literacy and competencies required to participate in knowledge societies alice lee hong kong baptist...
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Literacy and Competencies Required
to Participate in Knowledge Societies
Alice Lee
Hong Kong Baptist University
Objectives of the Study(1) Examine the new socio-technological
environment and analyze the need for
new literacy education;
(2) Study the literacy concepts developed in
recent years, map out future skills and put
forward a framework of 21st century
competencies;
(3) Analyze the challenges of implementing the
WSIS Action Lines C3 (Access to Knowledge) and C9
(Media), and related them to the cultivation of the 21st
century competencies in both developed and developing
countries;
(4) Develop recommendations regarding the
promotion of information for all and the cultivation of
competencies that facilitate all people to have fruitful
participation in the knowledge societies.
Methodology: Historical Sociology
A research approach that integrates sociology and historical concepts and methods
Preoccupied with epochal interpretation
Sensitive to social inequality
Humanistic
Data collection Document analysis
Journal articles, books, reports, achieve documents…
Interview
Content analysis
Answer “why” and “how” questions
The Changing World
Studying the Future
Alvin Toffler: The Third Wave
Manuel Castells: The Rise of Network Society
Lars Tvede: Supertrends
Apollo Research Institute: Six drivers of change in the coming decade
Three Major World Trends
Revolutionary Development of ICTs
Transition to knowledge societies
New learning mode of the Net Generation
Mass MediaPrinting
Photo reproduction
Radio broadcasting
Filming
Television Broadcasting
VCR
Cable technology
Satellite
Telecommunication
Web 1.0
Websites
Online media
Video on demand
Digital broadcasting
IPTV
Web 2.0We Media:
Citizen journalism sites
Blogs
Wikis
Social networks (e.g. Facebook, MySpace, Bebo, Google+)
Media sharing sites (e.g. Podcasting, photo-sharing sites such as Flickr, video sharing services such asYouTube)
Social bookmarking sites (e.g.Delicious)
Microblogging services (e.g. Twitter, Weibo)
Web 3.0 and BeyondSemantic Web
Cloud computing
Mobile technologies: Smartphones and apps (location-based services with GPS)
Social network sites as platforms
HTML5
Big data
The Internet of things
Artificial intelligence applications
Robotics
Virtual avitars
New gadgets: Inexpensive and small size tablets & smart phones, wearable computing devices, iTV, smart vehicles, memory machines, e-reading devices
The Challenges of the New Technologies
Master the ICT skills
Handle the influences of the new technologies
Deconstruct the huge amount of information coming from different sources
Learn how to use the communication power
Online security (e.g. online shopping, cyber bullying, invasion of privacy, copyright)
Respond to the social inequalities generated by the development of ICTs
The Transition to Knowledge Society
The reception, production and transmission of information/knowledge are essential in social, economic, political and cultural sectors cultivate a media and information literate po
pulation becomes essential for the development of a society
Media and information are vital for engaging people in the democratic process, building communities and strengthening civil society
Manual Workers Knowledge Workers
Need efficiency Need effectiveness
The ability to do things right The ability to get right things done
Be judged in terms of the quantity and quality of a definable and discrete output
Knowledge work is defined by its results
They were told to do things They must direct themselves toward performance and contribution
Manual Workers vs. Knowledge Workers
Future knowledge workers should have the ability to not only acquire information, but also transform it into knowledge that empowers them to improve their livelihoods and contribute to the social and economic development of their society
The Net Generation
Future Competencies in Knowledge Societies
TraditionalLiteracy
Media Literacy/ Information Li
teracy
Computer Literacy/ ICT
Literacy
Multi-mediaLiteracies/
Media and Information
Literacy (MIL)
Technological Epoch Printing age Electronic age Computer age Internet age
DominantMedium
Print (e.g. book, newspaper,
magazine)
Audio-visual media(e.g. radio, film, TV)
Computer(Internet Web 1.0)
Multi-media and mobile device
(Internet Web 2.0)
Medium Format TextSound and moving
imageData and Digital infor
mation
Digital information(integrating word,
sound, image, data and graphic)
DeliveryPattern
Linear(one-way)
Mosaic(one-way)
Component(two-way)
Network(participatory, real-
time and interactive)
LiteracyTraining
Native tonguelanguage course(reading and writing)
Media literacy training ,
information literacy training
Computer studies
Media and information literacy education (multiliteracies training)
Timeline Before 1960sStarting from 1960sand 1970s
Starting from 1980s 21st Century
The Changing Concept of Literacy
Flourishing Literacy FrameworksStand-alone literacy concepts computer literacy, ICT literacy, Internet literacy, digit
al literacy, electronic literacy, new media literacy, information fluency, mobile literacy …
Compound literacy concepts Multiliteracies, transliteracies, new literacies, metalit
eracies, digital media literacy, media and information literacy (MIL)
Integrated framework of 21st century competencies
21st Century Competencies
Conceptual Competencies
-Connectivist Skill-Innovative Thinking and Problem Solving Skill-Critical Thinking Skill-Reflective Thinking Skill-Positive Thinking Skill
Practical Competencies -Media and Information Literacy-Learning Skills (collaborative learning, self-driven learning & lifelong learning)
Human Competencies -Social Networking and Virtual Collaboration-Self Management -Humanistic Consciousness-Digital Citizenship-Cross-cultural Interaction Skill
Framework of 21st Century Competencies
Conceptual competencies: Ways of thinking
Practical competencies: Ways of handling information in work and life
Human competencies: Ways of interacting with people
