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Traditional Literacies analyzing these broader social practices Definitions of Traditional Literacies and values. Traditional literacy Basic literacy & skills Literacy in Cognitive Development Fun...

Traditional Literacies analyzing these broader social practices Definitions of Traditional Literacies and values. Traditional literacy Basic literacy & skills Literacy in Cognitive Development Functional literacy Literacy is part of cognitive development Early/Emergent literacy and emphasizes its role in mediating higher mental functions. - Lev Vygotsky (1978) Traditional Literacy This posits that literacy development is a Traditional literacies socially mediated process that involves Reading interaction with more knowledgeable others Writing and participation in cultural practices. Listening Speaking Functional literacy the ability to use reading, writing, and Definitions of Traditional Literacies numeracy skills effectively to meet the Traditional literacy demands of daily life, work, and society literacy = ability to read and write It extends beyond the mere ability to read This foundational concept of literacy and write, emphasizing the application of encompasses not only the mechanical skills these skills in practical contexts. of reading and writing but also the Functional literacy is "the ability to engage understanding and ability to use written in all those activities in which literacy is language to communicate effectively within required for the effective functioning of his a particular language system. or her group and community and also for enabling the individual to continue to use Traditional Literacy reading, writing, and calculation for his or Reading and Writing Skills her own and the community’s development” "the ability to read and write" (UNESCO, (UNESCO, 2004). 2005) This definition emphasizes the fundamental Functional Literacy skills needed for interpreting and producing 1. Basic skills for practical use text, which remains the core of literacy in 2. Application in context many educational contexts. 3. Beyond decoding and encoding 4. Cultural and social relevance Cognitive and Social Processes 5. Literacy for economic participation Literacy is not just the ability to read and write but also involves understanding the Early/Emergent literacy functions of written texts in communication skills, knowledge, and attitudes that are and the cognitive processes involved in developmental precursors to reading and interpreting texts. - David Olson (1994) writing. This extends literacy beyond mechanical skills to It encompasses the period from birth include comprehension and critical thinking. through the preschool years and involves a range of experiences that build the Literacy as a Social Practice foundation for conventional literacy. The concept of literacy as a "social practice" Scholars define emergent literacy as a rather than just a set of neutral, technical continuum of learning rather than a single skills. - Brian V. Street (1984) milestone. This argues that literacy practices are Emergent Literacy embedded in cultural and social contexts, 1. Development of literacy behaviors and understanding literacy requires  2. Natural development in language-rich Understanding and using a variety of words environments in spoken language. 3. Holistic literacy development Developing a rich oral vocabulary is 4. Foundation for later reading and writing essential, as it allows children to understand 5. Acquired through guided participation what they read later on. Exposure to a variety of words through Key Emergent Literacy Skills conversations, reading aloud, and Print awareness interactive activities helps build vocabulary. Letter knowledge Oral Language Skills Phonological awareness The ability to speak, listen, and understand Vocabulary development spoken language. Oral language skills Developing skills such as storytelling, Narrative skills asking and answering questions, and Print motivation participating in conversations. Emergent writing Oral language skills lay the foundation for Early/Emergent Literacy reading comprehension and writing. Print Awareness Narrative Skills Understanding that print carries meaning The ability to describe events and tell and that it is used for different purposes stories, including understanding the (e.g., in books, signs, labels). sequence of events (beginning, middle, and Recognizing print in the environment and end). knowing how to handle books (e.g., holding Understanding the elements of a story, such a book the right way, turning pages from left as characters, settings, and plot. to right). Being able to retell stories or experiences is Understanding the directionality of print an important precursor to both reading (reading from left to right and top to bottom). comprehension and writing. Letter Knowledge Print Motivation Recognizing letters of the alphabet, both Interest in and enjoyment of books and uppercase and lowercase. reading activities. Understanding that letters have specific Children with strong print motivation are sounds associated with them (phonics). more likely to engage with books and Knowing the names of letters and beginning literacy activities, enhancing their literacy to distinguish between different letters development. based