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The Great Gatsby (1974 film)
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The Great Gatsby
Theatrical release poster
Directed by
Jack Clayton
Produced by
David Merrick
Screenplay by
Francis Ford Coppola
Based on
The Great Gatsby
by F. Scott Fitzgerald
Starring
Robert Redford
Mia Farrow
Bruce Dern
Sam Waterston
Karen Black
Music by
Nelson Riddle
Cinematography
Douglas Slocombe
Edited by
Tom Priestly
Production
company
Newdon Productions
Distributed by
Paramount Pictures
Release date
March 29, 1974 (1974-03-29)
Running time
146 minutes[1]
Country
United States
Language
English
Budget
$6.5 million
Box office
$26,533,200[2]
The Great Gatsby is a 1974 American romantic drama film based on F. Scott Fitzgerald's 1925 novel of the same name. It was directed by Jack Clayton and produced by David Merrick from a screenplay by Francis Ford Coppola. The film stars Robert Redford in the title role of Jay Gatsby, along with Mia Farrow, Sam Waterston, Bruce Dern, Karen Black, Scott Wilson and Lois Chiles, with Howard Da Silva (who previously appeared in the 1949 version), Roberts Blossom and Edward Herrmann.
Contents
[hide]
1 Cast
1.1 Casting
2 Production
2.1 Screenplay
2.2 Filming
3 Reception
4 Awards and honors
5 See also
6 References
7 External links
Cast[edit]
Robert Redford as Jay Gatsby
Mia Farrow as Daisy Buchanan
Bruce Dern as Tom Buchanan
Sam Waterston as Nick Carraway
Karen Black as Myrtle Wilson
Scott Wilson as George Wilson
Lois Chiles as Jordan Baker
Edward Herrmann as Ewing Klipspringer
Howard Da Silva as Meyer Wolfsheim
Kathryn Leigh Scott as Catherine Wilson, Myrtle's sister
Regina Baff as Miss Baedecker
Vincent Schiavelli as Thin Man
Roberts Blossom as Mr. Gatz
Beth Porter as Mrs. McKee
Patsy Kensit as Pammy Buchanan
Casting[edit]
The rights to the novel were purchased in 1971 by Robert Evans, and his wife Ali MacGraw could play Daisy. After MacGraw left Evans for Steve McQueen, he considered other actresses for the role, including Faye Dunaway, Candice Bergen, Natalie Wood, Katharine Ross, Lois Chiles and Cybill Shepherd. However, Mia Farrow was cast as Daisy and Chiles was given the role of Jordan. Warren Beatty, Jack Nicholson and Steve McQueen declined the role of Jay Gatsby, which went to Robert Redford. Beatty wanted to direct producer Evans as Gatsby and Nicholson did not think that MacGraw was right for the role of Daisy, who was still attached when he was approached. Farrow was pregnant during production, and the movie was filmed with her wearing loose, flowing dresses and in tight close-ups.
Production[edit]
Screenplay[edit]
Francis Ford Coppola replaced Truman Capote. Coppola had just finished directing The Godfather, but was unsure of its commercial reception and he needed the money. He believes he got the job on the recommendation of Robert Redford, who had liked a rewrite Coppola did on The Way We Were. Coppola "had read Gatsby but wasn't familiar with it." He checked himself into a hotel room in Paris (Oscar Wilde's old room) and started. He later recalled:
I was shocked to find that there was almost no dialogue between Daisy and Gatsby in the book, and was terrified that I'd have to make it all up. So I did a quick review of Fitzgerald's short stories and, as many of them were similar in that they were about a poor boy and a rich girl, I helped myself to much of the authentic Fitzgerald dialogue from them. I decided that perhaps an interesting idea would be to do one of those scenes that lovers typically have, where they finally get to be together after much longing, and have a "talk all night" scene, which I'd never seen in a film. So I did that—I think a six-page scene in which Daisy and Gatsby stay up all night and talk. And I remember my wife telling me that she and the kids were in New York when The Godfather opened, and it was a big hit and there were lines around the block at five theaters in the city, which was unheard of at the time. I said, "Yeah, yeah, but I've got to finish the Gatsby script." And I sent the script in, just in time. It had taken me two or three weeks to complete.[3]
On his commentary track for the DVD release of The Godfather, Coppola refers to writing the Gatsby script, adding "Not that the director paid any attention to it. The script that I wrote did not get made."
