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The NCTE Definition of 21st Century Literacies

The NCTE Definition of 21st Century Literacies
Updated February 2013Adopted by the NCTE Executive Committee, February 15, 2008 Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the 21st century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies are multiple, dynamic, and malleable. This position statement may be printed, copied, and disseminated without permission from NCTE. Related:  Lesson Plan ResourcesEd Theory

Results on ReadWriteThink Find content from Thinkfinity Partners using a visual bookmarking and sharing tool. More Your students can save their work with Student Interactives. More Home › Results from ReadWriteThink 1-10 of 892 Results from ReadWriteThink Sort by: Classroom Resources | Grades 6 – 8 | Lesson Plan | Unit 3-2-1 Vocabulary: Learning Filmmaking Vocabulary by Making Films Bring the vocabulary of film to life through the processes of filmmaking. page | 1 2 3 4 5 6 7 8 9 10 Debunking the Case for National Standards (#) January 14, 2010 One-Size-Fits-All Mandates and Their Dangers By Alfie Kohn [This is a slightly expanded version of the article published in Education Week’s annual “Quality Counts” issue.] I keep thinking it can’t get much worse, and then it does. By the time the century ended, many of us thought we had hit bottom – until the floor gave way and we found ourselves in a basement we didn’t know existed. Today we survey the wreckage. And now we’re informed that what we really need . . . is to standardize this whole operation from coast to coast. Have we lost our minds? To politicians, corporate CEOs, or companies that produce standardized tests, this prescription may seem to make sense. Let’s be clear about the latest development. Second, these core standards will inevitably be accompanied by a national standardized test. Are all kids entitled to a great education? To be sure, excellence and uniformity might turn out to be empirically correlated even if they’re theoretically distinct.

Reading in the Middle Grades - Reading Comprehension Reading comprehensively is the process in which readers read a text and understand what they have read. They are able to grasp the main point of the text and evaluate what work. Comprehensive reading is imperative for students making their way through the middle grades, high school, college, and eventually the adult world. Too often students are only learning to read for information; they are unable to analyze and think complexly about what they have read. Thus, reading comprehension encourages proficiency both for the reader's experience and their work. [1] What is Read: 1. How it is Read: 1. Beers Independent versus Dependent Readers Dependent readers are often struggling readers. What Good Readers Do: 1. How to teach the strategies: 1. Strategies There are multiple strategies educators use to encourage comprehensive reading. Thinking Strategies of Effective Readers: 1. Model for Teaching Challenging Texts The Big Word Problem Methods to Find the Relationship Between Words and Comprehension

(Higher) Education as Bulwark of Uselessness - Hybrid Pedagogy Almost two years ago, halfway through the twisting path that was my doctoral course, I found myself in Finland, at the “Critical Evaluation of Game Studies Seminar”, where, above all the “big names” in the field of Game Studies who spoke there (among which were Aarseth, Juul, and Mäyrä), one thing was indelibly imprinted in my memory: Canadian sociologist Bart Simon’s characterisation of Game Studies as a true, undeniable “bulwark of uselessness”, a field of thought that can work in resistance to all appeals to productivity and efficiency. Because what can be more frivolous, in “productive” common sense, than spending a couple of days discussing the philosophy of computer games? This is an uncomfortable position, one that I am critically coming to terms with as an engaged pedagogist and game scholar. Because, really, what is “uselessness”? (Higher) Education is useless. Of Uselessness and Dinosaurs All Work and No Play How can we, instead, meta-communicate liberation and possibility?

K-8 Comprehension Skills, Strategies, Activities & Exercises - Benchmark Education Storefront Introduction/Overview This module explores comprehension strategies and their benefits. Examine descriptions of each type of comprehension strategy, instructional implications for teaching comprehension, and sample lessons. Although word recognition, decoding, and fluency are building blocks of effective reading, the ability to comprehend text is the ultimate goal of reading instruction. Comprehension is a prerequisite for acquiring content knowledge and expressing ideas and opinions through discussion and writing. Comprehension is evident when readers can: Interpret and evaluate events, dialogue, ideas, and informationConnect information to what they already knowAdjust current knowledge to include new ideas or look at those ideas in a different wayDetermine and remember the most important points in the readingRead “between the lines” to understand underlying meanings Comprehension strategies work together like a finely tuned machine. Types of Comprehension Strategies Teaching Strategies

