. 'It
involves good manners, communicating effectively with others, being considerate of others' feelings and
expressing personal needs. In fact, children gain social skills through playing while adults obtain it by
interrelating with others, both verbally (spoken language) and non-verbally. (gestures, body language, facial
expressions, eye contact and appearance).

Social skills are also important in schools because they help build, maintain and grow relationships of students
with classmates, peers, teachers, students, and others, while for teachers, with their superiors, colleagues,
parents, students, and others. These can be attained through:
(1) gaining ideas, information, techniques and perspectives from people with different areas of expertise;
(2) providing their own perspective for the benefit of others;
(3) accomplishing tasks and working together toward shared goal;
(4) providing mutual support for difficult situations;
(5) expanding network to learn about and pursue new opportunities;
(6) gaining feedback and referrals from people who can personally attest to work, skills and qualities; and
(7) making the school truly a healthy and conducive learning environment.

Types of Social Skills

There are types of social skills that teachers can demonstrate among students to attain a harmonious
relationship with them.

1. Effective communication. It is the ability to communicate 'effectively and share thoughts and
ideas with students through group conversations, discussions, etc.
2. Conflict resolution. It is the ability to get to the source of the problem and find a workable solution
by weighing both sides from those involved with the goal of mediating for reconciliation
3. Active listening. It is the ability to pay close attention toa student in times of counseling,
introspection and consultation.
4. Empathy. It is the ability to understand and identify the feelings of students in times of difficulty and
trouble.
5. Relationship management. It is the ability to maintain relationships and build key connections
with school stakeholders for the student's development.
6. Respect. It can be done by knowing when to initiate communication and respond during
interactions or even in times of heated arguments and confrontations.
7. Problem-solving skills. These involve seeking help, making effective decisions and accepting
consequences to derive better solutions to the problem.
8. Interpersonal skills. These include the abilities of sharing, joining activities, asking for permission
and waiting for one's turn in every facet of school undertakings.

Improving social skills. Social skills can be improved by focusing on sustaining desirable attitudes and
eliminating those undesirable ones through modeling, role-playing and performance feedback mechanisms.

In addition, one may consider:

(1) maintaining eye contact;
(2) using proper body language;
(3) knowing the difference between being assertive and being aggressive;
(4).selecting effective communication channels;
(5) being flexible;
(6) accepting criticism without being defensive;
(7) remaining positive at all times; and
(8) being teachable and a good student in most instances (https://www.skillsyouneed.com/ ips/social-
skills.html).

Likewise, other ways that may help are as follows:

(1) Behave as a social person;
(2) Start small if necessary;
(3) Ask open-ended questions;
(4) Encourage others to talk about themselves;
(5) Create goals for yourself;
(6) Offer compliments generously;
(7) Read books about social skills;
(8) Practice good manners;
(9) Pay attention to your body language;
(10) Join a social skills support group;
(11) Stay up to date on current events; and
(12) Identify and replace negative thoughts.
 Impact of Social Skills. Possessing social skills results to:
(1) better relationships;
(2) better communication;
(3) greater efficiency
(4) advanced career prospects; and
(5) increased over-all happiness (https://www.masters-in-special-education.com/lists/5-types-of-social-skills-
deficit/).

Emotional Intelligence (EQ)

Emotional intelligence can bring about maintaining a healthy and purposeful relationship with others that may
best depict a socially literate person.

Goleman (1996) defines Emotional Intelligence (EQ) as the ability 1o:(1) recognize, understand and manage
own emotions; and (2) recognize, understand and influence the emotions of others.

It is being aware that emotions can drive behavior and impact people (positively and negatively), and learning
how to manage those emotions, both one's own and others' when under pressure, especially in times of:(1)
giving and receiving feedback;(2) meeting tight deadlines;(3) dealing with challenging relationships;(4) not
having enough resources;(5) dealing with change; and (6) experiencing setbacks and failure.

Strategies for Enhancing Emotional Intelligence

Goleman (1995) laid down ways of enhancing emotional intelligence in the light of understanding and
managing emotions that teachers need to know and understand.
1. Think about feelings. A person has to be sensitive to one's and other's feelings to come up with the
right manner of approach or appropriate response. For example, a teacher has to be aware of his/her
students' background or situation that may trigger negative emotions. In that case, he/she would know
the right approach when dealing with sensitive issues in class.
2. Pause. This is about taking a moment to stop and think before doing anything to refrain from resorting
to an unsound decision at the height of anger. For example, at the peak of anger with a student who
commits violations, a teacher may gently pause for a while and take a moment of silence to rethink
and cool down before jumping to any decision in order to avoid untoward consequences.
3. Strive to control one's thoughts. This is controlling the reaction to emotions by focusing on one's
thoughts in harmony with goals and values. For example, instead of overreacting to a certain incident
or situation in class, try to control negative thoughts to see a myriad of colors at the end of the rainbow
among students. As such, try to find beauty in all things despite not-so-good circumstances that may
happen.
4. Benefit from criticism. Criticism, even not delivered in a favorable way, is an opportunity to learn and
it gives idea on how others think about you. For example, when a senior teacher gives negative
feedback on your work, instead of taking it personally against him/her, gratefully accept it with humility
and appreciation, just think that it is for your improvement.
5. Show authenticity. This is saying what we mean with what we say and we have to stick on to our
values and principles. For example, in times of confrontation with parents, as teachers, we should
clearly express our side with respect and sincerity while consistently upholding on to the principle and
truth behind the issue in order to avoid resorting to heated argument and conflict at the end.
6. Demonstrate empathy. Whenever we show empathy to others, such as understanding their thoughts
and feelings, we can easily establish a connection with them. As teachers, we should reach out to
students who are in their worse situations and try to understand them and feel as if we were in the
same boat.
7. Praise others. This is by way of acknowledging and appreciating others toward attaining self-fulfillment
and building trust. For example, teachers should give acknowledgment and praise to students for their
deeds that are worth commending.
 8. Give helpful feedback. Although negative feedback may hurt one's feelings, at some point, it can be
turned constructive for one's improvement. For example, when we receive negative feedback from our
superiors, we have to take it as a challenge toward becoming a better and stronger person.
9. Apologize. Saying sorry demonstrates humility, a quality that will naturally win others as you value the
relationship more than the ego. For example, whenever we commit mistakes in teaching, whether big
or small, there is nothing to lose when we apologize, even at times, doing it may seem to be very
difficult..
10. Forgive and forget. Forgiving and forgetting prevent others from holding emotions and allowing one to
move forward. For example, when a student or a colleague hurts us, we should be ready to forgive
and let go of the pains that somehow caused us.
11. Keep our commitments. The habit of keeping one's word in things, either big or small, develops a
strong reputation for reliability and trustworthiness. For example, when we are given tasks i the school,
make sure that we commit ourselves, our time nd efforts into it. Remember, opportunities may only
come once therefore grab every opportunity that may come along our way for it may never comé
again.
12. Help others. One way to positively win others is through helping them because listening to and helping
them can build trust and inspire them to follow. For example, in every school activity, we have to find
ways to help others accomplish their tasks successfully. In return, they will be grateful to us.
13. Protect ourselves from emotional sabotage. This is being wise enough in protecting ourselves when
others attempt to manipulate our emotions for personal sake. For example, when we feel that
someone has been excessively or wrongly controlling our actions, feelings and decisions in school,
stop it in any right but subtle and courteous way possible.

Recommended Tools in Enhancing Emotional Intelligence

Emotional intelligence can be enhanced in school with the help of me following tools and strategies.

1. Emotional Literacy Workshop. This will help teachers to communicate with students, recognize and
manage emotions and increase self -awareness.
2. Emotional Literacy Museum. It is a self-directed learning experience that teaches about the
physiology of emotions, emotional regulation, and emotional literacy.
3. Mixed Emotions Cards. It is a beautiful deck of "tarot-like" cards of feelings (labeled with feelings and
synonyms).
4. eMotion Cards. It is an evocative, playful moon face illustration of emotions (open-ended without
labels).
5. Biodots. It is a simple reminder that emotions are part of our physiology.
6. Bingo Emotions. It is typically a classic “bingo” game played with emotions.
7. Feeling Faces. These are photos of real people and data about how survey respondents evaluated
each picture.
8. Six Seconds Emotional Intelligence Assessment. It provides feedback about the way one uses EQ
and how to improve in this area.(http://www.6seconds.org/2018/02/27/emotional-intelligence-tips-
awareness/)
9. The Zoo: Animal Workshop. It is an activity that intends to imitate an animal behavior and gesture that
ends with reflections and group sharing.
10. Face Workshop. It is an activity, in which partners face each other while showing different facial
expressions and qualities that ends with reflections.
11. The Machine Transformer. Participants in groups have to transform into an assigned machine or
vehicle, of which each member shall comprise different parts, deemed essentials and equally
important that usually ends up with interactions and reflections.
12. Tower Building. Groups will be tasked to build a tower using pop sticks and straws. The goal is to
make the tallest and strongest tower of all. This will end up with interactions, sharing, open forums and
patching of emotional barriers.
 13. Build Me a House. The participants in groups will be tasked to build a house using any available
material around them. The goal is to make the strongest house. Then, the facilitator will suddenly
destroy the house made by the group and observe the members' emotions and reactions and let them
express their feelings and thoughts. At the end, each one will draw realizations, lessons and values for
reflection.
14. Internalization Activity. This is an activity that helps participants to reflect on the narrations of the
facilitator with a background music in a dim and candle lighted room. Everyone can express his/her
emotions and feelings of resentment, remorse, agony, disappointment, and sadness.
15. Mirroring and, Unmasking Activity. Each participant shall prepare a piece of paper and 'put it at
his/her back. In a circular formation, everyone has to write that person's negative attitude on that
paper. Everyone will be given time to see those feedbacks and reflect on them while they are also
given a chance to express themselves. These negative feedbacks will be called masks to be torn-off
and burned at the end of the activity and they will be led to a prayer for self-renewal and rejuvenation.

Ten Characteristics of an Emotionally Intelligent Person (Connors,2018)

The following are indicators and manifestations of an emotionally intelligent person that have to be considered
and demonstrated in
schools.