on their shapes and sounds. Reading aloud, interactive storytelling, and Phonological Awareness providing access to a variety of books help The ability to recognize and manipulate sounds in foster this motivation. spoken language. This includes: Emergent Writing Rhyming—Recognizing and generating Early writing skills, such as drawing, words that rhyme. scribbling, and making letter-like forms, Syllable Awareness—Identifying and which gradually evolve into more counting syllables in words. conventional writing. Phonemic Awareness—Recognizing and Understanding that writing conveys manipulating individual sounds (phonemes) meaning and represents spoken language. in words, such as identifying the initial Developing fine motor skills needed to hold sound in "cat" or blending sounds to form a a pencil or crayon and form letters. word. Phonological awareness is a strong How are emergent literacy and predictor of later reading success. skills developed? Vocabulary Development  through a combination of natural Rapid technological advancements interactions with caregivers, participation in Diverse work environments literacy-rich environments, and engaging in Environmental and societal changes activities that promote language and Education and lifelong learning literacy, such as shared reading, Health and wellbeing storytelling, singing, and play Political and economic uncertainty Early childhood education programs play a vital role in fostering these skills to prepare 21st Century Literacies children for formal literacy learning in 21st-century literacy extends beyond the school. traditional definitions of reading, writing, and numeracy to include a broader set of skills Basic literacy and skills and competencies needed to effectively the foundational abilities required to read, navigate and thrive in the modern, digital, write, and perform basic arithmetic and information-rich world. "the ability to identify, understand, interpret, It encompasses a variety of literacies that create, communicate, and compute, using are essential for full participation in printed and written materials associated contemporary society, such as digital with varying contexts" (UNESCO, 2006) literacy, media literacy, information literacy, These skills are fundamental for functioning and critical literacy. effectively in society and are the stepping It reflects the skills needed for effective stones for more advanced literacy communication, problem solving, and critical competencies. engagement in our complex, interconnected Scholars often define basic literacy and world. skills as the initial stages of literacy development, focusing on acquiring 21st Century Education essential reading, writing, and numeracy This modern society is ushered in by a skills. dramatic technological revolution. It is an increasingly diverse, globalized, and Basic Literacy & Skills complex media-saturated society. 1. Foundational reading and writing skills According to Dr. Douglas Kellner, this 2. Mechanics of reading and writing technological revolution bears a greater 3. Skills for daily functioning impact on society than the transition from an 4. Primary education competency oral to print culture. 5. Basic numeracy as a component Education prepares students for life in this world. Numeracy Amidst emerging social issues and the "ability to interpret, communicate, and concerns, there is a need for students to be act upon information provided in numerical, able to communicate, function, and create graphical, or statistical formats” (Gal, 2000) change personally, socially, economically, Basic numeracy, therefore, involves the and politically at the local, national, and ability to perform simple arithmetic global levels by participating in real-life and operations and understand basic real-world service learning projects. mathematical concepts necessary for everyday tasks. 21st Century Schools Schools in the 21st century focus on a 21st Century Literacies & Skills project-based curriculum for life that would Digital connectivity engage students in addressing real-world Globalization problems and humanity concerns and Information overload issues.  This has become an innovation in writing, speaking, listening, research, education—from textbook - driven, teacher - scientific explorations, math, multimedia centered, paper-and-pencil schooling to a skills, and others. better understanding of the concept of knowledge and a new definition of the The 21st Century Curriculum educated person. The 21st-century curriculum has critical Therefore, it makes a new way of designing attributes that are interdisciplinary, and delivering the curriculum. project-based, and research-driven. Schools will have open walls and are It is connected to local, national, and global roofless while connecting teachers, communities, in which students may students, and the community to the breadth collaborate with people around the world on of knowledge in the world. various projects. Teachers will transform their role from being The curriculum also integrates higher-order dispensers of information to becoming thinking skills, multiple intelligences, facilitators of learning and helping students technology and multimedia, multiple translate information into knowledge and literacies, and authentic assessments, knowledge into