In 2000, William Goldman, who loved the novel, said he actively campaigned for the job of adapting the script, but was astonished by the quality of Coppola's work:
I still believe it to be one of the great adaptations... I called him [Coppola] and told him what a wonderful thing he had done. If you see the movie, you will find all this hard to believe... The director who was hired, Jack Clayton, is a Brit... he had one thing all of them have in their blood: a murderous sense of class... Well, Clayton decided this: that Gatsby's parties were shabby and tacky, given by a man of no elevation and taste. There went the ball game. As shot, they were foul and stupid and the people who attended them were foul and silly, and Robert Redford and Mia Farrow, who would have been so perfect as Gatsby and Daisy, were left hung out to dry. Because Gatsby was a tasteless fool and why should we care about their love? It was not as if Coppola's glory had been jettisoned entirely, though it was tampered with plenty; it was more that the reality and passions it depicted were gone.[4]
Filming[edit]
The Rosecliff and Marble House mansions in Newport, Rhode Island, were used for Gatsby's house while scenes at the Buchanans' home were filmed at Pinewood Studios in Buckinghamshire, England. One driving scene was shot in Windsor Great Park, UK. Other scenes were filmed in New York City and Uxbridge, Massachusetts.
Reception[edit]
The film received mixed reviews. The film was praised for its interpretation and staying true to the novel, but was criticized for lacking any true emotion or feelings towards the Jazz Age. Based on 33 total reviews collected by Rotten Tomatoes, the film has an overall approval rating from critics of 39%.[5] Despite this, the film was a financial success, making $26,533,200[2] against a $6.5 million budget.
Tennessee Williams, in his book Memoirs' (p. 178), wrote: “It seems to me that quite a few of my stories, as well as my one acts, would provide interesting and profitable material for the contemporary cinema, if committed to ... such cinematic masters of direction as Jack Clayton, who made of The Great Gatsby a film that even surpassed, I think, the novel by Scott Fitzgerald.”[6][7]
Vincent Canby's 1974 review in The New York Times typifies the critical ambivalence: "The sets and costumes and most of the performances are exceptionally good, but the movie itself is as lifeless as a body that's been too long at the bottom of a swimming pool," Canby wrote at the time. "As Fitzgerald wrote it, "The Great Gatsby" is a good deal more than an ill-fated love story about the cruelties of the idle rich.... The movie can't see this through all its giant closeups of pretty knees and dancing feet. It's frivolous without being much fun."[8]
Variety's review was likewise split: "Paramount's third pass at The Great Gatsby is by far the most concerted attempt to probe the peculiar ethos of the Beautiful People of the 1920s. The fascinating physical beauty of the $6 million-plus film complements the utter shallowness of most principal characters from the F. Scott Fitzgerald novel. Robert Redford is excellent in the title role, the mysterious gentleman of humble origins and bootlegging connections.... The Francis Ford Coppola script and Jack Clayton's direction paint a savagely genteel portrait of an upper class generation that deserved in spades what it received circa 1929 and after."[9]
Roger Ebert gave the movie two and a half stars out of four. He stated, "It would take about the same time to read Fitzgerald's novel as to view this movie -- and that's what I'd recommend."[10]
Awards and honors[edit]
The film won two Academy Awards, for Best Costume Design (Theoni V. Aldredge) and Best Music (Nelson Riddle). It also won three BAFTA Awards for Best Art Direction (John Box), Best Cinematography (Douglas Slocombe), and Best Costume Design (Theoni V. Aldredge). (The male costumes were executed by Ralph Lauren, the female costumes by Barbara Matera.) It won a Golden Globe Award for Best Supporting Actress (Karen Black) and received three further nominations for Best Supporting Actor (Bruce Dern and Sam Waterston) and Most Promising Newcomer (Sam Waterston).

