PowerPoint Presentation about 21st definition

1. 21st Century Skills
21st Century Skills
EDU 110 – Week 2

2. Activity:
Group yourselves into 5 and be
creative to answer the 5 questions.
Construction paper will be given to
each group for your answers.

3. Question #1
What will the world be like twenty or
so years from now when the children
who visit your institution have left
school and are out in the world?

4. Question #2
What skills will these children need to
be successful in this world you have
imagined twenty years from now?

5. Question #3
What were the conditions that made
your high-performance learning
experiences so powerful?

6. Question #4
What would learning be like if it were
designed around your answers to the
first three questions?

7. What will learning look
like in the future?
Question #5

8. “For us to grow, we have to educate people to
do jobs that don’t yet exist, which means we
have to invent them and train people to do
them at the same time. That is harder, and it is
why we need everyone to aspire to be a creative
creator or creative server.”
Thomas Friedman and Michael Mandelbaum, That Used to Be Us, pp. 137 (2011)

9. What are the views of Literacy?

10. Expanded Views of Literacy
Despite the popularity of American films in the
Philippines, many Filipinos cannot follow the actors’ dialogue,
and thus resort to guessing the overalls tory based on the
actions onscreen.
Despite the ubiquity of the traditional view of literacy,
Roberts (1995) notes that "in the past fifty years, hundreds of
definitions of literacy' have been advanced by scholars, adult
literacy workers, and programme planners," with even the
United Nations Educational, Scientific, and Cultural
Organization (UNESCO, 2006) acknowledging that literacy as
a concept has proven to be complex and dynamic, it being
continually defined and interpreted in multiple ways.

11. Expanded Views of Literacy
In 2004, UNESCO formally defined literacy as "the
ability to identify, understand, interpret, create,
communicate, and compute, using printed and written
materials associated with varying contexts. Literacy 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."
Note that "reading" does not appear in UNESCO's
definition of literacy. Instead, literacy has taken on a
definition more a kin to "knowing about something and
what to do with it."

12. Expanded Views of Literacy
In this vein, Mkandawire (2018) more succinctly
posits that literacy is "a form of knowledge, competence,
and skills in a particular field or area." being supported by
UNESCO (2006), Barton (2007), and Mkandawire, Simooya-
Mudenda, & Cheelo (2017), which acknowledged that—as
we have just pointed out —modern views appear to equate
literacy with knowledge.
This shift in the definition of literacy from "reading
and writing" to "knowledge" is especially important as we
explore the "new" literacies of the 21st century that seem
far-removed from the contexts upon which conventional
literacy is based.

13. What are 21st Century Skill?

14. Literacy in the 21st Century
When viewed from the perspective of
conventional/traditional literacy, the concept of "new"
literacies is a bit of a misnomer, as even these new
literacies of the 21st century make generous use of
being able to read and write, rather than supplant
them as skills necessary for survival. However, when
viewed from the perspective of literacy as knowledge,
the new literacies begin to make sense as they are the
"skills and bodies of knowledge" that are necessary for
survival and productivity in the information age.

15. Literacy in the 21st Century
In the same vein of reasoning, the new literacies are not
"new" per-se as in the sense that they never existed before.
Rather, we consider them to be new because the contexts in
which old skills and knowledge are being employed are new,
both in nature and in scope. The ability to translate textual
information into images is not a new skill, but it is the ability
to do so in a way that is concise, complete, and clear that is
certainly new, given that it will be how ninety percent of the
population will be informed on the issue. Similarly, being able
to verify the truth-value and veracity of a document is not a
new skill-but being able to do so when there are a hundred
similar documents available to you online is.

16. Literacy in the 21st Century
EXAMPLE
Case in point: Throughout history, humans have
communicated on levels apart from the spoken
and written word, for example, visually, using the
long- distance communication system of smoke
signals used by the ancient Chinese, the ancient
Greeks, and the indigenous peoples of North
America.

17. Literacy in the 21st Century
I the Victorian era, there was such a thing as the
"Language of Flowers," where the kind, color, and
arrangement of a bouquet of flowers were used to
communicate messages that could not otherwise be
spoken aloud in Victorian society (Greenaway, 1884). For
example, a bouquet of oak leaves (representing
strength), purple roses (sorrow), white lilies
(resurrection), and pale yellow tulips and rosemary
(memory or remembrance) would altogether
communicate a message of sympathy, usually over the
death of a loved one.

18. Literacy in the 21st Century
Successfully interpreting these "visual languages" required a
kind of "visual literacy" to understand the message being
presented and to manage the information encoded therein-
skills which, as following chapters will further reveal, are
coming into use again in the 21st century literacies. The
difference si that now we are not analyzing smoke signals or
bouquets, but rather sounds, texts, and images from a
hundred different sources at a nearly non-stop rate to the
point where accuracy, validity, and reliability of the messages
we interpret form the basis for some very important personal
and collective decision-making.