wisdom. including service learning. The 21st century will require knowledge The classroom is filled with self-directed generation, not just information delivery, and students, who work independently and schools will need to create a “culture of interdependently. inquiry.” The curriculum and instruction are designed Learners will become adaptive to changes. imbued with the concept of differentiation. In the past, learners spent a required Thus, instead of focusing on textbook-driven amount of time in respective courses, or fragmented instruction, instruction turns received passing grades, and graduated. to be more thematic, project-based, and Today, learners are viewed in a new integrated with skills and competencies context. purely not confined within themselves, but are explored through research and concept What does this mean for teachers? application in projects and outputs. Teachers must discover student interest by Learning is not confined to memorization of helping them see what and how they are facts and figures alone but rather is learning to prepare them for life in the real connected to previous knowledge, personal world. experience, interests, talents, and habits. They must instill curiosity, which is fundamental to lifelong learning. The 21st Century Learning Environment They must be flexible in how they teach. Typically, a 21st-century classroom is not They must excite learners to become more confined to a literal classroom building but a resourceful so that they will continue to learning environment where students learn outside formal school. collaborate with their peers, exchange insights, coach and mentor one another, 21st Century Schools and share talents and skills with other Twenty-first-century learning demands a students. school that excites students for school. Cooperative learning is also apparent, in There is little or no discipline problem which students work in teams because because of strong student engagement. cooperation is given more emphasis than Likewise, parents are informed about competition, and collaborative learning more positive changes in their children. than isolated learning. As a result, students manifest significant Students use technologies, including improvement in basic skills of reading, internet systems and other platforms.  In creating a world-class 21st-century They learn through experience and learn learning environment, building new schools differently. and remodeling of present school facilities Digital immigrants often reflect, are can be addressed toward creating sequential, and linear. environmentally friendly, energy-efficient, Their predominant senses are hearing and and “green” schools. seeing. They tend to intellectualize and Inside every classroom, students shall apply believe that learning is constant. their knowledge of research in life, which is Students’ entire lives have been immersed a clear indication of a relevant, rigorous, in the 21st century media culture. They take 21st-century real-life curriculum. in the world via the filter of computing An ideal learning environment also devices, such as mobile phones, hand-held considers the kind of spaces needed by gaming devices, PDAs, and laptops. students and teachers in conducting A Henry J. Kaiser Family Foundation survey investigations and projects by diverse found that young people (ages 8–18) spend groups for independent work. on electronic media an average of six hours An ideal learning environment has plenty of a day. In addition, many are multitasking, wall space and other areas for displaying such as listening to music while surfing the student work that includes a place where web or instant messaging friends while the parents and the community can gather playing a video game. to watch student performances, as well as a Pre-schoolers easily navigate electronic place where they can meet for discussions. multimedia resources on games, in which they learn colors, numbers, letters, spelling, Technology in the 21st Century Pedagogy and more complex tasks, such as mixing Technologies are not ends in themselves basic colors to create new colors, but these are tools students use to create problem-solving activities, and reading. knowledge for personal and social change. Although today’s students understand how Students should have full access to to access and utilize these tools, they use technology. Therefore, a better bandwidth of them only for entertainment purposes. WiFi access should be available along Thus, students should be prepared and areas of the school for the students to assisted to become media literate as they access their files and supplement their function in an online collaborative learning inside the classroom. research-based environment. Various laboratories and learning centers are set up in such a way that they allow a 21st Century Skills Outcome and the Demands space needed for students’ simulation and in the Job Market manipulative works. The 21st-century skills are a set of abilities All classrooms should have televisions to that students need to develop to succeed in watch broadcasts created by the schools the information age. and other schools around. The Partnership for 21st Century Skills Other resources in the school can also be (P21) lists three types: utilized by students to create opportunities ○ Learning Skills – critical thinking, for their knowledge explorations. creative thinking, collaborating, and communicating Understanding 21st Century Learners ○ Literacy Skills – information Today’s students are called “digital natives” literacy, media literacy, technology while educators are “digital immigrants.” literacy. Digital natives usually react, are random, ○ Life Skills – flexibility, initiative, holistic, and nonlinear. Their predominant social skills, productivity, leadership senses are motion and touch.  