21st Century Literacies

Although there is wide rhetoric that programming should be learnt by all as an element of computational thinking (CT), in practice, it is mostly implemented narrowly as an end in itself consisting of routine practice and traditional testing of the ability to code. This paper discusses a way in which programming could be seen through a wider integrated
pedagogical approach as jointly cultivating meaning making of computational concepts in conjunction with the adoption of practices and strategies in a relevant meaningful context for learners. We elaborate on a case of learning to code through digital game modding where programming and other computational concepts coexist. Our design frame includes the principles of black and white box designs, of students as de-buggers of engineered half-baked games and of games embedding both concepts and values in simulations involving wider contested complex issues. We use our analysis of the meaning-making of students as they debug a choice-driven simulation game specially
designed to bring this integrated kind of learning to the fore. We show elements of context-aware integrated CT connecting otherwise fragmented areas such as databases, block-based programming, Geographical Information Systems design.

The paper links critique of 'inner process' to a perspective that treats language as activity that is accomplished by living beings. The view traces reading to human ways of coordinating with 'the seen'. Having contrasted this distributed view with organism-first alternatives, I use a case study of reports to sketch how readers engage with written materials to both select details and project an imagined 'source' (e.g. a meaning, author or intention). Far from using inner process ('decoding') readers coordinate with a field of patternings. Where skilled, they use recollecting to link looking, silent thinking, expectations and strategic moves. Using judgements, they transform what they observe by setting off experience. I thus build on Wittgenstein's critique of inner process while also endorsing Trybulec's (2019) radicalization of his view. To avoid treating the sense of 'written words' as subjective, the material aspect of patternings is taken to index outward criteria (roughly, standards of judgement). In seeking to replace theories that presuppose 'text', I stress how patternings invite directed sensorimotor activity by an intelligent person. Indeed , since persons learn to see wordings (or take a language stance) arrangements of patternings act as marks, 'symbols' and aggregations that set off recollection, judgements and iterated action. Skilled readers can use re-reading, the already read etc. to modulate ways of attending. Readers link the said, hints, recollections and ways of actualizing movements to grant reading experience a specific sense. By considering how outer criteria are evoked, reading is traced back to skilled linguistic action. © 2021 How should we counter someone who told us that with him understanding was an inner process?-How should we counter him if he said that with him knowing how to play chess was an inner process?

Introduzione all'autore «I poeti lavorano di notte quando il tempo non urge su di loro, quando tace il rumore della folla e termina il linciaggio delle ore. I poeti lavorano nel buio come falchi notturni od usignoli dal dolcissimo canto e temono di offendere Iddio. Ma i poeti, nel loro silenzio fanno ben più rumore di una dorata cupola di stelle.» (Alda Merini) L'arte di Stefano De Napoli nasce in un tempo preciso: quello della notte. Quando tutto si ferma, quando il buio scivola nel giorno, quando non ci sono più confini tra sogni e realtà, è lì che Stefano si pone in ascolto del proprio cuore, in ascolto del battito della terra. Come una stella che appare nell'oscurità e si vede meglio quando le luci delle città si spengono, come un fiore notturno che sboccia al chiaro di luna, così nascono i raffinati versi dell'artista. La poesia nasce dal silenzio. Dal cuore sgorgano le emozioni nella quiete e ne senti lo scorrere come il piacevole rumore del fiume nel buio. L'elogio della notte, così, diviene una lode al sapersi ancora fermare a meditare, a respirare, a guardare il cielo, a lasciarsi andare con cal-ma alla pace. Mentre l'azzurro del cielo e del mare si uniscono nell'intenso blu, mentre l'Io si immerge nell'universo colorato dei sogni, ritemprandosi dalle fatiche diurne. (...)