Management theories Managers and executives should have three ty
pes of skills: conceptual, technical and human skills
Peter Drucker: Every knowledge worker is an executive
Conceptual Competencies
Practical Competencies
Human Competencies
Future MIL Components Knowledge, Skills and Attitude
Access/Retrieval of Media and Information
Access -‘Button knowledge’: the technical skills needed to use digital technologies-Information search skills -Curation intelligence-Transmedia navigation skills
Evaluation/Understanding of Media and Information
Understanding -Understanding media and informational content, format, institutions and audience -Computational thinking: ability to translate vast amounts of data into abstract concepts and understand data-based reasoning
Assessment and Evaluation -Cognitive load management: ability to discriminate and filter information for importance-Sense-making: ability to determine the deeper meaning or significance of what is being expressed-Critical digital literacy: ability to critically assess the quality and validity of content that uses new media forms, and to leverage these media for persuasive communication-Photo-visual skills: ability to read instructions from graphical displays-Real-time processing skills: ability to process and evaluate large volume of information in real time
Organisation and Synthesis -Knowledge management-Skill of abandonment
Use/Create/Communicate Media and Information
Communication and Use -Effective communication and information sharing-Story-telling skills-Specific medium use-Interactive tool use-Security practice-Application and goal achievement-Ethical use of media and information
Creation and Problem Solving -Creativity-Design mindset: ability to represent and develop tasks and work processes for desired outcomes-Media and information production techniques-Collective knowledge construction and collaborative problem solving
Monitoring -Media and information criticism and monitoring
Challenges of Implementing Action Lines C3 and C9
Implementation of Action Line C3
Access to Information and Knowledge Access to ICTs Digital divide The right to information
1. Physical access to information has improved as ICTs develop The world was home to 7 billion people, one third of
which were using the Internet. Totally 2.3 billion people were online. 45% of the world’s Internet users were below the age of 25.
With 5.9 billion mobile-cellular subscriptions. Growth was driven by developing countries.
Mobile use in developing countries has created a “leapfrog” phenomenon
2. From digital divide to digital use divide
3. The right to information IFAP
Upgrading ICT infrastructures
MIL Project
Digital library programs
Open data movement: OER, FOSS, multilingualism
21st century competencies
Implementation of Action Lines C9
Media Freedom of speech
Press freedom
Media pluralism
1. Freedom of speech and press freedom have been under severe constraint in many countries
2. Increasing media concentration (affects media pluralism)
3. The balance power of the “we media”
21st century competencies
Barriers and challenges of implementing the WSIS Action Lines Lack of access (SES, age, gender, disability, ra
ce, language and political instability) Digitial use divide Limitation to freedom of speech/press freedo
m Increasing concentration of media ownership
Enablers and opportunities Multiple stakeholders’ contribution
International and domestic donors’ funding support
Mobile technologies and leapfrog effect
Citizen journalism
Education reform
Adult education opportunities (lifelong learning)
Self-efficacy of Net Generation
Open educational resources (OER) movement
Groundswell movement (global volunteer network)
Recommendations
Recommendations
1. Maximizing mobile technologies and promote m-learning
2. Cultivating 21st Century Competencies
Curriculum Framework of 21st Century Competencies
Goals 1.Equip citizens in all societies with necessary literacy and competencies to fully participate in future knowledge societies2.Narrow the digital use divide3.Foster media pluralism and promote right to information
Curriculum Content 21st century competencies (conceptual, practical and human competencies)
Pedagogy Collaborative and participatory learning
Venue Inside and outside classrooms located both inside and outside schools
Target School children, college students and adults
Curriculum Delivery Approach
1.Knowledge pull, not information push2.Individual modules on 12 competencies
Promotion Strategies: Partnership Model
1.Establish partnerships amongst international institutions, governments, NGOs, business sectors, schools and parental organisations2.Provide affordable mobile tools for information access3.Set up international clearinghouse for 21st century competencies4.Form OER platform5.Build up local implementation network6.Develop local curriculum content7.Design digital courses (online and mobile versions)8.Explore innovative teaching practices9.Provide training for school teachers, youth workers and community educators
3. Establishing collaborative networks and
strategic partnership
- Partnership Model of Promoting 21st Century
Competencies
4. Education reform and teacher training
5. Contextualizing initiatives in specific cultural settings
Considering the power of individuals, particularly the members of the Net Generation Training for producing high quality user-generated co
ntent Groundswell movement and social network support Self-efficacy of Net Generation Research on Net Generation
The Long RevolutionRaymond Williams Democratic revolution
Industrial revolution
Cultural revolution
Education and literacy training
“We must certainly see the aspiration to extend the active process of learning, with the skills of literacy and other advanced communication, to all people rather than to limited people, as comparable in importance to the growth of democracy and the rise of scientific industry.”
Full Participation in Knowledge Societies WSIS: “To build a people-centered, inclusive
and development-oriented Information Society, where everyone can create, access, utilize and share information and knowledge”
