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Archive for November, 2009

plj 8: 21stC Literacy – Skills should be no more

Posted by jturner56 on November 7, 2009

I have started a LiveJournal space for developing curriculum opportunities. We will be starting with Technology and PSE journals for students. If interested look for jturner56 tag
The focus of using Web 2 tools such as that will be to support teaching literacies for the future.
This is instead of “21st Century Literacies” which I consider a moribund term of no more relevance than 20th Century Literacy being applicable to 1902 and 1998
LFTF should consider

  • visual literacies: as we are media-saturated and increasing communicating in such modes
  • information fluency: to handle web overload and biases
  • collaboration: as global communications and collective knowledge structures emerge
  • digital adaptability: to cope with increasing rates of change, diversity and innovative purpose
  • productive citizenship: involving digital opportunities and responsibilities
  • efficient and effective communicators: in time poor, value-driven societies
  • creative solutions: to ever-further reaching problems and needs
  • deep thinking: searching for understanding both personal and connected (inter-personal / intra-personal)
  • environment awareness: understanding and responding to local, community and global environments

Concerns such as the ISTE NETs and the 21st Century Partnership provide food for thought, but it will be the purpose and relationships that will determine what is achieved. In education this will be about what influences we provide.


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Student eportfolios

Posted by jturner56 on November 2, 2009

Today was Day One of a week dedicated to supporting all Grade 7 and 8 students to set-up their eportfolio for subject project work (see While the level of computer unreliability was limiting, the students generally impressed with their acquired wiki publishing skills from last year and their engagement with meeting the task requirements. One issue to address will be assessment to do justice to the students’ work.
Thanks to Ray Jones and Gary Holsten for their support.

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