Development and Evaluation of Multiliteracy-based Instructional Materials on Teaching 21st Century Literature

The Multiliteracy Pedagogy is a response to the changes in the world and the people’s capacity to communicate through new media. It posits that students learn to collaborate by sharing their thoughts with others in online spaces where they can engage in different modes (texts, image, video, poetry) of learning processes. This study unlocked the potential of Multiliteracy Pedagogy in developing instructional materials in teaching 21st Century Literature. In implementing the multiliteracy paradigm, the teachers are directed to follow four phases: 1) Situational Practice (the immersion of experience and utilization of available designs of meaning); 2) Overt Instruction (the systematic, analytic, and conscious understanding of the designs of meaning); 3) Critical Framing (the interpreting of social, and cultural context); and 4) Transformed Action (the transfer of their learning to a different context). This study was undertaken as an attempt to bridge the gap between the demands of the curriculum guide of 21st Century Literature from the Philippines and the World series of 2013 and what the available instructional materials lacked by developing the available instructional materials to be multiliteracy-based.  It addressed the need to integrate the 7C’s of the 21st century skills, to cover all the competencies in the curriculum guide using the power standards, and to unpack them by utilizing learning targets. This study used the Analysis Design Development Implementation Evaluation (ADDIE) Model in developing Multiliteracy-Based Learning Logs. A curriculum mapping was performed to align the  standards in the curriculum guide. The study went on developing a Multiliteracy-Based Learning Logs Design Model where the phases of the Multiliteracy Pedagogy Framework were aligned to the components of the DepEd’s Daily Learning Logs. This model was used as pattern in developing the six (6) Multiliteracy-Based Learning Logs (MBLLs). A focus group discussion was performed, allowing the ten (10) selected Literature teacher-participants from both public and private secondary institutions to review and evaluate the MBLLs to determine its suitability to address the needs in teaching 21st Century Literature. The study found that the Multiliteracy Pedagogy through multimodal teaching enabled the teachers to facilitate higher order thinking skills, and to hone the 7C’s of 21st century skills as opposed to the available learning resource materials. Moreover, it was discovered that the developed and validated MBLLs helped the teacher-participants value the opportunities for exploring, and innovating the classroom activities and assessment tasks in discussing the literary texts using multicultural contexts in multimodal ways.