LIBE 477B: READING REVIEW PART C. RESEARCH SYNOPSIS: 21st-Century Learning: My Journey

The idea of inspiring and producing 21st-century learners is an overwhelming and enormous responsibility.  Adding to my apprehension is my lack of knowledge and training on how to teach 21st-century learners.  

As with anything new, I will need to broaden my horizons and become inspired myself.  21st-century learning is not a new concept, but is fairly new to me.  I am keen to learn and accept the challenge “research shows that effective instruction in 21st-century literacies takes an integrated approach, helping students understand how to access, evaluate, synthesize and contribute to information” https://ncte.org/statement/21st-century-literacies-a-policy-research-brief/ ("21st-Century Literacies," 2007, p. 5). 

Currently in my classroom I am using a 20 year old science text. I am confident that I am not inspiring 21st-century learners.  I try to find a balance between what they need to know i.e. extracting information from the text, completing quizzes, summarizing what they have learned etc.) and what they are interested in learning.  There is a big difference.  I believe because we live in an isolated setting we are at a disadvantage when it comes to "new literacies." 

The document Decoding Learning:  The Proof, Promise and Potential of Digital Education (Luckin et al., 2012) states “that digital technologies do offer opportunities for innovation that can transform teaching and learning and that our challenge is to identify the shape that these innovations take” (p. 8).   https://www.researchgate.net/publication/269111789_Decoding_Learning_The_Proof_Promise_and_Potential_of_Digital_Education

Living in a rural community adds to the challenge.  We don't have access to technology and training as urban communities have.  Collier (2007) quotes Beers as saying, "As technology continues to evolve, always moving toward the more sophisticated, our literacy capacities must also grow more sophisticated" (The Shift to 21st-Century Literacies, p.4). 

I can honestly say that our school has not evolved with the times.  Granted we do have a computer lab (with dated computers) Smartboards (that aren't used to their full capacity) and training (although somewhat limited). 

I know I sound facetious but it is true (I will only speak for myself) I... am definitely behind the times.  As mentioned in previous blogs I have shared my fear and apprehension towards the idea of 21st-Century learning and integrating STEAM (Science, Technology, Engineering, Art and Math) into my classroom.  I do believe however, as I learn more about STEAM, that as educators we have been integrating STEAM into our teaching naturally, without the title and without realizing it. 

Imagine my surprise when I went into our school resource room and found a number of resources related to STEM. Of course I had to ask myself, where did these resources come from?  I don't know the answer, but have decided to delve into them as part of the project. 

One resource is called Destination Imagination:  Supporting 21st Century Learning (2013) and the other is Stem and Literacy Pathways for Early Learners, (2012).  Both look like fabulous resources that are teacher and user friendly.  Although these resources are dated, they are immediately accessible which is a bonus when learning from a rural area during the Covid pandemic.  

There is an expectation that we meet BC’s “new curriculum” standards which stresses the importance of understanding what 21st-Century learning involves.

“British Columbia’s redesigned curriculum brings together two features that most educators agree are essential for 21st-century learning: a concept-based approach to learning and a focus on the development of competencies, to foster deeper, more transferable learning” (https://curriculum.gov.bc.ca/curriculum/overview#21-century) 

The idea of "inquiry" is also new (to me) and an untapped way of learning.  Although I have participated in various inquiries I still don’t completely understand the full pedagogy.  

For that reason, I will be seeking the expertise of  Linder Kaser and Judy Halbert by utilizing the Spiral Playbook (2017) which "offers a concise introduction to an evidence-based model of collaborative inquiry (p. 7).  

To integrate STEAM into my teaching, I will adopt "the spiral of inquiry" approach and "develop a hunch, learn, take action, check, scan and focus" as laid out in the handbook (Kaser and Halbert, 2017, p. 5).  

As I delve into this new learning curve I am becoming aware that "STEAM teaching is about the student rather than the subject areas-students may see themselves not just as future scientists or engineers but also as designers or creators" (Cook, Bush, & Cox, 2017). 