Öğretmen nitelikleri ile sınıf ortamında sergilenen beceriler okul
etkililiği için büyük önem arz etmektedir. Bu araştırma,
öğretmenlerin öğretimsel liderlik algıları ve sınıf yönetimi
becerilerinin öğretim ortamındaki kuşaklararası iklim üzerindeki
rolünün incelenmesi amacıyla yürütülmüştür. Çalışmada nicel
araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır.
Araştırmanın çalışma grubunu 2019-2020 eğitim-öğretim yılında
görev yapan 286 öğretmen oluşturmakta olup katılımcılar
seçkisiz (random) yöntemlerden tabakalı örneklem yöntemi ile
belirlenmiştir. Veri toplama araçları olarak; öğretim liderliği, sınıf
yönetimi ve kuşaklararası iklim ölçekleri uygulanmıştır.
Çalışmadaki verilerin araştırma sorularına ilişkin analiz
edilmesinde Pearson-Moment, T-testi, tek yönlü varyans analizi
(ANOVA) ve basit doğrusal regresyon analizleri kullanılmıştır.
Çalışmanın analizleri sonucunda öğretimsel liderlik algıları ile
kuşaklararası iklim arasında anlamlı ve pozitif bir ilişki tespit
edilmiştir. T-test sonucunda cinsiyetin bir sınıf yönetimi davranışı
üzerinde; okul türünün ise öğretimsel liderlik ve kuşaklararası
iklim boyutları üzerinde anlamlı bir farklılık oluşturduğu
görülmüştür. ANOVA sonuçları eğitim durumu öğretimsel liderlik
boyutları üzerinde, okul kademesi sınıf yönetimi boyutu
üzerinde, mesleki kıdem öğretimsel liderlik boyutları üzerinde ve
mezun olunan fakülte ise öğretimsel liderlik boyutu üzerinde
anlamlı farklılığa neden olmuştur. Son olarak, öğretim liderliği
öğretim ortamındaki kuşaklararası iklimi yordamaktadır.
Öğretimsel liderliği, sınıf yönetimi becerileri ve kuşaklararası
iklimi geliştirici etkinlikler önerilmektedir.

One of the important issues in learning is quality standards. Recently, many
studies discussed the importance of meeting the 21st century skills to ensure
the quality of the teaching and learning process. A few studies have used
21st century skills to evaluate their courses. This study looks at the extent to
which a Teaching English for Young Learners course offered by the English
Department at Hebron University, Palestine, met the 21st century skills.
Studies on language courses using the 21st century skills are hardly known,
as evidenced in the literature review. This study marks the first time such
skills have been used to evaluate a language course. A quantitative research
methodology was employed. Data was obtained through a questionnaire. It
was completed by 38 students who attended the Teaching English for
Young Learners course. 21st century skills were: (a) critical thinking skills;
(b) creativity and innovation skills; (c) communication skills; (d)
collaboration skills; (e) self-direction skills; (f) global connection; (g) local
connections, and (h) the use of information communication technology
(ICT). According to the participants, the course met the 21st century skills in
varying degrees; the use of information communication technology (ICT)
(M=4.62); collaboration skills (M=4.42); communication skills (M=4.38);
Critical thinking skills (M=4.22); self-direction skills (M=4.08); Creativity
and innovation skills (M=3.98); global connection (M=3.96; and local
connections (M=3.85) respectively. The results obtained from the open ended part of the questionnaire showed that the students felt that the aspects

Este ensayo defiende la reactivación de las estrategias vanguardistas en valiosas manifestaciones estéticas de nuestra época. Se incide en aquellos aspectos propios de nuestro tiempo -avances tecnológicos, convulsión histórica- y estéticos -recurso a las escrituras "fuera de campo", "éticas"- que avalan esta hipótesis.