The film is recognized by American Film Institute in these lists:
2002: AFI's 100 Years...100 Passions – Nominated[11]
See also[edit]
List of American films of 1974
References[edit]
Jump up ^ "The Great Gatsby (A)". British Board of Film Classification. 1974-03-12. Retrieved 2013-04-07.
^ Jump up to: a b The Great Gatsby, Box Office Information. The Numbers. Retrieved May 22, 2012.
Jump up ^ Coppola, Francis Ford (16 April 2013). "Gatsby and Me". Town and Country.
Jump up ^ Goldman, William (2000). Which Lies Did I Tell?. London: Bloomsbury. pp. 95–96. ISBN 0-7475-4977-X.
Jump up ^ The Great Gatsby at Rotten Tomatoes
Jump up ^ Williams, Tennessee (1975). Memoirs. Doubleday & Co.
Jump up ^ Sinyard, Neil (2000). Jack Clayton. UK: Manchester University Press. p. 289. ISBN 0-7190-5505-9.
Jump up ^ Canby, Vincent (1974). "A Lavish Gatsby Loses Book's Spirit". The New York Times, March 28, 1974
Jump up ^ Variety staff, (1973). "Review: The Great Gatsby". Variety, December 31, 1973
Jump up ^ Ebert, Roger The Great Gatsby Movie Review, Chicago Sun Times, January 1, 1974
Jump up ^ "AFI's 100 Years...100 Passions Nominees" (PDF). Retrieved 2016-08-19.
External links[edit]
The Great Gatsby on IMDb
The Great Gatsby at the TCM Movie Database
The Great Gatsby at Box Office Mojo
The Great Gatsby at Rotten Tomatoes
[show]
v
t
e
The Great Gatsby by F. Scott Fitzgerald
Characters
Jay Gatsby
Nick Carraway
Daisy Buchanan
Films
The Great Gatsby (1926)
The Great Gatsby (1949)
The Great Gatsby (1974)
The Great Gatsby (2000)
The Great Gatsby (2013)
Other
The Great Gatsby: Music from Baz Luhrmann's Film
The Great Gatsby (opera)
G
Francis Cugat
[show]
v
t
e
Films directed by Jack Clayton
The Bespoke Overcoat (1956)
Room at the Top (1959)
The Innocents (1961)
The Pumpkin Eater (1964)
Our Mother's House (1967)
The Great Gatsby (1974)
Something Wicked This Way Comes (1983)
The Lonely Passion of Judith Hearne (1987)
[show]
v
t
e
Francis Ford Coppola
Films
directed
The Bellboy and the Playgirls (1962)
Tonight for Sure (1962)
Battle Beyond the Sun (1962)
Dementia 13 (1963)
You're a Big Boy Now (1966)
Finian's Rainbow (1968)
The Rain People (1969)
The Godfather (1972)
The Conversation (1974)
The Godfather Part II (1974)
Apocalypse Now (1979; Redux, 2001)
One from the Heart (1982)
The Outsiders (1983)
Rumble Fish (1983)
The Cotton Club (1984)
Captain EO (1986)
Peggy Sue Got Married (1986)
Gardens of Stone (1987)
Tucker: The Man and His Dream (1988)
New York Stories (segment "Life Without Zoë", 1989)
The Godfather Part III (1990)
Bram Stoker's Dracula (1992)
Jack (1996)
The Rainmaker (1997)
Youth Without Youth (2007)
Tetro (2009)
Twixt (2011)
Written only
Is Paris Burning? (1966)
This Property Is Condemned (1966)
Patton (1970)
The Great Gatsby (1974)
Produced only
American Graffiti (1973)
The Junky's Christmas (1993)
Mary Shelley's Frankenstein (1994)
Don Juan DeMarco (1995)
Lani Loa – The Passage (1998)
The Florentine (1999)
The Virgin Suicides (1999)
Enterprises
American Zoetrope
Zoetrope: All-Story
Rubicon Estate Winery
Francis Ford Coppola Presents
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Films set in 1922
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text:
Baa, Baa, Black Sheep
From Wikipedia, the free encyclopedia
Jump to: navigation, search
This article is about Baa, Baa, Black Sheep. For the same nursery rhyme, see Twinkle, Twinkle, Little Star.
