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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 21st Century Skills Categories Framework for 21st Century The 21st Century Skills - The Partnership for 21st Century Skills a broad set of knowledge skills, work habits, (P21) Framework is a comprehensive and character traits that are deemed educational framework designed to equip necessary in coping with today’s world and students with the skills necessary to thrive future careers and workplaces can be in the 21st century. applied in all academic subject areas and - This framework emphasizes a blend of core educational settings throughout a student’s subjects, 21st century themes, learning and life. innovation skills, and the integration of The 21st Century Skills technology. - critical thinking, problem solving, reasoning, analysis, interpretation, synthesizing information research skills and practices, interrogative questioning creativity, artistry, curiosity, imagination, innovation, personal expression perseverance, self-direction, planning, self-discipline, adaptability, initiative oral and written communication, public speaking and presenting, listening leadership, teamwork, collaboration, cooperation, facility in using virtual workspaces - ICT literacy, media and internet literacy, Framework for 21st Century data interpretation and analysis, computer 1. Core Subjects programming civic, ethical, and social These subjects are essential for student justice literacy economic and financial success in college and careers. They literacy, entrepreneurialism global include: awareness, multicultural literacy, English, Language, Arts, humanitarianism scientific literacy and Mathematics, Science, History/Social reasoning, the scientific method Studies, Geography, World Languages, Arts environmental and conservation literacy, Financial, Economic, Business, and ecosystem understanding health and Entrepreneurial Literacy wellness literacy, including nutrition, diet, exercise, and public health and safety 2. 21st Century Themes These themes are critical to student The 21st Century Skills success and are integrated into the core - The concept is grounded on the belief that subjects. They include: students must be educated in a more Global Awareness - Understanding global relevant, useful, and universally applicable issues, cultures, and diverse perspectives. \ manner. The idea simply lies in the fact that Financial, Economic, Business, and students need to be taught different skills Entrepreneurial Literacy - Recognizing and reflect on the specific demands that will economic principles and their applications. be placed upon them in a complex, Civic Literacy - Understanding political competitive, knowledge-based, systems, civic responsibilities, and the role information-age, and technology-driven of citizens in a democracy. society. Therefore, Health Literacy - Understanding health - 21st century education addresses the whole information and making informed decisions child or the whole person. about health and wellness.  Environmental Literacy - Awareness of - Understanding media messages and their environmental issues and sustainable impact on individuals and society. practices. ICT (Information and Communication Technology) Literacy 3. Life and Career Skills - Proficiency in using technology for various These skills prepare students for success in purposes, including communication, their personal and professional lives, collaboration, and problem solving. focusing on: Flexibility and Adaptability 6. Assessment - Being open to change and adapting to new - The P21 Framework emphasizes the need situations. for assessments that measure not only Initiative and Self-Direction content knowledge but also the skills and - Taking responsibility for one's learning and competencies outlined in the framework. working independently. This includes: Social and Cross-Cultural Skills Formative Assessment - Understanding and respecting diverse - Ongoing assessments that inform teaching cultures and perspectives. and learning. Productivity and Accountability Summative Assessment - Managing time effectively and delivering - Evaluating student learning at the end of an quality work on time. instructional unit. Leadership and Responsibility Authentic Assessment - Leading teams and projects, while also - Real-world tasks that demonstrate students’ being accountable for one’s actions. understanding and application of skills. 4. Learning and Innovation Skills Framework for 21st Century These skills are vital for students to succeed Integration and Implementation in the modern workforce and include: To effectively implement the P21 Framework, Critical Thinking and Problem Solving educators and institutions are encouraged to: - Analyzing information, making informed Integrate skills into the curriculum: decisions, and solving complex problems. -Combine core subjects with 21st-century Creativity and Innovation skills and themes. - Generating new ideas, approaches, or Promote interdisciplinary learning products; thinking outside the box. -Encourage connections between subjects Collaboration to enhance understanding. - Working effectively with others, Utilize technology understanding diverse perspectives, and -Leverage digital tools and resources to contributing to team efforts. enhance learning experiences. Communication Engage stakeholders - Conveying information clearly and -Involve educators, parents, and community effectively in various formats and contexts. members in promoting 21st-century learning. 