21st Century

Skills
BY: GROUP 1
21st Century
Skills
• Refer to a broad set of knowledge, skills, work
habits, and character traits that are deemed
necessary in coping habits, and chard and future
careers and workplaces. Thus, it can be applied
in all academic subject areas and educational
settings throughout a student's life.
 21st Century
Skills
• This may include the following skills:

1. Critical thinkingCritical thincritical

thinking, problem-solving, reasoning,
analysis, interpretation, synthesizing
information;

2. Research skills and practices,

interrogative questioning;
21st Century
Skills
• This may include the following skills:

3. Creativity, artistry, curiosity,

imagination, innovation, personal
expression;
4. Perseverance, self-direction, planning,
self-discipline, adaptability, initiative;
 21st Century
Skills
• This may include the following skills:

5. Oral and written communication,

public speaking and presenting,
listening;

6. Leadership, teamwork, collaboration,

cooperation, facility in using virtual workspaces;
21st Century
Skills
• This may include the following skills:

7. Information and communication technology

(ICT) literacy, media and Internet literacy,
data interpretation and analysis, computer
programming;
8. Civic, ethical, and social
justice literacy;
 21st Century
Skills
• This may include the following skills:

9. Economic and financial

literacy, entrepreneurialism;

10. Global awareness, multicultural

literacy, humanitarianism;
 21st Century
Skills
• This may include the following skills:

11. Scientific literacy and

reasoning, the scientific
method;
12. Environmental and
conservation literacy, ecosystem
understanding; and
21st Century
Skills
• This may include the following skills:

13. Health and wellness literacy,

including nutrition, diet,
exercise, and public health and
safety.
Framework for
21st
Century
Framework for 21st
Century
According to the Partnership for 21
Century Skills, this concept
encompasses a wide array of a
body of knowledge and skills that
have to be categorized. Moreover,
this concept has been
interconnected with applied skills,
cross-curricular skills, cross-
disciplinary skills, interdisciplinary
skills, transferable skills,
Framework for 21st
Century
• The 21st Century skills concept is grounded on the
belief that students must be educated in a more
relevant, useful, in-demand and Studerally
applicable manner
• The idea simply lies in the fact that students need
to be taught different skills and reflect on the
specific demands that will be placed upon them in a
complex, competitive, knowledge- based,
information - age and technology - driven society.
Framework for 21st
Century
• Tony Wagner (2010), in his book “ The Globa
Achievement Gap”, advocated the seven survival
skills, namely: (1) Critical thinking and problem
solving; (2) Collaboration across networks and
leading by influence;(3) Agility and adaptability; (4)
Initiative and entrepreneurialism; (5) effective oral
and written communication; (6) Assessing and
analyzing information; and (7) Curiousity and
imagination.
• The Partnership for 21st Century Skills presents the
following set of skills that are categorized
accordingly with different strands of expected
LEARNING AND
INNOVATION
SKILLS
LEARNING AND INNOVATION
SKILLS
These are the primary skills orchestrated in the 21st Century. They
are attributes that differentiate students who are prepared for a
complex life and work environment from those who are not.

A. Critical Thinking and Problem

Solving
These may include effectively analyzing and evaluating evidence,
arguments, claims, and beliefs; and solving different kinds of non -
familiar problems in both conventional and innovative ways.
A. Critical Thinking and Problem
SKILL Solving SUB -
S SKILLS
Establish clear definitions and

1. Work agreements on the roles of partners in

the collaborative process
together
Keep communication open within
effectively teams to carry out tasks
in team
Carefully identify obstacles and
address problems cooperatively
A. Critical Thinking and Problem
SKILL Solving SUB -
S SKILLS
Use various types of reasoning
(inductive, deductive, etc.) as
appropriate to the situation
2. Reason
Use systems thinking
effectively Analyze how parts of a whole
interact with each other to produce
overall outcomes in complex
systems
A. Critical Thinking and Problem
SKILL Solving SUB -
S SKILLS
Effectively analyze and evaluate
3. Make evidence, arguments, claims and
beliefs.
judgments Analyze and evaluate major
and alternative points of view

decisions Synthesize and make connections

between information and
arguments
A. Critical Thinking and Problem
SKILL Solving SUB -
S SKILLS
Interpret information and draw
3. Make conclusions based on the best
judgments analysis.

