Skills for the 21st Century

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.”