JORENAL C.

BENZON BSED-FILIPINO II
PED 13
First, we must know what is literacy, literacy is a process by which one expands one's
knowledge of reading and writing in order to develop one's thinking and learning for the purpose
of understanding oneself and the world. Reading and writing abilities vary across different
cultures and contexts, and these too are constantly shifting. This process is fundamental to
achieving competence in every educational attainment. Since literacy is a necessary foundation
for educational achievement, an understanding of historical approaches to literacy education for
children can interpret larger relationships between individuals, communities, and the world. In an
effort to ensure children's success and ability to be self-determined in a largely literate society,
approaches to literacy education have included multilingual, multicultural, and multimedia
resources. It involves a continuum of learning to enable an individual to achieve his o her goals,
to develop his or her knowledge and potential, and to participate fully in the wider society. There
are also types of literacies namely; the digital literacy, media literacy, cultural literacy, financial
literacy, scientific literacy, information literacy, critical literacy. Digital literacy means having
the skills you need to live, learn, and work in a society where communication and access to
information is increasingly through digital technologies like internet platforms, social media, and
mobile devices. Cultural literacy is important both to individuals and to the society they live in.
As an individual, our cultural literacy will help you to successfully interact with people from
diverse backgrounds. Scientific literacy means that a person can ask, find, or determine answers
to questions derived from curiosity about everyday experiences. It means that a person has the
ability to describe, explain, and predict natural phenomena. Being able to read with
understanding articles about science in the popular press and to engage in social conversation
about the validity of the conclusions.
The attributes or characteristic of the 21 st century educations are Integrated and
Interdisciplinary, Technologies and Multimedia, Global Classrooms, Creating/Adapting to
Constant Personal and Social Change, and Lifelong Learning, Student-Centered, 21st Century
Skills, Project-Based and Research-Driven, Relevant, and Rigorous and Real-world. Integrated
and Interdisciplinary nowadays, knowledge is no longer distinctly divided into clear-cut
learning chunks or separate subjects. Education in the 21st century is characterized by linkages
among various subject areas in an integrated manner. The new approach promotes the utilization
of learning from various disciplines. This critical attribute implies that teachers need to review
the school curriculum and identify strategies or ways on how different subjects can be effectively
linked to enhance the learning experiences of students. Technologies and Multimedia education
in the 21st century makes full use of available Information and Communication Technology, or
ICT (e.g., computers and the internet) as well as multimedia (e.g., using audio- and video-based
instruction) to improve teaching and learning activities. The ability to find, evaluate, utilize, and
create information using technologies and multimedia, or digital technology in general, is
referred to as digital literacy. This critical attribute implies that your school will need to acquire
and use computers and various multimedia equipment to enhance learning to the best extent
possible. Training is also needed for teacher-users as part of a bigger “technology plan.” Global
Classrooms education in the 21st century aims to produce global citizens by exposing students
to the concerns of the region and other countries. They are encouraged to react and respond to
issues as part of their roles as global citizens.
 JORENAL C. BENZON BSED-FILIPINO II
PED 13
This critical attribute implies that teachers need to include current global issues/concerns, such as
peace and respect for cultural diversity, climate change, and global warming, in classroom
discussions. Creating/Adapting to Constant Personal and Social Change, and Lifelong
Learning education in the 21st century subscribes to the belief that learning does not only
happen inside the school and during one’s schooling years. Learning can take place anywhere,
anytime, regardless of one’s age. This means that teachers should facilitate students’ acquisition
of KSAVs that go beyond academics. Learning should take place not only for the purpose of
passing exams, but also for transferring knowledge to real life situations. The curriculum should
be planned in such a way that the students will continue to learn even outside the school’s
portals. Student-Centered education in the 21st century is focused on students as learners. It is
tailor-fit to address the individual learning needs of each student. Differentiated instruction is
common in 21st century classrooms, where diverse student factors are taken into account when
planning and delivering instruction. You, as a teacher, can structure learning environments that
address the variety of learning styles, interests, needs, and abilities found in your classroom. This
critical attribute implies that teachers should act as facilitators of learning — not as “sages on the
stage” but as “guides on the side.” Learners should be given opportunities to discover new
knowledge, learn with one another, and create their own learnings. 21st Century Skills education
in the 21st century promotes the skills needed to be productive members of today’s society. It is
not enough for students to learn the basic skills of reading, writing, and numeracy, but should
develop in themselves skills that would help them cope with life and work in 21st century
communities. These skills include, among others, critical and creative thinking skills, problem
solving and decision making, and ICT literacy and skills. As a teacher, you are expected to
possess these 21st century skills before you can help your students develop these skills. Project-
Based and Research-Driven among the critical attributes of 21st century education is the
emphasis on data, information, and evidence-based decision making. It relies heavily on student-
driven activities to encourage active learning. This implies that teachers of the 21st century need
to be knowledgeable about research to guide their students’ learning through self-directed
activities, such as learning projects within and outside their classrooms. Investigatory projects
showcased in many science fairs across Southeast Asia and in the world are examples of
research-based activities of students. Relevant, Rigorous and Real-world education in the 21st
century is meaningful because it is rooted in real life day-to-day activities of learners. It can be
applied to the realities of the present and includes what students need to develop to enable them
to become productive members of the 21st century. This critical attribute implies that topics are
taught using current and relevant information and linked to real-life situations and context. As a
21st century teacher, you need to be updated on the current trends, developments, and issues in
your school, community, and in the world, so that your teaching will be relevant to the lives of
your students.
JORENAL C. BENZON BSED-FILIPINO II
PED 13