EDUC 3202

1. Integrated Subjects - combining language arts, science, math, social sciences which
traditionally have been taught as separate subjects and it is very artificial way of doing
things. The best way to teach integrated subjects is to teach them around themes.
2. Technology - technology isn’t 21st century education but it is an answer to all our problem
and in the classroom it is not a replacement to the traditional way but it is an additional tool.
3. Hands on Learning - the best way to learn is by hands-on rather than just looking at the tv
program or watching someone do something.
4. Collaboration - is recognizing the strengths and other people.
5. Student-centered learning - learning is superficial, we learn by facts.
6. Creativity - it is extremely underrated and schools treat creativity as secondary pointless
subjects. Creativity means innovation, plans, new ideas.
7. Entrepreneurship - combination all the concepts, applying all the elements to real life.

21st Century Students

Generation Z – born between 1995 and 2009 – most do not remember life without the
internet, and have had technology like smartphones, iPads, smartboards and other devices
available throughout most of their schooling.
Generation Alpha – born since 2010 – they are younger than smartphones, the iPad, 3D
telesvision, Instagram, and music streaming apps like Spotify. This is the first generation
likely to see in the 22nd century in large numbers.
Growing up with this level of technology means growing up with a completely
unprecedented amount of information at your fingertips. There are kids who have never
been more than a few seconds away from the answers to their questions, with everything
just a quick search away.
They are able to teach themselves about any topic they are interested in without even
leaving their bedroom.The current cohort of students come from Generation Z and
Generation Alpha. These two generations have grown up with advanced technology as a
given in their homes and classrooms. They are digital natives, as comfortable using apps
and code as their grandparents were flipping pages.

The Framework for 21st Century Learning

This popular framework was designed by the Partnership for 21st Century Skills. Describing
the skills, knowledge, and expertise students must master to succeed in work and life, the
framework combines content knowledge, specific skills, expertise, and literacies.

P21 believes that the "base" of 21st century learning is the acquisition of key academic
subject knowledge, and that schools must build on that base with additional skills including
Learning Skills, Life Skills, and Literacy Skills.

• Learning Skills: Also known as the "four Cs" of 21st century learning, these include
critical thinking, communication, collaboration, and creativity.
• Life Skills: Flexibility, initiative, social skills, productivity, leadership
• Literacy Skills: Information literacy, media literacy, technology literacy
What are 21st Century Skills?
According to PANORAM Education-Jenna Blucke, 21st century skills refer to the knowledge, life
skills, career skills, habits, and traits that are critically important to student success in today’s
world, particularly as students move on to college, the workforce, and adult life.
Districts, schools, and organizations prioritize different 21st century skills depending on what is
most important to their respective communities. Generally, however, educators agree that
schools must weave these skills into learning experiences and common core instruction.

The importance of 21st century skills

While the bar used to be high-school graduation, the bar for today’s students is now college,
career, and real-world success.
• Higher-education and business leaders cite soft skills as being the most important driver of
success in higher-level courses and in the workplace.
• In today’s world, our schools are preparing students for jobs that might not yet exist. Career
readiness means equipping students with a nuanced set of skills that can prepare them for
the unknown.
• Social media has changed human interaction and created new challenges in navigating
social situations.
• The age of the Internet has dramatically increased access to knowledge. Students need to
learn how to process and analyze large amounts of information.
• Content knowledge from core subjects can only go so far; students need to be taught how to
apply facts and ideas towards complex problem

World Health Organization - (WHO) identifies the fundamental life skills as decision-making and
problem solving, creative thinking and critical thinking, communication and interpersonal
skills, self-awareness and empathy, and coping with emotions and stress. The WHO focuses on
broad psychosocial skills that can be improved over time with conscious effort.
21st Century Skills Students Need for Learning (According to Teacherph)

As the world changes, so do student’s skills to succeed.