For other uses, see Baa, Baa, Black Sheep (disambiguation).
"Baa, Baa, Black Sheep"
Sheet music
Nursery rhyme
Published
c. 1744
Songwriter(s)
Unknown
"Baa, Baa, Black Sheep" is an English nursery rhyme, the earliest surviving version of which dates from 1731. The words have not changed very much in two-and-a-half centuries. It is sung to a variant of the 1761 French melody Ah! vous dirai-je, maman. Uncorroborated theories have been advanced to explain the meaning of the rhyme. These include that it is a complaint against Medieval English taxes on wool and that it is about the slave trade. In the twentieth century it was a subject of controversies in debates about political correctness. It has been used in literature and popular culture as a metaphor and allusion. The Roud Folk Song Index classifies the lyrics and their variations as number 4439.
Contents
[hide]
1 Modern version
2 Original version
3 Melody
4 Origins and meaning
5 Modern controversies
6 Allusions
7 See also
8 Notes
Modern version[edit]
The rhyme as illustrated by Dorothy M. Wheeler
Recent versions tend to take the following form:
Baa, baa, black sheep,
Have you any wool?
Yes, sir, yes, sir,
Three bags full;
One for the master,
And one for the dame,
And one for the little boy
Who lives down the lane.[1]
The rhyme is a single stanza in trochaic metre, which is common in nursery rhymes and relatively easy for younger children to master.[2] The Roud Folk Song Index, which catalogues folk songs and their variations by number, classifies the song as 4439 and variations have been collected across Great Britain and North America.[3]
Original version[edit]
Illustration for the rhyme from Mother Goose's Melody, first published c. 1765
This rhyme was first printed in Tommy Thumb's Pretty Song Book, the oldest surviving collection of English language nursery rhymes, published c. 1744 with the lyrics very similar to those still used today:
Bah, Bah, a black Sheep,
Have you any Wool?
Yes merry I Have,
Three Bags full,
Two for my Master,
One for my Dame,
None for the Little Boy
That cries in the lane.[1]
In the next surviving printing, in Mother Goose's Melody (c. 1765), the rhyme remained the same, except the last lines, which were given as, "But none for the little boy who cries in the lane".[1]
Melody[edit]
Baa, Baa, Blacksheep
Tune for Baa, Baa, Blacksheep
Problems playing this file? See media help.
The rhyme is usually sung to a variant of the 1761 French melody Ah! vous dirai-je, maman, which is also used for "Twinkle Twinkle Little Star" and the "Alphabet song". The words and melody were first published together by A. H. Rosewig in (Illustrated National) Nursery Songs and Games, published in Philadelphia in 1879.[4]
Origins and meaning[edit]
As with many nursery rhymes, attempts have been made to find origins and meanings for the rhyme, most which have no corroborating evidence.[1] Katherine Elwes Thomas in The Real Personages of Mother Goose (1930) suggested that the rhyme referred to resentment at the heavy taxation on wool.[5] This has particularly been taken to refer to the medieval English "Great" or "Old Custom" wool tax of 1275, which survived until the fifteenth century.[1] More recently the rhyme has been connected to the slave trade, particularly in the southern United States.[6] This explanation was advanced during debates over political correctness and the use and reform of nursery rhymes in the 1980s, but has no supporting historical evidence.[7] Rather than being negative, the wool of black sheep may have been prized as it could be made into dark cloth without dyeing.[6]
Modern controversies[edit]
William Wallace Denslow's illustrations for Baa, Baa, Black Sheep, from a 1901 edition of Mother Goose
Further information: Loony Left § Baa Baa White Sheep