5. Information, Media, and Technology Skills The Partnership for 21st Century Skills These skills emphasize the importance of Framework provides a roadmap for digital literacy and responsible use of educational institutions to prepare students technology. Key components include: for the complexities of modern life and work. Information Literacy By focusing on a blend of core subjects, - Ability to effectively locate, evaluate, and essential skills, and real-world applications, use information from various sources. the framework aims to cultivate a generation Media Literacy of learners who are not only knowledgeable  but also adaptable, creative, and capable of 21st century approach to curriculum is more thriving in a dynamic global landscape. than just adding an extra course or extra class time in the curriculum. Thus, Implications to Educators pre-service teachers benefit from the ability Successfully complementing technologies to to fully explore and understand how to content and pedagogy and developing the develop and use curriculum for deep ability to creatively use technologies to meet understanding and mastery of academic specific learning needs subject knowledge and 21st century skills. Aligning instruction with standards, particularly those that embody 21st century Implications to Pre-Service Teacher Preparation knowledge and skills Balancing direct instruction strategically with Instructional models projectoriented teaching methods The integration of innovative and research-proven Applying child and adolescent development teaching strategies, modern learning technologies, knowledge to educator preparation and and real-world resources and contexts are all educational policy imperative in: Using a range of assessment strategies 1. Integrating “teach for understanding” (formative, portfolio-based, curriculum principles embedded, summative, etc.) to evaluate 2. Creating rich practice teaching experiences student performance and differentiate 3. Creating dynamic learning communities and instruction peer mentoring networks Participating actively in learning 4. Examining the role of content, pedagogy, communities, tapping the expertise within a and technologies in developing higher order school or school district through coaching, thinking skills mentoring, knowledge-sharing, and team teaching Learning environments Acting as mentors and peer coaches with Determining the enabling structures, policies, and fellow educators strategies that can best support 21st century skills Using a range of strategies to reach diverse acquisition among pre-service teachers is a step students and to create environments that toward creating an environment that will promote support differentiated teaching and learning 21st century learning. Pursuing continuous learning opportunities 1. Establish a 21st century vision for learning and embracing career-long learning as environments in the program and the professional ethics university. Establishing a conducive learning 2. Ensure that the physical infrastructure environment where learners can freely supports 21st century knowledge and skills. express themselves and explore their 3. Practice flexibility in time for project-based potentials and capacities work and competency-based assessment. 4. Ensure technical infrastructure that Implications to Pre-Service Teacher Preparation sufficiently supports learning. Understanding the key elements of optimum 5. Strengthen networking engagement in the curricula will help pre-service teachers learning environment. develop dispositions, habits of mind, and confidence to enable students to develop Partnerships 21st century skills in a range of core Teamwork between the program and the institution academic subject areas. is imperative for sustainability and development. Pre-service teachers are expected to play The partnership forged between community an active role in developing and organizing leaders, business industry, professional content and instruction for their students. associations, government agencies, non government organizations, other institutions, Equity, diversity and inclusivity parents, other stakeholders and the community Learning through doing create a high impact outcome. Changed role of the teacher Continuous Improvement Community relationships CI represents willingness to commit to revisiting the Technology process over time. Teacher professionalization 1. Clearly identify measurable goals. 2. Track progress regularly against these goals. 