1.Communication: Good communication skills are essential for students to work together and
share their ideas.
2. Critical thinking: The student needs to be able to think critically to analyze information and
solve problems.
3. Collaboration: One must work effectively with others to achieve common goals.
4. Creativity: Students need to think creatively to generate new ideas and solve problems
innovatively
5. Digital Literacy: Students must use technology effectively to access and create digital
information.
6. Information Literacy: They must find, evaluate, and use information effectively.
7. Media Literacy: Students must critically analyze media messages to understand their impact
on individuals and society. This critical analysis will help them understand how media messages
can influence individuals and society.
8. Problem-Solving: Students must identify and solve problems to improve their learning.
9. Self-Management: Students need to be able to manage their learning to be successful
independent learners.
10.Social and Cultural Awareness: Students need to be aware of the influence of social and
cultural factors on their learning.
11. Technological Literacy: Students must use technology effectively to access and create
digital information.
12. Flexibility and Adaptability: Students need to be able to adapt their learning to new
situations and technologies.
13. Initiative and Self-Direction: Students need to take the initiative and be self-directed in their
learning to be successful.
14. Productivity and Accountability: They must be productive and take responsibility for their
learning.
15. Leadership: The students must take the lead in their education and motivate others to join
them in learning.
16. Social Responsibility: Students must be aware of how their learning affects those around
them and be respectful of others while learning.
17. Sustainability: It is essential for students to be aware of the impact their learning can have
on the environment and to be considerate of environmental sustainability when they are
learning.
18. Ethical Responsibility: Students need to be aware of the ethical implications of their
learning and consider ethical responsibility in their learning.
19. Global Perspective: It is essential for students to be aware of the global context of their
learning and to be considerate of international perspectives in their learning.
20. Cultural Competence: It is vital for students to be aware of the influence of culture on their
learning and to be competent in cross-cultural communication.
21. Diversity: Students need to be aware of the diversity of perspectives and experiences in the
world and be respectful of diversity in their learning.
The Importance of 21st-Century Learning

1. It helps students develop the skills they need for the real world.
2. It prepares students for an increasingly globalized world.
3. It helps students learn how to learn.
4. It helps students develop a love of learning.
5. It’s more relevant to students’ lives.

The Challenges of 21st-Century Learning

1. The pace of change is accelerating.
2. The world is becoming more complex.
3. Students must be able to apply what they have learned.
4. There is a greater emphasis on collaboration.
5. Technology is changing the way we learn.
6. Learning is no longer just about acquiring knowledge.

The Challenges of 21st-Century Learning

1. The pace of change is accelerating.
2. The world is becoming more complex.
3. Students must be able to apply what they have learned.
4. There is a greater emphasis on collaboration.
5. Technology is changing the way we learn.
6. Learning is no longer just about acquiring knowledge.
9 digital Learning Tools Every 21st Century Teacher should be able to use:
1.RSS or Social Readers (e.g., Flipboard)
Why Every 21st Century Teacher should be able to use it?
Extracting data from the internet is like trying to listen to the subtle melody of a Korn song.
Tools like twitter, facebook, and Flipboard can act as a kind of volume control (if you’ll allow a
mixed metaphor) so that you can hear what you want, when you want.

2. Google+ Communities
So what’s the big deal for educators? Cloud-based communities that can be as open or closed
as you want them, available on any smartphone or mobile device.
You can share documents, publish videos, socialize project-based learning artifacts,
communicate with colleagues, send messages, participate in threaded discussions, and
interact with families and community members in a social media setting. And the best part?
You can make groups open or closed, giving you control over the transparency of data and
interaction.

3. YouTube Channels
Why every 21st century teachers should be able to use it?
People love videos, so YouTube allows people to consume billions and billions of videos every
single day. While many of these are of cats trying to shake tape off of their paws, many of them
are not. And by allowing anyone—from niche experts to general educators—to create channels
of their own to curate and share digital media content, it’s probably the tool with the single
greatest potential to transform the learning in your classroom. As whimsical or substantive as
the content you find (like apps),for film, video, or music, and dead simple to use, YouTube is
capable of enabling self-directed learning, academic direct instruction, full-on test preparation
(if that’s your thing), or authentic project-based learning, and absolutely deserves a spot in any
21st century teacher’s classroom.

