Skills for the 21st Century

Posted by tricialauter on July 2, 2011

Discussing multiliteracies ultimately leads to discussion of assessment and policy development. To consider what policies would be beneficial in supporting multiliteracy learning and pedagogy, essential questions must be addressed. Even before the tenants of multiliteracy are explored, the specific skills that are thought of as important in this day and age must be considered. As the New London Group (1996) supposes, “it may well be that we have to rethink what we are teaching, and in particular, what new learning needs literacy pedagogy might now address.”

Pedagogy in the 21st century must be re-evaluated to consider the digital age; the age of knowledge building and knowledge communities that are flexible, collaborative, and diverse. Teachers must teach in a way that connects the knowledge that is being shared with the lives of students. If the  “pedagogical DNA” is transformed, then classrooms will become a community of learners where knowledge is shared through all members-not only from teacher to student, but from student to teacher and student to student. Classrooms will also embrace and integrate the technology that students have become accustomed to using.

To address the literacy needs of students in the 21st century, the definition of literacy must be expanded. To rightfully address the development of these new literacies, assessment must also be redefined.


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