EDUC 2014 –
Literacy for
the 21st
Century
Alister Ramrattan 20190161
Literature Review:
The importance of implementing the New Literacy Approach for 21st century education
within the Caribbean.
Alister M. Ramrattan
UWI-ROYTEC
EDUC 2014: Literacy for the 21st Century
Lisa Ibrahim-Joseph
December 2, 2020
One of the major issues plaguing the Caribbean today is the astronomical levels of youth
unemployment. While other challenges exist, none is more concerning than the
unemployment rate when viewed from an educational standpoint. According to the
CARICOM Commission on Youth Development, 60% of the entire region’s population are
youths below the age of 30. The unemployment rate for these youths is between 40%-60%
(with the exclusion of Barbados) and steadily increasing (Kazi: 2004). Simultaneously, the
existing shortcomings of the educational system add to the already ongoing issues facing the
youth of today. How do we combat these issues to ensure a future for our region’s most
precious resource? We need to restructure our current curriculum and remove the remnants of
our post-colonial past in order to embrace the 21st Century with vigor. Our existing
standardized testing regimes, coupled with the inequities within the system further contribute
to grave levels of societal stratification. To keep up with today’s ever changing,
technologically advancing world, we need to equip our students with the necessary skills to
adapt to these newly emerging technological landscapes and environments. This is where the
ideology of the ‘New Literacy Approach’ takes the forefront.
W.E.B Dubois, a great African American activist shared his concerns and stated that:
The ideals of education, whether men (sic) are taught to teach or to plow, to weave or
to write must not be allowed to sink into sordid utilitarianism. Education must keep
broad ideals before it and never forget that it is dealing with Souls and not with
Dollars.
The significance of this statement speaks volumes in maintaining the humanity of our valiant
educative efforts. While we work to produce a competent workforce for the future, we must
also stay true to our core values and not dehumanize our populous into expendable,
replaceable commodities. With that in mind, the New Literacy Approach or the concept of
New Literacies, what is it? This theory originated because of the evolving modern world. It
generally involves the incorporation of technologies into the already existing definition of
literacy to prepare students for the modern world. Gaby Shelow (2016) emphasizes in her
article, ‘The Importance of New Literacy Skills in the 21st Century Classroom’ that
possessing new literacy skills is a must and not an option by any means. Shelow further
reiterates that the incorporation of technology in the classroom is vital, alongside the proper
use of it.
As a future educator, it is of key importance that I adequately facilitate my future students in
this new technological environment. In order to do that, I need to be well versed and well
equipped with the required technological knowledge to provide these spans of education.
Nicholson and Gal Guera (2013) outlined five fundamental skills that are to be taught to
students of which include:
a) The understanding of how to competently construct a question or identify a problem
to direct the pursuit of information over the internet.
b) The knowledge to specifically search for the information that is closely related to
one’s curiosity or issue.
c) The ability to discern and critically analyze the relevance of the information required.
d) The capacity to synthesize information from numerous sources.
e) The proficiency in communicating within certain thresholds to facilitate the sharing
and learning of knowledge in an online environment.
There are other skills that are necessary however, the five listed above are the most prominent
ones. Our economies are not stagnant but transformative. Our educational environment must
as well. If we remain to our traditional ways in terms of literacy, our basic understanding of
reading, writing and interpreting text, our Caribbean economy will eventually collapse. There
was a study that took place recently in the Caribbean conducted by the World Bank. It was
duly noted that, “As the global economy rapidly changes and new technologies are
introduced, more highly skilled workers are required. In the Organization of Eastern
Caribbean States (OECS), firms struggle to fill skilled positions for lack of qualified
candidates, while the number of unemployed low skilled workers is growing.” There was a
period in the past where agriculture was a prominent revenue to Caribbean territories. Manual
labour was the norm back then. Companies and industries now maneuverer to automation,
our need for manual labour is heavily decreasing. This introduces new job and skill
requirements. Computer proficiency is mandatory for the occupational landscapes today. We
need to prepare our students for this as best as we could. Unfortunately, this reality may be
farfetched but not unattainable within our Caribbean isles.
Before approaching this challenge, according to Douglas Kellner (2001) in his article, New
Media and New Literacies: Reconstructing Education for the New Millennium, he outlines
that we need to clarify the ‘technophobic argument’ proposed against new technologies.
Kellner developed a ‘critical theory of technology where he mentions that technology should
not be seen as domineering instruments of mankind’s demise, but as tools for educative
purposes that promotes social justice and democracy. Kellner further mentions that it is not
about computers being good or bad within the classroom. On the contrary, what insightful
purpose do they fulfill? I believe open-mindedness toward the technology to which we are
exposed is a key component in becoming successful in today’s world.
The rise of “New Literacies” most certainly placed new dynamics on us as individuals. There
is a need to stimulate the cognitive mind utilising the online platform. Our traditional
approaches are phasing out as the decades progress. In the Caribbean, we bore witness to
radical changes to our educative and examining bodies. From the British to our very own
Caribbean examinations. We need to incorporate these new literacy skills as early as possible.
The multi-faceted approach involving new literacies exposes students to an entirely new
immersive demographic. Will the role of educators be altered in the implementation of New