3. Communicate progress to stakeholders. Personalized Learning 4. Engage all participants in refining and A personalized approach recognizes that improving success over time. not all students learn in the same manner. Personalized learning involves Synthesis differentiating instruction so that students The term 21st century skills refers to a can learn in ways that suit their personal broad set of knowledge, skills, work habits, needs. and character traits that are critically Educators can adjust their teaching important in today’s world, particularly in methods in several ways. They could: college programs and contemporary careers - Differentiate content difficulty; and workplaces. - Differentiate modes of delivery; and The Partnership for 21st Century Skills - Differentiate assessment strategies. encompass a wide range of knowledge and By contrast, the 20th Century approach was skills that are interconnected with applied characterized by a one size fits all skills, cross-curricular skills, approach. cross-disciplinary skills, interdisciplinary Instruction was usually transmission-style skills, transferable skills, transversal skills, under a paradigm of teaching often referred non-cognitive skills, and soft skills. to as the banking model of education. To succeed in life and in their future career, The significant shift from the one size fits all students must hone and empower to personalized approach can be attributed themselves with learning and innovation to evolving understandings of how people skills; information, media, and technology learn. skills; life and career skills; and social and Theories such as sociocultural theory cross-cultural skills. gained prominence in the latter decades of The integration of 21st century skills must the 20th Century, which are now dominant be continuously practiced alongside in the 21st Century. standards and assessment, curriculum and These theories recognize that learners are instruction, professional development, and influenced significantly by social, cultural learning environments. and environmental factors which lead to Considering that teachers are the greatest differentiated outcomes. mobilizers of 21st century education, Many theorists now believe that students pre-service teachers must be rigidly trained need to learn through various different on these skills to prepare them for their learning modalities depending on the future professional careers. student’s needs. Examples of personalized learning include: Features of 21st Century Learning & Strategies - Differentiated instruction; for Developing Literacy - Individualized education plans; - Student-led projects in the Key Features of 21st Century Learning classroom; Personalized learning  - Enhanced freedom of choice in the - Transmission of information from teacher to classroom. student. - Filling your mind up with facts. Equity, Diversity and Inclusivity These methods are thrown out in a 21st Century In the 20th Century students were expected learning approach. to conform to the mainstream or be The central idea in the “learning through excluded. But in the 21st Century,social doing” approach is that we are much better inclusion and difference are celebrated. at knowing, remembering and using Equity knowledge if we learn actively, rather than A goal of 21st Century educators is to through passive learning. achieve equality of outcomes. Educators When we are learning through doing, we: are attempting to close achievement gaps Have first-hand experience with applying between rich and poor. Hopefully one day information to the real world. your family’s wealth will not determine how Get the opportunity to learn through successful you are at school. trial-and-error (so we know why something Diversity is true or not). Diversity is now considered a strength in Aren’t told something, but rather we classrooms. discover things through our engagement When students are different, they learn that with the world around us. difference is okay. They befriend people of Learn information that isn’t just theoretical different cultures and learn not to be afraid but can be applied to things in our lives of other cultures around them. somehow. Inclusivity There are many approaches to education that fit We now believe that people of all ability within this 21st Century ‘learning through doing’ levels, physical disabilities, or learning paradigm. Here are just a few: disabilities deserve to be included in - Cognitive Constructivism mainstream classrooms. This can help them - Problem-Based Learning contribute to mainstream life and show them - Problem Posing Education (PPE) they are welcome and equal participants in - Project-Based Learning the world. - Phenomenon-Based Learning (PhBL) Equity, Diversity and Inclusivity Driving factors behind the turn toward increased Cognitive Constructivism equity, diversity and inclusivity include: We learn by constructing ideas in our heads A shift to the social model of disability, (rather than having them inserted into our which argues that society needs to adapt to minds). include people with learning and physical We construct information when we place disabilities into mainstream classrooms; ideas in our working memory, compare it to Increased cultural diversity leading to our existing prior knowledge, and make greater awareness of differences between decisions about how useful, truthful or cultures; valuable this new knowledge is to us before Feminist and critical theories gaining saving it, using it to change our minds, or currency in society, leading to awareness of discarding it. the need for greater gender equality. We don’t just take bits of information for granted: we ‘mull them over’ and ‘consider Learning Through Doing them’ before deciding how to use them. Old behaviorist methods of education that were Problem-Based Learning typical in the 20th Century saw learning as: PBL is a classroom-based constructivist - Memorization of information. teaching strategy. It involves learning through solving problems.  