1. Empathy. Empathy is the capacity to understand or feel what another person is experiencing from
within their frame of reference.
Greater Good Science Center in UC Berkeley laid down two different types of empathy, namely: (a)
Affective empathy-refers to the sensations and feelings that one gets in response to others'
emotions including mirroring what that person is feeling, or just feeling stressed when he/she
detects another's fear or anxiety; (b) Cognitive empathy (sometimes called “perspective-taking") -
refers to one's ability to identify and understand other people's emotions.
2. Self-awareness. It is the art of understanding one's self, recognizing the stimuli that he/she faces and
preparing how to manage him/herself, both in a proactive and reactive manner.
3. Curiosity. It is one's willingness to learn and improve. When one is curious, he/she is passionate
and therefore, he/she is driven to desire to be at his/her best.
4. Analytical mind. It pertains to being critical thinker that analyzes and processes all new
information that comes his/her way and see if they can extract ways to improve.
5. Belief. It is the power of believing in one's self, both at present and the future. It is a matter of
affirming that people and things in one's life happen for a reason and that everything will ultimately
turn out to be good.
6. Needs and wants. It is something to discern between things that one needs versus things that
he/she just wants and establishing needs prior to fulfilling wants.
7. Passion. It is the natural desire, instinct, drive, ambition and Module 6: Social Literacy motivated
love for a subject or someone. More so, it brings going. positive energy that helps sustain and
inspire one to keep
8. Optimism. It is about maintaining a positive attitude that may increase one's opportunities, improve
relationships and think clearly and constructively.
9. Adaptability. It is an important recognition and the ability to make or remake decisions in one's
best interest. It is also determining when to continue ‘his/her course, or when is the time for a
change.
10. Desire to help others succeed. It is becoming interested and appreciative of the success and
achievement of others.

People Skills
Like emotional intelligence and social skills, people skills have been widely used in demonstrating social
literacy at home, in school or anywhere that a person may be.

According to Wikipedia, people skills are patterns of behavior and behavioral interactions. For Thompson
(2009), this is an area of exploration about how a person behaves and how he/she is perceived irrespective of
his/her thinking and feeling. 'Honey (2001) defines it as the dynamics' between personal ecology (cognitive,
affective, physical and spiritual dimensions) and its function with other people's personality styles in numerous
environments (life events, institutions, challenges, etc.).

On the other hand, people skills are tools used to communicate and interact effectively with others. Therefore,
individuals with strong people skills are able to predict behavior, relate to others and socialize easily.

People skills can also be defined in three sets of abilities:(1) personal effectiveness or about how.one comes
across with others; (2) interaction ability or how well one predicts and decodes behavior; and (3) intercede
easily or ability to lead, influence and build bridges between people.
Moreover, people skills are the ability to accept, appreciate and admire others on a personal or professional
level. Good people skills extend to the ability to listen and empathize with others, as well as work toward
common goals with them. Therefore, these are sets of skills that enable a person to get along with others,
communicate ideas effectively, resolve conflicts and achieve personal or professional goals.

In general, Portland Business Journal, describes people skills as (Rifkin,2009):

1. Ability to effectively communicate, understand and empathize

2. Ability to interact with others respectfully and develop productive working relationship to minimize conflict
and maximize rapport
3. Ability to build sincerity and trust, moderate behaviors (less impulsive) and enhance aggreableness

Educational Impact of People Skills. People skills are important for teachers in effective classroom
management. Knowing how to communicate and teach people Instead of simply teaching their subjects will
help make a difference

In the classroom (Bolton, 2009). Accordingly, almost 50 percent of classroom success lies on effective
Interpersonal relationships, while the other 50 percent lies within academic skills (Boyle, 2011). This is because
teachers tend to interact and relate with students.Therefore,they need to learn how to practice these people
skills effectively in order to create a healthy and conducive learning atmosphere in the classroom.

In general, people skills are an essential part of work, life and social success. When one has strong people
skills, he/she is able to: (1) pitch him/herself;(2) overcome social anxiety;(3) communicate ideas; and (4)
influence others positively.

Strategies in Obtaining Good People Skills

McQuerrey (2019) presents the following strategies in maintaining good people skills which are essential in a
meaningful, joyful and purpose-driven life that teachers also need to know.
1. Good communication skills. Strong people skills in the communication area include the ability to take in
information, clarify comments and participate in effective verbal and written exchanges.
2. Conflict resolution skills. Having the ability to mediate disputes and resolve conflict among others is an
important personal and professional skill. Hence, conflict resolution involves the ability to clarify a specific
dispute, listen to perspectives in a non-judgmental manner and offer suggestions for action.
3. The value of patience. Patience is an exceptional people skill that is valuable in every profession. It
involves being able to maintain an even temper, repeat and explain information as necessary and control
anger in even the most trying situations.
1. Tolerance and understanding. Having tolerance and understanding for the differences of others leads to
success. Tolerant people have the ability to accept differences, even when they don't personally agree
with them.
2. In general, there are 5 A's to improve people skills, namely: (1) acceptance; (2) appreciation; (3)
approval;(4) admiration; and (5) attention.
Ten Essential People Skills to Succeed
The following is the list of soft skills for one's self-reflection and examination.

1. Being socially assertive. Social assertiveness is essential for conserving social energy in the right
ways. People with high social assertiveness have more focused social energy 'and more clarity in
their interactions.
2. Crafting a memorable presence.People with great presence take it easy in making connections and are
extremely good at rapport building. Those with a strong presence can attract others, are well-
remembered and are likable.
3. Mastering communication. This is knowing how to present one's self and, in turn, gets one's message
across.
4. Sustaining lasting confidence. People, who can sustain lasting confidence are able to conquer their
shyness, avoid awkwardness and get through their anxiety or overcome any nervous tendencies.
5. Being an excellent conversationalist. This is essential in communicating and interacting. with others.
Excellent conversationalists are people whom others may be fond of. listening to and discussing with.
Most interactions happen in three levels: (1) The First Five. Minutes: This is the first impression and
the time to decide if someone is worth getting to know; (2) The First Five Hours: This is moving past
first ‘impressions into rapport building; and (3) The First Five Days: This is the final and ultimate level
of trust and connection. Thus, a conversation is the key to moving up these three levels.
6. Being highly likable. Likability is an important facet of trust by through being authentic or genuine with
their true selves.
7. Being exceptional at decoding emotions. People, who are good at reading people, are exceptionally
strong at knowing how others think and feel.
8. Pitching ideas. Pitching is a very important people skill because it happens all the time when one is
asked for his/her opinion and in-introducing himself/herself.
9. Being charismatic. Charisma is the perfect blend of two essential people skills traits such as warmth
and competence.
10. Being an influential leader. Leaders in both personal, social and professional life are able to gain
camaraderie. (Source:www.scienceofpeople.com/people-skils/)

Integrating Socio-Emotional Literacy into the Curriculum

Schools that want to teach socio-emotional learning but confined with classroom time can take a social,
emotional and moral inventory of what students are currently learning by involving: (1) a person's emotional life;
(2) an ethical dilemma; (3) a situation calling for compassion; (4) a societal challenge; (5) the ethical use of
knowledge; (6) cross-group interactions; and (7) an implicit prosocial concept.

By integrating social literacy in the curriculum content, teachers do not only give students opportunities to
practice their social-emotional skills, but also show them how integral these skills are in their daily lives.

Hence, reviewing curricula through social, emotional and moral lens is like a habit of mind that 'the more it is
done, the easier it gets. Obviously, the greatest benefit of teaching lessons like these is that students can begin
to examine their education, their decisions, their interests and their relationships through this lens, while helping
them cultivate a more thoughtful and discerning approach to life.
 MEDIA LITERACY

Learning Outcomes:

1. Define media literacy

2. Cite the important roles of media literacy
3. Explain Media Information Literacy (MIL) along with various aspects and dimensions
4. Examine the advantages and disadvantages of media
5. Demonstrate how MIL can be integrated in the curriculum
6. Draw relevant life lessons and significant values in generating, utilizing and creating media tools
7. Analyze research abstract on media literacy and its implications on teaching-teaching process
8. Conduct a research survey on media literacy integration and draw findings and recommendations

Concept Exploration

Today, information comes through an interwoven system of media technologies. The ability to read many
types of media has become an essential skill in the 21st Century. Thus, schools are greatly confronted
with this challenge.

Media Literacy
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.).

Media literacy is the ability to access, analyze, evaluate, and create media(Firestone, 1993). Media
literate youth and adults can understand the complex messages received from television, radio, Internet,
newspapers, magazines, books, billboards, video games, music, and all other forms. of media. Therefore,
media literacy skills are included in the educational standards in language arts, social studies, health,
science, and other subjects. Many educators have discovered that media literacy is an effective and
engaging way to apply critical thinking skills to a wide range of issues. (http:// medialiteracyproject,org)

The Ontario Ministry of Education (1989) stressed that media literacy means helping students develop an
informed and critical understanding of the nature of mass media, the techniques used and their impact. It
aims to enhance students' understanding and appreciation how media work, how they produce meaning,
how they are organized, and how they construct reality. More so, it intends to provide students the ability
to create media products (http://www.medialit. org).

Media literacy therefore, is the ability to identify different types of media from wide array of sources and
understand the messages they bring (Hobbs, 1997).

But most of all, these have one thing in common: that someone created it for a reason. Therefore,
understanding that reason is the basis of media literacy.

Media Literacy Concepts

1. It is the ability to critically assess the accuracy and validity of information transmitted by the mass
media and produce information through various forms.
2. Also known as Media Education, it is the ability to realize that all kinds of media show a
representation of reality.
3. It is the process of accessing, decoding, evaluating, analyzing and creating both print and
electronic media (Aufderheide, 1993).
 4. It depicts experience of reading texts and designing hypertexts made possible through technology
(Hobbs, 2007).
5. It pertains to understanding how to use today's technology, how to operate equipment, use
various software and explore the Internet.
6. As a 21st Century approach to education, media literacy builds understanding of the role of media
in society, as well as the essential skills of inquiry and self-expression necessary for democratic
citizens.
7. It represents response to the complexity of the ever-changing electronic environment and
communication channels.
8. Critical evaluation of media requires the ability to analyze and disseminate various features to
others.
9. It is about teaching critical media management strategies, including ICTs in schools and learning
centers.
10. It includes the ability to perform effective. Internet searches, awareness and respect of intellectual
property and copyright law and the ability to identify truth from fake news. (https://www.igi-global.
com/dictionary/media-literacy/18156)

Roles of Media Literacy

It becomes easy to create media, however, it is difficult to know the creator of this, his/her reason, and its
credibility. Specifically, it helps individuals to:
1. Learn to think critically. When people evaluate media, they decide if the messages make
sense, including the key ideas before being convinced on the information that they get from it.
2. Become a smart consumer of products and information. Media literacy helps individuals
learn how to determine whether something is credible, especially the advertising before they can
be persuaded with the products on sale.
3. Recognize point of view. Identifying an author's perspective helps individuals appreciate
different ideas in the context of what they already know.
4. Create media responsibly. Recognizing one's ideas and appropriately expressing one's
thoughts lead to effective communication.
5. Identify the role of media in our culture. Media conveys something, shapes understanding of
the world, and makes an individual to act or think in certain ways.
6. Understand the author's goal. Understanding and recognizing the type of influence something
has, people can make better choices.(Common Sense Media,n.d.)