Skills demanded in the job market include Schools and teachers should use a variety knowing the trade, following directions, of applied skills, multiple technologies, and getting along with others, working hard, and new ways of analyzing and processing being professional, efficient, prompt, honest, information, while also taking initiative, and fair. thinking creatively, planning out the process, To adapt to these jobs in this information and working collaboratively in teams with age, students need to think deeply about other students. issues, solve problems creatively, work in Schools may allow students to pursue teams, communicate clearly in many media, alternatives, in which students can earn learn ever-changing technologies, and deal academic merits and satisfy graduation with the influx of information. requirements by completing an internship, Amidst rapid changes in the world, industry apprenticeship, or volunteer experience. requires students to be flexible, take the It is in this manner that students can initiative, lead when necessary, and create practice a variety of practical, career-based, something new and useful. work-related skills and values while equally According to P21, various industries look for completing the academic coursework and employees who can think critically, solve meeting the same learning standards problems creatively, innovate, collaborate, required of students. and communicate. Therefore, for a perfect In today’s world, information and knowledge match between academe and industry are continuously increasing and no one can demands, schools need to embed learn everything about every subject. What time-tested industry-demanded work skills may appear true today could be proven to in the curriculum. be false tomorrow and the jobs that students will get after they graduate may not The 21st Century Learning Implications yet exist. The 21st century skills are viewed as For this reason, students need to be taught relevant to all academic areas and the skills how to process, analyze, and use may be taught in a wide variety of both information, and they need adaptable skills in-campus and community settings. that they can apply in all facets of life. Thus, Teachers should practice teaching merely teaching them ideas and facts cross-disciplinary skills in related courses, without teaching them how to use them in such as integrating research methods in real-life settings is no longer enough. various disciplines; articulating technical Schools need to adapt and develop new scientific concepts in verbal, written, and ways of teaching and learning that reflect a graphic forms; presenting laboratory reports changing world. to a pool of specialists; or using emerging The purpose of school should be to prepare technologies, software programs, and students for success after graduation and, multimedia applications as an extension of therefore, schools need to prioritize the an assigned project. knowledge and skills that will be in the Likewise, accrediting organizations and greatest demand, such as those deemed regulatory bodies may require 21st-century important by college professors and skills in the curriculum. In doing so, the employers. assessment tools should also contain these Hence, teaching students to perform well in skills. school or pass the test alone is no longer They may design or adopt learning sufficient. standards that explicitly describe Henceforth, teachers must realize and multidisciplinary skills that students should students must understand that no one can acquire or master. move toward a vision of the future unless they understand the socio-historical context  of where they are now, what events led them to be where they are, how this can inform the development of a vision for the future, and how they want to get there. Thus, a clear articulation of the purpose of education for the 21st century is the place to begin. A Paradigm Shift for 21st Century Education Before 21st Century 21st Century Education Education Time-based Outcome-based Focus: Memorization of Focus: What students discrete facts Know, Can Do, and Are Like after all the details are forgotten Lower order thinking skills Higher order thinking in Bloom’s Taxonomy, skills (metacognition), such as knowledge and such as application, comprehension analysis, synthesis, and evaluation Textbook-driven Research-driven Passive learning Active learning Learners work in isolation Learners work and are confined in the collaboratively with classroom (walled classmates and others classroom). around the world (global classroom). Teacher-centered: The Student-centered: The teacher is the dispenser teacher is the of knowledge, facilitator/coach of information, and students’ learning. attention. Little to no student Great deal of student freedom freedom