Work has become more global than ever. It is not uncommon to have co-workers who come from different cultural backgrounds, be employed at an international firm (e.g., Hyundai corporation of America), or even have to speak another language with clients, students, or patients. Workers themselves are also being pushed to collaborate more with one another while simultaneously work in a self-directed manner (e.g., finding and synthesizing information with little coaching or guidance). Even office jobs don’t look like they used to. Workers now have to juggle multiple roles, be comfortable with technology, and quickly pick up new skills as they are needed.

However, how do we prepare students to meet the demands of this new work environment?


Based on our readings, I would like to you to 1) introduce readers to 21st-century literacy skills. In your own words, describe what they are, and why they are viewed as important for meeting the demands of 21st-century work?

I would also like you to 2) write about the ways to promote 21st-century literacy skills in the classroom. Based on our readings, what considerations do we have to keep in mind? For instance, how should we think about instruction? What things do we need to understand (e.g., information vs. knowledge, instruction vs. learning communities, role of technology, instructional methods, etc.) in order for teachers and students to be able to implement these skills effectively? Additionally, how do we balance instructional methods (technology vs traditional learning?) and how do we use teaching strategies that may apply to students with different abilities or skills (project-based learning or independent work, for example)?

Word Length

600-800 words

Other Requirements

Please be sure to cite the authors in your assignment. (e.g., In Bank’s reading on educating citizens in diverse societies…) and provide the reference at the end of your assignment. you can find the list of references on the Canvas module page.

Example Reference

Banks, J. A. (2011). Educating citizens in diverse societies. Intercultural Education, 22(4), 243-251.

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