Social Media
Social media is a term that describes websites to connect people and involve user-generated content,
which is the hallmark of a social media site. It is sometimes called Web 2.0, which is currently a huge
opportunity to reach target audience and increase online sales (Go, 2019)

Types of Social Media Websites

There are different types of social media websites and the ways of using them to reach the target
audience.
1. Social Media News Websites. It entails users to submit links to Web content like articles,
podcasts, videos, etc. that they find interesting, such as Digg, Reddit and Stumble Upon.
2. Social Media Networking Websites. It depicts ability to upload a personal profile that usually
connects with other people, such as LinkedIn (social networking for professionals) and Facebook
(social networking for everyone). These sites serve as avenue for meeting people and developing
relationships that can lead to joint-venture partnerships, career opportunities, and research.
3. Social Media Photo and Video Sharing. It allows users to up-load photos through Facebook,
Instagram and Pinterest while videos through YouTube.
4. Microblogging and Blogging Websites. Sometimes called “presence apps", these services let
users post very short messages like blogging, and easily keep up with what their friends are
posting. Twitter is the most popular microblogging service that limits to 280 characters per post
and allows to. follow a set of users from one dashboard. Another popular social media app is
SnapChat, which is video-based.
 5. Social Media Review Websites. It shows how social reviews can make or break a company or an
organization, such as Amazon and eBay.

Media and Information Literacy (MIL)

Media and Information Literacy (MIL) is a combination of knowledge, attitudes, skills, and practices
required to access, analyze, evaluate, use, produce, and communicate information and knowledge in
creative, legal and ethical ways that respect human rights (Moscow Declaration on Media and Information
Literacy, 2012).

The UNESCO defines it as the set of competencies to search, critically evaluate, use and contribute
information and media content wisely; the knowledge of one's rights online; refraining from cyberbullying;
understanding related ethical issues; and engaging with media and ICTs to promote equality, free
expression, intercultural/interreligious' dialog, peace, etc. (UNESCO,2016).

Aspects of MIL
According to Reineck and Lublinski (2015), MIL is the optimal outcome of media, information and
communication technology (ICT) education along three aspects: technical skills, critical attitudes and facts
about media and ICT. Technical skills involve ability to access and use computers, mobile and other
technical devices that offer media and information content. UNESCO's (2011) MIL curriculum delves on
“accessing information. effectively and efficiently” as an aspect put into practice.

Baacke (1996) included compositional skills in his media competence model that involves creating new
kinds of media content, encouraging self-determination, and increasing individuals' chances for
participation. MIL also involves performative aspect that entails the competence to do rather than just to
know certain things.

Moeller (2009) summarized the facets of MIL from the user perspective, emphasizing media consumers in
identifying news and understanding media's role in reshaping the global issues. Norbert Groeben (2002)
pointed out the importance of knowledge of the inner workings(contexts, routines, contents) and the
effects of media. Fostering certain attitudes toward media and other information sources involves both
being critical on the negative impact of media and defending it against sources of influence.

Seven Dimensions of MIL

Shapiro and Hughes. (1996) identified the seven dimensions of media information literacy:
1. TooI Literacy. This is the ability to understand and use practical and conceptual tools of current
information technology, including software, hardware and multimedia that are relevant to
education and the areas of work and professional life.
2. Resource Literacy, This is the ability to understand the form format, location and access methods
of information resources
3. Social-Structural Literacy. This is knowing how information is socially situated and produced, fits
into the life of groups about the institutions and social networks.
4. Research Literacy. It is the ability to understand and user. based tools relevant to the work of
researchers and scholars that include computer software for quantitative analysis, qualitative
analysis and simulation.
5. 5.Publishing Literacy. Itis the ability to format and publish research and ideas electronically, in
textual and multimedia forms.
6. 6.Emerging Technology Literacy. It is the ability to adapt to, understand, evaluate and use
emerging innovations in information technology.
7. Critical Literacy. It is the ability to evaluate critically the intellectual, human and social strengths
and weaknesses, potentials and limits, benefits and costs of information technologies.

Advantages and Disadvantages of Media

Media are powerful tools of communication which entail positive and negative impacts.
Advantages of Media
1. Media educate people on health matters, environmental conservation and others through various
forms.
2. People get the latest world news in a very short time regardless of distance.
3. People can bring out their hidden talents in the multimedia and visual arts, comedy, acting,
dancing and singing.
4. Media increase knowledge learned from quiz programs. educational shows and other information-
giving programs.
5. People feel convenient in accessing information through mobile phones.
6. They become a vehicle in promoting products toward increased sales.
7. They serve as a good source of entertainment.
8. Television allows electronic duplication of information that reduces mass education costing.
9. Media lead to the diffusion of diverse cultures .and cultural practices.
10. They help people around the world understand each other and respect differences.

Disadvantages of Media
1. They lead to individualism. Spending too much time on the Internet and watching television
usually impedes socialization with friends, family and others.
2. Some media contents are not suitable for children.
3. A newspaper is geographically selective.
4. The increase in advertisements in television and radio makes them less attractive.
5. The internet can be a possible way for scams, fraud and hacking.
6. Media can be addictive that may result in people's decreased productivity.
7. They can cause health hazards, such as radiation effects, poor eyesight, hearing defects, and
others.
8. They may induce drugs and alcohol use.
9. They can lead to personal injury by imitating the stunts showcased in media.
10. They can ruin reputation through an anonymous account, malicious scandals, false accusations
and rumors. (https://www.importantindia.com/22940/media-advantages-disadvantages/)

Integrating Media Literacy in the Curriculum

Although media literacy is now a part of the curricula, it is confronted with a variety of factors, such as
limited access to equipment, teachers' lack of confidence with the material, and perception of media
education as just an accessory to the curriculum.

Lynch (2018) presents six ways to integrate media literacy into the classroom for students to become
media literate while making media education a meaningful and integrated part of classroom practice.
1. Teach students to evaluate media. Students learn to evaluate what they are viewing by
showing them that media changes depending on who created it, the intended audience and the
biases that may be attributed to the source.
2. Show students where to find digital resources and databases. Teachers should provide
students with reliable and safe media sources and trustworthy content. . '
3. Compare/contrast various media sources. In the discussions, distinguish various media
sources and compare elements.
4. Discuss how the media edits and alters. Purposely point out to students examples of media
altering photographs or stories while teaching them to be critical of what they see or read at face
value.
5. Examine the “truth” in advertisements. Let students identify what advertisements are trying to
sell and what promises or ideas are they using to convince them to buy the product.
6. Have students create media. Let students create media websites. appropriate to their levels
such as presentations, videos or websites

Media skills. Although this is given little emphasis in the classroom, Hobbs and Frost (1994) present the
skills that students are able to possess with the media they use in class. To wit: (1) reflect on and analyze
their own media consumption habits; (2) identify the author, purpose and point of view in films,
commercials, television and radio programs, magazine and newspaper editorials and advertising; (3)
identify the range of production techniques that are used to communicate opinions and shape' audience's
response; (4) identify and evaluate the quality of media's representation of the world by examining
patterns, stereotyping, emphasis and omission in print and television news and other media; (5)
appreciate the economic underpinnings of mass media industries to make distinctions between those
media which sell audiences to advertisers and those which do not;(6) understand how media economics
shapes message content; (7) gain familiarity and experience in using mass media. tools for personal
expression and communication and for purposes of social and political advocacy.
Approaches to teaching media literacy. Kellner and Share (2007) mentioned three approaches to
teaching media literacy that would utilize media in pedagogical practice.
1. Media Arts Education Approach. It intends to teach students to value the aesthetic qualities of
media and the arts while using their creativity for self-expression through creating art and media.
2. Media Literacy Movement Approach. It attempts to expand the notion of literacy to include
popular culture and multiple forms of media (music, video, Internet, advertising, etc.)while still
working within a print literacy tradition
3. Critical Media Literacy Approach. It focuses on ideology critiquing and analyzing the politics of
representation of crucial dimensions of gender, race, class, and sexuality; incorporating
alternative media production; and expanding the textual analysis to include issues of social
context, control, resistance, and pleasure.

Utilizing Media across disciplines. Media education can be integrated.in every course discipline. The
following are examples of using media in different subject areas using PPPP (Purpose, Process,
Performance, Product)
Assessing and evaluating media literacy work. Just like any student outputs, media-oriented works should
also be evaluated to assess quality based on standards. Students need regular feedback to be able to
reflect on their progress and develop mastery and that would remind them that it is an important part of
the course.

However, for some teachers, creating assessment and evaluation tools for media education is more
challenging than traditional means due to the lack of technical skills. Also, it is because media education
is all about finding the right questions to ask, rather than learning previously determined answers.

Canada's Center for Digital and Media Literacy prescribed two important steps in creating objectives,
comprehensive and meaningful assessment and evaluation tools for media literacy work, namely:(1) by
using a rubric to assess the work of students; and (2) by framing the expectations within the rubric in
terms of key concepts of media literacy.

In general, media literacy work can be evaluated in three ways:

1. Based on how well the student understands the key concepts of media literacy and the specific
concepts and ideas being explored in the lesson.
2. Based on the depth and quality of the student's inquiry and analysis of the questions raised in the
lesson, as well as ·his/her thoughtfulness in identifying issues and questions to examine.
3. Based on how well the student applies specific technical skills associated with either the medium
being studied (movies, TV, video games, etc.), the medium used in the evaluation tool, or both
(http://mediasmarts.ca/digital-media-literacy).

However, whenever any form of media is being utilized, there should be a reflection at the end by asking
students how media form has shaped their thinking, decision-making, analysis, choices, values and
interrelationships.