and Reflect critically on learning

experiences and processes
decisions
LEARNING AND INNOVATION
SKILLS
B. Communication.
This pertains to articulating thoughts and
idea effectively using oral and written
communication skills in a variety of forms
and contexts.
 B.
SKILL
Communication.
1. Communicate
S
clearly
SUB -
• Articulate thoughts and ideas effectively using oral,
SKILLS
written and nonverbal communication skills in a
variety of forms and contexts.
• Listen effectively to decipher meaning, including
knowledge, values, attitudes and intentions
 B.
SKILL
Communication.
1. Communicate
S
clearly
SUB -
• Use communication for a range of purposes (e.g. to
SKILLS
inform. instruct, motivate and persuade)
• Utilize multiple media and technologies, and judge
their effectiveness a priori, as well as assess their
• impact
Communicate effectively in diverse environments
(including multi-lingual)
 B.
SKILL
Communication.
1. Communicate
S
clearly
SUB -
• Use technology as a tool to research, organize,
SKILLS
evaluate and communicate information
• Use digital technologies (computers, PDAs, media
players, GPS, etc.), communication/networking tools
and social networks appropriately to access
 B.
SKILL
Communication.
1.
S Communicate
clearly
SUB -
• Exercise flexibility, and willingness in making
SKILLS
necessary compromises to accomplish a common
• goal.
Assume shared responsibility for a collaborative
work, and value the individual contributions made
by each team member
LEARNING AND INNOVATION
SKILLS
C. Collaboration
It entails demonstrating ability to work
efdectively and respectfully with diverse
teams.
C. Collaboration
SKILL
1. S
Work together effectively and
respectfully in team
SUB -
• Establish
SKILLS clear definition and agreements on yhe
roles of partners in the collaborative process.
• Keep communication open within teams to carry
• Carefully
out tasks.identify obstacles and address problems
cooperatively.
LEARNING AND INNOVATION
SKILLS
D. Creativety and
innovation
It denotes use of wide range of idea
creation techniques to create new and
worthwhile ideas.
 D. Creativety and
SKILL innovation
1. S
Think Creatively
SUB -
• Use a wide
SKILLS range of idea creation techniques as
brainstorming.
• Create new and worthwhile ideas (both
incremental and radical concepts)
• Elaborate, refine, analyze and evaluate their own
ideas in order to improve and maximize creative
efforts.
 D. Creativety and
SKILL innovation
2. Work creatively with
S
others
SUB -
• Develop,
SKILLS implement and communicate new ideas
to others effectivelyiques, such as brainstorming.
• Be open and responsive to new and diverse
perspectives; incorporate group input and
feedback intooriginality
• Demonstrate the work. and inventiveness in work
and understand the real world limits to adopting
new ideas
 D. Creativety and
SKILL innovation
2. Work creatively with
S
others
SUB -
SKILLS
• View failure as an oppurtunity to learn;
understand that creativity and innovation
is a long-term, cyclical process of small
successes and frequent mistakes.
 D. Creativety and
SKILL innovation
2.SImplement Innovations
SUB -
SKILLS
• Act on creative ideas to make a tangible
and useful contribution to the field in
which the innovation will occur.
INFORMATION
, MEDIA AND
TECHNOLOGY
SKILLS
 INFORMATION, MEDIA AND
TECHNOLOGY SKILLS
People in the 21st century live in a
technology and media- saturated
environment marked by the following:
1. Access to an abundance of
information;
2. Rapid changes in technoology
tools; and
3. The ability to collaborate and make
individual contributions on an
unprecedented scale.
 INFORMATION, MEDIA AND
TECHNOLOGY SKILLS
People in the 21st century live in a
technology and media- saturated
environment marked by the following:
1. Access to an abundance of
information;
2. Rapid changes in technoology
tools; and
3. The ability to collaborate and make
individual contributions on an
unprecedented scale.
 Skills+ Sub-skills
Access information efficiently ( time) and
1. Access effectively (sources)
and evaluate
information Evaluate information critically and
competently

Use information accurately and creatively for

the issue or problem
2. Use and Manage the flow of information from a wide
manage variety of sources
information Apply a fundamental understanding of the
ethical/ legal issues surrounding the access
and uses of information
INFORMATION, MEDIA AND
TECHNOLOGY SKILLS

A. Information
Literacy
Refers to accessing and
evaluating information
critically and competently
and managing the flow of
informatonfrom a wide
variety of sources.
 A. Information
SKILLS
Literacy
1. Access and evaluate
information

