NCTE Framework for 21st Century Curriculum and Assessment

anticipated the more sophisticated literacy skills and abilities required for full participation in a global, 21st century

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Today, the NCTE definition of 21st century literacies makes it clear that further evolution of curriculum, assessment, and teaching practice itself is necessary.

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Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities, and social trajectories of individuals and groups. Twenty-first century readers and writers need to

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Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities, and social trajectories of individuals and groups. Twenty-first century readers and writers need to

• Develop proficiency with the tools of technology
• Build relationships with others to pose and solve problems collaboratively and
cross-culturally
• Design and share information for global communities to meet a variety of
purposes
• Manage, analyze, and synthesize multiple streams of simultaneous
information
• Create, critique, analyze, and evaluate multimedia texts
• Attend to the ethical responsibilities required by these complex environments

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Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies.

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• Develop proficiency with the tools of technology
• Build relationships with others to pose and solve problems collaboratively and
cross-culturally

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• Manage, analyze, and synthesize multiple streams of simultaneous
information

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• Create, critique, analyze, and evaluate multimedia texts

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literacy demands of the 21st century have implications for how teachers plan, support, and assess student learning.

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Students in the 21st century should have experience with and develop skills around technological tools used in the classroom and the world around them. Through this they will learn about technology and learn through technology. In addition, they must be able to select the most appropriate tools to address particular needs.

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Do students work in a group in ways that allow them to create new knowledge or to solve problems that can’t be created or solved individually?

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Do students work in groups to create new sources that can’t be created or solved by individuals?

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Do students build on one another’s thinking to gain new understanding?

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Do students gain new understandings by being part of a group or team

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