4. iTunes
Why every 21st century teacher should be able to use it?
Whether you use it for a flipped classroom, blended learning environment, for project-based
learning, or to  personalized learning for struggling or gifted learners, it is essentially an online
course catalogue of diverse academic content. While it may be more complex than turning a
student loose on iTunesU, properly implemented the education materials found here are simply too
good to ignore.
5. Cloud-Based Word Processors (e.g., Google drive)
Cloud-based word processors were a boon to teachers frustrated by smallish floppy disks, lost flash
drives, or school network-based storage drives. With cloud-based word processors, students can
collaborate on writing pieces from anywhere, save comments, and curate all steps of the writing
process in digital portfolios (in this case, literally a simple digital folder).

Whether you use Google Drive, Zoho Documents, Microsoft Word online, or something else entirely,
cloud-based word processing—and their sister presentation software, spreadsheets, concept
mapping tools—are absolutely indispensable for the 21st century teacher.

6. Dropbox (or other file-sharing platforms)

Why every 21st century teacher should be able to use it?
This one’s simple: You need a way to backup files and share media, and whether you use Dropbox or
the more direct approach of an app like dropcanvas, this is the kind of function you’ll undoubtedly
need. And if you never do–if you have never needed to send or receive a large file ever, this is a
sure-fire sign you may be under-utilizing the internet’s potential.

7. Evernote
Why every 21st century teacher should be able to use it?
Organize anything, take pictures of papers or learning products, save web screenshots, take
quick notes, use it as a word processor in a pinch, organize by notebook, literary
genre,class,student, and academic year.
Some people us Evernote for a few days and are underwhelmed by its lack of flash, but Evernote
is whatever you want it to be, and that kind of flexibility makes it the perfect tool for the 21zt
Century Teacher.

8. Pocket
Why 21st century teacher should be able to use it?
Elegant and functionally curating information is a digital literacy skill everyone can benefit from.

9. Zotero
Why 21st century teacher should be able to use it?
By allowing you to save academic research artifacts with a single click, with access to a library
of citation support materials, Zotero reminds us all that citing sources is more complicated
than a hat tip, and collecting those works cited pages are an important part of the academic
and social learning process. Anything that makes this formerly cumbersome process more
streamlined deserves a spot in your browser.
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
necessitated for activities in modern society (Gunes,2000).  Beyond the 1902, literacy had
started to diversity in the light of technological developments, change of living conditions in
cities, and the new necessities.  Hereafter, literacy then became multi-faceted.
At first, literacy was used in various types, such as computer literacy, technology literacy,
internet literacy, and media literacy respectively (Altun, 2005).  Later on, it became a
lifestyle along with the person's entire life in a society that encompasses information
literacy, culture literacy and universal literacy.
Truly, literacy has changed and developed through multitude phases within a specific period
based on societal needs.
However, along this line, 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.It
includes a socially-driven and evolved a pattern of activities, such as writing
correspondence, record keeping and inventories, posting announcements, reporting etc. 
As such, Lankshear and 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 having a kind of potential content
through interaction with the text.  Likewise, a particular text may be understood for being
connected or related.  Although in a way, such. meaning can be more relational than literal
or expressing solidarity or affinity with particular people, like understanding the Internet,
online practices and online content.   Hence, anything available online can become a
resource for making diverse meaning.
Literacies can bear a coding system that can capture the meaning, such as
"letteracy" (e.g. within language and recognition of alphabetic symbols).
Moreover, the Primary English Association Australia (2015) asserts that 21st century
literacy has expanded to including social change, increasing field expertise and digital
technologies.  To be literate requires comprehension, selection and use of multimedia
codes and conventions to interpret and express ideas, feelings and information.  Subject-
specific literacies are recognized to require the application of specialized knowledge and
skills, information skills, and the creative and imaginative language.  Literacy in the 21st
century therefore, demands the ability to perform and act confidently, efficiently and
ethically with a wide range of written and visual, print, live, digital or electronic text types
according to purpose( www.etaa.edu.au).
The increasing complexity of modern communication gives rise to a number of distinct
capabilities and possibilities.  Hence, 21st century literacy combines cross-curricular
capabilities also called "multiliteracies" and now commonly referred to as "new literacies". 
These broad skills include visual literacy, information literacy, cultural literacy and digital
literacy dynamics.  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, mange producing, meme-ing, photoshopping, anime music video (AMV),
podcasting, vodcasting, and gaming, running a paper-based zine, reading literary novels
and wordless picture books, reading graphic novels and comics and reading bus timetables.
(Primary English Teaching Association Australia, 2005).
Leander (2003) noted that new literacies are often flexible, continuous and open, where
online and offline lives and "literacyscapes" merge.  Thus, when a literacy practice
becomes a mindset with the concept of Web 2.0, it can be regarded as a new literacy.  New
technologies enable and enhance these practices in a way that is highly complex and
exciting for students.
common myths about 21st-century literacies
Myth: 21st-century literacy is about technology only.