This is clearly very different to learning by In the 20th Century, teacher and learner being told facts. That’s because students roles were very rigid: aren’t given answers to problems: they have - Teacher as Authority to solve the problems themselves to - Passive Students discover the truth. In the 21st Century, the roles of both the That’s why sometimes we also call PBL teacher and the student have changed: discovery learning. - Teacher as Facilitator Problem Posing Education (PPE) - Active Students PPE is very similar to problem based Community Relationships learning. We are increasingly realizing how important In a problem posing environment, the community engagement is for learning. teacher or student will come up with a In our communities there are amazingly problem and present the problem to the useful people who can teach and inspire our class. The class and the teacher need to students far better than we can. learn the answer to this problem together. So teachers need to seek out experts and So, not even the teacher enters the bring them into the classroom. By classroom with the answers in this leveraging the skills and knowledge of the approach. It therefore creates a very community, we can create a better learning democratic co-learning atmosphere in the experience for our students. classroom. In multicultural societies, community Project-Based Learning members can also teach us about how to In a project-based classroom, students will best teach children within their cultures. work on one big problem for many lessons For example, children from Indigenous (maybe even weeks or months) at a time. cultures may have grown up with very Students will often work together and use different learning styles from other children resources around them like community in the class. By engaging with local members or the internet to create Indigenous people, teachers can learn how something new (their project!). best to teach those children in their class. Phenomenon-Based Learning (PhBL) Bringing people from different walks of life PhBL is an approach that is popular in into the classroom also helps our students Finland. Rather than learning through to create connections with people who subjects (mathematics, languages, science, aren’t like themselves. This can help history), students focus on a ‘phenomenon’ inclusion, education for social justice, and (or ‘topic’) that requires them to use multiple create links between people of different different forms of knowledge from different cultures. subject areas to learn about the Modern technologies can be incredibly phenomenon in a holistic way. helpful in classrooms today. Walk into a classroom now and you’ll be shocked at Rethinking Learner and Teacher Roles how much things have changed in just a In the 21st Century, classrooms have decade. Technology is everywhere! changed from being teacher-centered to student-centered. Technology In the past the students all focused on the It is important to use new learning teacher and listened to the teacher’s words. technologies in appropriate ways. Students Now, the teacher focuses on the students shouldn’t use technology to prevent them who are the center of attention. The from thinking or help them cheat. Instead, teacher’s job is to help coach the students technology should be used to help students as they learn. access information or think in ways they couldn’t have done so otherwise. We call  technologies that help students think harder Questioning ‘cognitive tools’ for learning. Determining Importance Synthesizing Teacher Professionalization Teaching children in this century is clearly Making Connections much more complicated than it was in the Making connections is a critical reading last one! We need to create personalized comprehension strategy that helps students lessons, be inclusive, aim for equality, make meaning of what they are reading. encourage creativity, engage with the When students make connections to the community, use technology to enhance texts that they are reading, it helps them to learning, and more! make sense of what they read, retain the To ensure students get the best learning information better, and engage more with possible, teachers in the 21st Century need the text itself. ongoing training and support. They need to Students can make connections between: know all the latest research on best - the text and themselves teaching practices. They need opportunities - the text and another text to ask questions themselves, try out new - the text and the world around them strategies and learn from experts Text-to-Self Connections throughout their career. These are connections where students One of the biggest challenges for teachers connect what they are reading to personal is the rapidly changing educational experiences or knowledge. environment. New technologies are quickly Students with a wide range of experiences coming into classrooms to help us will often be able to make more insightful personalize and support learning for all our and complex connections. students. Students with more limited experiences may Teachers need time and space to learn how struggle to make connections or create to use technology and new pedagogies in vague, general connections. ways that will best help their students. “This story reminds me of a vacation that I took to the ocean, just like the main Key Features of 21st Century Learning character.” 