A controversy emerged over changing the language of "Baa Baa Black Sheep" in Britain from 1986, because, it was alleged in the popular press, it was seen as racially dubious. This was based only on a rewriting of the rhyme in one private nursery as an exercise for the children there and not on any local government policy.[8] A similar controversy emerged in 1999 when reservations about the rhyme were submitted to Birmingham City Council by a working group on racism in children's resources, which were never approved or implemented.[9] Two private nurseries in Oxfordshire in 2006 altered the song to "Baa Baa Rainbow Sheep", with black being replaced with a variety of other adjectives, like "happy, sad, hopping" and "pink".[10] In 2012, a private nursery in Kingston upon Thames replaced "black" with "little" for their Easter show.[11] Commentators have asserted that these controversies have been exaggerated or distorted by some elements of the press as part of a more general campaign against political correctness.[8]
In 2014, there was reportedly a similar controversy in the Australian state of Victoria.[12]
Allusions[edit]
The phrase "yes sir, yes sir, three bags full sir" has been used to describe any obsequious or craven subordinate. It is attested from 1910, and originally was common in the British Royal Navy.[13]
The rhyme has often been raised in literature and popular culture. Rudyard Kipling used the rhyme as the title of a semi-autobiographical short story he wrote in 1888.[5] The name Black Sheep Squadron was used for the Marine Attack Squadron 214 of the United States Marine Corps from 1942 and the title Baa Baa Black Sheep was used for a book by its leader Colonel Gregory "Pappy" Boyington and for a TV series (later syndicated as Black Sheep Squadron) that aired on NBC from 1976 until 1978.[14] In 1951, together with "In the Mood", "Baa Baa Black Sheep" was the first song ever to be digitally saved and played on a computer.[15]
See also[edit]
Children's literature portal
Notes[edit]
^ Jump up to: a b c d e Opie, I. & Opie, P. (1997) [1951]. The Oxford Dictionary of Nursery Rhymes (2nd ed.). Oxford University Press. p. 88. ISBN 0-19-860088-7.
Jump up ^ Hunt, P. (1997). International Companion Encyclopedia of Children's Literature. Routledge. p. 174. ISBN 0-2031-6812-7.
Jump up ^ "Searchable database", English Folk Song and Dance Society, retrieved 28 March 2012.
Jump up ^ J. J. Fuld, The Book of World-Famous Music: Classical, Popular, and Folk (Courier Dover Publications, 5th edn., 2000), ISBN 0-486-41475-2, pp. 593-4.
^ Jump up to: a b W. S. Baring-Gould and C. Baring Gould, The Annotated Mother Goose (Bramhall House, 1962), ISBN 0-517-02959-6, p. 35.
^ Jump up to: a b "Ariadne", New Scientist, 13 March 1986.
Jump up ^ Lindon, J. (2001). Understanding Children's Play. Cheltenham: Nelson Thornes. p. 8. ISBN 0-7487-3970-X.
^ Jump up to: a b Curran, J.; Petley, J.; Gaber, I. (2005). Culture wars: the media and the British left. Edinburgh: Edinburgh University Press. pp. 85–107. ISBN 0-7486-1917-8.
Jump up ^ Cashmore, E. (2004). Encyclopedia of Race and Ethnic Studies. London: Taylor & Francis. p. 321. ISBN 0-415-28674-3.
Jump up ^ "Nursery opts for "rainbow sheep"". BBC News Education. 7 March 2006. Retrieved 4 July 2008.
Jump up ^ "How private school abandoned nursery rhyme's lyrics for Easter show sparking political correctness accusations". Daily Mail. 6 April 2012.
Jump up ^ "Racial connotations over black sheep prompts changes to Baa Baa Black Sheep at Victorian kindergartens". Herald Sun. 17 October 2014.
Jump up ^ Partridge, Eric; Beale, Paul (1986). A dictionary of catch phrases: British and American, from the sixteenth century to the present day (2nd revised & abridged ed.). Routledge. p. 547. ISBN 0-415-05916-X.
Jump up ^ F. E. Walton, Once They Were Eagles: The Men of the Black Sheep Squadron (University Press of Kentucky, 1996), ISBN 0-8131-0875-6, p. 189.
