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21st Century Literacies orange = information green = cultural blue = media/technology black = civic/community pink = ethical red = critical thinking by Mind Map: 21st Century Literacies 
orange = information 
green = cultural
blue = media/technology
black = civic/community
pink = ethical
red = critical thinking
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21st Century Literacies orange = information green = cultural blue = media/technology black = civic/community pink = ethical red = critical thinking

CC image posted at Flickr by D'Arcy Norman (http://www.flickr.com/photos/dnorman/2314258583/)

Corporate Listings

21st Century Literacies (2002)

information

cultural

visual

media

Partnership for 21st Century Skills Framework for 21st Century Learning (2002)

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

Intel

Describe with Technology

Explain with Technology

Persuade with Technology

Cross Disciplinary Listings

National Education Association

ASCD 21st Century Skills Educating Students in a Changing World (2008)

ASCD also published the "Habits of Mind" books by Costa & Kallick: http://shop.ascd.org/ASCDProductListing.aspx?Category=BOOK&Subcategory=MIND

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.

AACC Position Statement on Information Literacy (2008)

Determine the extent of information needed

Access needed information effectively and efficiently

Evaluate information and its sources critically

Incorporate selected information into their own knowledge base

Use information effectively to accomplish a specific purpose

Understand the economic, legal, and social issues surrounding the use of information

Access and use information ethically.

AAUP

Statement on Distance Education

Statement on Copyright

Disciplinary Listings

National Council for Geographic Education (2009)

National Science Teacher's Association (2011)

Modern Language Association Guidelines for Institutional Support of and Access to IT for Faculty Members and Students (2000)

Provide an information technology infrastructure adequate to the needs of faculty members and students in the modern languages.

Appoint technical support staff knowledgeable about research and teaching in the modern languages.

Provide access and support for all faculty members and students.

National Council of Teachers of English

The NCTE Definition of 21st Century Literacies (2008)

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

Council of Writing Program Administrators WPA OS: Composing in Electronic Environments (2008)

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

NCTE/WPA/NWP Framework for Success in Postsecondary Writing (2011)

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.

Association of College and Research Libraries Information Literacy Competency Standards for Higher Education (2000)

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

National Council for the Social Studies Media Literacy (2009)

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?

Other Literature

DIY U (2010)

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

Jenkins et. al Confronting the Challenges of Participatory Culture: Media Education for the 21st Century (2009)

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.