Thus, media educators base their teaching on key concepts for media literacy, which provide an effective
foundation for examining mass media and popular culture. These key concepts act as filters that any
media text has to go through in order to critically respond.

1. Media are constructions. Media products are created by individuals who make conscious and
unconscious choices about what to include and how to present it. It can assess students'
understanding of how media product was created and the analysis of creators' beliefs or
assumptions reflected in the content.

2. The audience negotiates meaning. The meaning of any media product is a collaboration between
the producers and the audience. It can assess students' understanding of concepts and the
elements in a relevant medium or product
3. Media have commercial implications. Since most media production is a business, it makes profits
and it belongs to a powerful network of corporations that exert influence on content and
distribution. It can assess students' knowledge and understanding of the commercial factors
influencing the creation of media product and analysis of how media product is influenced by
commercial factors or the owner.
4. Media have social and political implications. Media convey ideological messages about values,
power and authority and they can have a significant influence on what people think and believe. It
can assess students' knowledge and understanding of how this medium communicates ideas and
values.
5. Each medium has a unique aesthetic form. The content of media depends in part on the nature of
the medium that includes technical; commercial and storytelling demands. It can assess students'
knowledge and understanding of the technical elements of the medium and the tropes, clichés,
codes and conventions of the medium and genre (http:// mediasmarts.ca/digital-media-literacy).
 Digital Cyber Literacy

CONCEPT EXPLORATION

Technology has been part of everyone's life, be it at home, in school, or anywhere with every facet of our
undertaking. However, in many instances, we may not be aware that we have been misusing or abusing it
or in another way around, we may find ourselves being used by other people with their malicious motives
using digital tools. Therefore, we may end up being liable or a victim of such irresponsible kind of
technological processing and utilization. It is in this case that we must gain further understanding and
application of digital/cyber literacy, be it on. Personal or professional merit.

Digital Literacy
According to Wikipedia, digital literacy is the set of competencies required for full participation in society
that includes knowledge, skills, and behaviors involving. the effective use of digital devices for
purposes of communication, expression, collaboration and advocacy.

Simply, it is the ability of an individual to engage with the digital environment and operate technologies
safely by knowing what to do and what not to do and how to avoid unnecessary risks.

Digital literacy is an individual's ability to access both information and methods of communication through
technological tools, such as smartphones, tablets, laptops and desktop PCs. While digital literacy is
initially focused on digital skills and stand-alone computers, its focus has shifted to network devices,
including the Internet and the use of social media.

Cybersecurity
Cybersecurity is the practice of protecting systems, networks, and programs from digital attacks (Cisco,
n.d.). These cyberattacks are usually aimed at accessing, changing, or destroying sensitive information;
extorting money from users; or interrupting normal business processes.

Implementing effective cybersecurity measures is challenging because there are more devices than
people, and attackers are becoming more innovative. Here are some tips on how to protect yourself
against cyber threats.

1. Monitor behavior on social networks. Before posting or uploading something online, try to realize:
(a) Does this need to be public?; and (b) Is it worth the risk? Remember, not only what we share
online is available to friends and family, but also to cybercriminals.
2. Keep devices safe. Protect your technology tools by installing Anti-virus software, a configuration
of settings on the devices and by completing software updates.
3. Understand how best to use passwords. Passwords need to be complex and hard to guess, but
can still be remembered. One strategy is "passphrase" or a password that comes from the first
letter of each word in the phrase. There is also a password manager app to help keep track of all
the passwords called "KeePass" which is free of charge. Importantly, do not use the same
password for all accounts.
4. Handle unsafe content. Know exactly how to respond or react to unsafe situations online, such as
(1) suspicious emails; (2) pop-ups claiming that your computer is infected; and (3) BitTorrent
sites.
5. Consider safety for the future. Take individual responsibility in using devices with an utmost care
and critical thinking when online(https://www.esentire.com).

Cyber Citizenship
Citizenship is an old value that is now applied to a new medium, the Internet. Cyber citizenship refers to
being responsible when 'using the Internet. Doing online when no one is looking speaks a lot about one's
character and morals. The power of this digital world is associated with responsibilities and
consequences.
Therefore, we can explore and navigate all information available online however, we should observe
cyber citizenship or manners and etiquette on the Web.

Ways on How to be a Good Cyber Citizen

The enlisted ways of becoming a good cyber citizen would guide everyone on his/her digital operations
and information processing and would prevent anyone from further consequences, distractions, moral
damages and risks.
1. Be careful and critical for whatever you post online that could be visible to the public even If on a
"private" page through tagging by a friend.
2. If you have a problem with someone, go to that person or an adult to help work it out, instead of
posting your expression online.
3. Use the Internet to help you with your schoolwork, 'but give credit to the sources you use and
critically analyze everything you search online.
4. Use the Internet purposefully to learn more about anything you are interested in, to help
you research relevant and needed data or information and to stay connected with friends
throughout the world.
5. Make sure you. Verify an information before you share it or use it in a project and check on
accuracy and truth in the information you search on the web
6. 6. Give out certain information only.
7. Don't answer questions that make you uncomfortable.
8. Always make sure you have told a reliable adult if you decide to meet someone you knew through
the Internet.
9. Always be aware of copyright laws and give credit to whom an article or a part of it is due.
10. Use only the computers that you are allowed to use. Avoid hacking.

Importance of Cyber Citizenship

1. It keeps the Internet free from hurtful statements.
2. It creates a culture of more reliable information.
3. It gives provisions for people to be given credit for what they have created.
4. More criminals or bullies can be caught when kids are honest and talk to adults.
5. It keeps information private.
Proper Netiquette
Follow these simple rules to ensure that you make wise choices when sending messages online.
1. Make sure you have the correct address (with proper spelling), correct link and you are sending
the information to the right person when doing it online.
2. Check information before sending or posting any message and avoid false statements and
information on the web or forwarding junk mail or chain letters to family or friends.
3. Re-read what you wrote to make sure it is what you want to say and the other person would
interpret it the same way.
4. Keep your comments clean and don't confront others online or say anything that could be hurtful
to them.
5. Keep your personal and friends' information private and don't forward information that was just
given to you without his/her permission.
6. Watch out for spam and other fraud e-mails and never reply to them.
7. If you are going to write something personal or private, think twice because messages can get
misdelivered.
8. Adults should monitor kids' messages, especially when they are sending e-mails to others without
permission.(http://www. cybercitizenship.org/ethics/ethics.html)

The Ten Commandments of Teacher Cyber Citizenship

At some point, misuse and abuse of technology may also happen in schools involving teachers with their
students, colleagues and others. The following are reminders to teachers regarding the use ci
1. 1.Thou shall not post any personal matter, confidential information and obscene pictures and
messages online that can be accessed by students and parents.
 2. Thou shall not respond or thread to any personal message created by students online other than
those school-related.
3. 3.Thou shall not lend or let students access your cellphone.
4. Thou shall not give your email password to students.
5. Thou shall not use concepts and information from texts and references without the author's
citation.
6. 6.Thou shall not post to any social media account, for whatever purposes, the pictures of
students without their or their parents' consent.
7. 7.Thou shall not express sentiments, disappointments and disagreements against superiors,
colleagues, students and their parents using their social media accounts.
8. Thou shall not use data from Internet sources in any documents like lesson plans, researches
and requirements without the consent of the author.
9. Thou shall not give any personal data or other's information to anyone unless for specific
purposes and given the consent.
10. Thou shall not post any student data publicly online including academic rankings, school records,
class outputs and record of grades. De Leon (2019)

Internet Safety
Internet safety, online safety or cyber safety means trying to be safe on the Internet. It is maximizing the
user's personal safety and security risks to private information and property associated with using the

Internet, including self-protection from computer crime. As the number of Internet users continues to grow
worldwide, issues and concerns also continuously exist.

Information security. Sensitive information, such as personal information, identity and passwords are
often associated with personal property and privacy and may present security concerns if leaked.
Unauthorized access and usage of private information may result in consequences, such as identity and
property theft.

Common causes of information security breaches include:

1. Phishing. It is a common type of scam, of which the scammers disguise as a trustworthy source
in an attempt to obtain private information, such as passwords, credit card information, etc.
through the use of fake websites that look identical and legitimate.
2. Internet scams. These are schemes that deceive the users in various ways in an attempt to take
advantage of them.
3. Malware. It is a malicious software (particularly spyware) disguised to collect and transmit private
information, such as password without the user's consent or knowledge, of which it is impossible
to determine whether a file is infected.

Personal safety and threats. The growth of the Internet gave rise to many important services accessible
to anyone with a connection, such as digital communication. While it allows communication with others, it
is also being grabbed by malicious users for bad intent. The following are common threats to personal
safety.
1. Cyberstalking. It is the use of the Internet or other electronic means to stalk or harass an
individual, group or organization through false accusations, defamation, slander and libel,
intentional monitoring, identity theft, threats, vandalism, solicitation for sex, or gathering
information that may be used to threaten, embarrass or harass.
2. Cyberbullying. It is the use of electronic means, such as instant messaging, social media, e-mail
and other forms of online communication with the intent to abuse, intimidate, or overpower an
individual or group.
3. Online predation. It is the act of engaging an underage minor .into inappropriate sexual
relationships through the Internet. Online predators may attempt to initiate and seduce minors
into relationships through. the use of chat rooms or Internet forums. The behavior characteristics
 are categorized into three groups: A) Manipulative-typically a child molester; B)·Opportunist -
typically a rapist; and C) Coercive - being a mixture of both rapists and child molesters.
4. Obscene/offensive content. Various websites on the Internet contain material that may deem
offensive, distasteful or explicit, which may often not be of the user's liking. Such websites may
include the Internet, shock sites, hate speech or otherwise, and inflammatory content. Such
content may manifest in many ways, such as pop-up ads and unsuspecting links.
5. Sextortion. It is the use of webcams for flirting and cybersex. Often, this involves a cybercriminal
posing as someone else, such as an attractive person initiating communication of a sexual nature
with the victim. The video is recorded by the cybercriminal to demand money or other services,
threaten to publicly release the video and send to family members and friends of the victim if they
do not comply.(https://en.wikipedia.org/ wiki/Internet safety)

Computer Threats and Fixing Solutions

The realm of Information Technology (IT) security professionals and computer security has become an
issue and concern for many people (Honan, 2014).