19. Literacy in the 21st Century
Another difference involves the question of
necessity: One did not need to be literate in the
language of flowers to live a fruitful and fulfilled
life in Victorian- era England, but to be not media
or digitally literate in the 21st century makes one
vulnerable to manipulation by those who are,
and such manipulation can easily cost an
individual time, money, property, and even life.

20. Literacy in the 21st Century
These so-called "new" literacies arose from the increasing
availability of communication technologies that were once
unavailable to the average individual. Technologies like blogging
and vlogging, social networking, and even text-messaging change
and expand both the extent and the form of our communication-
blending text, sound, and images in ways unforeseen and
unprecedented (Richardson, 2014). Never before have the
opinions of a twelve year-old child ni an unheard-of town ni an
unheard-of country been available for everyone on earth to read
and hear, and while adults might scoff at a child's opinions, that
child might have more than a thousand online subscribers who
certainly think his or her opinions are important, maybe even
more so than the opinions of adults.

21. Literacy in the 21st Century
Simply put, three things have been critical ni the rise of the new
literacies:
1. Increased Reach - We are communicating with more people,
from more diverse cultures, across vaster distances than ever
before.
2. Increased Means of Communication - We are communicating in
more ways and at faster speeds than ever before.
3. Increased Breadth of Content - We are communicating about
more things than ever before.

22. Literacy in the 21st Century
How do we work together with people of different cultures who
might have vastly different perspectives on communication, work
ethics, values, religious beliefs, and worldviews? What do we do
when some of these might be mutually exclusive to our own? In
an age where information is power—where knowing more and
knowing first can spell thee difference between success and
failure-how do we leverage both current and emergent
technologies so that our endeavors are both productive and
profitable? Moreover, how do we navigate and manage the
veritable minefield of information that was once considered taboo
and private and is now online, for al the world to see and judge,
whether we like it or not?

23. Literacy in the 21st Century
Answering such complex questions requires new sets of
skills and knowledge—ones that our school system have
never had to teach before. With these changes in with
whom, how, and why we communicate, new literacies
are required not only to make sense of the changes, but
also to use these new technologies and paradigms in
meaningful and productive ways-something required not
only of students, but of teachers as well.

24. Literacy in the 21st Century
To better address the need for teachers to be literate in
these new literacies, this book discusses and explores
them in the ensuing chapters, namely:
Globalization and Multicultural Literacy discusses how
our increasing ability to communicate with almost
anyone, anywhere, in real time requires new skills and
attitudes in interacting with people with cultures,
perspectives, worldviews, and priorities different from
our own, particularly with the end-view of not only
peace and understanding, but also mutual benefit and
productivity.

25. Literacy in the 21st Century
The chapter on Social and Financial Literacies meanwhile
explores the need for the ability to navigate our own
social networks-of both the online and off-line variety-to
not only communicate clearly, but also to leverage
resources which we ourselves might not possess. At the
same time, the chapter addresses the notorious problem
of short-sightedness in Filipino culture regarding
personal finances and how this must be addressed at an
increasingly earlier age to help mitigate the ever-
widening gap between the rich and the poor.

26. Literacy in the 21st Century
Media and Cyber/Digital Literacies explore the emerging
need to locate, verify, and ultimately manage online
information, especially in an age where information si
power and where having the right (and wrong)
information and the ability to communicate it with
others and use it to address real-world problems easily
spell the difference between both personal and career
success and failure.

27. Literacy in the 21st Century
Ecoliteracy and Artistic and Creative Literacy explore the
emerging demands for knowing how to effectively and
sustainably manage the natural resources that our
increased industrialization and demands for productivity
are so rapidly eating up. The chapter also explores how
this increase in productivity also brings with it an
increased demand for arts and aesthetics and the need
to develop ways of effectively communicating through
the creative arts in industries dominated by objective
data.

28. Literacy in the 21st Century
Finally, Critical Literacy addresses the increasing need to
discern the underlying (and often tacit) messages behind
the new "texts" of the 21st century, particularly in an
ever-increasingly multicultural society where ideas,
cultures, and ideologies veiw with one another for
power and dominance in the minds of the masses.

29. Literacy in the 21st Century
One of the ways students can be trained in the new
literacies is to engage them in digital storytelling,
wherein the students take part in the traditional process
of storytelling, but with some digital enhancements.
They choose a topic, conduct research, write a script,
develop a story, and through the use of multimedia,
create something that can be played online or on a
computer. Digital Storytelling can be broken down into
following six steps: Writing, Developing a Script, Creating
a Storyboard, Locating Multimedia, Creating the Digital
Story, and Sharing and Uploading.

