For decades now, literacy has been upheld as the most important factor in a student’s success at school. In the early grades, half or more of a student’s day has been devoted to reading and writing. While it is undoubtedly true that the ability to read can make or break a student’s education, I’ve learned throughout the course of LDT632 that literacy is no longer what a student does alone with a text.
“What is defined as literate today may not suffice tomorrow, given the fast-paced changes in technology” (Richardson, W. & Mancabelli, R., 2011, p. 23).
Students in tomorrow’s world will need to be literate in an entirely new way. I would argue that while reading is essential, connected learning is now so essential to a child’s success that to not teach it is not preparing a child for a successful future.
A new literacy
Gone are the days in which editors and publishers controlled the flow of information. In today’s world we can know anything we want to know, and also a lot of things we didn’t want to know. Our students no longer need us to teach them to parrot back facts that they can Google. They need to know how to read Google.
They’ll need to be able to critically analyze texts from a variety of sources, both reputable and non-reputable. They’ll need to understand how the information they’re seeing differs from what others are seeing. They need to know why both Trump supporters and Hillary supporters are so sure they’re right.
In an unfiltered world, our kids also need to know how to publish ethically. Whereas we shared our feelings to a diary under lock and key, they have a Facebook account and Snapchat. Our children’s resume is already being written from the time they have their first Google account at the age of 5.
“How can you make sure that every student who walks on graduation day is well Googled by his or her full name?” (Richardson, n.d., loc. 403).
Source: http://ministry-to-children.com/exit-interviews-for-childrens-ministry/
Relationships are key
Educational research has long established the teacher-student relationship as one of the largest predictors of student success in any classroom. However, in a connected world, this relationship is only one of many factors. Students interact in a web of relationships with their family, school, and within the classroom. Today’s student’s web also extends into the world, including online relationships and real-world publishing.
One could argue that we should block social media from the classroom, but the reality is that our children are already going home and connecting to the online world. Rather than shut it out, we should develop our abilities to make this world into a rich resource for our students. As this online world becomes a greater part of our economy, our students will need to be literate in order to be successful.
Beyond the bubble sheet
“People who can innovate and generate new value with their knowledge will lead employment growth. Those who do not will be replaced with machines, outsourced, or be outmoded by those who can” (Moravec, 2013, p. 22).
Traditional literacy and a solid foundation of knowledge are still essential skills for tomorrow’s employees. Without a solid foundation in knowledge, learners cannot operate at high levels of thinking (Willingham, 2009). However, in preparing tomorrow’s learners we can’t stop at knowledge. We need to use that knowledge to do something meaningful (Moravec, 2015).
Source: http://complexionsbeautysalon.co.uk/vu-optical-bubble-answer-sheet.php
Tomorrow’s workers won’t be able to just replicate the work we’re doing today. Our new literacy means not only consuming knowledge and learning skills, but also producing and contributing new value and sharing it with the world. Let’s make sure our kids are contributing value today in the work they do in the classroom. We need to move beyond learning that can easily be measured with a bubble sheet.
“Teach less, learn more”
“So what if we were to say that, starting this year, even with our children in K–5, at least half of the time they spend on schoolwork must be on stuff that can’t end up in the Friday Folder?” (Richardson, n.d., loc 497).
I would imagine that most any teacher you ask would rather do work with her students that can’t fit in a Friday folder. But, most of us feel held back by the pressure to help students pass a test that still measures knowledge in fact form. Despite its revered status as a leader in education, Singapore has faced a similar struggle. In its “teach less, learn more” campaign, Singapore has attempted to reduce curriculum content in order to free teachers to spend more time on 21st century skills. However, the high-stakes tests that evaluate students and schools are still measuring facts. As long as schools are evaluated based on test scores, teachers will teach to the tests (Hogan, 2014).
“Performance-based assessments, where students actually have to do something with what they know, tell us volumes more about their readiness for life than bubble sheets or contrived essays.” (Richardson, n.d., loc. 363)
Change the test
We measure what we value. As long as we’re measuring facts, we’ll value facts. If we really want to prepare our students for the future, we need to have the courage to change the status quo and change the test.
References
Hogan, D. (2014). “Why is Singapore’s school system so successful, and is it a model for the West?” Retrieved from http://theconversation.com/why-is-singapores-school-system-so-successful-and-is-it-a-model-for-the-west-22917
Moravec, J. (2015). “Building a manifesto for evolving learning.” Retrieved from AldEtoyZy2k
Richardson, W. (N.d.). Why school? How education must change when learning and information are everywhere. [Kindle edition] Retrieved from amazon.com.
Willingham, D. (2009). Why don’t students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Fransisco, CA: John Wiley & Sons, Inc.
No comments:
Post a Comment