PCK 136 Building and Enhancing New Literacies Across the Curriculum

Chapter 1.
Introduction to the 21st Century Literacies
Objectives: At the end of this Chapter, you are expected to:
1. Identify the literacies needed in the 21st century.
2. Define the kinds of literacies.
3. Infer how literacies are needed in the global community through situational analysis.

Lesson 1: Introduction to the 21st century

A. Traditional and Expanded Literacy
B. Literacy in the 21st Century

INTRODUCTION:
This chapter introduces the definition of conventional and expanded view of literacy. As
teacher education students, it is inherent that you understand the international context of literacy
so that you will know how you will apply it in the classroom setting.

Let us get started: List as many words that you think describes a 21st century teacher

How about a description of the 21st Century Learning Environment?

A. Traditional and Expanded View of Literacy

Effective instruction in the 21st century takes integrated approaches, teaching students to
demonstrate greater capacity for metacognition, reflection, and being able to contribute to
substantive conversations and information. More of the approaches in the 21st century literacies
find greater interaction among learners and find means to solve issues independently.
Historically, literacy is acquiring knowledge to be able to read, write and count. It is
defined by Webster's dictionary as being able to read and write, and having knowledge or
competence. The transfer of knowledge is memorizing and reproducing facts and rewriting the
information from textbooks. Teachers provide standardized tests for all focused on factual
information.
Today, literacy is not limited to the definition of one being able to read, write, and do
arithmetic. The advent of technology changed dramatically the definition of what literacy is.
The vast information students can now avail of changed the view of what literacy is today.
Literacy includes how one interprets and understand information from various context because
students today have access to multi-media resources. You are most fortunate at this time because
you can learn a wide array of information from various platforms. Hence, even teachers have to
be at pace with the changes of the times. They need to create an environment that supports
literacy and engages learners not only to read the given text but must engage students to develop
their literacy skills.
The Organization for Economic Co-operation and Development (OECD) defines literacy
as the ability to understand and employ printed information in daily activities, at home, at work
and in the community, to achieve one’s goals, and to develop one’s knowledge and potential.
OECD identifies 3 domains of literacy skills:
1. Prose Literacy: This pertains to the knowledge and skills needed to understand and
use information from texts including editorials, new stories, brochures, and
instructional manuals.
2. Document Literacy: is referred to as the knowledge and skills required to locate and
use information contained in various formats, including job applications, payroll
forms, transportation schedules, maps, tables and charts
3. Quantitative Literacy: refers to the knowledge and skills required to apply arithmetic
operations, either alone or sequentially, to numbers embedded in printed materials, such as
balancing a cheque book, figuring out a tip, completing an order form or determining the amount
of interest on a loan from an advertisement.

From the standpoint of the United Nations Educational, Scientific, and Cultural
Organization, (UNESCO), literacy is the “ability to identify, understand, interpret, create,
communicate, compute and use printed and written materials associated with varying contexts.
It involves a continuum of learning in enabling individuals to achieve their goals, to develop
their knowledge and potential, and to participate fully in their community and wider society.

Functional literacy in the 21st century is another term referred as the ability to use
technology for gathering and communicating information. The International Reading
Association’s, (IRA) position statement reported that in order “to become fully literate in today’s
world, students must become proficient in the literacies of the 21st century technologies”. The
definition indicates that today’s reality is dependent on the understanding on the effective use of
media. Although, Leu, et al., 2004 states that definitions of literacy will continue to change as
new technology emerge.
 These definitions suggest literacy should not be seen from the context of mainly reading,
writing and arithmetic, instead, we have to look beyond its literal interpretation and see the
application of the text in oral or written context. As future teachers, you need to have varied
ways of learning and acquiring the skills needed to improve human life. Do not settle for
“pwede na ito” instead, “let us settle for excellence in all things we do.

