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A Nation at Risk,
1983
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This federal report in 1983 extended literacy to “Five
New Basics” --- English, mathematics, science, social studies, and
computer science -which specified that all high school graduates should
“understand the computer as an information, computation and
communication device; [be able to] use the computer in the study of the
other Basics and for personal and work-related purposes; and understand
the world of computers, electronics, and related technologies”
National Commission on Excellence in Education. A
Nation at Risk. Washington, DC., 1983. http://www.ed.gov/pubs/NatAtRisk/index.html
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National Forum on Information Literacy,
1987 |
The American Library Association's Presidential
Committee on Information Literacy was appointed in 1987 with three
expressed purposes: (l) to define information literacy within the higher
literacies and its importance to student performance, lifelong learning,
and active citizenship; (2) to design one or more models for information
literacy development appropriate to formal and informal learning
environments throughout people's lifetimes; and (3) to determine
implications for the continuing education and development of teachers.
Subsequently, in January 1989 the American Library Association addressed
the impact of the Information Age on individual's lives and in business
and citizenship through creation of the National Forum on Information
Literacy. Pertinent to education was the emphasis on information
literacy and resource based learning.
American Library Association. National Forum on
Information Literacy. (1989). http://www.infolit.org/documents/89Report.htm
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| National Education Summit, 1989 |
The National Education Summit convened in 1989 to
“strengthen America's educational performance and ensure that the
nation's workforce would have the knowledge and skills needed to compete
in an increasingly global economy.” It spawned
Building a Nation of
Learners; National Education Goals Report in 1999 and
Goals 2000; Reforming Education to Improve Student
Achievement neither of
which was specific to defining and promoting literacy skills. However,
for the first time emphasis was given to educational standards and
collection of reliable data which have been important in enumerating
literacy skills.
Goals 2000; Reforming Education to Improve Student
Achievement. U. S. Department of Education, 1998. Available at http://www.ed.gov/pubs/G2KReforming/index.html
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National Literacy Act of 1991
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The National Literacy Act of 1991, passed by Congress
to address the deficiency in literacy and basic skills of adults,
defines literacy as “an individual's ability to read, write, and speak
in English, and compute and solve problems at levels of proficiency
necessary to function on the job, and in society to achieve one's goals,
and develop one's knowledge and potential.”
United States Congress.
Public Law 102-73. National Literacy Act of 1991.
http://www.nifl.gov/public-law.html
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SCANS Report; What Work Requires of Schools 1991
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The SCANS Report outlines the skills that are required
for a high-performance workplace. Workers require three essential
skills: “a solid foundation in the basic literacy and computational
skills, thinking skills necessary to put knowledge to work, and personal
qualities that make workers dedicated and trustworthy.” What Work
Requires of Schools: A SCANS Report for American 2000.
Secretary' Commission on Achieving the Necessary Skills. (1991). U. S.
Department of Labor. Washington, DC. http://wdr.doleta.gov/SCANS/whatwork/whatwork.pdf
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Getting Americas Students Ready for the 21st Century; Meeting the Technology Literacy Challenge, A Report to the Nation on Technology and Education, June 29, 1996.
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Recognizing the vast challenges facing education, this
effort launched the Technology Literacy Challenge program which focused
on a vision of the 21st century where all students are “technologically
literate.” Four goals, relating primarily to technology skills, the
program focused on training and support for teachers, acquisition of
multimedia computers in classrooms, connection to the Internet for every
classroom and acquiring effective software and online learning resources
integral to the school's curriculum.
Getting America's Students Ready for the 21st Century;
Meeting the Technology Literacy Challenge, A Report to the Nation on
Technology and Education, June 29, 1996. U. S. Department of Education,
1996. Available at http://www.ed.gov/about/offices/list/os/technology/plan/national/index.html
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Preparing Students for the 21st Century, 1996
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This American Association of School Administrators (AASA)
guide provokes thoughts about “what students would need to know and be
able to do and behaviors they would need to exhibit” in order to excel
in the 21st century. Excerpts appear on this Web site condensed from the
original publication in the July-August 1996 issue of The Futurist
http://www.spyc.sanpedro.com/yc996.htm
What Students Must Know….(to Succeed in the New
Century) in The Futurist, July-August, 1996. http://www.spyc.sanpedro.com/yc996.htm
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The Nine Information Literacy Standards for Student Learning,
1998
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Literacy standards adopted in 1998 by The American
Association of School Librarians (AASL) and the Association for
Educational Communications and Technology (AECT) are defined in three
categories, information literacy, independent learning and social
responsibility.
American Association of School Librarians. Information
Literacy Standards for Student Learning. American Library Association,
Chicago, 1998.
www.ala.org/aasl/ip_nine.html
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National Education Technology Standards NETS for Students,
1998
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International Society for Technology in Education (ISTE)
provides a general set of profiles describing technology-literate K-12
students which includes standards that embrace literacy skills -
information analysis, problem-solving, and decision making.