21st Century education is influenced by Text-to-Text Connections globalization, rapid social change and new These connections are made when a research into how people learn. The role of student can connect what they are reading the teacher in the 21st Century classroom is to other books that they have read or to ensure learning is student-centered listened to before. rather than teacher-centered. This sort of They may make connections that show how student-focused learning has these seven the books share the same author, have key characteristics: similar characters, events, or settings, are - personalized learning; equity, the same genre, or are on the same topic. diversity and inclusivity; learning through A solid text to text connection occurs when doing, changed role of the teacher, a student is able to apply what they’ve read community relationships, technology, and from one text to another text. teacher professionalization. “I read another book about spiders that explained that spiders have venom and in How do we develop 21st century literacy? this book, I am learning about the top 10 Basic Strategies for Developing Literacy dangerous spiders of the world.” Making connections Text-to-World Connections Visualizing These are connections where students Inferring connect what they are reading to real  events (past or present), social issues, other images, we are able to recall the material people, and happenings going on in the much easier. world. It helps you feel more connected to the Students learn about the world from what material. You are able to see the characters they hear on TV, movies, magazines, and and their actions and feel as if you are a newspapers. Effective text to world part of the scene. connections happen when students can use It creates a more personal experience what they have learned through these and even links you with the story. By mediums to enhance their understanding of imagining the characters and the setting,you the text that they are reading. are becoming more involved in the story. “I saw on the news about how water pollution was affecting marine animals, and Inferring in this book I am learning about why Inferring is a comprehension strategy to pollution can make a marine animal sick.” help students understand information that is not always completely described in a text. Making Connections For example, the author may provide clues In using the making connections strategy, that the reader can use to understand the readers get to connect the text to topic, setting characters, or event. themselves, another text they have already When students infer, they find clues in the read and to the world. text and use what they already know from When readers have prior knowledge and personal experience or past knowledge to they connect this prior knowledge to what fully understand what the text is about. they are reading, it facilitates Good inferences are backed up by comprehension. It simplifies supporting details from both the text and meaning-making in reading. personal knowledge. How to distinguish “inferring” from “stating Visualizing the obvious” A student looking at the picture Visualization is a strategy in which students of the baby could state the obvious by try to make sense of the text by imaginary saying the baby is crying. However, a drawing in their mind. It lets the learners correct inference might include that the stay focused on the text that they read or baby is tired or hungry. Using background being read to them. knowledge of why babies cry combined with When this strategy is used to develop the details in the picture makes this a reading literacy, it develops students' plausible inference. motivation and interest to read text by Difference between “inferences” and forming an image of the character in the text “prediction” in their mind. Predict — to guess what will happen next Visualization is creating pictures in our mind based on what they already know from the as we read. It becomes an important way to text and their background knowledge. comprehend our reading material. Infer — to make a guess about what is When you visualize, you should think about currently happening. the smells, sounds, tastes, sights, and even A sensible inference for why the baby is the feelings. You can think about it as currently crying is that the baby is hungry or making a movie of the material as you read tired, while a sensible prediction might be it. that the mom or dad of the baby will come Visualization brings the reading to life. and pick the baby up to sooth him It makes it easier for us to understand the Although inferences are subjective, it is text because we are looking beyond the possible for students to draw incorrect words and creating images. Through the inferences. Questioning questioning techniques can make strong Questioning is vital in effective teaching. readers even more advanced. When When questions are purposely designed, readers ask questions as they read, they both teachers and students will benefit as are not only interacting with the text to make students will acquire the ability to make meaning