scholarly journals Developing 21st Century Education and Digital Literacy Skills through Intercultural City Stories Project

2021 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Adesti Komalasari
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
Communicative Competence ◽  
Education Institution ◽  
Literacy Skills ◽  
Cross Cultural ◽  
Intercultural Communicative Competence ◽  
Cultural Groups ◽  
21St Century Education ◽  
The City

As a higher education institution that highlights the 21st education, Sampoerna University has encouraged the lecturers to do projects that give students opportunities to develop skills needed in Industry 4.0 so they can participate in global competition. Besides having the skills, the students must also have Intercultural Communicative Competence (ICC) to be able to participate in the competition and by knowing the importance of the skills and the competence, students of Sampoerna University participated in a collaborative project with students from Malmo University in Sweden. The project encouraged learners to develop their critical, creative and digital skills by collaboratively studying the city as text. The focus was on critical multiliteracy and the promotion of intercultural communicative competence through first-hand experiences of virtual exchange in cross-cultural groups. The objectives of this research are to find out how Intercultural City Stories project applies the elements of Intercultural Communicative Competence, to analyze how Intercultural Communicative Competence gives impacts for Cross Cultural Understanding, to observe how the digital outcome of multimodal narratives improves the understanding of Intercultural Communicative Competence and digital literacy and to identify the reasons why Intercultural Communicative Competence plays important roles in 21st century education and in literacy.

Digital Literacy Skills Among Librarians in University Libraries In the 21st Century in Edo And Delta States, Nigeria

2017 ◽  
Vol 6 (1) ◽  
pp. 37-52 ◽  
Author(s):  
Ogochukwu Thaddaeus Emiri
Keyword(s):  
Mobile Phones ◽  
21St Century ◽  
Digital Literacy ◽  
Formal Education ◽  
Literacy Skills ◽  
Trial And Error ◽  
University Libraries ◽  
Level Of Use ◽  
Research Questions ◽  
Descriptive Survey

This paper discussed the contemporary digital literacy skills (DLS) among librarians in university libraries the 21st century in Edo and Delta States of Southern Nigeria. The study was guided by six objectives and research questions and one hypothesis. The design of the study is descriptive survey and the population consist of all librarians from university libraries in the aforementioned states in Nigeria. The instrument used to generate data is the questionnaire and the date generated was analysed using simple percentages and frequency count for research questions and SPSS version 14.0. The findings show that electronic mailing, social networking, use of PDAs, mobile phones and internet surfing are the major DLS amongst librarians. It was also discovered that librarians acquired DLS through colleague's assistance, trial and error, IT programmes and formal education while librarian's level of use of DLS is low amongst other findings. Researcher made useful recommendations.

scholarly journals Learning and knowledge technologies in the content language integrated learning for the development of intercultural communicative competence

2021 ◽  
Vol 10 (11) ◽  
pp. 562-577
Author(s):  
Leidy Dayan Perlaza Torres ◽  
Adela Macias Molina ◽  
Gonzalo Romero Martínez
Keyword(s):  
21St Century ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Communicative Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Integral Development ◽  
English Students

This article focuses on the incidence of learning knowledge technologies and the content learning integrated language approach in the development of intercultural communicative competence (ICC). ICC is considered a relevant competence for the 21st century in the process of teaching and learning foreign languages and the integral development of students. This research arose from the need to complement the development of communicative skills in English students from the UCEVA Language Department of the municipality of Tulua. With the aim of developing intercultural competence in 32 students of English level 2 of Teens and Adults programs. In order to promote the recognition, respect, and acceptance of cultural diversity and the enrichment of cultural identity through interaction, and socialization with others in different situations and contexts. To carry out this quantitative study, with a quasi-experimental design, the “ICC skill to 21st-century” test was applied as a pre-test and post-test to identify and evaluate the level of development of intercultural communicative competence in the participants. Also, the didactic unit “Beyond my thoughts” framed in the use of LKT tools and the CLIL approach was implemented and the descriptive frequency and independent samples techniques of the SPSS v.20 were used to analyze the data obtained. As a result, the statistical analysis showed that there were no significant incidents in the development of intercultural communicative competence, therefore the null hypothesis was accepted. While the descriptive results reflected that the implementation of the didactic unit generated an impact on the development of this 21st-century skill given that intercultural communicative competence involves both the dimensions of people and those experiences that they live. Therefore, its evaluation is not limited to tests but to the analysis and reflection that students make of their process sequentially when facing their reality.  

scholarly journals Formation of cross-cultural communicative competence among foreign students during pre-university training

2021 ◽  
Vol 9 (SPE2) ◽  
Author(s):  
Zalina Tazheva ◽  
Irina Sycheva ◽  
Natalya Artyukhova
Keyword(s):  
Foreign Students ◽  
Communicative Competence ◽  
Component Composition ◽  
Cross Cultural ◽  
Intercultural Communicative Competence ◽  
Complex Process ◽  
University Training

The article proves that the formation of cross-cultural communicative competence is a complex process, which can be facilitated by the concept of its component composition. The article describes the pedagogical conditions that are necessary for the formation of intercultural communicative competence.