International Society for Technology in Education (1998).
National
Education Technology Standards for Students; Connecting Curriculum and
Technology. Eugene, OR.
http://cnets.iste.org/students/s_book.html |
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The Power of the Internet for Learning; Moving from Promise to Practice,
2000
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This report emphasizes research about learning and
assessment and how this research should reflect on and impact
instruction in ways that match 21st century goals. It recommends that
parents encourage schools to include technology literacy in instruction.
The Power of the Internet for Learning; Moving from Promise to Practice.
U. S. Department of Education (2000) Washington, DC., U. S. Government
Printing Office.
http://www.ed.gov/offices/AC/WBEC/FinalReport/WBECReport.pdf
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The National Technology Education plan: eLearning: Putting a World-class Education at the Fingertips of all Children,
2000
|
In 1999 the U. S. Department of Education undertook to
conduct a considerable revision to the 1996 technology plan. Five new
goals focused on teaching and learning. Goal 3 states that “all students
will have technology and literacy skills.”
U.S. Department of Education
(2000a). The National Technology Education Plan. e-Learning: Putting a
World-class Education at the Fingertips of all Children. Washington, DC:
U.S. Government Printing Office. Available online at
http://www.ed.gov/about/offices/list/os/technology/reports/e-learning.pdf
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A Nation of Opportunity; Building Americas 21st Century Workforce,
2000 |
The 21st Century Workforce Commission believes that:
“the current and future health of America's 21st Century Economy depends
directly on how broadly and deeply Americans reach a new level of
literacy - “21st Century Literacy” - that includes strong academic
skills, thinking, reasoning, teamwork skills, and proficiency in using
technology.” (Executive Summary, p. 5)
21st Century Workforce Commission, National Alliance
for Business (2000). A Nation of Opportunity; Building America's 21st
Century Workforce. Washington, DC.
http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1003&context=key_workplace
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Key Building Blocks for Student Achievement in the 21st Century (Year 4 STaR Report), 2001
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The CEO Forum outlines a full range of 21 Century
Skills defined as Digital Age literacy, inventive thinking and effective
communications.
The CEO Forum on Education and Technology (2001). Key
Building Blocks for Student Achievement in the 21st Century (Year 4 STaR
Report). Washington, DC. http://www.ceoforum.org/downloads/report4.pdf
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No Child Left Behind (NCLB),
2001
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The legislation underscores the growing consensus
regarding the importance of technology literacy - the ability to use
computers. “To assist every student in crossing the digital divide by
ensuring that every student is technologically literate by the time the
student finishes the eighth grade….” Another goal encourages “the
effective integration of technology resources and systems with teacher
training and curriculum development to establish research-based
instructional methods that can be widely implemented as best practice by
State educational agencies and local education agencies.”
Elementary and
Secondary Education Act (ESEA). (2001). No Child Left Behind Act of
2001. http://www.ed.gov/policy/elsec/leg/esea02/index.html
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SREB Goals for Education; Challenge to Lead, 2002
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The Southern Regional Education Board, the nation's
first compact for education, was founded in 1948 at the request of
Southern leaders in business, education and government to improve
education in that region. Goals established in 1989 were the blueprint
for the National Goals noted above. The 2002 goals serve as challenges
to member states to lead the nation in student achievement. Like Goals
2000, the SREB Goals emphasize academic preparation and educational
standards. While “technology has the potential to change teaching and
learning…[it] is not a stand-alone goal, but it needs to weave through
many goals.”
Southern Regional Education Board. GOALS for Education;
Challenge to Lead. 2002. http://www.sreb.org/main/goals/2002_Goals_Report.pdf
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Learning for the 21st Century,
2002 |
The Partnership for 21st Century Skills defines skills
in this document as core subjects and learning skills
-
using 21st
Century tools
-
to learn 21st Century content
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in a 21st Century
context · including 21st Century assessments
-
that measure 21st Century
skills.
“To cope with the demands of the 21st century, people need to
know more than core subjects. They need to know how to use their
knowledge and skills-by thinking critically, applying knowledge to new
situations, analyzing information, comprehending new ideas,
communicating, collaborating, solving problems, making decisions” (p.
9).
Partnership for 21st Century Skills. Learning for the 21st Century;
a Report and MILE Guide for 21st Century Skills. Washington, DC., 2002.
http://www.21stcenturyskills.org/
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Building a Nation of Learners; the Need for Changes in Teaching and Learning to Meet Global Challenges,
2003
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Building a Nation of Learners
outlines a core set of
skills that business leaders must require of university and college
graduates The previous work, Spanning the Chasm; a Blueprint for Action
in 1999 identified core information technology skills required for
college and university students to be successful in the global
marketplace.
