Student Achievement in New Literacies for the 21st Century

Exploring the Use of Multiliteracies Project Approach to Enhance Employability Skills Among Malaysian University Graduates

“…At the same time, students will participate in activities that cultivate 21 st century knowledge process (Fariza Puteh-Behak & Suzanah Selamat, 2017 st century learners to have the knowledge and skills of understanding and using technologies and multimodal (two or more communication modes to make meaning inclusive of image, gesture, music, spoken language, and written language) representation of texts (Borsheim et al, 2008;Grabill & Hicks, 2008;The New London Group, 2000). Kist (2003) emphasized this point when he asserted that learners who are fluent in understanding, discussing and reflecting multiple codes that are required by the current multimodal texts are considered successful 21 st century learners. At the same time, 21 st century learners need to be able to be flexible and fluid to keep up with the fast-changing nature of the technologies.…”

“…It is also about having the critical thinking skills to analyse and reflect and synthesize information that is presented through contemporary technological tools. Silva (2009) In addition, 21 st century skills also revolve around the ability to work in teams and in a network of people (Gee, 2000(Gee, , 2002Iyer & Luke, 2010;Kist, 2003;McComas, 2014, Saavedra & Opfer, 2012Rotherham & Williamham, 2010). Collaboration was also listed as one of the essential 21 st century skills in the Framework for 21…”

Extrinsic Rewards: An Adventist Curriculum Perspective for Classroom Management

“…Today though, authors are suggesting that the goals of student achievement should include academic achievement, life skills and responsibility to community (see Elias, Zins, Weissberg, Frey, Haynes, Kessler, Schwab-Stone & Shriver, 1997;Hobbs, 2004). For example, the use of more technologies and other literacy banks almost mandates that academic achievement be extended beyond classroom borders and should incorporate both product and process, and assessed both individually and collaboratively (Kist, 2003). In addition, that both the product and the process focus on the students' ability to be knowledgeable about the multiple forms of representations or multi-literacy perspectives (Hobbs, 2004;Kist, 2003).…”

“…For example, the use of more technologies and other literacy banks almost mandates that academic achievement be extended beyond classroom borders and should incorporate both product and process, and assessed both individually and collaboratively (Kist, 2003). In addition, that both the product and the process focus on the students' ability to be knowledgeable about the multiple forms of representations or multi-literacy perspectives (Hobbs, 2004;Kist, 2003). Consequently, a mere focus on providing extrinsic rewards for particular outcomes are becoming less acceptable for product outcomes (specifically students' behavior or academic achievement).…”

Engaging Middle Years Students: Literacy Projects That Matter

“…Kress and van Leeuwen (2006) suggested that forms of communication that are based solely on written language are untenable in this new knowledge society. Kist (2003) argued that literacy achievement in these new times includes f luency in multiple forms of representation, critical thinking and talking about the work, collaboration, and engagement. He argued that students must be active participants in authentic curricula, where student achievement equals student engagement.…”