Literate, Numerate, and Discriminate – Realigning 21st Century Skills

    Research output: Chapter in Book/Report/Conference proceedingConference Paper published in ProceedingsResearchpeer-review

    Abstract

    Discrimination can be said to take place during early childhood when the difference between safety and danger are detected even though notions of real and imaginary may still be blurred. Importantly, the versatility of this construct reaches further into lifelong learning and is used in this paper as a means of distilling a range of competencies that are invoked by terms such as information literacy, digital literacy, media literacy, e-literacy, ethical responsibility, global citizenship, and the 'getting of wisdom'. Following a meta-analysis of the various ways in which 21st century skills are elucidated we propose a conceptual re-alignment of the foundation skills of education to include being discriminate (discerning) alongside being literate and numerate. Motivation for doing so arises from two sources: (1) a perceived privileging of literacy and numeracy - particularly in the context of high-stakes testing; and, (2) the converse of this situation in which literacy and numeracy appear to have a diminished presence within the'21st century skills' agenda. A gap between these agendas becomes more prominent when considering that our interactions with the world are increasingly configured by increasing production and consumption of data from an increasing diversity of sources.

    Original languageEnglish
    Title of host publicationICCE 2016 - 24th International Conference on Computers in Education: Think Global Act Local - Main Conference Proceedings
    Place of PublicationMumbai, India
    PublisherAsia Pacific Society for Computers in Education (APSCE)
    Pages609-614
    Number of pages6
    ISBN (Electronic)9789868473577
    ISBN (Print)9789868473577
    Publication statusPublished - Dec 2016
    EventInternational Conference on Computers in Education (ICCE 2016) - Indian Institute of Technology, Mumbai, India
    Duration: 28 Nov 20162 Dec 2016
    Conference number: 2016 (24th)
    http://www.et.iitb.ac.in/icce2016/

    Conference

    ConferenceInternational Conference on Computers in Education (ICCE 2016)
    Abbreviated titleICCE
    CountryIndia
    CityMumbai
    Period28/11/162/12/16
    Internet address

    Fingerprint

    Digital storage
    Education
    literacy
    Testing
    lifelong learning
    wisdom
    citizenship
    discrimination
    childhood
    responsibility
    interaction
    education

    Cite this

    Mason, J., Khan, K., & Smith, S. (2016). Literate, Numerate, and Discriminate – Realigning 21st Century Skills. In ICCE 2016 - 24th International Conference on Computers in Education: Think Global Act Local - Main Conference Proceedings (pp. 609-614). Mumbai, India: Asia Pacific Society for Computers in Education (APSCE).
    Mason, Jon ; Khan, Khalid ; Smith, Sue. / Literate, Numerate, and Discriminate – Realigning 21st Century Skills. ICCE 2016 - 24th International Conference on Computers in Education: Think Global Act Local - Main Conference Proceedings. Mumbai, India : Asia Pacific Society for Computers in Education (APSCE), 2016. pp. 609-614
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    abstract = "Discrimination can be said to take place during early childhood when the difference between safety and danger are detected even though notions of real and imaginary may still be blurred. Importantly, the versatility of this construct reaches further into lifelong learning and is used in this paper as a means of distilling a range of competencies that are invoked by terms such as information literacy, digital literacy, media literacy, e-literacy, ethical responsibility, global citizenship, and the 'getting of wisdom'. Following a meta-analysis of the various ways in which 21st century skills are elucidated we propose a conceptual re-alignment of the foundation skills of education to include being discriminate (discerning) alongside being literate and numerate. Motivation for doing so arises from two sources: (1) a perceived privileging of literacy and numeracy - particularly in the context of high-stakes testing; and, (2) the converse of this situation in which literacy and numeracy appear to have a diminished presence within the'21st century skills' agenda. A gap between these agendas becomes more prominent when considering that our interactions with the world are increasingly configured by increasing production and consumption of data from an increasing diversity of sources.",
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    Mason, J, Khan, K & Smith, S 2016, Literate, Numerate, and Discriminate – Realigning 21st Century Skills. in ICCE 2016 - 24th International Conference on Computers in Education: Think Global Act Local - Main Conference Proceedings. Asia Pacific Society for Computers in Education (APSCE), Mumbai, India, pp. 609-614, International Conference on Computers in Education (ICCE 2016), Mumbai, India, 28/11/16.

    Literate, Numerate, and Discriminate – Realigning 21st Century Skills. / Mason, Jon; Khan, Khalid; Smith, Sue.

    ICCE 2016 - 24th International Conference on Computers in Education: Think Global Act Local - Main Conference Proceedings. Mumbai, India : Asia Pacific Society for Computers in Education (APSCE), 2016. p. 609-614.

    Research output: Chapter in Book/Report/Conference proceedingConference Paper published in ProceedingsResearchpeer-review

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    Mason J, Khan K, Smith S. Literate, Numerate, and Discriminate – Realigning 21st Century Skills. In ICCE 2016 - 24th International Conference on Computers in Education: Think Global Act Local - Main Conference Proceedings. Mumbai, India: Asia Pacific Society for Computers in Education (APSCE). 2016. p. 609-614