of it, but they are also monitoring connections to prior learning as well as their own comprehension of what they are make meaning of the world around them. reading. Through the planning and implementation of The simple fact that a reader is asking questions that require high level thinking, questions as he reads is evidence that the educators foster the kind of engagement child has a purpose in reading. Reading and critical thinking skills that students will with a purpose increases reading need to process and address new comprehension because the reader is situations. making a personal connection with the text. Higher level questioning requires students Questioning facilitates this personal to further examine the concept(s) under connection. study through the use of application, When students regularly ask questions, they analysis, evaluation, and synthesis while are encouraged to: lower level questioning simply requires - engage with the text students to gather and recall information. - think critically Lower level questions are easier for - look for answers in the text teachers to produce but do not encourage - discuss the text with others and students to engage in higher level or higher generate “high quality talk” order thinking (Tienken et al., 2010). Asking questions is a comprehension An instructor using the Socratic approach is strategy that helps students clarify and not looking for a specific correct answer but comprehend what they are reading. is, in fact, inspiring students to reflect on their thinking. How to Teach Questioning Socrates respected the experiences, 1. Encourage students to ask questions understandings, and knowledge that before, during, and after reading. This individuals had gained through life engages their interest, promotes experiences and believed that, through comprehension, and gives them a reason to questioning, previously attained knowledge read. could be used to develop thinking supported Asking questions before reading by rationales and logic. encourages students to skim and scan the Questioning as an Active Reading Strategy for text, including the cover and contents page, Struggling Readers to activate prior knowledge and make Questioning is a strategy that readers use to predictions about the text engage with the text. Questioning Asking questions during reading often techniques help the reader to clarify and takes the form of questioning the content, comprehend what they are reading. the author, the events, the issues, Struggling readers tend not to ask questions Asking questions after reading can of themselves or the text as they read. stimulate critical analysis and further Teachers who model how to ask questions research on the topic. Students can be while reading help children to learn how to encouraged to ‘look behind the text’ for the build interest with the text and become author’s perspectives, purpose and voice. stronger readers. Even children who are strong readers don’t 2. Model to students how to ask high-level know instinctively that good readers ask questions that invite thoughtful answers, questions as they read. Teaching  that require students to “draw inferences information that are important to the central and think beyond the text. ” idea(s), versus those that are just High-level questions don’t have simple interesting, becomes more challenging. yes/no answers, they are open-ended to Determining importance is a strategy that encourage answers with more depth. readers use to distinguish between what Simply adding a “why/why not?” can be information in a text is most important helpful for this. versus what information is interesting Support your students to practice asking but not necessary for understanding. open-ended questions. This practical reading strategy enables students to distinguish between the most 3. As you read, it is productive to have and least important information questions asked and answered, not just presented in textbooks and nonfiction by you, but by and with your students, too. reading. Their peer-to-peer discussions will reveal As teachers we need to explicitly and insights as to their understanding of the text. systematically teach our students how to extract the most important information they 4. The questions your students ask may be read. different depending on their individual background/world knowledge. Take note Non-Fiction Strategies of these questions, and use them to foster 1. Five-sentence summaries further discussion and interaction with When reading a whole text, it’s easy for the text. students to lose focus and get lost in what they’re reading. Creating five sentence 5. After reading, identify any questions that summaries can help students stay active weren’t answered before or during reading, while reading, as well as pull out and or ask students to form new questions about sum up the most critical information. things that sparked their interest. These 2. Noticing patterns, numbers, and facts questions can inspire follow-on reading or Teach students to pick up on patterns in a research. Ask students to brainstorm text. If a text mentions photosynthesis a sources where they could find answers to bunch of times, chances are that’s an their questions. important topic of the piece. Students can get into the habit of noticing and highlighting Questioning