30. reativity
ollaboration
ommunication
ritical Thinking

31. Learning & Innovation Skills
Critical Thinking & Problem Solving
Creativity & Innovation
Communication & Collaboration
Visual Literacy
Scientific and Numerical Literacy
Cross-Disciplinary Thinking
Basic Literacy

32. Information, Media & Technology Skills
ICT (Information, Communications & Technology) Literacy
Information Literacy
Media Literacy

33. Life & Career Skills
Social & Cross-Cultural Skills
Initiative & Self-Direction
Productivity & Accountability
Leadership & Responsibility
Flexibility & Adaptability

34. 21st Century Themes
Environmental Literacy
Civic Literacy
Global Awareness
Health Literacy
Financial, Economic, Business, & Entrepreneurial Literacy

35. “In the 21st century…expertise is less about
having a stockpile of information or facts at
one’s disposal and increasingly about knowing
how to find and evaluate information on a given
topic”
-Douglas Thomas and John Seely Brown, A New Culture of Learning: Cultivating the
Imagination in a World of Constant Change (2011)

36. Why are 21st Century Skills
Important?

37. “All of these qualities—empathy, discipline, the capacity
to solve problems, the capacity to think critically—these
skills don’t just change how the world sees you. They
change how we see ourselves. They allow each of us to
seek out new horizons and new opportunities with
confidence—with the knowledge the we’re ready; that
we can face obstacles and challenges and unexpected
setbacks. That’s the power of…education.”
-President Obama, remarks to Booker T. Washington Graduates, Memphis, TN,
May 16, 2011

38. 21st Century Societal Shifts
20th Century 21st Century
# Jobs/Lifetime 1-2 Jobs
10-15 jobs (US
Dept. of Labor
2004)
Job Requirement Mastery of one field
Simultaneous
mastery of many
rapidly changing
fields
Job Competition Local Global
Work Model
Routine; hands-on;
fact based
Non-routine;
technical; creative;
interactive
Education Model
Institution centered;
forma degree
attainment is
primary goal
Learner centered;
self-directed,
lifelong learning is
primary goal
Organizational
Culture
Top down
Multi-directional
(bottom-up, top
down, side to side,
etc.)

39. What are the most important skillsets students
leaving high school need to have to thrive in college
and life?
Dennis Maple, President of ARAMARK Education, and Larry
Merlo, CEO of CVS Caremark Corporation say:
• Critical Thinking
• Creativity and innovation
• Resiliency
• Communication
• Collaboration
Morning Plenary discussion, 2012 Building a Grad Nation Summit, Washington, DC

40. “Today's technology-enabled, information-rich,
deeply interconnected world means learning not
only can – but should – happen anywhere, anytime.
We need to recognize these experiences, whether
the environments are physical or online, and
whether learning takes place in schools, colleges or
adult education centers, or in afterschool,
workplace, military or community settings.”
Secretary of Education, Arne Duncan, at 4th Annual Launch of the MacArthur
Foundation Digital Media and Lifelong Learning Competition (9/15/11)

41. Recognition of Lifelong Learning
-Banks et al. “Learning in and out of school in diverse environments…” Seattle: NSF
LIFE Center and University of Washington Center for Multicultural Education. 2006.

42. From “Connected” to “Hyper-Connected”
Back in 2005,
“… ‘Twitter’ was still a sound, the ‘cloud’
was something in the sky, ‘3G’ was a
parking space, ‘applications’ were what
you sent to college, and ‘Skype’ was a
typo.”
From That Used to Be Us (2011) by Thomas Friedman and Michael Mandelbaum

43. Cell Phone & Computers Increasingly Common
% use computer work
% own cell phones
43
70
81
32
50
98
2002 2012 2022
2002 2012 2022
Based on median % across the 16 nations where 2002, 2007
and 2010 data are available. PEW RESEARCH CENTER Q62 & Q65

44. National Research Council Study
Image: Cover of report, Education for Life and Work: Developing Transferable Knowledge and
Skills in the 21st Century (2012),
Center for Education, National Research Council
Classifies 3 Domains of Competence
o The Cognitive(critical thinking,
information literacy, creativity)
o The Intrapersonal (work ethic,
flexibility, initiative)
o The Interpersonal (teamwork,
collaboration, leadership)

45. The 21st Century Museum/Library Shift
20th Century
Museum/Library
21st Century
Museum/Library
Primarily content driven Combination of audience
and content driven
Mostly tangible objects Tangible and digital objects
One-way Multi-directional
Focus on presentation and
display
Focus on audience
engagement, experiences
Acts independently Acts in highly collaborative
partnerships
Located in community Embedded in community
Learning outcomes
assumed, implied
Learning outcomes
purposeful

46. “All libraries and museums—and the people
they serve—stand to benefit from becoming
more intentional and purposeful about
accommodating the lifelong learning needs of
people in the 21st century, and doing this work
collaboratively in alignment with community
needs.”
From Libraries, Museums, and 21st Century Skills, IMLS (2009), pp. 7

47. Where can I find more
information about 21st
Century Skills?

48. IMLS Resources http://www.imls.gov/21stCenturySkills
• Museums, Libraries and 21st Century Skills
publication
• 21st century skills podcast
• Community workshop toolkit
• Self-assessment tool
• Community learning scan
• Information about successful IMLS-
funded projects involving 21st century
skills
• Resource bibliography

49. Other Useful Resources
For a list of other useful resources, please visit
the “other resources” tab of the 21st Century
Skills website to find a list of helpful links and a
bibliography of current research and reports.
www.imls.gov/21stcenturyskills