Literacies? The answer to that is a resounding yes. In the article, Discussing New Literacies
by Michele Knobel and Colin Lankshear (2006), they outlined two differing mind-sets
toward “New Literacies.” The first mind-set involves the world remaining as it was, however,
it is more technologically oriented in more diverse ways. This mind-set also focuses on
individual intelligence. The second mind-set views the world differently and not in the same
light. This came as a result of the digital innovations and intricately networked technologies
and focused on a collective intelligence. What Kobel and Lanshear (2006) concluded that for
the near future, the individuals who are well equipped in literacy terms would possess the
ability to utilise both mind-sets expertly.
As educators, while we adapt to the ‘New Literacy Approach’ another approach that is
intricately woven to this approach is the Multi Literacy Approach or the concept of Multi
Literacies. The terminology of Multi Literacies was proposed by the New London Group
(1996, 2000) and incorporated various fields, some of which were cultural and socio-cultural.
In the article (2020), New Approaches to Literacy Problems: Multiliteracies and Inclusive
Pedagogies by Drewry R.J (et.al) there were four components that were identified regarding
the pedagogy of multiliteracies. These included:
a) Situated Practice
b) Overt Instruction
c) Critical Framing
d) Transformed Practice
Situated practice involved the experiences of students and available discourses that would
provide a direct correlation to formulate relationships within the workspace and public
environments. Overt instruction presents a more analytical and conscious awareness
concerning the multi modal aspect of multiliteracies. Critical framing introduces the social
and cultural contexts. Students would critically assimilate their study material and way in
which it relates to certain topics. Lastly, transformed practice allows the students to utilise the
knowledge they accommodated and put it into practice in differing contexts or cultural
aspects.
Both the concepts of New and Multi literacies bring with them their own challenges. In the
Caribbean, our entire educational system needs restructuring. This is evident from the
curriculum to the examinations. We focus heavily on standardised testing and that hampers
the overall development of our students in many ways. They are only taught to pass an exam
and not develop their understanding of the world around them. As a student in my younger
schooling years, I was heavily drilled for the sake of passing an exam. If we continue on this
path, without revamping our means of learning, then we would raise a society of unskilled,
partially competent adults who could barely contribute to the society as a whole. The
evidence is right before us, in terms of our unemployment rates. The necessity of teaching
our students to properly use their technological devices is vital and should be introduced as
early as possible. While traditional modes of literacy will still exist, it will not be forgotten as
it is a basic and fundamental part of our educative background and foreground. When we
revise our educative landscape to incorporate the learnings, trends, media and attractions of
this age, we can better understand and adapt these tools to encourage a new diverse learning
environment for our students.
The faster we are able to implement these technological changes within the classroom, the
better academic response we would obtain. To produce life-long learning, our educative
systems must be viewed as ‘eco-systems’ per se, in that the many branches of it are all related
and dependent on each other to function as a whole. When viewed from this context, we can
better adapt to our students and their individual needs. In doing so, we open the pathway to
diversification, innovation and creativity that were once silenced. The importance of living
and earning in the 21st century should be known to all students. Redefining transitions
between the workplace and school environments are necessary for students understanding of
the world. These new skillsets would introduce strong foundations for future careers that are
needed for both students and young adults.
The world is currently facing a global pandemic by a virus termed ‘COVID-19.’ This virus
has disrupted the entirety of our human existence. Educators were thrusted into an online
environment that they were unprepared to face. It posed an increasing challenge to adapt to
this environment while maintaining a structured teaching schedule. Students are now faced
with challenges of their own. They faces challenges to access the online learning platforms
and even keep up with the work distributed. Additionally, many students do not have the
accessibility to wireless internet connectivity, yet alone possess the devices to utilise these
online services. Thus, we must collectively address these issues to ensure that there is
education for all. Every child has a right to an education and should their needs not be met,
we must have measures in place to facilitate them as best we could. This pandemic opened up
existing wounds and weaknesses within our educational landscape that were previously
unaddressed. This is the only way we can progress as a region. The future lies with the
students in our classrooms. As the great Dr. Eric Williams once said, “The future of our
nation is in our children’s book bags.”
In conclusion, the significance of the New and Multi Literacy approach is very much evident
in our unemployment rates. We must do better as a collective to see that our educational
system is at the forefront of our collective Caribbean region. While these are difficult times,
facing many families and individuals both regionally and globally, we must remain hopeful.
Better days are ahead, and as we pioneer onto the future. Education is never stagnant and we
keep on learning at each stage of our lives regardless of where we are. We need to maintain
that humility as educators and how we teach our students. As much as they are learning from
us, we are also learning from them. In the words of the great Albert Einstein, one of my
greatest inspirations, he said, “The world as we have created it is a process of our thinking. It
cannot be changed without changing our thinking.” It dawns on us to see that we create the
world that we wish to live in. We cannot hope for change without the implementation of
action.
References