Early Education Transformed List of Contributors Lesley Abbott is Professor of Early Childhood Education at the Institute of Education at Manchester Metropolitan University. She directed the Birth to Three Matters Project for the DfES. Ian Barron is Principal Lecturer in Early Childhood Education at the Manchester Metropolitan University. Tina Bruce is Honorary Visiting Professor at the University of Surrey Roehampton. Tricia David is Emeritus Professor of Education at Canterbury Christ Church University College, having officially retired in 2002. Moylett-Manchester Metropolitan University

Predicting skills Learning outcomes Students will: predict what is going to happen in a story. state three things to look for at the beginning of predicting (author, title, picture). change their predictions as the story is read to them. The students will tell why using predictions is a good skill to have. Teacher planning Time required for lesson 45 minutes Materials/resources Three boxes (different sizes) Wrapping paper Tape Stickers to go in boxes Picture books (Any two or three will do but the following are the ones I used. Pre-activities I will show the children three wrapped boxes of different sizes and tell them that today we are going to practice their predicting skills. Activities I will show them the book Septimus Bean. Assessment At the end of the class, I ask questions and call on different children to answer to check for understanding. Questions to ask: Why would you need to know how to predict?

Global Neoliberalism and Education and its Consequences (Hardback) About the Book In this groundbreaking critique of neoliberalism in schooling and education, an international cast of education policy analysts, educational activists and scholars deftly analyze the ideologies underlying the global, national and local neoliberalisation of schooling and education. The thrilling scholarship that makes up Global Neoliberalism and Education and its Consequences exposes the machinations, agenda and impacts of the privatising and 'merchandisation' of education by the World Bank, the General Agreement on Trade in Services (GATS), biased think tanks, global and national corporations and capital, and the full political spectrum of Neoliberal governments. Table of Contents Foreword Nick Grant. 1. About the Editors Dave Hill teaches at University College Northampton, UK. Ravi Kumar teaches sociology at the Department of Sociology, Jamia Millia Islamia University, New Delhi, India. About the Series Routledge Studies in Education and Neoliberalism Learn more…

Wolves: Comprehending informational texts Learning outcomes Students will: determine the function of wolves within the population of the ecosystem. assess a variety of ecosystems. use RUNNERS strategies to show comprehension of non-fiction text. Teacher planning Time required for lesson 3-5 days Materials/resources Wolves by Seymour Simon (or any appropriate non-fiction informational book) Copy of RUNNERS strategies for each student. Technology resources Word processing software internet Pre-activities Students will complete KWHL chart showing what they KNOW and what they WANT TO KNOW and HOW they will learn more about wolves. Activities Pre-reading Activities Students will complete KWHL chart as pre-reading strategy and after reading will come back to complete LEARN. During Reading Activities Select 5-10 “Want to Know” (W) questions from the KWHL chart for students to find answers to. After Reading Once students have completed reading and questions, the whole class will go back to KWHL chart and fill in the “Learn” section. Followup project

Memory Machines: Learning, Knowing, and Technological Change 20 min read This is the transcript of the talk I gave today at the Digital Pedagogy Lab at the University of Prince Edward Island. You can find the slides here. Image and data credits are listed at the bottom of this post. Last summer, when I gave a keynote at the Digital Pedagogy Lab Summer Institute in Madison, Wisconsin, I talked about “teaching machines and Turing machines,” tracing some of the origins of artificial intelligence and scrutinizing the work that those of us in education – students, teachers, administrators – are increasing asking software and hardware to do. I’ve long been interested in the push for automation and AI in education – certainly, talk of “robots coming for our jobs” is not new, and predictions by technologists about the impending arrival of artificial intelligence are now sixty some odd years old – that is, for decades, we’ve heard people tell us that we’re just a decade or so away from AI being able to do any job a human can. Consider this a companion talk.

Strategies for online reading comprehension Imagine, if you will, that you are beside me as I peer over the shoulder of my twelve-year-old son. He’s using a web browser to search for an article on creating stop-motion movies, which is one of his hobbies. I barely have time to say, “That looks interesting,” before he has clicked on a hyperlink and is off on entirely different page. A video catches his eye and he ignores me completely as he hits the “play” button, only to discover the video is a commercial for an upcoming movie. I want to say something, but I don’t have time. And so it goes. If you are a teacher or parent who revels in the deep reading of novels or articles, with discussions and contemplations of character development and plot design, this kind of “reading” is enough to drive you to the brink of despair. And yet, if you read The National Council of Teachers of English’s definition of reading, you’ll recognize some semblance of what my son was doing, even as he jumped here and there with the mouse: Reading strategies