Jump up ^ J. Fildes, "Oldest computer music unveiled", BBC News, retrieved 15 August 2012.
[hide]
v
t
e
Nursery rhymes (list)
"A-Tisket, A-Tasket"
"Baa, Baa, Black Sheep"
"Did You Ever See a Lassie?"
"Hey Diddle Diddle"
"Hickory Dickory Dock"
"Hot Cross Buns"
"Humpty Dumpty"
"I'm a Little Teapot"
"It's Raining, It's Pouring"
"Jack and Jill"
"Little Bo Peep"
"Little Boy Blue"
"Little Jack Horner"
"Little Miss Muffet"
"Mary Had a Little Lamb"
"Mary, Mary, Quite Contrary"
"Old King Cole"
"Old MacDonald Had a Farm"
"Old Mother Hubbard"
"Old Woman Who Lived in a Shoe"
"Peter Piper"
"Polly Put the Kettle On"
"Poor Mary"
"Pop Goes the Weasel"
"Pussy Cat Pussy Cat"
"Rain Rain Go Away"
"Roses Are Red"
"Rub-a-dub-dub"
"Simple Simon"
"Sticks and Stones"
"The Grand Old Duke of York"
"The Queen of Hearts"
"Twinkle, Twinkle, Little Star"
"Two Little Dickie Birds"
Clapping
"A Sailor Went to Sea"
"Down Down Baby"
"Mary Mack"
"Miss Susie"
"Miss Lucy"
"Pat-a-cake"
"Pretty Little Dutch Girl"
"Pease Porridge Hot"
Counting
"Duck, duck, goose"
"Eeny, meeny, miny, moe"
"One, Two, Buckle My Shoe"
"One, Two, Three, Four, Five"
"This Old Man"
"Tinker, Tailor"
Finger-
plays
"Five Little Monkeys"
"Five Little Speckled Frogs"
"Itsy Bitsy Spider"
"Little Robin Redbreast"
"Round and round the garden"
"This Little Piggy"
Games
"London Bridge"
"The Muffin Man"
"Mulberry Bush"
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Keeping Up with the Kardashians (season 14)
From Wikipedia, the free encyclopedia
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It has been suggested that this article be merged into List of Keeping Up with the Kardashians episodes. (Discuss) Proposed since September 2017.
Keeping Up With The Kardashians (season 14)
Starring
Kris Jenner
Kourtney Kardashian
Kim Kardashian West
Khloé Kardashian
Kendall Jenner
Kylie Jenner
Country of origin
United States
No. of episodes
19
Release
Original network
E!
Original release
October 1, 2017 (2017-10-01) – March 4, 2018
List of Keeping Up with the Kardashians episodes
The fourteenth season of Keeping Up with the Kardashians, premiered on October 1, 2017 on E! cable network.
Contents
[hide]
1 Cast and characters
1.1 Main cast
1.2 Recurring cast
2 Production
2.1 Development
3 Episodes
4 References
Cast and characters[edit]
Main cast[edit]
Kris Jenner
Kourtney Kardashian
Kim Kardashian
Khloé Kardashian
Kendall Jenner
Kylie Jenner
Recurring cast[edit]
Rob Kardashian
Kanye West
Jonathan Cheban
Tristan Thompson
Mary Jo Campbell
Malika Haqq
Corey Gamble
Production[edit]
Development[edit]
On August 3, 2017 It was announced the show's 10 year anniversary will premiere on September 24, 2017 following the show's season 14 premiere.[1]
On September 19, 2017 E! introduced a new promo for the new season, in which the girls recreated the opening credits from the first season. [2]
This season has a new open sequence, which has not changed since Season 11.
This season will also have a Christmas themed episode.[3]

Episodes[edit]
See also: List of Keeping Up with the Kardashians episodes
No.
overall
No. in
season
Title
Original air date
U.S. viewers
(millions)
196
1 "Cleveland Show" October 1, 2017 (2017-10-01) 1.44[4]
Kim and Kourtney finally get a glimpse into Khloé's private life in Cleveland. Kendall receives some harsh feedback on a recent project. The family is blindsided when Cait reveals some shocking news.
