This document discusses the skills, literacies, and fluencies needed for the 21st century, including information literacy, media literacy, global literacy, network literacy, and digital citizenship. It also examines new forms of learning like social production, social networks, media grids, and non-linear learning. Finally, it proposes six new roles for learners as collaborators, connected to a global perspective, cross-subject, authentic contributors and researchers, and students who become teachers.
14. Speaking French Sideways
Do I want to
drink a cup of
coffee with you?
Do you want to
drink a cup of
coffee with you?
Speaking Up and Down vs. Sideways
15. It feels
intuitive
unconscious
and smooth.
I know how to
respond to
something
unexpected.
I can relate,
communicate and
connect with others.
I don’t translate,
nor wonder what
comes first? The
verb or the noun?
I am
comfortable
&
not terrified.
I know that a
language is the
sum of words,
common history
and traditions.
16. “People who speak a common language are connected in more
ways than understanding the words that make it up.
17. • Communicate
• Collaborate
• Connect
• Create
• Critical Thinking
Skills
• Basic (reading & writing)
• Information
• Media
• Global
• Network
• Digital Citizen
Literacies • Media
• Information
• Digital Citizen
• Collaboration
• Solution
• Creativity
Fluencies
22. • Learning to Do
• Knowledge Creation
Social
Production
• Learning to Be
• Defining our identities
• How we connect with each other determines how
learning occurs (Relationships, not technologies)
Social
Networks
• Learning to Know
• Organizing, interpretation, connections &
distribution of information
Semantic Web
• Learning to be and do
• Gaming embeds Gardner’s five minds of the future
• Content not confined to linear structures
Media Grids
• Disciplines are interconnected
Non-Linear
Learning
Five
Socio-Technology
Trends
Adapted from Stephen Wilmarth’s chapter in Curriculum21 (ASCD, 2010) by Heidi Hayes Jacobs
30. “When we Skyped with Silvia, what happens years ago, makes
more sense. She told us way more than I’d read in a textbook.
She made me put myself in Germany during the night of broken
glass.
“Skyping helps us learn.
When our class Skyped with
Silvia Rosenthal, she told us
more information about the
holocaust and WWII than a
textbook would have told
us. This makes it exciting
for us because we can see
her expressions and it
makes it more real. We can
feel her emotion.
Authentic
Digital Safety
Digital Etiquette
Digital Rights & Responsibilities
Digital Laws
Literacy vs Fluency: To be literate is to have knowledge and competence while fluency is more…it demonstrates mastery unconsciously and smoothly (21st Century Fluency Project)
Learning vocabulary & grammar only serves the purpose of being able to communicate & connect with people.
The use and order of the words is transparent
Clay Shirky- Cognitive Surplus
Social Production
Social Networks
Semantic Web
Media Grids
Non Linear Learning
Adapted from Stephen Wilmarth’s chapter in Curriculum21 (ASCD, 2010) by Heidi Hayes Jacobs
How does your brain respond to the bullets and summary versus the image? What do you remember better?
Adapted from Stephen Wilmarth’s chapter in Curriculum21 (ASCD, 2010) by Heidi Hayes Jacobs
Stephen Wilmarth in Chapter 5 Five Socio-Technology Trends in Curriculum 21
Olympics with 2nd Grade Class in Canada
Connected to Global Perspectives: Christopher Columbus Project