The narrator lives with an old man who possesses one filmy, pale blue, "vulture-like" eye that the narrator despises. It is unclear what relationship the two have, or if there are any other circumstances leading to the events. The narrator assures the listener that he harbored no hate for the man other than complete revulsion for the eye. He describes how the hatred of the eye grew so much he decided to murder the old man. He lays out his plan, insisting to the listener that his careful detail means that he could not possibly be insane. For seven nights, he shines a thin ray of light through a crack in the door onto the man's eye, but each time the eye is closed, and the narrator is unable to complete his plan. On the eighth night, the narrator's hand slips and makes a noise, waking the old man. The narrator doesn't draw back. After a few minutes, he opens the lantern and the sliver of light finds the eye open. He hears the man's heart beating wildly from terror, and he strikes. He smothers the old man with a pillow. Afterward, he dismembers the man and lays the pieces under the floorboards. When the police arrive, they claim that neighbors heard a scream, but the narrator insists that it was only he crying out from his nightmares. He is so sure they will never find evidence of his wrongdoing that he pulls up chairs and invites them to sit down directly over the spot where the old man is buried. After a while, the narrator grows uncomfortable and feels a ringing in his ears. It grows louder and louder, and soon he is convinced that it is the heartbeat of the murdered man coming from under the floorboards. As the sound grows louder, the narrator becomes terrified of the wild beating of the heart. He is convinced that the officers not only hear the beating, but that they also know of his guilt. Finally, the narrator breaks down and confesses, telling the officers to tear up the floorboards so they can find the pieces of the old man II. Setting The setting took place in a random old house III. Characters Narrator-passionate, unbalanced, and-if they trust his story-a murderer. Old Man-rich and seems to have some authority Neighbor-the one that heard the scream of the old man Police-was contacted by the neighbor

We are facing unprecedented social, economic, and environmental challenges due to accelerating globalization and the rapid pace of technological development. Nonetheless, these forces offer us countless new opportunities for human progress. The future is uncertain, and we cannot predict it, but we must be open and ready for it. After Covid-19, the "new normal" will be characterized by change, reorientation, and sustainability. Both studying and working have quickly changed in form, requiring digitalization and digital competence in both individuals and organizations. It has become evident that the digital revolution concerns people and their habits, behaviors, and attitudes in using the new technology. Moreover, there is a need for innovative pedagogy, and a move to curricula 4.0, which are aligned with the 4th Industrial revolution, which change the way we live, work, communicate, perform, relate, and also the way we learn, and new perspectives on quality and its effects. Online innovative education will be a strategic priority at every institution. This conceptual article is based on the current discourse on the reflection and rethinking of 21st century competences, smart learning environments, and digitalization in education. The author has provided examples of the ongoing debate. The article's focus on the future of education is based on her own research and perspectives. The discussion is centered on the OECD report on the future of education and skills, Education 2030, and the UNESCO initiatives in the OER Recommendation and the Futures of Education-Learning to Become.

The definition of new media characterises it as a combination of traditional means, such as television, newspaper, radio, and ICT, such as smartphones, computers and the Internet in all its forms (social networks, search engines etc.). This new media has allowed for a wealth of information to be transmitted fast and cheap.
However, its convergence and distribution has not been equal. There are still countries and communities around the world who do not have access to it with great consequences. In particular, health information, education and promotion has been limited in some contexts, even though it is sometimes the main factor for dealing with the spread of contagious diseases.
For example, in Cameroon, the transmission of knowledge, history and experience happens through story-telling (World Affairs Council of Houston) and with limited infrastructure (Mbaku, 2016: 150). Although the Internet could become a solution for the inequality in information sharing, there are certain limitations in developing contexts, such as connectivity, IT literacy, cultural appropriateness and accessibility (Chhanabnai and Holt 2010).
This blog post focuses on how the virALLanguages project has combated these limitations making the Internet a bridge for Cameroonians to achieve access to accurate and culturally appropriate information regarding Covid-19.
In particular, it deals with the development of IT literacy via the provision of instructions on how to properly record oneself using the resources available, with issues of connectivity by providing low quality downloads at times of low Internet connection and accessibility by making it possible to share the recordings on WhatsApp, a popular and accessible option for Cameroonians. Finally, it deals with issues of cultural appropriateness by encouraging the message to be in the local language, by local leaders and using local means, such as the town-cryer, for its deliverance.

https://www.languageonthemove.com/bridging-new-and-traditional-media-in-the-fight-against-covid-19/

