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21st Century Literacies - Coggle Diagram
21st Century Literacies
21st century library is a collection of many high order skills that are built on the foundation of traditional literacy; reading, writing and arguing.
It includes new literacy skills such as critical thinking, scientific reasoning and multicultural awareness (NCTE, 2008).
Performing task in digital environment
A study shows that today's digital students learn more when engaged in a meaningful, relevant and intellectually stimulating schoolwork (NCREL and The Metri Group, 2003)
A digital environment will occur when teachers can tap into the knowledge of experts; visualise and analyse data with their students; link learning to authentic contexts and take advantage of opportunities for electronic (Bransford, Brown & Cocking, 1999).
These skills fall into six categories in which each of them can be engaged through careful use of multimedia technologies in the classroom setting which are critical thinking, information and media literacy, creativity, communication skills, collaboration and contextual learning ("Partnership for 21st", 2002).
Reading and Interpreting Media
Information and media literacy involves the ability to critically analyse and evaluate information; determine what information needed; and locate, synthesize, evaluate and use information effectively (Gunter, 2007).
Students' today need visual literacy skills to understand information that integrates images, video, sequences, design, form, symbols, color, 3D and graphic representations.
Werner (2020) identifies 7 types of strategies employed in reading visual texts :
1) Instrumental - viewing texts as a source of information
2) Narrative - focusing on the implied storyline of a text
3) Iconic - identifying the broader issues and values the text represents
4) Editorial - inferring the artist's judgement towards a topic
5) Indicative - inferring the implied social conditions demonstrated by the image.
6) Oppositional - critiquing the implied storyline and position of the viewer
7) Reflexive - self-evaluating one's interpretation and response to an image
Reproducing data and images through digital manipulation
The amount of acquired knowledge no longer defines intelligence, rather, today's measure of intelligence involves the capacity to create, produce and apply technology in complex and sustained situations.
Creativity can drive children to create and share new, original and valuable information with others.
Access
Access involves locating and using appropriate media tools, reaching the targeted information via these tools and comprehending the meanings of the contents.
Media tools such as mobile phone, ipad, television, computer and others, more importantly technological knowledge of a certain level are needed.
Analyse
The main goal of media literacy is to enable critical autonomy in the relation with media and the ability to analyse symbolic texts underlies media literacy.
After accessing media contents, a set of competencies is needed to analyse with a critical perspective using artistic, literary, social, political and economical concepts.
Evaluate and apply new knowledge gained from digital environment
A process to complete the analysis phase and a skill to make judgements about the quality or the values of a media content.
Students will be able to develop awareness of different events, diverse communities and cultural backgrounds that are presented in the global mass media.
Broader students' exposure to opinions from other countries through digital media created by individuals such as blog posts or podcasts.
Students these days should not only share their research and ideas through technology within a classroom or school, but also shares their learning worldwide through online publishing tools and websites that reach a global audience.