Navigating 21st Century Multimodal Textual Environments

2017 ◽  
pp. 1131-1151
Author(s):  
Muriel Wells ◽  
Damien Lyons
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Learning ◽  
Literacy Skills ◽  
Contextual Understanding ◽  
The World ◽  
Constant State ◽  
Technological World

In the 21st century young people live and learn in a technological world that is fast paced and in a constant state of change. As technology becomes more and more accessible outside of the classroom, educators are challenged to re-consider the literacy skills required to be successfully literate. Enacting literacy teaching and learning in and for the 21st century requires teachers to update their pedagogical knowledge, skills and contextual understanding of the world children live and learn in. This chapter offers a brief overview of the Australian Curriculum, locating it within a 21st century learning discourse. The authors interpret and analyse one young student's creation of a digital text in a movie modality. Attention is paid to how the case study teacher created meaningful digital literacy learning experiences and opportunities for children to create and interact in social, multimodal textual environments, both within and beyond the school.

Toward a Theory of Game-Media Literacy

2014 ◽  
pp. 1-17 ◽  
Author(s):  
Idit Harel Caperton
Keyword(s):  
Stem Education ◽  
Media Literacy ◽  
21St Century ◽  
Digital Literacy ◽  
Game Playing ◽  
Computing Education ◽  
Skill Sets ◽  
21St Century Education ◽  
Global Computing ◽  
Creativity And Innovation

This paper discusses varied ideas on games, learning, and digital literacy for 21st-century education as theorized and practiced by the author and James Paul Gee, and their colleagues. With attention to games as means for learning, the author links Gee’s theories to the learning sciences tradition (particularly those of the MIT Constructionists) and extending game media literacy to encompass “writing” (producing) as well as “reading” (playing) games. If game-playing is like reading and game-making is like writing, then we must introduce learners to both from a young age. The imagining and writing of web-games fosters the development of many essential skill-sets needed for creativity and innovation, providing an appealing new way for a global computing education, STEM education, for closing achievement gaps. Gee and the author reveal a shared aim to encourage researchers and theorists, as well as policymakers, to investigate gaming with regard to epistemology and cognition.

Toward a Theory of Game-Media Literacy

2010 ◽  
Vol 2 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Idit Harel Caperton
Keyword(s):  
Stem Education ◽  
Media Literacy ◽  
21St Century ◽  
Digital Literacy ◽  
Game Playing ◽  
Computing Education ◽  
Skill Sets ◽  
21St Century Education ◽  
Global Computing ◽  
Creativity And Innovation

This paper discusses varied ideas on games, learning, and digital literacy for 21st-century education as theorized and practiced by the author and James Paul Gee, and their colleagues. With attention to games as means for learning, the author links Gee’s theories to the learning sciences tradition (particularly those of the MIT Constructionists) and extending game media literacy to encompass “writing” (producing) as well as “reading” (playing) games. If game-playing is like reading and game-making is like writing, then we must introduce learners to both from a young age. The imagining and writing of web-games fosters the development of many essential skill-sets needed for creativity and innovation, providing an appealing new way for a global computing education, STEM education, for closing achievement gaps. Gee and the author reveal a shared aim to encourage researchers and theorists, as well as policymakers, to investigate gaming with regard to epistemology and cognition.

scholarly journals Intercultural pragmatics in the Global Englishes context: Some implications for developing intercultural communicative competence

2020 ◽  
pp. 7-31
Author(s):  
Magdalena Sztencel
Keyword(s):  
Cultural Differences ◽  
Speech Acts ◽  
English Language ◽  
Communicative Competence ◽  
Cross Cultural ◽  
English Language Teaching ◽  
Global Communication ◽  
Intercultural Communicative Competence ◽  
Politeness Strategies ◽  
Intercultural Pragmatics

The prevalent use of English as a lingua franca raises questions about the consequences for the practice of English Language Teaching. This paper investigates some of the pedagogical implications from the perspective of intercultural pragmatics. I argue that developing politeness strategies is an important aspect of enhancing learners’ intercultural communicative competence. This is illustrated with the examples of speech acts such as requests, conditional threats and conditional promises. I draw attention to some fundamental misconceptions that may arise from an inadequate interpretation of cross-cultural findings, and argue that in order to establish which politeness strategies to use in the context of global communication, the focus of intercultural investigations needs to be shifted from studying lingua-cultural differences to studying lingua-cultural similarities.

POSSESSION IN HUMANS: AN EXPLORATORY STUDY OF ITS MEANING AND MOTIVATION

1978 ◽  
Vol 6 (1) ◽  
pp. 49-65 ◽  
Author(s):  
Lita Furby
Keyword(s):  
Exploratory Study ◽  
Cultural Context ◽  
Empirical Work ◽  
Two Dimensions ◽  
Cross Cultural ◽  
Fifth Grade ◽  
Cultural Groups ◽  
Old Adults ◽  
And Control ◽  
The City

This study examined the nature of possession and ownership in a developmental and cross-cultural context. It was an exploratory study attempting to map out the various dimensions of the meaning of possession, and the motivation for possessive behaviour. An open-ended interview was administered to (a) 150 American subjects, 30 at each of five age levels (kindergarten, second, fifth, and eleventh grades, and 40- to 50-year-old adults), and (b) 120 Israeli subjects, 60 from the kibbutz and 60 from the city (in each case, 30 of kindergarten age and 30 of fifth-grade age). A content analysis was performed on the interview responses. The resulting dimensions of the meaning of possession and of the motivation for possession are presented, and the relative saliencies of these dimensions for the different age and cultural groups are discussed. Of particular importance to all ages and cultural groups were the two dimensions of (a) effectance and control of possessions, and (b) positive affect for possessions. A large number of other dimensions were also obtained, often differing in their relative importance at different ages. It is hoped that the results will lay the foundations for subsequent empirical work on this topic.

Sign in / Sign up

Export Citation Format

Share Document