A threat, in the context of computer security, refers to anything that has the potential to cause serious
harm to a computer system. It is something that may or may not happen, but has the potential to cause
serious damage and can lead to attacks on computer systems and networks
(https://www.techopedia.com).

Cybercrime is now becoming alarming in the life of every individual and the organization as they intend to
steal information that they can sell or trade, such as financial details, credit card information, personal
details, or any other information using computer networks.

Likewise, while email has been the main method for the spread of computer viruses, it can also enter a
network by the USB device, Internet download, visiting an infected website, instant messaging or
messaging in social media platforms, file transfer and file-sharing programs, or by remote users
connecting directly to the corporate network with an infected PC. Once a computer virus gets into a
network, it can spread from computer to computer in multiple. ways.

Given the numerous ways a computer virus can spread, the following are ways on how to ensure that
computer networks can be protected.
1. Install anti-virus software. Ensure that reputable anti-virus software is installed on all computers,
including all servers, PCs and laptops.
2. Ensure that the anti-virus software is up-to-date. New computer viruses are being released daily
and so it is essential that computers are protected by keeping the anti-virus software-up-to-date.
3. Employ a firewall to protect networks. As computer viruses can spread by means other than
email, it is important that unwanted traffic is blocked from entering the network by using a firewall.
4. Filter all email traffic. Example of emails with certain file attachments commonly used by
computer viruses to spread themselves, such as .EXE,.COM and SCR files. These should be
prevented from entering the network.
5. Educate all users to be careful of suspicious e-mails. Ensure that all users know to never open an
attachment or to click on a link in an email they are not expecting.
6. Scan Internet downloads. Ensure that all files downloaded from the Internet are scanned against
computer viruses from one central point on the network.
7. Do not run programs of unknown origin. It is important to use a trusted source for software
requirements to be installed and ensure it can be accounted for their names. This can leave the
cyberbully anonymous and difficult to be caught or apprehended for his/her behavior:
8. Implement a vulnerability management system. It is important to regularly review network and the
applications running on it for new vulnerabilities and a plan on how to manage them, either by
 patching or upgrading them using tools, such as firewalls or Intrusion Detection Systems that.
Should be put in place.
9. Make regular backups of critical data. There is a need to keep important files on removable
media, such as portable drives or tape for back-up in the event that the network is infected with a
computer virus.
10. Develop an Information Security Policy. The creation and publication of an Information Security
Policy is key to ensuring that information security receives the profile it requires in order to secure
the systems and data.
11. Monitor logs and systems. Regular monitoring of network and system logs can assist in the early
identification of a computer virus infecting the network or other attacks by criminals.
12. Develop an Incident Response Plan. The incident response plan outlines the roles and
responsibilities of people in the event of a computer virus infecting the network or any other type
of security breach.
13. Restrict end-user access to the systems. Where possible, end users are prohibited from access
to the system so that the virus will also be restricted. (https://bhconsulting.ie/computer-security-
threats-solutions/)

Cyberbullying
Cyberbullying, cyber harassment or online bullying is a form of bullying or harassment using electronic
means usually among minors in a school setting and has become increasingly common, especially
among teenagers.
It is an aggressive, intentional act or behavior that is carried out by a group or an individual using
electronic forms of contact, repeatedly against a victim who cannot easily defend him or herself. The
National Crime Prevention Council defines it as a process of using the Internet, cell phones or other
devices to send or post texts or images that intend to hurt or embarrass another person. It may also
include public actions, such as repeated threats, sexual remarks, pejorative labels or defamatory false
accusations, ganging up on a victim by making the person the subject of ridicule in online forums, hacking
into or vandalizing sites about a person, and posting false statements to discredit the targeted person.
Cyberbullying is similar to traditional bullying, It is just that victims may not know the identity of their bully
and the reason for bullying them. Cyberbullies may disclose victims' personal data on websites or forums-
called doxing, or may use impersonation, and create fake accounts, comments or sites for the purpose of
publishing material in their names. This can leave the cyberbully anonymous and difficult to be caught or
apprehended for his/her behavior.

Cyberbullying types. There are various types of cyberbullying and research has revealed serious
profound consequences on victims.
1. Internet trolling is a common form of bullying over the Internet in an online community to elicit a
reaction, disruption or intentionally provoke and offend others.
2. Cyberstalking is another form of bullying or harassment that uses electronic communication to
stalk a victim and pose a credible threat to harass him/her.

Implications of bullying in schools. Schools should initiate various anti-bullying programs and
campaigns to protect students from being threatened or victimized by such offense. More so, teachers
should be oriented and trained in handling bullying cases and executing teaching strategies to address
and reduce bullying cases in class. Also, schools should conduct student empowerment activities that can
be engaged in by students, including the bullies to divert their attention and energy into something
worthwhile and engagements that they can be busy about.

Cybercrime
Avast defines cybercrime as any criminal activity carried out using computers or the Internet. Cybercrime
uses tools like phishing, viruses, spyware, ransomware and social engineering to break the law (https://
www.avast.com/c-cybercrime).

On the other hand, cybercrime is defined by Techopedia as a crime with the computer as the object of the
crime (i.e. hacking, phishing, spamming) or is used as a tool to commit an offense (i.e. child pornography,
hate crimes). Cybercriminals may use computer technology.to access personal and confidential
information or use the Internet for exploitative or malicious purposes.

There is a wide variety of cybercrimes, which can broadly be placed into two categories: one-off crimes,
such as installing a virus that steals your personal data; and ongoing crimes, such as cyberbullying,
extortion, distributing child pornography or organizing terrorist attacks (https://www.avast.com/c-
cybercrime).

Cybercrime may also be referred to as computer crime practiced by those who have technological skills
and use the Internet to achieve their bad motive. Cybercriminals employ their diverse skill to access bank
accounts, steal identities, blackmail, defraud, stalk, and harass or use a compromised computer to attack
their victims. Criminals can also use computers for communication and document or data storage and
those, who perform these illegal activities, are often referred to as hackers.

On the other hand, malware downloaded from the computer may slow it down and prompt it to give error
messages. Likewise, phishing attacks usually involve receiving emails from unknown sources while trying
to trick someone into giving up his/her passwords or personal data. Keyloggers leave their own telltale
signs, like strange icons, or duplicating the messages.

Techopedia cites common types of cybercrime that include online bank information theft identity theft,
online predatory crimes, unauthorized computer access, and the most serious one like cyberterrorism.
Cybercrime encompasses a wide range of activities that can be categorized as: (1) crimes that target
computer networks or devices, including viruses and denial-of-service (DoS) attacks; and (2) crimes that
use computer networks to advance other criminal activities, including cyberstalking, phishing and fraud or
identity theft. (https://www.techopedia.com/definition/2387/cybercrime)

Exploring the Internet: Researching and Evaluating the Web

The Internet is a global communication network that allows computers to exchange and share information
worldwide. It makes possible for people around the world to connect and share ideas across time zones
and geographic locations. However, because cyberspace is such a large realm, sometimes it is difficult to
find the needed information. So, the most effective way to explore the Internet is to have strategies in
place for doing research on the Web and for evaluating the websites.

Commonly, this is important among schools in doing researches and other related works. Therefore, this
aspect needs to. be explored by teachers and students in doing their, works.

Surfing the Web. The following are the three key: factors in surfing the web.
1. Most surfing sessions start with the user-targeted keywords about the subject into a search
engine.
2. Good strategies for searching the Web include writing research questions; extracting keywords
from the questions and typing them into a search engine using synonyms if the keywords do not
bring up desired results; keeping track of keywords and synonyms used; and recording the
results of search.
3. Always be cautious about the information shared online and in visiting websites.

Assessing credibility. Different websites accessible on the Web can make the job of researchers very
challenging. Carefully evaluate the information searched online. Consider the credibility, or
trustworthiness and reliability of the content before taking it. There are two types of websites:
informational and commercial. Informational Websites usually strive to offer credible content.to users
while commercial websites present inaccurate information in order to see something.

Checklist of credibility criteria. The first step in evaluating the credibility of websites is to review several
important aspects of the site.
 1. Author.Check the credentials of the author, the company or the expert and determine the
qualifications to provide information on the subject being researched. Some websites do not list
specific authors, but the credibility of a company can be explored by reviewing the site's "About”
page, if available.
2. Date. Look for copyright information at the bottom of a website's home page. If the site is more
than a few years old and it has not been updated regularly, look for more up-to-date information.
3. Purpose. Analyze the goals of the website to determine if it is an informational or an
advertisement site.
4. Contact. Most credible websites list down contact information, such as telephone number, email
address, or mailing address so that users may get in touch if they have questions.
5. Fact vs. Opinion. When doing research for a school paper, go to sites that present factual
information provided by experts, rather than opinions. Be on the lookout for biases, too. If the
author is biased, so as the information on the site.
6. URL. The URL may look like ending in .edu (for education),.gov (for government), .org (for
organization), .com (for commercial sites), or .net (for network sites). Different websites have
different URLs. To help determine a site's credibility, determine if that is a personal website or
blog, a government website, or other types of website.

Common credible URLS. One way of determining the credibility of a website is through the URLS.
Although a website's URL gives clues as to credibility, there is still a need to evaluate it carefully.

1. When encountering a URL, look at the letters that appear after the
“dot"(i.e.www.whitehouse.gov.) and that is called top-level domain. Thus, the URL's top-level
domain helps in determining a site's credibility.
2. Websites ending in .gov are government-related websites, which generally, can be trusted to
provide credible statistical information, articles on many different topics and government news.
3. Websites ending in edu are the websites of educational institutions, such as colleges and
universities that usually offer a variety of credible data, especially about the school's operations
and research. Since students may create websites with an .edu top-level domain, but they may
contain inaccurate or biased information.
4. Websites ending in org are the websites of organizations. While many organizations, especially
nonprofit ones, provide credible information, they may sometimes have advertising intent. Since
some organizations show bias in their provided information, so evaluate .org sites carefully.

Recognition of information sources. Similar to the information in print sources, the use of online
sources must be given credit to the authors. This can be done by applying proper referencing and citation
procedures that would get rid of risks, consequences and legal implications because of the copyright
issue, which means that the ideas and words used belong to the author.

Citation. Each entry in the bibliography is called a citation. Proper citation must be applied or included for
every source used whether it is a website, a newspaper, or a book. Online sources are cited differently
because they are different from traditional print sources. There are different formats used to cite the
sources.