Educational reforms are continuously crafted to improve many aspects of teaching and learning including the development of authentic performance tasks engineered through the Goal, Role, Audience, Situation, Product/Performance, and Standards (GRASPS) Model. These real-world problems provide opportunities enabling students to produce solutions, manage situations, and develop different perspectives while also enabling teachers to transform their students to be knowledge producers and not merely knowledge consumers or keepers. With the rapid growth of studies about the effectiveness of performance assessments, the implementation of GRASPS creates its own space in the world of educational research. Against this backdrop, the study sought to determine the impediments experienced by teachers and students in selected schools through an expert-validated instrument. Based on the responses of 65 teachers and 367 participating students, findings revealed that in using GRASPS, the problems of teachers were as follows: administering group tasks, the insufficient time to meet all the target outputs, and the inadequate facilities for the fulfilment of complex tasks. On the students' part, the problems were: lack of guidance in doing the performance assessments, ways to collaborate with others during group tasks, and the limited time to complete them. Further research could be done on the teachers' and students' time management and planning, scaffolding for transfer techniques, and cooperative learning to further the implementation of authentic learning and to enhance the existing faculty development programs in different schools.

Analyzing multi-word expressions aids in understanding how native and non-native English speakers in secondary schools differ in expressing their attitude and stance, especially in written compositions. Thus, this study sought to compare and analyze the attitudinal/stance lexical bundles used by students in their narratives, specifically in terms of epistemicity, desire, obligation/directive, intention/prediction, and ability to conclude which between the native and non-native speakers used attitudinal/stance lexical bundles more frequently. Results showed that non-native English learners demonstrated a greater number of attitudinal/stance lexical bundles compared to their native counterparts, except in terms of desire. Non-native speakers employed more indirect and impersonal variations, unlike the native speakers whose expressions were more direct and straightforward. In line with these findings, further studies on the implications of the observed rarity and higher frequency of attitudinal/stance bundles use by non-native learners are hereby recommended.

Ao abordar o tema criticidade na área de formação de professores, um aspecto que considero importante diz respeito à emancipação, uma vez que ocupa posição central nas teorias e práticas modernas de educação. Assim, quando fui convidado a contribuir com a coletânea de textos que compõem este livro, juntamente com demais autores, e posteriormente, a participar de uma mesa redonda em que o aspecto crítico na formação de professores pudesse ser abordado, o conceito de emancipação ganhou centralidade. Nesse sentido, busco discutir alguns aspectos relacionados à formação de professores com base em uma experiência de pesquisa colaborativa com característica etnográfica da qual participaram duas professoras de uma escola pública em Campo Grande-MS durante três anos. Nesse contexto, as participantes assumiram papéis cuja lógica da emancipação não segue o percurso comumente assumido pelas teorias mais ortodoxas com foco na formação crítica de professores. Para fundamentar a discussão, exponho o conceito de emancipação e sua crítica com base em Rancière (2010). Em seguida, discuto a lógica emancipatória revisitada fundamentada em Biesta (2008, 2011), e para ilustrar os posicionamentos, apresento alguns dados coletados dos encontros com as professoras participantes, durante o processo colaborativo.

I know what is good for you: the logic of emancipation revisited and teacher education

When addressing the issue of criticality in the area of ​​teacher education, an aspect that I consider important concerns emancipation, since it occupies a central position in modern educational theories and practices. Thus, when I was invited to contribute to the collection of texts that make up this book, together with other authors, and later, to participate in a round table in which the critical aspect in teacher training could be addressed, the concept of emancipation gained centrality . In this sense, I seek to discuss some aspects related to teacher training based on a collaborative research experience with an ethnographic characteristic in which two teachers from a public school in Campo Grande-MS participated for three years. In this context, the participants assumed roles whose logic of emancipation does not follow the path commonly taken by the most orthodox theories with a focus on critical teacher education. To support the discussion, I expose the concept of emancipation and its criticism based on Rancière (2010). Then, I discuss the revisited emancipatory logic based on Biesta (2008, 2011), and to illustrate the positions, I present some data collected from the meetings with the participating teachers, during the collaborative process.