words and concepts that repeat. Effective reading teachers understand the Additionally, teach students to notice and value of questioning as an active reading make note of numbers, statistics, and facts strategy. They take measures to ensure that in nonfiction. See a number? Make a note! all their students know how to ask questions See a fact? Circle it! in order to better comprehend what they 3. Funneling Topics read. Once students know how to look for patterns, they can learn how to funnel down Determining Importance topics. This strategy teaches students to Readers need to learn to determine find the larger topic, the subtopics, and importance by identifying a text’s main the supporting details in a nonfiction text. idea(s). Once they do, they are better able ○ Main topic: Basketball to sort through the details to figure out ○ Subtopic 1: NBA Draft Rules which are important and which may be ○ Supporting details: New salary rules interesting, but less important,” As texts will influence the NBA draft this year become more dense and filled with as they pick players. information, sorting through facts and 4. Pile it on - a deeper understanding, becoming This helps readers categorize what they’ve more aware or appreciative of an read, organize important topics, and pull idea after reading a text out ideas as they’re reading. - a changed understanding, thinking differently as a result of the text Synthesizing In all three types, the result of synthesizing Synthesizing a text is the process of is an increase in knowledge for the pulling together background knowledge, reader. newly learned ideas, connections, In fictional texts, readers synthesize to form inferences and summaries into a a new, deepened or changed understanding complete and original understanding of about the character and events in the book. the text. In nonfiction, a reader’s synthesis is often When students synthesize, they are made the understanding that they develop when aware of how their thinking changes and they study a topic through multiple evolves as they read a text. books, articles, and multi-media A synthesis is not the same as a summary. resources. They put together everything A synthesis can include parts of a that they have learned about that topic summary, or a retelling from the text, but it into a complete synthesis. For example, goes far beyond that summary or when teachers ask students to complete a retelling. research project, they are asking them to A summary may lead to a synthesis, but synthesize the information that they have it’s not where it stops. Synthesizing learned from multiple sources. requires the reader to take that summary In any genre, syntheses are strongest or partial retelling and add in their own when they are supported with textual thoughts, experiences, opinions, evidence. Students should be able to point interpretations and connections to out the details from the text that helped generate a new, and bigger idea — it’s them form that new, deepened, or going beyond the text. changed understanding. A synthesis is not the same as a A synthesis is about how our thinking summary. Even more, a true synthesis can grows and changes over time. blend and integrate ideas from across multiple texts to form new big ideas. Modeling Synthesizing in Reading One specific example of this strategy is the synthesis of review literature in a given research work. Fables are great to start since they are There are 3 types of syntheses that short and have a lesson to be learned that students can make. A synthesis can form: isn’t revealed until the end. As students - a new understanding, something a read, they begin to uncover the moral of reader has not considered before the story and their thinking changes, until reading the text develops, and evolves.  Create an anchor chart using the ripple literacy skills as they are exposed to new visual. Use phrases such as “At first I was words and complex sentence structures in thinking…Now I’m thinking… Oh, now an engaging format (Bus et al., 2021). I’m getting it… So this is really about… Activities After reading, I think… ” 1.Picture-Word Matching Game Writing these phrases on the ripples helps Using cards with pictures and to illustrate how our thinking and corresponding words, children will match understanding grows as we read pictures to their word labels. 2.Letter Sound Hunt Teaching Strategies for the Development of Create an activity where children search for Literacy Skills and Teaching Resources objects in the classroom that start with a particular letter sound. Emergent Literacy Skills and Teaching 3.Read-Aloud and Story Retell Resources After a teacher reads a story aloud, Emergent literacy represents the skills, students will retell the story using props or knowledge, and attitudes children develop pictures to enhance comprehension. before formal reading and writing instruction. It begins from birth and evolves Beginning Reading Skills and Teaching as children are exposed to language-rich Resources environments. Beginning reading skills are critical as Exposure to pictures and objects fosters students transition from emergent literacy to visual literacy and word-object association, formal reading. The first essential which helps young learners build component is phonemic awareness, the foundational