Data privacy implication. The implementation of data privacy in the country is becoming stronger and
powerful, especially in utilizing data for research and other forms of report and paper works. This has also
corresponding legal implications once not processed immediately and properly. It involves uploading of
pictures, designs, graphics, concepts/ideas, frameworks, art work, data, and other information that are
copyrighted without the consent of the author or the source. These are commonly observed in schools.

The following are practical techniques in responding to data privacy issues.

1. 1.When getting data, put proper citation and source acknowledgment (e.g. Source: National
Statistics Office, 2019).
 2. When using needed pictures downloaded from the Internet, put acknowledgment (e.g. Photo
credits to Phil Post, 2019). But if possible to have personal pictures taken with your original
concept. Although, there is still a need to seek the consent of those in the pictures.
3. If data, concepts and information are copyrighted, ask for the consent of the author, and wait for
his/her response.
4. However, if. The data and information are for public domain, just acknowledging/citing the author
or the source will do.
5. If the author doesn't really want anyone to utilize his/her data file or article, learn the value of
respect, anyway that is his/ her property. The author's disapproval usually manifests through
difficulty in downloading the file, some tricky signs that appear on screen, or direct statement or
notice of disapproval contained in the file.

Research and data collection protocols. When researching and collecting data from the Web, avoid
plagiarism, which is the act of taking someone else's work and presenting it as your own (Turnitin. com).
Plagiarism is unethical, and it can bring you in trouble. Sometimes, students don't mean to plagiarize, but
they end up doing it .accidentally because they are unaware or unclear about it.
The following are 10 types of plagiarism that teachers, researchers and students should know. ,
1. Clone Plagiarism. It is also called identical copying or copying another work (word-for-word)
without any change and claim as his/her own work.
2. Remix Plagiarism. It refers to collecting information from various sources and mixing all together
as a single document then, claiming the work as their own work.
3. Ctrl+C Plagiarism. This is when a significant portion of text copied from any single source
without any alteration in a written document.
4. Hybrid Plagiarism. Here, perfectly cited source documents are copied and arranged as a new
document without citation.
5. Find-Replace Plagiarism. This is changing the most common keywords and phrases in the
copied content but not making any changes in the essential document.
6. Recycle Plagiarism, Also called self-plagiarism, it refers to the act of borrowing from one's own
previous document without proper citation.
7. Mashup' Plagiarism. It is when the written document is copied from more than one source and
all are mixed together without proper citation.
8. 404 Error Plagiarism. Here, a person creates a document by copying from various sources
prepared as a single document with the citation but Inaccurate or leads to non-existing resources.
9. Aggregator Plagiarism. Here, the written document includes proper citation but it does not
contain original work.
10. Re-Tweet Plagiarism. Here, all written documents look perfect with properly cited mark but still,
the document resembles somewhere the original text's structure or wordings.

Tips to Avoid Plagiarism

Turnitin.com suggests some techniques to avoid plagiarism that teachers, researchers and students
should know.
1. Read and understand the original document several times before start explaining about it.
2. Do not copy any word or sentence from the original document.
3. Give proper citation to all sources (book, journal, website, video, etc.).
4. In case of citing online sources, include the retrieval date and appropriate URL in the reference.
5. Common phrases and definitions need to be quoted and cited without any modification.
6. Make a practice to include the “references” section whenever you write an academic document.
7. Cross verify all your citations before submitting your document.
8. Resort to available plagiarism software. to ensure the originality of the written document.

How to Evaluate a Website

Morris (2018) suggests ways on evaluating a website as reference in research.
1. Open the site. When looking through Google search results, open sites in new tabs, leave
search results in a tab for easy access later (e.g. right-click. On the title. and click “Open link in
new tab”).
 2. Skim read. Determine whether you can read and understand the text. If it is too complicated or
difficult to understand, find another website that may provide the information you need.
3. Look for the answer to your question. Find out if the information on the site actually answers:
you. question. You can use a search box, navigation menu, or pull up. your own search box by
pressing Control/Command F and type in the keywords you are searching for.
4. Consider the credibility of the author or website. You need to consider the credibility· of the
author or website by considering the following: (1).Domain-domains that include gov or .edu are
trustworthy: sources; (2) Author's information - look at the author's bio or About page regarding
the qualification of the author;(3) Design- avoid sites that are cluttered and difficult to navigate
and (4)Sources trustworthy articles usually link to other sources or cite where their facts come
from.
5. Consider the purpose of the site. Think about the purpose of the site and whether it meets your
needs.
6. Look for the date. Consider whether the information is current enough for your topic. You can
look for the date when the article was written or last updated. Sometimes, URLs also include
dates.(http://www.kathleenamorris.com/)

Integrating Digital/Cyber Literacy into the Curriculum

The following are suggested activities to integrate digital literacy, higher-order thinking and construction of
meaning in the classroom.
1. Use an interactive whiteboard to design and deliver lessons. Use Promethean and Smart
Notebook with teacher-created lessons if you are not yet capable of designing your own.
2. Allow students to maintain blogs, wikis, web pages related to their learning.
3. Engage in email/video chat exchanges with students.
4. Utilize storytelling media to allow students to create and publish stories.
5. Set-up a blog site, Facebook page, Yahoo or Google group and post weekly discussion questions
for students to respond.
6. Use video cameras to dramatize stories, record scientific experiments and expose students to
video editing software to create video production of learning.
7. Engage students in discussions about how and why various media work well to showcase
learning and why others do not.
8. Thinking critically about the medium use to present a message is as important as the message
itself.
9. Require E-Portfolio that would compile their outputs, projects, messages and photo-documents of
group activities and investigations online.
10. Allow students to use digital tools, such as mobile phones, lpad and netbooks for Google search,
dictionary Apps, YouTube, Podcast and Spotify applications in class to complement their
learning, especially during group works and concept reporting.

Impact of integrating digital literacy in the classroom on teachers, families and friends.

Integrating digital literacy in the classroom can bring a positive impact on students' learning as evidenced
by the following:

1. It motivates students in their learning due to their enjoyment and ease of use with various
technological mediums.
2. It teaches students of various learning styles and multiple intelligences.
3. It allows students to create and design their own unique products reflective of their personalities
and learning needs/ styles.
4. It encourages students to manipulate media in constructing their own meaning.
5. It enables students to share their learning with teachers, families and friends.
6. It gives students the chance to explore technological media that inevitably increase the job skills
needed in the workforce.
(http://purposefultechnology.weebly.com/how-can-we-embed-digital-literacy-in-the-classroom.htm/
 BUILDING AND ENANCING NEW LITERACIES ACROSS THE CURRICULUM
EDUC.110

MODULE 5
FINANCIAL LITERACY

CONCEPT EXPLORATION
In some instances, teachers are confronted with issues and concerns on financial debt, being victimized
by fraud and other related scams, both personal and electronic ways. More so, some teachers are
drowned by emergent financial needs and unexpected debt, especially in difficult times, sickness and
inevitable circumstances and calamities. Others do not prepare for their retirement that they usually end
up highly frustrated. This is the reason why financial literacy has been a subject in many faculty
development programs, seminars, and even becomes a topic for researches, while many schools have
integrated it in the curriculum.

Financial literacy is a core life skill in an increasingly complex world where people 'need to take charge
of their own finances, budget, financial choices, managing risks, saving, credit, and financial transactions.

Poor financial decisions can have a long-lasting impact on individuals, their families and the society
caused by lack of financial literacy. Low levels of financial literacy are associated with lower standards of
living, decreased psychological and physical well-being and greater reliance on government support.
However, when put into correct practice, financial literacy can strengthen savings behavior, eliminate
maxed-out credit cards and enhance timely debt.

Financial literacy is the ability to make informed judgments and make effective decisions regarding the
use and management of money. Hence, teaching financial literacy yields better financial management
skills.

The importance of starting financial literacy while still young. National surveys show that young
adults have the lowest levels of financial literacy as reflected in their inability to choose the right financial
products and lack of interest in undertaking sound financial planning. Therefore, financial education
should begin as early as possible and be taught in schools. Akdag (2013) stressed that in the recent
financial crisis, financial literacy is very crucial and tends to be advantageous if introduced in, the very
early years as preschool years. Financial education is a long-term process and incorporating it into the
curricula from an early age allows children to acquire the knowledge and skills while building responsible
financial behavior throughout each stage of their education (OECD, 2005).
Likewise, financial literacy is the capability of a person to handle his/her assets, especially cash more
efficiently while understanding how money works in the real world.

Financial Plan
Teachers need to have a deeper understanding and capacity to formulate their own financial plan. It is
wise to consider starting to plan the moment they hand in their first salary, including the incentives,
bonuses and extra remunerations that they receive.

Kagan (2019) defines a financial plan as à comprehensive statement of an individual's long-term

objectives for security and well-being and detailed savings and investing strategy for achieving the
objectives. It begins with a thorough evaluation of the individual's current financial state and future
expectations.

The following are steps in creating a financial plan.

1. Calculating net worth. Net worth is the amount by which assets exceed liabilities. In so doing,
consider (1) assets that entail one's cash, property, investments, savings, jewelry and wealth; and
 (2) liabilities that include credit card debt, loans and mortgage. Formula: total assets-minus total
liabilities = current net worth.
2. Determining cash flow. A financial plan is knowing where money goes every month.
Documenting it will help to see how much is needed every month for necessities, and the amount
for savings and investment.
3. Considering the priorities. The core of a financial plan is the person's clearly defined goals that
may include: (1) Retirement strategy for accumulating retirement income; (2) Comprehensive risk
management plan including a review of life and disability insurance, personal liability coverage,
property and casualty coverage, and catastrophic coverage; (3) Long-term investment plan based
on specific investment objectives and a personal risk tolerance profile; and (4) Tax reduction
strategy for minimizing taxes. on personal income allowed by the tax
code.(https://www.investopedia.com/terms/f/financial_plan.asp)

Five Financial Improvement Strategies

Financial literacy shapes the way people view and handle money. The following are financial
improvements suggested by Investopedia as a journey to financial literacy.
1. Identify your starting point. Calculating the net worth is the best way to determine both current
financial status and progress over time to avoid financial trouble by spending too much on wants
and nothing enough for the needs.
2. Set your priorities. Making a list of rated needs and wants can help set financial priorities.
Needs are things one must have in order to survive (i.e. food, shelter,. clothing, healthcare and
transportation); while wants are things one would like to have but are not necessary for survival.
3. Document your spending. One of the best ways to figure out cash flow or what comes in and
what goes out is to create a budget or a personal spending plan. A budget lists down all income
and expenses to help meet financial obligations.
4. Lay down your debt. Living with debt is costly not just because of interest and fees, but it can
also prevent people from getting ahead with their financial goals.
5. Secure your financial future. Retirement is an uncontrollable stage in a worker's life, of which
counterpart are losing the job, suffering from an illness or injury, or be forced to care for a loved
one that may lead to an unplanned retirement. Therefore, knowing more about retirement options
is an essential part of securing financial future.