Drewry, R. J., Cumming-Potvin, W. M., & Maor, D. (2019). New Approaches to
Literacy Problems:Multiliteracies and Inclusive Pedagogies. Australian
Journal of Teacher Education, 44(11). https://ro.ecu.edu.au/ajte/vol44/iss11/4

Jules D. (2012). Promoting the attractiveness of TVET in the context of secondary
education reform.
https://cxc.org/annualreports/2012/assets/Promoting_the_Attractiveness_of_TVET.pdf

Kellner, D. (2001). New technologies/new literacies: Reconstructing education for the
new millennium. International Journal of Technology and Design Education,
11, 67-81.

Kinzer C.K., Leu D.J. (2016). New Literacies and new literacies within Changing
Digital Environments.
https://www.researchgate.net/publication/305713337_new_literacies_New_Lit
eracies

Knobel M. (2006). Discussing new literacies.
https://www.academia.edu/3011378/Discussing_new_literacies

Learning Theories. (2020). Multiliteracies (New London Group).
https://www.learning-theories.com/multiliteracies-new-london-group.html

Nicholson, J., & Galguera, T. (2013). Integrating new literacies in higher education: A
self-study of the use of twitter in an education course. Teacher Education
Quarterly, summer, 7- 26.

Quote Ambition. (2020). 100 Albert Einstein Quotes.
https://www.quoteambition.com/albert-einsteinquotes/#:~:text=100%20Albert%20Einstein%20Quotes%201%20%E2%80%9
CGenius%20is%201%25,middle%20of%20difficulty%20lies%20opportunity.
%E2%80%9D%20More%20items...%20

Richardson W. (2020). New literacies in the classroom.
https://modernlearners.com/new-literacies-in-the-classroom/

Sang, Y. (2017). Expanded Territories of “Literacy”: New Literacies and
Multiliteracies. Journal of Education and Practice, 8(8), 16-19. Retrieved
November, 2020 from https://files.eric.ed.gov/fulltext/EJ1139059.pdf

Shelow G. (June 20, 2016). The Importance of New Literacy Skills in the 21st Century
Classroom. https://thecurrent.educatorinnovator.org/the-importance-of-newliteracy-skills-in-the-21st-century-classroom