Reality: Although technology is important to literacy in the new century, other dimensions of
learning are essential. Studies of workforce readiness show that employers rate written and
oral communication skills very highly, and collaboration, work ethic, critical thinking, and
leadership all rank higher than proficiency in information technology. The Partnership for
21st-Century Skills  advocates for core academic subjects, learning and innovation skill,
and life and career skills, along with technology skills. Even a standardized measure like the
iSkills Information and Communication Technology Literacy Test gives significant attention
to organization, evaluation, critical thinking, and problem solving.

Myth: The digital divide is closed because schools provide computer and Internet access.
Reality: The digital divide — the gap in access to and quality of technology — still exists. In
2005, nearly 100% of public schools in the United States had access to the Internet, but
student-to-computer ratios and access to broadband service vary widely across
socioeconomic levels. Furthermore, available computers are often not used effectively or
fully; the national average of students’ school use of computers is 12 minutes per week.
Myth: Teachers who use technology in their personal lives will use it in their classes.

Reality: Research shows that teachers who use word processing, spreadsheets, presentation
software, and Internet browsers at home do not bring that knowledge into the classroom.
Furthermore, two-thirds of all teachers report feeling under-prepared to use technology in
teaching, even if they use computers to plan lessons, access model lesson plans, and create
activities.

Myth: Teachers need to be experts in technology in order to use it effectively in instruction.

Reality: Research shows that effective teachers collaborate with students to understand the
information landscape and think about its use. Since success with technology depends largely
upon critical thinking and reflection, even teachers with relatively little technological skill can
provide useful instruction.

Myth: Automatic Essay Scoring (AES) systems will soon replace human readers of student
writing.