197
2 "MILFs Gone Wild" October 8, 2017 (2017-10-08) 1.40[5]
Scott gets jealous when Kourtney goes on a girls trip to Mexico for her birthday. Meanwhile Kim feels violated when some unflattering photos of her in Mexico surface on the Internet.
198
3 "Cheers To That" October 15, 2017 (2017-10-15) 1.26[6]
Kim struggles to regain her confidence after her trip to Mexico. Khloé's spirits sour when Kris becomes too busy for mother-daughter bonding. Kourtney acts sneaky about her dating life.
199
4 "Clothes Quarters" October 22, 2017 (2017-10-22) 1.13[7]
Kourtney is distracted during a sister getaway with Kendall. Kim stages an unwelcome intervention on Khloé's wardrobe.
200
5 "Catch Me If You Cannes" October 29, 2017 (2017-10-29) 0.89[8]
Scott threatens to ruin Kourtney's trip to Cannes with her new romantic interest. Kim struggles to set clear boundaries with her assistant. The girls get educated about Planned Parenthood.
201
6 "Fan-Friction" November 5, 2017 (2017-11-05) 1.15[9]
Khloé fears that Cleveland fans may turn on her family during a trip to see Tristan. The girls wonder how to treat Scott after his bad behavior in Cannes. Kim gets fed up with her lack of willpower and makes a drastic lifestyle change.
202
7 "Beauty Queen" November 12, 2017 (2017-11-12) 1.01[10]
Kim anxiously preps for the launch of her new KKW Beauty line. Kourtney tries to adopt a new positive attitude. Khloé scrambles to make arrangements for Tristan's upcoming move to LA.
203
8 "Close To Home" November 19, 2017 (2017-11-19) 0.77[11]
Kim is shocked to learn about the rising rate of homelessness in LA and sets out to bring awareness to the growing crisis. Meanwhile Kris hires a scribe to document her every word.
204
9 "Dog Tired" December 3, 2017 (2017-12-03) 0.96[12]
Khloé and Kendall consider getting guns for protection. Kris imposes strict guidelines for her mom to follow in her new condo. Kim can't handle her rambunctious new puppy.
205
10 "Baby One More Time" December 10, 2017 (2017-12-10) 1.06[13]
Kim gets some big news about the future of her family. The girls wonder if Kourtney sees a future with her current beau. Kim and Khloé compete to win Kris's affection.
206
11 "Press Pass" December 17, 2017 (2017-12-17) 1.03[14]
Khloé and Kourtney butt heads over the design of their fitness line. Kim thinks the family needs media training to learn to handle controversial topics.
207
12 "My Mother's Keeper" January 7, 2018 (2018-01-07) 1.05[15]
Khloé struggles to keep her explosive temper under control. Kris plants a secret tracking device on her mother and Kim wonders if Kourtney’s gluten-free diet is truly healthy.
208
13 "Mime Over Matter" January 14, 2018 (2018-01-14) 1.44[16]
A guilt-ridden Kourtney must decide whether to take a trip to Egypt without her kids. Khloé recognizes that the stress of dealing with six kids is weighing on Kris, so she hires a mime to cheer her mom up.
209
14 "Bun In The Oven" January 15, 2018 (2018-01-15) 1.33[17]
Khloé has some big news to share with her family, but her strained relationship with Corey threatens to overshadow the big reveal. Kris gets a complex about her sagging earlobes.
210
15 "Diamonds Are Forever" January 21, 2018 (2018-01-21) 1.16[18]
Scott's behavior takes a turn for the worse after he learns that Kourtney has a boyfriend. Kourtney struggles to find her career passion. Kris comes up with a creative way to preserve her memory long after she's gone.
211
16 "A Tangled Web" February 11, 2018 (2018-02-11) 1.14[19]
Kim fears for her surrogate's safety when sources begin exposing her personal information. Kris keeps a watchful eye on Scott during Fashion Week. Kourtney deals with a scary infestation.
