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Critical Reflections Questions on Multimodality and 21st Century Skills
To be successful in the 21st century, students need a range of skills in addition to traditional literacy skills such as essay and report writing. These skills include, but are not limited to, critical thinking, innovation, teamwork, digital literacy, intercultural communication, and adaptability and flexibility. With the rapid development of technology and globalization, these skills are becoming increasingly important. Of course, this doesn’t mean teachers should abandon teaching traditional literacy skills entirely. Paper and report writing are still of great significance for cultivating students’ logical thinking, expression ability and academic literacy. However, teachers’ teaching methods need to keep pace with the times and incorporate new forms of literacy. For example, students can be taught how to communicate effectively in an online environment, how to write short articles on social media, how to produce multimedia reports, etc. To match these new literacies, teachers also need to adapt their assessment strategies. In addition to traditional written examinations and thesis assessment, more diversified evaluation methods can also be introduced, such as oral reports, project cooperation, online discussions, etc. These evaluation methods can more comprehensively evaluate students’ comprehensive abilities and actual performance. Hazard (2019) states how identity, literacy, and education are socially constructed, emphasizing that these abilities are not innate or exist in isolation, but are developed within specific sociocultural contexts. This means that literacy and identity are affected by multiple factors such as social environment, cultural background, and education system. Therefore, teachers should pay attention to social and cultural changes and understand students’ needs and backgrounds in order to better cultivate their literacy skills and identity. At the same time, the education system should also undergo corresponding reforms to adapt to social development and changes.
Reference
Hazard, N. (2019). Supporting 21st century skills in language and literacy classrooms with a multiliteracies approach. Language and Education, 33(1), 1-14.
Hello Lina. From your write up, In the 21st century, it’s a necessity for students to have a wide spectrum of skills beyond traditional literacy, including critical thinking, digital literacy, and adaptability. On the other hand, traditional writing skills are very important, learning facilitators must imbibe the act of modern literacy forms like online communication and multimedia production into teaching. Assessment methods should diversify to encompass oral presentations and online collaboration. Hazards (2019) emphasizes that literacy and identity are socially constructed, influenced by cultural and educational contexts. educators should also understand students’ backgrounds to effectively nurture these skills. Lastly, Educational systems must be willing and ready to adapt to societal development and changes.
hello Lina, you mentioned that students require more than simply reading and writing abilities in the modern world. They also need to be able to use technology, think critically, and be flexible. Even if writing essays and reports is still necessary, educators should also educate students how to create videos and communicate online. Exams ought to involve a variety of activities, such as group projects or public speaking. According to Hazard (2019), our environment shapes both our abilities and identity. Thus, in order to support students’ learning as much as possible, teachers should be aware of their backgrounds. For children to flourish, schools should adapt to the changing needs of the world.
The point made highlights how literacy has changed in the twenty-first century and how important it is for teachers to incorporate a wider range of abilities in addition to traditional reading. Recognizing critical thinking, digital literacy, and flexibility as fundamental skills aligns with the needs of a world that is changing quickly. Additionally, the call for diversified assessment methods reflects a nuanced understanding of evaluating students’ multifaceted abilities. However, while emphasizing the importance of adapting teaching methods, the response could benefit from specific examples or strategies to effectively incorporate these new literacies into curricula. Moreover, the acknowledgment of the socio-cultural context in shaping literacy and identity is commendable, but further exploration of practical implications in teaching practice could enhance the argument’s depth. Overall, the discourse provides a comprehensive understanding of the contemporary educational landscape, advocating for a holistic approach to literacy education that balances traditional and emerging skills.