Reality: Systems like ETS’s Criterion, Pearson’s Intelligent Essay Assessor (IEA), the College
Board’s ACCUPLACER and WritePlacerPlus, and ACT’s Compass are all being used to provide
immediate feedback or evaluate students’ writing. However, the feedback they provide is generic
and relatively limited, and these systems are confined to a narrow range of modes and topics.
Key terms to Remember!
Affinity Groups: Groups or communities that unite individuals with common interests.
Electronic spaces extend the range of possibilities for such groups.
Blogs: Web logs (“blogs” for short) are interactive websites, often open to the public, that
serve as journals and can include Web links and photographs as well as audio and video
elements. Some 60 million blogs have been published on the Internet over the past five years.
E-portfolio: Student work that is generated, selected, organized, stored, and revised digitally.
Often electronic portfolios are accessible to multiple audiences, and some models can be
moved from one site to another easily. E-portfolios can document the process of learning,
promote integrative thinking, display polished work, and/or provide a space for reflecting on
learning.
Hypertext: Electronic texts that provide multiple links, allowing users to trace ideas in
immediate and idiosyncratic directions. Hypermedia adds sound, video, animation, and/or
virtual reality environments to the user’s choices.
ICT (Information and Communication Technology): ICT refers to the use of computers and
computer software to convert, store, process, transmit, and retrieve information.
Podcasts: Digitalized audio files that are stored on the Internet and downloaded to listeners’
computers or MP3 players. Although other file formats may be used, audio files are usually
saved in the MP3 format. The term “podcast” comes from iPod, the popular MP3 player.
Web 2.0: This term does not refer to an update in the Web’s technical specifications; it refers
to a second generation of Web-based communities that demonstrate the participatory
literacies students need for the 21st-century. Some examples include:
MySpace is a social networking website offering an interactive, user-submitted network of
friends, personal profiles, blogs, groups, photos, music, and videos internationally. Students
rate professors, discuss books, and connect with high school and college classmates here.
MySpace receives nearly 80 percent of visits to online social networking websites; other
similar sites include Facebook and Xanga.
Second Life is an Internet-based 3-D virtual world. This simulation’s nine million participants
use their avatars (digital representations of themselves) to explore, socialize, participate in
individual and group activities, and create and trade items (virtual property) and services.
Over 160 schools and colleges from all over the world have a presence on Second Life, and
a number of the 140 colleges and universities represented have distance-learning programs
based within it.
Semantic Web is an extension of the current Web that puts data into a common format so
that instead of humans working with individual search engines (e.g., Google, Ask Jeeves) to
locate information, the search engines themselves feed into a single mechanism that
provides this searching on its own. Sometimes called Web 3.0, this technology will enable
integration of virtually all kinds of information for more efficient and comprehensive
retrieval.
Webkinz is an Internet simulation where children learn pet care and other skills.
Wiki refers to software that fosters collaboration and communication online. Wikis enable
students to create, comment upon, and revise collaborative projects. One of the most
prominent is Wikipedia , the online multilingual free-content encyclopedia, which currently
has 7.9 million articles in 253 languages.
YouTube is a popular video sharing website where users can upload, view and share video
footage, including movie clips, TV clips, and music videos, as well as amateur content such
as student-produced videos.
Referring to functional literacy, UNESCO states the following:
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 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 (i.e. increase and
labor productivity, food production, industrialization, social and professional mobility,
creation of new manpower and diversification of the economy).
We should first make an important distinction – functional literacy is not the same as basic
literacy. Basic literacy refers to the basic ability to read and write. It serves as the basis for
further development. Without this further development, however, basic literacy proves to be
insufficient in today’s highly competitive and demanding world.
Functional literacy is a set of skills and competencies which allow people to function and
thrive in modern-day society.

To function and thrive in modern-day society practically means:

• Making informed choices about your own health (e.g., reading a drug label and finding
out about any side-effects you might experience after taking the drug);
• Knowing your rights and responsibilities as a citizen and consumer (e.g., understanding
the clauses in your employment contract, figuring out wha to do when you get a ticket by
the traffic police, or making an informed vote);
• Thinking critically when presented with new information (e.g., distinguishing between
facts and opinions in advertising, social media, or news websites; using a transit map,
etc.);
• Personal and professional growth (e.g., making the connection between cause and
effect, analyzing information, managing your personal finances, being creative, setting
and achieving your own goals).
Integration of New Literacies in the CurriculumI
To address the call for literacy in today's world, students must become proficient in the new
literacies of 21st century technologies.  The International Reading Association (IRA) believes
that literacy educators have the responsibility to integrate and communication technologies
into the curriculum to prepare students for the future they deserve.
The multiliterate learner - today, the internet and other forms of information and
communication technologies (ICT's) are redefining the nature of reading, writing and
communication.  New literacy skills and practices are required by each new ICT as it
emerges and evolved.  Thus, these new literacies need to be integrated into the curriculum
to prepare students for successful civic participation in a global environment.
Students would desire for: 1. Teachers who use ICT's skillfully for teaching and learning, 2.
Peers who use ICT's responsibly and who share their knowledge, 3. A literacy curriculum
that offers opportunities for collaboration with peers around the world, 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
ICT's for teaching and learning and 8. equal access to ICT's for all classrooms and students.
Kinds of Functional Literacy
Media to access, evaluate, and create messages through different types of media.  Its
purpose is to turn people from mass consumers into thoughtful citizens who aren’t
susceptible to propaganda or advertising.
Religious Literacy is the ability to interpret religious scriptures and communicate with
different faiths.  Religious literacy is important for combating fundamentalism (e.g., religious
fanaticism) and prejudice (e.g., Islamophobia).
Financial Literacy is the ability to manage finances and make decisions about money. 
Whether you’re a consumer, a business owner, or a voter, understanding financial budgets,
interest rates, and savings is an essential life skill.
Computer Literacy is the ability to use computers.  This skill set can range from basic
competency (i.e., using applications like email and Microsoft Office) to advanced knowledge
(e.g., programming and computer science).
Legal Literacy is the ability to comprehend laws so you are able to follow policies and legal
procedures.
Scientific Literacy does not necessarily mean memorizing facts; rather, it’s knowing how to
conduct experiments and identify evidence that supports or contradicts preconceived beliefs
or hypotheses.
Health Literacy is the ability to understand healthcare information, particularly for making
medical decisions or lifestyle choices about nutrition, exercise, sleep, and other factors that
affect physical and mental well-being.
Civic Literacy (a.k.a. Civics) is awareness of how government works as well as your rights
and responsibilities as a citizen and voter.
Functional Literacy and Technology
Now, because our society is so high-tech, I want to emphasize two key points about
functional literacy by connecting it to technology.
First, functional literacy is primarily about skills or applied knowledge.
It’s only secondarily about facts or subject-matter knowledge.  For example, scientific
literacy doesn’t mean you’ve memorized the intricacies of how quantum computers work. 
Instead, it means you know how to ask questions and apply methods of verification or
falsification that make such technologies possible.
Second, functional literacy keeps our high-tech society functioning.
The kinds of functional literacy mentioned are relative to today’s highly complex,
technological society, but that doesn’t make them any less valid.  For instance, the ancient
Greeks got by fine without media literacy or computer literacy, but that’s because they didn’t
have digital networks.  If these examples of functional literacy are unique to our high-tech
society, we evidently need them.
Multiliteracies in the Education Reform
In a broader essence, the concept of 21st century skill is motivated by the belief that
teaching students the most relevant , useful, in-demand, and universally applicable skills
should be prioritized in today's schools.
As such students need to be taught different skills that should reflect the specific demands
of a complex, competitive, knowledge-based, information-age, technology-driven economy
and society.
21st century skills may be taught in a wide variety of school settings.  Teachers may
advocate teaching cross-disciplinary skills, while schools may require 21st century skills in
both instruction and assessment processes.  Schools and teachers may use educational
approaches that inherently expedite or facilitate the acquisition of cross-disciplinary skills.
Educational strategies that include authentic, outcome-based learning, project-based
learning and performance-based learning tend to be cross-disciplinary in nature.  Students
complete a research project, create multiple technologies, analyze and process
information, think creatively, plan out the process, and work collaboratively in teams with
other students.
Likewise, schools may allow students to pursue alternative learning pathways, in which
students earn academic credit and satisfy graduation requirements by completing an