Financial Goal Planning and Setting

Setting goals is a very important part of life, especially in financial planning. Before investing the money,
consider setting personal financial goals. Financial goals are targets, usually driven by specific future
financial needs, such as saving for a comfortable retirement, sending children to college, or enabling a
home purchase.

There are three key areas in setting investment goals for consideration.
A. Time horizon. It indicates the time when the money will be needed. To note, the longer the time
horizon, the more risky (and potentially more lucrative) investments can be made.
B. Risk tolerance. Investors may let go of the possibility of a large gain if they knew there was also
a possibility of a large loss (they are called risk averse); while others are more willing to take the chance
of a large loss if there were also a possibility of a large gain (they are called risk seekers). The time
horizon can affect risk tolerance.
C. Liquidity needs. Liquidity refers to how quickly an investment can be converted into cash (or the
equivalent of cash). The liquidity needs usually affect the type of chosen investment to meet the goals.
D. Investment goals: Growth, income and stability. Once determined the financial goals and how
time horizon, risk tolerance, and liquidity needs affect them, it is time to think about how investments may
help achieve those goals. When considering any investment, think about what it offers in terms of three
key investment goals: (1) Growth (also known as capital appreciation) is an increase in the value of an
investment; (2) Income, of which some investments make periodic payments of interest or dividends that
represent investment income and can be spent or reinvested; and(3) Stability, or known as capital
preservation or protection of principal.
An investment that focuses on stability concentrates loss on increasing the value of investment and more
on trying to ensure that it never loses value and can be taken when needed
(https://www.flexscore.com/eamingcenter/setting-financlal-and investment-goals).

Budget and Budgeting

A budget is an estimation of revenue and expenses over a specified future period of time and is usually
compiled and re-evaluated on a periodic basis. Budgets can be made for a variety of individual or
business needs or just about anything else that makes and spends money. Budgeting, on the other hand,
is the process of creating a plan to spend money. Creating this spending plan allows one to determine in
advance whether he/she will have enough money to do the things he/she needs or likes to do.
Thus, budgeting ensures to have enough money for the things needed and those important ones and will
keep one out of debt.

Seven Steps to Good Budgeting

The following are seven steps that may help in attaining good budgeting.

Step 1: Set realistic goals. Goals for the money will help make smart spending choices upon deciding on
what is important.

Step 2: Identify income and expenses. Upon knowing how much is earned each month and where it all
goes, start tracking the expenses by recording every single cent.

Step 3: Separate needs from wants. Set clear priorities and the decisions become easier to make by
identifying wisely those that are really needed or just wanted.

Step 4: Design your budget. Make sure to avoid spending more than what is earned. Balance budget to
accommodate everything needed to be paid for.

Step 5: Put your plan into action. Match spending with income time. Decide ahead of time what you will
use each payday. Non-reliance to credit for the living expenses will protect one from debt.

Step 6: Plan for seasonal expenses. Set money aside to pay for unplanned expenses so to avoid going
into debt.

Step 7: Look ahead. Having a stable budget can take a month or two so, ask for help if things are not
getting well.

Spending
If budget goals serve as a financial wish list, a spending plan is a Way to make those wishes a reality.
Turn them into an action plan. The following are practical strategies in setting and prioritizing budget
goals and spending plan:

1. Start by listing your goals. Setting budget goals requires forecasting and discussing future
needs and dreams with the 2. family.
2. Divide your goals according to how long it will take to meet each goal
Classify your budget goals into three categories: short-term goals (less than a year), medium-
term goals (one to five years), and long-term goals (more than five years). Short-term goals
are usually the immediate needs and wants; medium. term goals are things that you and your
family want to achieve during the next five years; and long-term goals extend well into the
future, such as planning for retirement.
3. Estimate the cost of each goal and find out how much it costs. Before assigning priority
to goals, it is important to determine the cost of each goal. The greater the cost of a goal, the
more alternative goals must be sacrificed in order to achieve it.
 4. Project future cost. For short-term goals, inflation is not a big factor, but for medium and
long-term goals, it is a big factor. To calculate the future cost of the goals, there is a need to
determine the rate of inflation applied to each particular goal.
5. Calculate how much you need to set aside each period. Upon knowing the future cost of
the goaIs next is to determine how much to put aside each period to meet all the goals.
6. Prioritize your goals. Upon listing down all the goals and the estimated amount needed for
each goal, prioritize. Them. This serves as guide in decision-making.
7. Create a schedule for meeting your goals. It is important to lay down all the goals
according to priority with the corresponding amount of money needed, the time it will be
needed, and the installments needed to meet the goals.
(https://www.flexscore.com/learningcenter/the-spending-plan-setting-and-prioritizing-your-budget-goals)

Investment and Investing

As teachers, when you have saved more money than what you expect at a time of need, consider
investing this money to earn more interest than what your savings account is paying you. There are many
ways you can invest your money but consider four aspects:
1. How long will you invest the money? (Time Horizon)
2. How much money do you expect your investment to earn each year? (Expectation of Return)
3. How much of your investment are you willing to lose in the short-term in order to earn more in the
long-term? (Risk Tolerance)
4. What types of investment interest you? (Investment Type)

Savings
In order to get out of debt, it is important to set some money aside and put it into a savings account on a
regular basis. Savings will also help in buying things that are needed or wanted without borrowing.

Emergency Savings Fund. Start as early, setting aside a little money for emergency savings fund. If you
receive a bonus from work, income tax refund or earnings from additional or side jobs, use them as an
emergency fund.

10 Reasons Why Save Money

With credit so easy to get, here are ten practical reasons why it is important to save money that everyone,
including teachers, must know.
1. To become financially independent. Financial independence is not having to depend on receiving
a certain pay but setting aside an amount to have savings that can be relied on.
2. To save on everything you buy. With savings, you can buy things when they are on sale and can
make better spending choices without being compromised on credit card interest charges.
3. To buy a home or a car. Savings can be used in buying a home in full or down payment,
especially in times of promo deals, bids and inevitable sale and at a reasonable interest rate.
4. To prepare for the future. Through savings, you can be confident to face the future without
worrying on how you will survive.
5. To get out of debt. If you want to get out of debt, you have to save money.
6. To augment annual expenses. In order to attain a good, stress-free financial life, there is a need
to save for annual expenses in advance.
7. To settle unforeseen expenses. Savings can respond to unforeseen expenses in times of need.
8. To respond to emergencies. Emergencies may happen anytime, and these can be expensive so,
there is a need to get prepared rather than potentially become another victim of an emergency.
9. To mitigate losing your job or getting hurt. Bad things can happen to anyone, such as losing a job,
business bankruptcy or crisis, being injured or becoming too sick to work. Therefore, having
savings is the key to resolve such a dilemma.
10. To have a good life. Putting aside some money to spend when needed can bring about quality
and worry-free life at all times.

Financial Scams to Avoid

Financial fraud can happen to anyone, including the teachers at any time. While some forms of financial
fraud, such as massive data breaches, are out of one's control, there are many ways to proactively get rid
of financial scams and identity theft victimized.

Here are some of the most common financial scams, along with ways to identify them early and how to
protect one's self from being

A. Phishing. Using this common tactic, scammers send an email that appears to come from
a financial institution, such as a bank and asks you to click on a link to update your account
information. If you receive any correspondence that asks for your information, never click on the
links or provide account details. Instead, visit the company's website, find official contact
information, and call them to verify the request.
B. Social Media Scams. Scammers are adept at using social media to gather information
about the traveling habits of potential victims. They also have phishing tactics, including posts
seeking charity donations with bogus links that allow them to keep your money. Therefore, be
conscious of the information you post online, especially personal details unoccupied. and plans
for a vacation that you would leave your house
C. Phone Scams. Another prevalent tactic is scamming phone calls. The scammers pose
as a government agency, such as the Bureau of Internal Revenue or local law enforcement
agencies and use scare tactics to acquire your personal information and account numbers. Never
provide your account information over the phone. Look for the agency's contact information and
call them to verify any request. To note, money. government agencies will never text or call you to
ask for
D. Stolen Credit Card Numbers. There are numerous ways that scammers can obtain your
credit card information, including hacking, phishing, and the use of skimming devices, such as
small card readers attached to unmanned credit card readers (i.e. ATMs, gas pumps, and more).
These small devices pull data from your card when you swipe it. Before you use an ATM or swipe
your card, look for suspicious devices that may be attached to the card reader.
E. Identity Theft. Depending on the amount of information a scammer is able to obtain,
identity theft may extend beyond unauthorized charges on a debit or credit card. If scammers are
able to obtain your Social Security number, date of birth, and other personal information, they
may be able to open new accounts in your name without your knowledge. Be aware of an
information you share and with whom, and always shred sensitive information before disposing it.

