There is an ongoing discussion about literacy, new literacy and 21st Century skills.
The following article written by Seymour Papert in 1993 is well worth reading. It may help fuel the debate. It appeared in the 2nd ever issue of Wired Magazine.
When knowledge had to be handed out to children, it was necessary to break it up into pre-digested units that could be passed out in a systematic way. Thus the definition of knowledge by subjects, children by grades, and achievement by test scores. But the success with which they learn to speak (and manipulate parents) in their pre-school years attests to the fact that they learn very well from direct interaction with knowledge. The existence of media that could give children direct access to knowledge leads me to question much that is taken for granted in the organizational structure of school. But organizational issues are only at the surface of the rethinking. Deeper rethinking focuses on the nature of knowledge and the learner’s relationship to it.
Read Obsolete Skill Set: The 3 Rs — Literacy and Letteracy in the Media Ages and let me know what you think!
Veteran educator Gary Stager, Ph.D. is the author of Twenty Things to Do with a Computer – Forward 50, co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom, publisher at Constructing Modern Knowledge Press, and the founder of the Constructing Modern Knowledge summer institute. He led professional development in the world’s first 1:1 laptop schools thirty years ago and designed one of the oldest online graduate school programs. Gary is also the curator of The Seymour Papert archives at DailyPapert.com. Learn more about Gary here.