internship, apprenticeship, or immersion experience.  In this case, students can acquire a
variety of practical, job-related skills and work habits, while also completing academic
coursework and meeting the same learning standards required of students.
ASSESSMENT IN MULTILITERACIES
Assessment moves from usual memorization of facts and disconnected processes to
demonstration of understanding through application in a variety of contexts.  Real-world
audiences are important part of the assessment process, including self-assessment.
Media literacy skills are honed as students address real-world issues from the environment. 
Students use the technological and multimedia tools now available to them to design and
produce websites, television shows, radio shows, public service announcements, mini-
documentaries, electronic portfolios, DVD's, oral histories and even films.
In a way, students can freely express their points of view as they create projects using
multimedia and deliver these projects /products to real-world audiences, realizing that they
can make a difference and change to the world.  They learn what it is to be contributing
citizen, and carry these citizenships skills throughout their lives.
As a result, standardized test scores are higher because students  have acquired the skills
and content in a meaningful connected way with profound understanding.  They actually
master the content on a much higher level and develop skills by constant application
throughout their schooling.
PREPARING TEACHERS FOR MULTILITERACIES
New London Group (1996) underscored multi-literacies as multimodal ways of
communication that include communications between and among other languages using
diverse channels within cultures and ability to understand technology and multimedia.  As
such, applying multiliteracies to teaching offers a new classroom pedagogy that extends
and helps manage classroom.
Biswas (2014) asserted that one challenge for educators is to help students create a
sustainable literacy development throughout schooling, so that students can develop strong
literacy skills (Borsheim, et al,2008).  Certainly, multiple and new literacies require students
to integrate technology-enhanced educational tools into their work.  Ayayi (2011)
recommended that teacher education must prepare teachers to teach multiliteracies in their
schools where there is a critical gap between multiliteracies and classroom pedagogy
(Pennington,2013).  Given globalization and technological changes, teaching multiliteracies
is indispensable to literacy teaching and learning in the 21st century.
Therefore, Newman (2002) in Biswas (2014) suggested that teachers integrate four
components of multiliteracies in teaching:
1. Situated practice leads students towards meaningful learning by integrating primary
knowledge.
2. Overt instruction guides students to the systematic practice of learning process with
tools and techniques.
3. Critical framing teaches students how to question diverse perceptions for better learning
experiences.
4. Transformed action teaches students to apply the lessons they learn to solve real-life
problems.
Research shows that effective instruction in 21st century literacies takes an integrated
approach, helping students understand how to access, evaluate, synthesize, and contribute
to information (New London Group,1996).
Teachers insist to:
1. encourage students to reflect regularly on the role of technology in their learning,
2. create a website and invite students to use it to continue class discussion and bring in
outside voices,
3. give students strategies for evaluating the quality of information they find on the internet,
4. be open about one's own strengths and limitations with technology and invite student to
help,
5. explore technologies students are using outside the classroom and find ways to
incorporate them into one's teaching,
6. use wiki to develop a multimodal reader's guide to a class text,
7. include a broad variety of media and genres in class text,
8. ask students to create a podcast to share with an authentic audience,
9.give students explicit instruction about how to avoid plagiarism in a digital environment
and
10. refer to the Partnership for 21st Century Skills website.

For schools and policy makes:

1. teachers need both intellectual and material support for effective 21st century literacy
instruction,
2. schools need to provide continuing opportunities for professional development, well as to
up-to-date technologies for use in literacy classrooms,
3. address the digital divide by lowering the number of students per computer and by
providing high quality access (broadband speed and multiple locations) to technology and
multiple software packages,
4. ensure that students in literacy classes have regular access to technology,
5.provide regular literacy-specific professional development in technology for teachers and
administrators at all levels, including higher education,
6. require teacher preparation programs to include training in integrating technology into
instruction,
7. protect online learners and ensure their privacy,
8. affirm importance of literacy teachers in helping students develop technological
proficiency, and
9. adopt and regularly review standards for instruction in technology.
The integration of new literacies and the teaching of multiliteracies open new pedagogical
practices that create opportunities for future literacy teaching and learning.  Multiliteracies
can also help teachers provide equal access to learning for all students.  In effect, students
learn to collaborate by sharing their thoughts with others in online spaces where they can
engage in different forms or modes of learning process.  Consequently, students can be
expected to become more confident and knowledgeable in their learning through
participatory and collaborative practices as a result of this new literacy integration in the
curriculum for teacher education (New London Group, 1996).