B. Literacy in the 21st Century

You often hear the statement, “nothing is permanent in this world”. Like in education,
there is nothing permanent, education has to be dynamic and have to be relevant with the
changes in time. Educators agree that conventional literacies are not enough to prepare the
learners with the global challenges like use of digital resources, communicating with the global
community, and others. There is need to broaden the definition of literacy which includes the
“epochal change in everyday technologies and its associated cultural practices”, (Coiro, et al.,
2008). The 21st century birthed the high utilization of technologies so that literacy is not
restricted to printed or written forms of language instead, involved multiple modes of
representations and providing pedagogical frameworks for teaching and learning in a diverse and
cultural context.
OECD reports that workforce requirement survey not only basic knowledge but applied
skills. These are: critical thinking/problem solving; oral and written communications; team work
/ collaborations; diversity; information technology application; leadership; creativity; innovation;
lifelong learning; self-direction; professionalism; work ethics; ethics; social responsibility.

What is the Framework for 21st Century Skills?

There are several frameworks for the 21st-century skills, however, each is related and
complements the other. Here are 2 frameworks that are widely used.

1. Partnership for 21st Century Skills (P21) 21st Century Framework

Core subjects. English, reading or language, arts; mathematics; science; foreign languages;
civics; government; economics; arts; history; and geography.
21st century content. Several significant, emerging content areas are critical to success in
communities and workplaces. These content areas typically are not emphasized in schools today:
• Global awareness
• Financial, economic, business and entrepreneurial literacy
• Civic literacy
• Health and wellness awareness
Learning and thinking skills. As much as students need to learn academic content, they also
need to know how to keep learning — and make effective and innovative use of what they know
— throughout their lives. Learning and thinking skills are comprised of:
• Critical-thinking and problem-solving skills
• Communication skills
• Creativity and innovation skills
• Collaboration skills
• Contextual learning skills
• Information and media literacy skills

ICT literacy. Information and communications technology (ICT) literacy is the ability to use
technology to develop 21st century content knowledge and skills, in the context of learning core
subjects. Students must be able to use technology to learn content and skills — so that they know
how to learn, think critically, solve problems, use information, communicate, innovate and
collaborate.

Life skills. Good teachers have always incorporated life skills into their pedagogy. The challenge
today is to incorporate these essential skills into schools deliberately, strategically and broadly.
Life skills include:
• Leadership
• Ethics
• Accountability
• Adaptability
• Personal productivity
• Personal responsibility
• People skills
• Self-direction
• Social responsibility

21st century assessments. Authentic 21st century assessments are the essential foundation
of a 21st century education. Assessments must measure all five results that matter core subjects;
21st century content; learning and thinking skills; ICT literacy; and life skills. Assessment of 21 st
century skills should be integrated with assessments of core subjects. Separate assessments
would defeat the purpose of infusing 21st century skills into core subjects. Assessments must use
modern technologies to increase efficiency and timeliness to be effective, sustainable and
affordable. Standardized tests alone can measure only a few of the important skills and
knowledge students should learn. A balance of assessments, including high-quality standardized
testing along with effective classroom assessments, offers students and teachers a powerful tool
to master the content and skills central to success. (Partnership for 21st Century Skills)

2. Framework from the Organization for Economic Cooperation and Development

Competency (OECD) Category
1. Using Tools Interactively
A. Use language, symbols and texts interactively
B. Use knowledge and information interactively
C. Use technology interactively Competency Category
2: Interacting in Heterogeneous Groups
A. Relate well to others
B. Co-operate, work in teams
C. Manage and resolve conflicts Competency Category
3: Acting Autonomously
A. Act within the big picture
B. Form and conduct life plans and personal projects
C. Defend and assert rights, interests, limits and needs.

P21’s conceptualization of 21st Century skills is more detailed and more widely adopted.
The OECD competencies highlight “using language, symbols, and texts,” as well as “managing
and resolving conflicts.” “Acting autonomously” is a major category in this framework that
includes “life plans” and “defending and asserting rights, interests, limits, and needs.”