vocabulary. ability to hear, identify, and manipulate Picture books, labeled classroom individual sounds (phonemes) in spoken environments, and object-word pairing words. games enhance this visual learning. Studies suggest that explicit instruction in Research indicates that early exposure to phonemic awareness significantly improves words in context helps improve word reading abilities (Anthony & Francis, 2020). recognition later in life (Mol et al., 2018). Teachers can use blending and segmenting Letters and words are essential components activities, such as breaking down words into of emergent literacy. Familiarizing children sounds, to reinforce this skill. with both uppercase and lowercase letters Phonics instruction builds on phonemic can be done through interactive alphabet awareness by teaching students the books and letter games. relationship between sounds and their Teaching the sound-letter correspondence corresponding letters. supports early phonological awareness, an Systematic phonics instruction, where essential precursor to reading fluency students learn lettersound correspondences (Lonigan & Shanahan, 2020). in a structured sequence, has been shown Engaging students in sound-based activities to improve decoding skills, making it easier such as rhyming games, phoneme blending, for students to read unfamiliar words (Ehri and segmenting builds the foundational skill et al., 2019). Phonics games, decodable of distinguishing and manipulating sounds, books, and flashcards are effective teaching preparing them for phonemic awareness. resources for this purpose. Finally, read-aloud experiences help Fluency instruction ensures that students children develop listening comprehension, not only read accurately but also with speed vocabulary, and narrative understanding. and expression. Children who regularly participate in read Fluency instruction involves guided aloud sessions show better emergent repeated reading and providing  opportunities to read aloud. It is essential to 3.Reading Instructions Task incorporate leveled texts and reader's Students will follow written instructions to theater to give students multiple complete a simple task, such as assembling opportunities to practice (Rasinski et al., an object. 2017). Activities 21st Century Literacy Skills 1.Phoneme Segmentation Exercise In today’s rapidly evolving world, literacy Students will break down words into goesb beyond traditional reading and individual sounds writing. 21st-century literacy skills (e.g., "cat" becomes /k/ /æ/ /t/). encompass digital, media, and information 2.Phonics Flashcards literacy, requiring students to critically Use phonics flashcards where students engage with technology and media. match a sound to its corresponding letter. Integrating student-led learning through 3.Repeated Reading cooperative group work fosters collaboration Students will read a short passage aloud and critical thinking (Johnson & Johnson, multiple times to build fluency, working 2019). Students take charge of their towards more fluid and expressive reading. learning by working together to solve Developing Functional Literacy problems, create projects, and engage in Functional literacy is the ability to use peer-to-peer teaching. reading and writing skills in real-world An inquiry-based classroom environment situations. It goes beyond decoding words encourages students to explore, ask and requires students to apply their literacy questions, and solve problems skills in meaningful contexts, such as (Hmelo-Silver et al., 2021). understanding signs, reading instructions, or Teachers serve as facilitators while students filling out forms (Barton & Hamilton, 2020). investigate and learn through research and A participatory approach in literacy inquiry projects. Using digital tools, students instruction engages students in authentic can research and present findings on tasks that mirror real-life activities, making various topics, enhancing both literacy and literacy learning relevant and practical. digital fluency. In this context, teachers can integrate Collaborative activities also play a crucial activities like writing letters, creating grocery role in developing 21st-century skills. lists, and understanding public signs. Activities such as group discussions, digital Role-playing everyday scenarios, such as storytelling, and collaborative writing help applying for jobs or making reservations, students practice communication, helps students practice functional literacy. problem-solving, and creativity. Digital literacy components can be Activities integrated, as using emails, online forms, 1.Group Research Project and digital communication is a vital part of In groups, students will research a topic, functional literacy in the 21st century. prepare a presentation, and share their findings with the class. Activities 2.Collaborative Writing 1.Fill-in-the-Form Activity Using online tools, students will collaborate Provide students with mock forms (e.g., job to write a story or create a presentation. applications, registration forms, etc.) to 3.Digital Literacy Task complete. Students will analyze an online article or 2.Role Play – Everyday Scenarios video for credibility, bias, and quality of Students engage in role-playing activities information. such as writing letters or sending emails.