Introduction to 21st Century Literacies

At the heart of a rapidly changing world in the early part of the 21st century is a literacy discourse that is
evolving to reflect the ‘new’ ways we live and communicate. Literacy in and for the 21st century
embraces and demands skills in multimodality, digital citizenship, and information management.

A stagnant definition of literacy is likely to work against the literacy skills required for effective 21st
century participation, therefore, a dynamic definition of literacy, arguably, is more appropriate. For
example, Bull & Anstey (2005) suggest that ‘literacy is represented as having the skills to successfully
take part in everyday life, including economic and social contributions’ (2005, p. 14). Jukes et al (2011)
suggest that a broadened understanding of literacy should be embraced. They say that, ‘We need to
move our thinking beyond our primary focus and fixation on factual recall’ (Crockett, Jukes, & Churches,
2011, p. 17). The skills today’s adults learned in order to read, write and communicate effectively are no
longer the only skills required to be literate in the 21st century (Collins & Halverson, 2009). Abbott &
Farris (2000) explain how, ‘In the age of multimedia, hypertext, blogs, and wikis, reading is no longer just
a passive, linear activity that deals only with text’ (Abbott & Farris, 2000, p. 40). Today, it is essential that
all of our students have a wide range of literate skills including multimodal skills, and that they can use
these skills in a variety of contexts. We take the view that the term 21st century literacy is not explained
by one single definition, rather it is a concept influenced by many theories of literacy, and located within
specific social contexts. Within meaning-making, it includes elements of multimodalities, creativity and
criticality.

Literacy has traditionally been thought of as reading and writing. Although these are essential
components of literacy, today our understanding of literacy encompasses much more. Alberta
Education defines literacy as the ability, confidence and willingness to engage with language to
acquire, construct and communicate meaning in all aspects of daily living.

SO LET US DEFINE TRADITIONAL LITERACY or CONVENTIONAL LITERACY.

When we say Traditional Literacy or Conventional

Has been thought of as reading and writing at a level adequate for communication. Although
these are essential components of literacy, today our understanding of literacy encompasses much
more, literacy it is the ability, confidence and willingness to engage with language to acquire, construct
and communicate meaning in all aspects of daily living. skillset contains the traditional literacies of
reading, writing, speaking, and listening and critical thinking in order to participate effectively in society.
The use of these skills is evident within all literacy practices, and they are readily recognizable as
being necessary or useful components of literacy. The term conventional literacy skills is not
widely used in the field but is adopted here to distinguish between these aspects of literacy that
are clearly the focus of the reading, writing, and spelling instruction provided to elementary and
secondary students and those earlier-developing precursor skills that may not themselves be
used within literacy practice but that may presage the development of conventional literacy
skills.

 Note taking
 Transcribing
 Prose composition
 Decoding