21st Century Literacy: Basic Literacy
Last week I briefly outlined some thoughts regarding literacy in the 21st century and the seven Literacies of a Lifelong Learner:
- Basic Literacy
- Visual/Media Literacy
- Information Literacy
- Intercultural Literacy
- Citizenship and Ethical Literacy
- Network Literacy
The first of these literacies hit home yesterday morning as I skimmed through the St. Louis Post-Dispatch. Featured on the front page was an article by Tim Barker about adults in need of basic computer skills. The print version of the story (which is titled differently than the online copy) included the header, “Fighting the Modern Illiteracy.”
Although Barker’s piece focused on adults in their 40s and 50s, it makes a compelling case that computer literacy is one of the “basics” today:
In some ways, that lack of computer skills fits into the modern definition of illiteracy, said Moez Limayem, chairman of the Department of Information Systems at the University of Arkansas.
In a society that grows more reliant on computers, people without tech skills are missing out on things others take for granted. Consider the simple act of watching TV, which routinely offers extras — additional information, bonus scenes and interaction opportunities — to anyone with access to the Internet.
“Imagine living in a country where you don’t understand the language — but everyone expects you to,” Limayem said. “These people feel embarrassed. They feel ignorant. And they are starting to be left out.”
The enGauge 21st Century Skills from the NCREL/Metri Group define basic literacy as “Language proficiency (in English) and numeracy at levels necessary to function on the job and in society to achieve one’s goals, and develop one’s knowledge and potential in this Digital Age.” This definition needs to be expanded, however, to include technological literacy and mastery of the core subject areas as outlined by the Partnership for 21st Century Skills.
21st Century Basics: Technological Literacy
The U.S. Department of Education defines technology literacy as “computer skills and the ability to use computers and other technology to improve learning, productivity, and performance.” NCREL/Metri describes this literacy as, “Knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively.” The National Academy of Engineering divides technological literacy into three independent dimensions: Knowledge, Capabilities,and Ways of Thinking and Acting.
However we choose to define/describe technological literacy, it’s important to remember that (1) technology is dynamic and this literacy will require constant revision, and (2) we must be intentional in teaching our students these basic skills. Our technology toolkit is extensive and ever-changing, and as such, ongoing faculty training is essential. The knowledge and skills we acquire must then be passed along to our students within the context of the curriculum. We cannot assume that students will acquire technological literacy simply because they are “digital natives”, or place responsibility for fostering this literacy in the hands of a few tech-savvy “digital immigrants”. If our students are to truly become technology literate, they must do so in concert with mastering the basic knowledge and skills of the core subject areas.
21st Century Basics: Core Subject Area Literacy
In 1993, Seymour Papert wrote a short but thought-provoking article for Wired Magazine, Obsolete Skill Set: The 3 Rs—Literacy and Letteracy in the Media Ages, that challenged the fundamental concept of literacy. As he noted,
The facetious old turn of phrase that identifies schooling with the three Rs — reading, ‘riting, and ‘rithmetic — may express the most obstinate block to change in education. The central role of these “basics” is never discussed; it is considered obvious. Thus the most important consequences of new technologies are not recognized by education policy-makers.
The role of the Rs in elementary education used to be beyond question. How effectively could one teach geography, history, and science to students who could not read? Looking back, we cannot seriously fault these arguments — within their historical context.
But looking forward, we can formulate new arguments beyond the imagination of 19th century thinkers, who could hardly have conjured images of media that would provide modes of accessing and manipulating knowledge radically different than those offered by the Rs. Nor could they have formulated what I see as the deep difference between education past and future: In the past, education adapted the mind to a very restricted set of available media; in the future, it will adapt media to serve the needs and tastes of each individual mind.
Papert may have been ahead of his time, and many could take issue with his assertions, but I believe his views are more relevant now than ever. The 3Rs, while not obsolete, are no longer the benchmark for basic literacy. In addition to reading, writing, and arithmetic, students today must be well versed in what the Partnership for 21st Century Skills describes as the core subject areas:
- English, reading or language arts
- World languages
- Arts
- Mathematics
- Economics
- Science
- Geography
- History
- Government and Civics
On the surface, this inclusion of subjects beyond the 3Rs may seem quite pedestrian; the arts, world languages, science, history, and the other disciplines are a part of nearly every school’s academic program. The key difference is in reexamining the curriculum in light of the subject-specific knowledge and skills deemed essential for modern literacy.
This approach need not be as prescriptive as E. D. Hirsch’s Core Knowledge Sequence, but it should reflect the broader thinking of the education community and not be completely self-referent. Organizations such as NCREL/Metri have articulated models for scientific and economic literacy, and national content-area standards exist for every discipline. It’s imperative that the “essential elements” of curriculum go beyond what can be recalled via Google and engage students at a deep level of understanding.
Next Steps
If our students are to achieve basic literacy, we must reevaluate our approach to teaching technology skills and content area knowledge. Wiggins and McTighe’s Understanding by Design can be useful in framing meaningful, contemporary learning experiences, and time must be given over during the instructional day for introducing and reinforcing basic computer skills. With discussion, reflection, and emphasis, we can prevent, and hopefully eliminate, “the modern illiteracy” and ensure that in the future our students never feel left out.