I personally have always been a hands-on learner.  Incorporating STEAM into my classroom "offers additional benefits to students, allowing them to incorporate the technology they increasingly use in their everyday lives and which they will need to master in order to find success in tomorrow's workplace" (Collier, 2007, p.4)   https://www.researchgate.net/publication/315999508_Engineering_Encounters_From_STEM_to_STEAM

Learning about STEAM is a timely reminder of the importance of focusing on how children learn and to remember that everyone learns at different rates as described in the First People's Principles of Learning.  http://www.fnesc.ca/learningfirstpeoples/

I understand the responsibility of inspiring and teaching 21st-Century learners.  I look forward to learning more and including our students in my learning journey.  I welcome the opportunity to integrate STEAM into my teaching practice.  "Digital technologies do offer opportunities for innovation that can transform teaching and learning, and that our challenge is to identify the shape that these innovations take" (Luckin et al., 2012, p.8).

Considering the limits we face residing in a rural community we will need to get creative and find ways to access training.  "The challenges include access to appropriate resources, the overwhelming focus on English language arts and mathematics learning standards, and teacher preparedness to teach STEM curriculum" (Nadelson et al., 2013, p. 157).

With the number of challenges we can expect to encounter I can begin with teacher willingness and preparedness.  As I tell my students, I will adopt a "growth mindset" (Dweck, 2016) take a healthy risk and do my best, all of the things I ask of them.  Bring on the new journey!  

References

Collier, Lorna. (2007) The shift to 21st-century literacies.  The Council Chronicle, p.4. Retrieved from http://lornacollier.com/The+Shift+to+21st+Century+Literacies.pdf 

Cook, K., Bush, S., & Cox. (2017).  Engineering encounters:  From steam to stem.  Science and Children 054(06), 86.  https://doi.org/10.2505/4/sc17_054_06_86

Destination imagination:   Stem and literacy pathways for early learners. (2014).  Cherry Hill, NJ:  Destination Imagination Inc. 

Destination imagination classroom edition:  Supporting 21st-century learning. (2013).  Toronto, ON:  Pearson Canada Inc. 

Dweck, C. S. (2016).  Mindset:  The new psychology of success.  New York, NY:  Ballantine Books.

Education for the 21st-century [Web page]. (n.d.) Retrieved from https://curriculum.gov.bc.ca/curriculum/overview#21-century 

Halbert, J. &Kaser, L. (2016).  Spirals of inquiry:  For equity and quality.  Vancouver, BC:  The BC Principals and Vice Principal’s Association. 

Kaser, L., & Halbert, J. (2017). The spiral playbook:  Leading with an inquiring mindset in school systems and schools. C21 Canada.

Luckin, R., Bligh, B., Manches, A., Ainsworth, S. Crook, C., & Noss, R. (2012).  Decoding learning:  The proof, promise and potential of digital education.  Retrieved from https://www.researchgate.net/publication/269111789_Decoding_Learning_The_Proof_Promise_and_Potential_of_Digital_Education

Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M. & Pfiester, J. (2013).  Teacher stem perception and preparation:  Inquiry-based STEM professional development for elementary teachers.  The Journal of Educational Research, 106(2), 8.  Retrieved from https://www.jstor.org/stable/43824080 

21st-century literacies:  A policy research brief produced by the national council of teachers of English (2012).  Retrieved from https://www.researchgate.net/publication/269111789_Decoding_Learning_The_Proof_Promise_and_Potential_of_Digital_Education

Websites: 

Teacher STEM Perception and Preparation

ENGINEERING ENCOUNTERS FROM STEM TO STEAM

https://cdn.ncte.org/nctefiles/resources/positions/chron1107researchbrief.pdf

https://ncte.org/statement/nctes-definition-literacy-digital-age/

https://doaj.org/article/8e5196baefbb4b468fae749a6629fe8e

https://librarianship.ca/news/inspiring-libraries/

http://lornacollier.com/The+Shift+to+21st+Century+Literacies.pdf

https://media.nesta.org.uk/documents/decoding_learning_report.pdf

https://noiie.ca/spiral-of-inquiry/#:~:text=Inquiry%20is%20about%20being%20open%20to%20new%20learning%20and%20taking%20informed%20action.&text=The%20Spiral%20of%20Inquiry%20has,enough%20difference%20has%20been%20made.

http://c21canada.org/wp-content/uploads/2016/10/Spiral-Playbook.pdf

https://www.uvic.ca/research/assets/docs/rpkm/tippettmilford_findingsfromapre-kindergarten.pdf

https://fsc-ccf.ca/research/stem-for-indigenous-learners/

https://curriculum.gov.bc.ca/curriculum/overview#21-century