SUB - SKILLS
• Access information efficiently ( time) and effectively
• (sourcès)
Evaluate information critically and
competently
 A. Information
SKILLS
Literacy
2. Use and manage
information
SUB - SKILLS
• Use information accurately and creatively for the issue or
• Manage
problem the flow of information from a wide variety
of sources
• Apply a fundamental understanding of the ethical/ legal
issues surrounding the access and uses of information
INFORMATION, MEDIA AND
TECHNOLOGY SKILLS

B. Media Literacy
Underscores understanding both
how and why media messages
are constructed; creating media
products by understanding and
utilizing the most appropriate
media creation tools,
B. MEDIA LITERACY
SKILLS
1. Analyze
Media
SUB - SKILLS
• Understand both how and why media messages are
cmonstructed, and for what purposes
• Examine how individuals interpret messages differently,
how values and point of view are included or excluded,
and how media can influence beliefs and behaviors.
• Apply a fundamental understanding of the ethical/ legal
issues sureounding the access and use of data.
SKILLS
2. Create media B. MEDIA LITERACY
products
SUB - SKILLS
• Understand and utilize the most
appropriate media creation tools,
characteristics and conventions
• Understand and effectively utilize the
most appropriate expressions and
interpretations in diverse, multi -
cultural environments
SKILLS
B. MEDIA LITERACY
2. Create media
products
SUB - SKILLS
• Understand and utilize the most
appropriate media creation tools,
characteristics and conventions
• Understand and effectively utilize the
most appropriate expressions and
interpretations in diverse, multi -
cultural environments
BACKGROUND OF
PROJECT
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PROJECT GOALS
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PROCESS
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RESULT 1
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RESULT 2
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DOCUMENTATION
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CONCLUSION
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THANK
YOU
 MODULE 3:
NEW LITERACY,
FUNCTIONINAL
LITERACY AND
MULTILITERACY
New Literacies
• Refer to new forms of literacy mode
possible by digital technology
developments. Commonly
recognized examples include
instant messaging, blogging, social
networking, podcasting, photo
sharing, digital storytelling, and
conducting online searches.
 New Literacies

• Between 1950 and 1970,

the development of
literacy, both
operational and
functional, was
established
• During this period, literacy was
defined as reading and writing
skills necessited for activities in
modern city (Gunes, 2020).

• At first, literacy was used in various

types, such as computer literacy,
technology literacy, internet literacy,
and media literacy, respectively
(Altun,2005).
• Literacy is not confined only to knowing
how to read and write rather, it is a matter
of applying knowledge for specific purposes
in particular contexts.

• Lankshear & Knobel (2006) averred that

literacies intend to generate and
communicate meanings through the
medium of encoded texts within contexts
in various discourses.
• Kress (2003) posited that literacy
can only happen when have of
potential content through
interaction with the text.

• A particular text can be perceived

for being connected or related.
Although such meaning can be more
rational than literal or expressing
solidarity or affinity with particular
people.
• Literacy can bear a coding
system that can capture the
meaning, such as "Letteracy"
(i.e., within language and
recognition of alphabetic
symbols).
• Primary English Teaching
Association Australia (2015)
asserts that 21'st Century
literacy has expanded to include
social change, increasing field
expertise and digital
technologies
 • Subject- specific literacies are
recognized to require the application
of speacialized knowledge and skills,
information skills, and the creative
and imaginative language.

• 21st Century literacy combines

cross curricular capabilities. Also
Called 'multiliteracies' and now
commonly referred to as 'new
literacies '
• These new literacies are fused with traditional
print literacy to create opportunities and enable
students to understand and use new text types,
while exploring knowledge and information with
a wide array of technological tools, such as
blogging, fanfic writing, manga producing,
meme-ing, photoshopping, animie music video
(AMV), podcasting, vodcasting, and gaming,
running a paper-based zine, reading graphic
novels and comics, and reading bus timetables.
(Primary English Teaching Association Australia,
2015)
• Leander (2003) noted that
new literacies are often
flexible, continuous and
open, where online and
offline lives and
"literacyscapes" merge.
 Exploring the New
Literacies
There are seven new literacies that are stressed in the 21st century
curriculum.