American Council on Education, Business and Higher
Education Forum. Building a Nation of Learners; the Need for Changes in
Teaching and Learning to Meet Global Challenges. Washington, DC., 2003.
http://www.acenet.edu/bookstore/pdf/2003_build_nation.pdf
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Information
Literacy, ACRL, 2003
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The Association of College and Research
Libraries (ACRL) has prepared a gateway to and a gathering place for
resources on information literacy focused on improving the teaching,
learning and research role of the higher education community.
For an overview of this effort, resources and ideas, standards and
guidelines and professional activities promoted by the Institute for
Information Literacy, consult this site:
Association of College and Research Libraries.
Information Literacy. Chicago, IL. 2003. http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/informationliteracy.htm |
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ICT Literacy
Digital Transformation; a Framework for ICT Literacy,
2001 |
ICT Literacy is defined as using digital technology,
communications tools, and/or networks to access, manage, integrate,
evaluate and create information in order to function in a knowledge
society.
This International ICT Literacy panel convened by Educational
Testing Service (ETS) in 2001, identified technology literacy,
information literacy, media creativity, social competence and
responsibility, education, workplace skills, and civic engagement frame
as the components of ICT Literacy that will enhance knowledge and
critical thinking skills.
For an explanation of ICT Literacy and links to resources,
events and current information on this growing international movement,
consult this portal for more information. ICT Literacy: http://www.ictliteracy.info/
Educational Testing Service.
Digital Transformation; a Framework for ICT Literacy; a Report of the
International Communications and Technology Literacy Panel, 2002.
http://www.ets.org/Media/Tests/Information_and_Communication_Technology_Literacy/ictreport.pdf
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| ICT Literacy
21st Century Literacy in a
Convergent Media World |
The 21st Century Literacy Summit convened in Berlin,
Germany in 2002 to identify new standards of 21st Century Literacy.
Education, business and government leaders joined the Bertelsmann
Foundation and AOL Time Warner Foundation “to recommend to various
institutions how they can support individuals in taking full advantage
of the tools and resources of the Digital Age.” (p.4)
21st Century
Literacy Summit. 21st Century Literacy in a Convergent Media World.
AOL Time Warner Foundation and Bertelsmann Foundation, Berlin, Germany,
2002.
(Removed from the Web site in April, 2004.) |
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ICT Literacy Conference, Washington DC,
2003
Publication in progress.
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ICT Literacy; Information and Communications Technology
Literacies Conference, 2003
This conference focused on “the importance
of a high-quality education with basic skills (reading, writing, math
and problem solving), but stressed the need for building these skills
with 21st century tools.”
As an outgrowth of this conference,
Educational Testing Service (ETS) and International Society for
Technology in Education (ISTE) are working collaboratively on ICT
Literacy assessment and professional development.
ETS and ISTE to
Develop Technology Literacy Services to Build a Digital Workforce.
Washington DC. January 24, 2003.
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The Interagency Working Group on Advanced Technologies for Education and Training
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The Interagency Working Group, announced in October
2003, will foster the development, application, and deployment of
advanced technologies in education and training in the United States. It
will convene under the aegis of the President's National Science and
Technology Council, and will report to both the Council's Committee on
Technology and Committee on Science. Under Secretary of Commerce for
Technology Phillip J. Bond and the Department of Education's Director of
Educational Technology John Bailey will serve as co-chairs.
The
Interagency Working Group on Advanced Technologies for Education and
Training. U. S. Department of Commerce. Washington, DC., 2003. Available
at
http://www.technology.gov/Events/2003/WkGp1023/p_Info.htm
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The
Road to 21st Century Learning: A Policymakers' Guide to 21st Century
Skills, 2004
|
The Partnership for 21st Century Skills
points up the urgency that our nation must act now to ensure that
future generations of Americans can participate fully in the
democratic process and the competitive global economy. This
paper offers guidance and recommendations to state policymakers so
they can begin to evaluate their existing standards, curricula and
assessments and refine them to address the new demands for 21st
Century Skills.
Partnership for 21st Century Skills. The
Road to 21st Century Learning: a Policymakers' Guide to 21st Century
Skills. Washington, DC. [2004]. http://www.21stcenturyskills.org/downloads/P21_Policy_Paper.pdf |
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Route 21:
An Interactive Guide to 21st Century Learning, 2004
|
Route
21: An Interactive Guide to 21st Century Learning is a
collection of Web-based tools designed to support and promote
achievement of ICT Literacy and 21st Century Skills. Based on
the recommendations made in the Partnership's 2004 Policy Paper, The
Road to 21st Century Learning: a Policymakers Guide to 21st Century
Skills,
and their 2003 report, Learning
for the 21st Century, Route 21 addresses the different needs
of stakeholders through a process of profiling roles and processes of
each of several levels of interaction.
Partnership for 21st Century Skills. Route 21:
Interactive Guide to 21st Century Learning. Washington,
DC. [2004].
http://www.21stcenturyskills.org/ |
