21st Century Learning Skills - For Today!

21st Century Learning and 21st Century Skills are two buzzwords often used in academic and political arenas. In fact, they have been used well before we entered the 2000s. Such learning and skills are often presented with a technical or socioemotional purpose. We need to teach our students how to use technology. We need to teach our students how to get along with each other, respect our differences, and work collaboratively.

However, if the current events in our nation have taught us anything about what 21st Century Learning should look like in our schools, it is the following:

History and social studies have become essential courses of study. They teach us who we are, how we got here, and — most importantly — how we can create a better present and future by learning lessons from our past. What is happening in our country is about history that goes well beyond the American Civil War. Almost every culture, society, and leader throughout history has suppressed an ethnic group of people under the false pretense of genetic superiority. We need to devote class and school time to study these historical events and cultures so we may learn from their errors in judgment and not repeat their mistakes. We should not sacrifice history and social studies classes so more time can be spent teaching the tested subjects. We also should not teach history solely to teach students how to read and respond to an informational text. We need to teach history for its content.

Civics is often taught in conjunction with history and social studies. The time spent teaching and learning civics is limited. However, now more than ever, more time needs to be spent on teaching civics — and not just American civics. It is important to understand the function and structure of the American government. However, we also need students to learn not only about other governments but also how governments have evolved throughout history. We also need to have our students understand what is an "unalienable right" and the responsibility we have to practice those "rights."

Yes, we live in a nation that enforces and encourages Freedom of Speech and Freedom of the Press. However, I quote the great Stan Lee who said, "With great power comes great responsibility." Our right to speak and report freely is our power, but we need to understand how to do it responsibly. Our students also need to learn the consequences of our actions whether they are protected or not.

A librarian is not someone who checks out books and puts them on the shelves when they are returned. A librarian is the gatekeeper of information. They help people find information and conduct research for personal and professional use. A good librarian is someone who helps you distinguish the facts from the flotsam and the jetsam.

Our schools need librarians more than ever — and not just to sit in the library. School librarians should teach our students how to research, examine, and investigate the information they need to process into deeper thinking. They should teach our students how to think critically about the credibility of sources. They should also teach our students to quote, cite, and paraphrase the information they find accurately and appropriately.

Not fight, but argue. An argument is not a battle or a fight. An argument is an exchange of diverging or opposite views that are supported by examples or evidence. The point of an argument is to express ideas and the purpose is to share opinions and perspectives.

Unfortunately, argumentation has become more of a battle or fight rather than a dialogue or discourse. The goal is to win. The purpose is not to express and share ideas and thinking but to prove you are right even if your logic is flawed or your evidence is not accurate or credible. The goal of argument should not be competition but rather conversation and compromise.

That is what we need to teach our students to do — discuss and listen to beliefs, ideas, and thoughts with supporting examples and evidence.

Standards are grade level expectations written as statements of objectives that identify what students should know and be able to do by the end of a particular level of schooling. The curriculum adopted by a local education agency provides a snapshot of what students should know and understand. However, the modern learner has a much more vast curriculum than many of us had as kids — the internet. We need to teach them how to use that curriculum accurately and appropriately.

The internet is our library. It is where most of us acquire and gather the information we need. However, the internet is not regulated, so anyone can express and share their ideas freely visually or in print. That does not make the person credible.

We need to teach our students how to think critically about the credibility of sources and not just accept what is presented because it is published on the internet. We need to teach our students not only how to access information efficiently and effectively but also how to evaluate information critically and competently. We need to teach them how to manage the flow of information from a wide variety of sources. We need students to understand both how and why media messages are constructed and for what purposes.

Information in the modern world is not transmitted for the purpose of education or enlightenment. It is to get the scoop over competing outlets. That scoop means ratings, and ratings mean money because companies will pay top dollar to advertise to the largest audience or a particular demographic.

We need to teach our students the conventions and elements of journalism. We need to help them understand that the news is not just about "reporting the facts" or "informing the masses." We need our students to understand what "BREAKING NEWS!" truly means. We need to teach students not to jump to conclusions based on the headline or what is being broadcast at that moment. We need to teach them the difference between a reporter and a commentator. We also need to teach them to think critically about whether the statements made by reporters or commentators are based on fact or opinion.

Instruction in reading, writing, and mathematics provide our students with the essential cognitive skills they need. Teaching and learning science will also help our students develop deeper knowledge and understanding of the natural world and the events and phenomena that occur in it.

However, at this time when people are questioning social identity, challenging and debating history, and receiving their information and education from broadcast and cable news networks, these are what the modern learner needs and must be taught and learn — at least, for today.

Erik M. Francis, M.Ed., M.S. is an author, educator, and speaker who specializes in teaching and learning that promotes cognitive rigor and college and career readiness. He is the author of Now That's a Good Question! How to Promote Cognitive Rigor Through Classroom Questioning published by ASCD. He is also the owner of Maverik Education LLC.