CC image posted at Flickr by D'Arcy Norman (http://www.flickr.com/photos/dnorman/2314258583/)
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Core Subjects and 21st Century Themes, Disciplines, Global awareness, Financial, economic, business and entrepreneurial literacy, Civic literacy, Health literacy, Environmental literacy
Learning and Innovation Skills, Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration
Information, Media and Technology Skills, Information Literacy, Media Literacy, Information and Communication Technologies (ICT) Literacy
Life and Career Skills, Flexibility and adaptability, Initiative and self-direction, Social and cross-cultural skills, Productivity and accountability, Leadership and responsibility
Describe with Technology
Explain with Technology
Persuade with Technology
Acquire and apply core knowledge and critical-thinking skill sets that are essential in an information age.
Demonstrate creativity, innovation, and flexibility when partnering with business and community members to advance common goals.
Make decisions and solve problems ethically and collaboratively.
Use technology to gather, analyze, and synthesize information for application in a global economy.
Exhibit positive interpersonal relationships that value multiple languages, cultures, and all persons.
Display leadership skills that inspire others to achieve, serve, and work together.
Develop proficiency with the tools of technology
Build relationships with others to pose and solve problems collaboratively and cross-culturally
Design and share information for global communities to meet a variety of purposes
Manage, analyze and synthesize multiple streams of simultaneous information
Create, critique, analyze, and evaluate multi-media texts
Attend to the ethical responsibilities required by these complex environments
Composing in Electronic Environments As has become clear over the last twenty years, writing in the 21st-century involves the use of digital technologies for several purposes, from drafting to peer reviewing to editing. Therefore, although the kinds of composing processes and texts expected from students vary across programs and institutions, there are nonetheless common expectations.
Use a variety of technologies to address a range of audiences
Use electronic environments for drafting, reviewing, revising, editing, and sharing texts
Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official databases (e.g., federal government databases); and informal electronic networks and internet sources
Understand and exploit the differences in the rhetorical strategies and in the affordances available for both print and electronic composing processes and texts
Understand the relationships among language, knowledge, and power
Curiosity – the desire to know more about the world.
Openness – the willingness to consider new ways of being and thinking in the world.
Engagement – a sense of investment and involvement in learning.
Creativity – the ability to use novel approaches for generating, investigating, and representing ideas.
Persistence – the ability to sustain interest in and attention to short- and long-term projects.
Responsibility – the ability to take ownership of one’s actions and understand the consequences of those actions for oneself and others.
Flexibility – the ability to adapt to situations, expectations, or demands.
Metacognition – the ability to reflect on one’s own thinking as well as on the individual and cultural processes used to structure knowledge.
Determine the extent of information needed
Access the needed information effectively and efficiently
Evaluate information and its sources critically
Incorporate selected information into one’s knowledge base
Use information effectively to accomplish a specific purpose
Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally
What social, cultural, historical, and political contexts are shaping the message and the meaning I am making of it?
How and why was the message constructed?
How could different people understand this information differently?
Whose perspective, values and ideology are represented and whose are missing?
Who or what group benefits and/or is hurt by this message?
Metacognition or thinking about thinking
How to write a budget and manage money
How to improve your relationships
Physical fitness and health
How to understand and interact with digital technologies
Play — the capacity to experiment with one’s surroundings as a form of problem-solving
Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery
Simulation — the ability to interpret and construct dynamic models of real-world processes
Appropriation — the ability to meaningfully sample and remix media content
Multitasking — the ability to scan one’s environment and shift focus as needed to salient details.
Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities
Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal
Judgment — the ability to evaluate the reliability and credibility of different information sources
Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities
Networking — the ability to search for, synthesize, and disseminate information
Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.