By taking preventative measures and being aware of scams, you can minimize the risks of fraud.
Monitoring your online or mobile banking accounts daily can also help you see fraudulent charges quickly.
(https://www.regions.com/Insights/Personal/Financial-Hardship/Disaster-eoovery/common financial
scams-to-avoid)

10 Tips to Avoid Common Financial Scams

Every year, fraud cases are getting worse leaving countless victims in trouble and danger through data
breaches, identity theft and online scams. Unfortunately, new and improved technology only gives
fraudsters an edge, making it easier than ever for scam artists to nab financial data from unsuspecting
consumers (Bell,2019).
1. Never wire money to a stranger. Although it is one of the oldest Internet scams, there are still
consumers who fall for this nip-off or some variations of it.
2. Don't give out financial information. Never reveal sensitive personal financial information to a
person or business you don't know, thru phone, text or email.
3. Never click on hyperlinks in emails. If you receive an email from a stranger or company asking
you to click on a hyperlink or open an attachment and then, enter your financial information,
delete the email immediately.
4. Use difficult passwords. Hackers can easily find passwords that are simple number combinations.
Create passwords that are at least eight characters long and that include some lower- and upper-
case letters, numbers and special characters. You should also use a different password for every
website you visit.
 5. Never give your social security number. If you receive an email or visit a website that asks for
your Social Security number, ignore it.
6. Install Antivirus and Spyware protection. Protect the sensitive information stored on your
computer by installing antivirus, firewall and spyware protection. Once you install the program,
turn on the auto-updating feature to make sure the software is always up to date.
7. Don't shop with unfamiliar online retailers. When it comes to online shopping, only do business
with familiar companies When purchasing a product from an unfamiliar retailer, do some research
to ensure the business is legit and reputable.
8. Don't download software from pop-up windows. When you are online, do not trust pop-up
windows that appear and claim your computer is unsafe. if you click on the link in the pop-up to
start the "system scan" or some other programs, malicious software known as "malware" could
damage your operating system.
9. Make sure the websites you visit are safe. Before you enter your financial information on any
website, double-check the website's privacy rules. Also, make sure the website uses encryption,
which is usually symbolized by a lock to the left of the web address which means it is safe and
protected against hackers.
10. Donate to known charities only. If you receive a call or an email for solicitation of charity
donations, critically examine it. Some scammers create bogus charities to steal credit card
information.
(https://www.investopedia.com/articles/personal-finance/041515/10-tips-avoid. common-)

Financial Scams among Students. Students can also be susceptible to different financial scams and
fraud. Learning how to manage finances and being aware of financial scams are skills that every student
should master.

The following are common financial scams that students should watch out for and learn to protect one's
identity and finances.

A. Fake scholarships. While it is beneficial for students to apply for as many scholarships, it is
important to become aware of related scams and frauds. Students should thoroughly; check scholarship
sources before applying to verify legitimacy. Never apply for a scholarship that asks for money in return.
B. Diploma. Mills. There are schools that offer fake degrees and diplomas: in exchange for a fee.
Check from government education agencies the prospective school to enroll in if it is government-
recognized, legitimate or accredited.
C. Online book scams. While, students, often go for the best deals on textbooks online, scammers
can use this opportunity to get students' credit 'card information. When buying anything online, be sure to
do it on a credible site.
D. Credit card scams. Oftentimes, credit card companies go to school campuses to convince
students to fill out card applications. Scammers may also grab this chance to steal students' information.
It is important to visit a local credit union or bank for credit card application. Also, regularly check the
credit card statement and once there are any unrecognized charges, contact your banking institution
immediately.(https://www.adt.com/resources/financial-scam-safety)

Insurance and Taxes

Insurance is a contract (in the form of a policy) between the policyholder and the insurance company,
whereby the company agrees to compensate for any financial loss from specific insured events. In
exchange for the financial protection offered, policyholder agrees to pay a certain sum of money, known
as premiums to the insurance company. Insurance is the best form of risk management against uncertain
loss.

There are various types of insurance to choose from, such as life insurance, health insurance, motor
insurance, property insurance, business insurance, etc. Besides, the financial protection derived from
insurance entails tax benefit claim on the paid premiums.
The following are concepts related to insurance and taxes that every teacher should know. However,
he/she should carefully analyze and critically examine well before pursuing any deal with them.
1. Employer-Sponsored Insurance. If working in a company with 50 or more full-time employees, the
employer is required to provide employee-only insurance that meets minimum guidelines. .
Examine the plan offered, but do not pay over 9.66 percent of household income in premiums.
2. Marketplace Plans. Marketplace plans are available based on an area of residence and income
upon meeting minimum coverage requirements. Marketplace plans come in three tiers: bronze,
silver and gold. Generally, bronze plans offer the least coverage at the lowest premiums, while
gold plans provide the most coverage at the highest price.

Life insurance. Life insurance is a type of insurance that compensates beneficiaries upon the death of
the policyholder. The company will guarantee a payout for the beneficiaries in exchange of premiums.
This compensation is called “death benefit.”

Depending on the type of insurance one may have, these events can be anything from retirement to
major injuries, to critical illness or even to death.

The following are common risk categories:

1. Preferred Plus-The policyholder is in excellent health, with normal weight, no history of smoking,
chronic illnesses, or family history of any life-threatening disease.
2. Preferred-The policyholder is in excellent health but may have minor issues on cholesterol or
blood pressure but under control.
3. Standard Plus-The policyholder is.in very good health but some factors, like high blood pressure
or being overweight impede a better rating.
4. Standard-Most policyholders belong to this category, as they are deemed to be healthy and have
a normal life expectancy although, they may have a family history of life-threatening diseases or
few minor health issues.
5. Substandard - Those with serious health issues, like diabetes or heart disease are placed on a
table rating system, ranked from highest to lowest. On average, the premiums will be similar to
Standard with an additional 25% lower claim on table ratings.
6. Smokers- Due to an added risk of smoking, the policyholders in this category are guaranteed to
pay more. Aside from health class, age is also a critical factor in determining premiums.
Therefore, older people pay more expensive premiums.

Benefits of Life Insurance

The following are the benefits of life insurance.
1. It pays for medical and funeral costs. Life insurance helps solve the incurred expenses for
medical and funeral services to lessen the grief among family and relatives for being unprepared.
2. 2.For financial support. Life insurance can become a source of temporary income during the
difficult period of adjusting and coping with the loss of a loved one, especially if he/she is the
breadwinner.
3. For funding various financial goals. Life insurance offers additional benefits through the form of
fund accumulation for specific future financial goals.
4. Acts as a retirement secured conform. Modern life insurance also serves as a tool that principal
holders can use to get in a better financial position in the future.
5. It covers costs incurred from taxes and debt. Life insurance can serve as protection since the
premium can be used to pay for unsettled debts and taxes.

Types of Life Insurance

The table below shows a comparative analysis of different types of life insurance along characteristics,
advantages and disadvantages that may serve as reference.
1. Endowment
2. Term
 3. Whole life
4. Variable Universal Life

Financial Stability
Like anyone else, teachers also aim to become financially stable if not today, maybe in the future. Being
financially stable means confidence with the financial situation, worriless paying the bills because of
available funds, debt-free, money savings for future goals and enough emergency funds.

Financial stability is not about being rich but rather more of a mindset. It is living a life without worrying
about how to pay the next bill and becoming stress-free about money while focusing energy on other
parts of life (Silva, 2019).

10 Strategies in Reaching Financial Stability

Just like any goal, getting the finances stable and becoming financially successful requires the
development of good financial habits. Babauta (2007) suggests 10 habits toward financial stability and
success.
1. Make savings automagical. Savings should be made a top priority, especially as an emergency
fund and a bill payment from the amount are automatically transferred from the checking account,
like an online savings account.
2. Control your impulsive spending. Control yourself from impulsive spending on eating out,
shopping and online purchases that may ruin your finances and budget.
3. Evaluate your expenses and live frugally. Analyze how you spend your money, see what you can
reduce and determine 4. expenses that are necessary and eliminate the unnecessary.
4. Invest in your future. Start preparing and investing for your future retirement while still young in
your career field.
5. Keep your family secure. Save for an emergency fund, so that you have something to spend if
anything happens with the family emergently.
6. Eliminate and avoid debt. Eliminate credit cards, personal loans, or other debt forms as it will not
work on you but even pull you down and make you drowned with obligations that may even resort
to surrendering your properties, jewelry and investments as payment.
7. Use the envelope system. Set aside three amounts in your budget each payday, withdraw those
amounts and put them in three separate envelopes. In that way, you can easily track how much
remains for each of the expenses or if you already run out of money.
8. Pay bills immediately. One good habit is to pay bills as soon as they come in and try to get your
bills to be paid through automatic deduction.
9. Read about personal finances. The more you educate yourself, the better your finances will be.
10. 10.Look to grow your net worth. Do whatever you can to improve your net worth, either by
reducing your debt, increasing your savings, or increasing your income, or all of the above.
(https:// zenhabits.net/10-habits-to-develop-for-financial/)

Signs of Being Financially Stable

Teachers, like anyone else, often work to the extent to earn more even through additional jobs on the side
just for their desire for financial stability.
Rose (2019) presents some signs of a financially stable person.
1. You never overdraw your checking account.
2. You don't lose sleep over finances.
3. You use credit cards for convenience and rewards but never out of necessity.
4. You don't worry about losing your job.
5. You pay your bills ahead of time.
6. People ask your opinion about financial matters and you inspire them.
7. You're generally happy with your financial situation.
8. You finance your cars over five years or less if you take loans at all.
9. You contribute more to your retirement.
10. You don't feel guilty when you're out for special occasions.
11. You can afford to buy the things you really want.
12. Recreational spending doesn't appeal to you.
13. You're a natural saver.
14. You're generous with money when it comes to charities or helping others.
15. You're confident about your future.
16. Your net worth grows significantly from year to year.
17. You have substantial equity in your home.
18. You consistently live beneath your means.
19. You could survive for months without a paycheck.
20. You feel in control of your finances and never dominated by
them.(https://www.goodfinancialcents.com/financially-stable/)

Integrating Financial Literacy into the Curriculum

Financial Education in schools should be part of a collaborative national strategy to ensure relevance and
long-term sustainability. The education system and profession should be involved in the development of
the strategy.

In support, Barry (2013) underscored that financial literacy has a wide repercussion outside the family
circle and more precisely, the school. Hence, administrators and professors need to develop a curriculum
that would provide students insights on having the value of financial literacy Including the effect it can
bring them.

Moreover, there should be a learning framework, which sets out goals, learning outcomes, content,
pedagogical approaches, resources and evaluation plans. The content should cover knowledge, skills,
attitudes and values. A sustainable source of funding should be identified at the outset.
Financial education should Ideally be a core part of the school curriculum. It can be integrated into other
subjects like, mathematics, economics, social, studies, technology and home economics, values
education and others. Financial education can give a range of 'real-life' contexts across a range of
subjects.

Teachers should be adequately trained and resourced, made aware of the importance of financial literacy
and relevant pedagogical methods and they should receive continuous support to teach it or integrate in
their lesson. More so, there should be easily accessible, objective, high-quality and effective learning
tools and pedagogical resources available to Schools and teachers that are appropriate to the level of
study. Students’ progress should also be assessed through various high impact modes.