1. Multicultural Literacy is about understanding ethnic groups that

comprise the population and focuses on complex issues of identity,
diversity and citizenship.
2. Social literacy is the development of social skills, knowledge
and positive values in human beings to act positively and
responsibly in sophisticated complex social settings.

3. Media literacy is the ability to access, analyze, evaluate, and

create media.

4. Financial literacy is the ability to make informed judgments

and make effective decisions regarding the use and
management of money.
 Exploring the New
Literacies
There are seven new literacies that are stressed in the 21st century
curriculum.

5. Digital literacy is the ability to effectively use digital devices for

purposes of communication, expression, collaboration and advocacy in a
knowledge-based society.

6. Ecological literacy is understanding the principles of ecosystems toward

sustainability.

7. Creative literacy is the ability to make original ideas that have value,
and the ability to see the world in new ways.
Truth on 21st Century Literacies
According to Research

Since success with technology depends

largely on critical thinking and
reflection, teachers with relatively little
technological skills can provide less
useful instruction. Therefore, schools
must support the teachers by providing
them professional training and up-to-
date technology for utilization in
classrooms.
Truth on 21st Century Literacies
According to Research
Functional Literacy
• The term functional literacy was initially defined
by UNESCO his of Reading and (1956) as adult
training to meet independently the reading and
appropriate inds placed on them. It stresses the
acquisition appropriate verbal, cognitive and
computational skills to accomplish practical
results in specific cultural settings dubbed as
surviva literacy and reductionist literacy.
Referring to functional literacy, UNESCO states
the follwing:

1. Literacy programs should be integrated to and

correlated with economic and social development plans.

2. The eradication of illiteracy should begin with population sectors,

which are highly motivated and need literacy for their own and their
country's benefit.

3. Literacy programs should be linked with economic priorities and

carried out in areas undergoing rapid economic expansion.

4. Literacy programs must impart not only reading and writing but
also professional and technical knowledge leading to greater
participation of adults in economic and civic life.
5. Literacy must be an integral part of the
over-all educational system and plan of each
country.

6. The financial need for functional literacy

should be met with various resources, as well
as be provided for economic investments.

7. The literacy programs should aid in

achieving main economic objectives (ie.
Increase in labor productivity, food
production, industrialization, social and
professional mobility, creation of new
manpower and diversification of the
economy).
• Thus, literacy materials present reading, writing
and numeracy concepts using words and ideas
needed in using information for leamers to
enhance sufficient-literacy skills and continue
learning on their own.
• A new functional literacy aspect, called specific literacy,
is becoming a trend, in which the job of the student is
analyzed to see exactly the literacy skills needed and
those that are only taught. This is to prevent job-skill
mismatch. In specific literacy, the student may leam
very little but will be of immediate value that would
result in Increased leamer motivation.

• Therefore, the specific literacy strategy is a

planning tool that allows the literacy worker to
focus on skills that are of value to the learners.
Significance of this approach includes
literacy that:
(1) starts in the workplace
(2) uses a diagnostic approach
(3) identifies turning points in economic life
that may act as an incentive to learning
(4) assesses the limits of a short-term
intervention and ;
(5) looks for generic skills.
Improving Functional
Literacy in the
Philippines
• Mauyo (2019) - Functional literacy,
Education and Mass Media Survey
(FLEMMS), the country registered a 90.3%
rate
• Age 11-13- the proportion of girls and
boys were funtionally literate.
• World Vision (2016)- the functional
literacy rate went up at 76.53%
• ALS- provides an opportunity for learning
among out- of school youth for them to lans
in better jobs
Integration New Literacies in
the Curriculum
• IRA (International Reading Association)
- literacy educators have the
responsibility to integrate information and
communication technologies into the
curriculum to prepare students for the
future they deserve.

• The Multiple Learner - new literacy

skills and practices are required by each
new ICT as it emerges and evolves.
 STUDENTS WOULD
DESIRE FOR:
1. Teachers who use ICTs skillfully for teaching
and learning:

2. Peers who use ICTs responsibly and who

share their knowledge:

3. A literacy curriculum that offers

opportunities for collaboration with peers
around the world;
 STUDENTS WOULD
DESIRE FOR:

4. Instruction that embeds critical and

culturally sensitive thinking into practice,
standards and assessments that include new
literacies;
5. Leaders and policymakers who are
committed advocates of ICTs for teaching and
learning: and
6. Equal access to ICTs for all
classrooms and students.