212
17 "Kris Jenner's Legacy" February 18, 2018 (2018-02-18) 1.05[20]
Scott sets out to make Kris a commemorative legacy video. Kendall's anxiety strikes again right before Milan Fashion week. Khloé attempts to rebuild her friendship with Malika after a falling out.
213
18 "Trimester Trouble" February 25, 2018 (2018-02-25) 1.01[21]
Khloé attempts to keep her pregnancy a secret while dealing with some complications. Kourtney questions whether she is done having children. Kris debuts a loud new hairdo.
214
19 "The Gender Reveal" March 4, 2018 (2018-03-04) 1.28[22]
The girls take one last sister getaway to San Francisco before their babies arrive, but they quickly tire of Kourtney's bad attitude. Kim wants to include her family in the surrogacy process. Khloé anxiously awaits news of her baby's gender.
References[edit]
Jump up ^ "Watch Kim, Khloe & Family Throw Shade in Keeping Up With the Kardashians 10 Year Anniversary Special First Look! on Kardashians". E! Online. Retrieved 2017-08-11.
Jump up ^ "Fiercer Than Ever! Watch Kim Kardashian and Fam Recreate the Keeping Up Season One Opening Credits 10 Years Later".
Jump up ^ "Christmas Themed Episode".
Jump up ^ Porter, Rick (October 3, 2017). "Sunday cable ratings: 'Curb Your Enthusiasm' returns, 'Outlander' ticks up again". TV by the Numbers.com. Retrieved October 3, 2017.
Jump up ^ Porter, Rick (October 10, 2017). "Sunday cable ratings: 'Outlander' keeps improving, MLB playoffs on top". TV by the Numbers.com. Retrieved October 22, 2017.
Jump up ^ Porter, Rick (October 17, 2017). "Sunday cable ratings: 'Fear the Walking Dead' finale steady (but also down), NCLS on top again". TV by the Numbers.com. Retrieved October 22, 2017.
Jump up ^ Metcalf, Mitch (October 24, 2017). "Showbuzz Daily's Top 100 Sunday Cable Originals & Network Finals: 10.22.2017". Showbuzz Daily. Retrieved October 24, 2017.
Jump up ^ Metcalf, Mitch (October 31, 2017). "Showbuzz Daily's Top 100 Sunday Cable Originals & Network Finals: 10.29.2017". Showbuzz Daily. Retrieved October 31, 2017.
Jump up ^ Metcalf, Mitch (November 7, 2017). "Showbuzz Daily's Top 100 Sunday Cable Originals & Network Finals: 11.5.2017". Showbuzz Daily. Retrieved November 7, 2017.
Jump up ^ Metcalf, Mitch (November 14, 2017). "Showbuzz Daily's Top 100 Sunday Cable Originals & Network Finals: 11.12.2017". Showbuzz Daily. Retrieved November 14, 2017.
Jump up ^ Metcalf, Mitch (November 21, 2017). "Showbuzz Daily's Top 100 Sunday Cable Originals & Network Finals: 11.19.2017". Showbuzz Daily. Retrieved November 21, 2017.
Jump up ^ Metcalf, Mitch (December 5, 2017). "Showbuzz Daily's Top 100 Sunday Cable Originals & Network Finals: 12.03.2017". Showbuzz Daily. Retrieved December 5, 2017.
Jump up ^ Metcalf, Mitch (December 12, 2017). "Showbuzz Daily's Top 100 Sunday Cable Originals & Network Finals: 12.10.2017". Showbuzz Daily. Retrieved December 12, 2017.
Jump up ^ Metcalf, Mitch (December 19, 2017). "Showbuzz Daily's Top 100 Sunday Cable Originals & Network Finals: 12.17.2017". Showbuzz Daily. Retrieved December 19, 2017.
Jump up ^ Metcalf, Mitch (January 9, 2018). "Showbuzz Daily's Top 100 Sunday Cable Originals & Network Finals: 1.7.2018". Showbuzz Daily. Retrieved January 14, 2018.
Jump up ^ Metcalf, Mitch (January 14, 2018). "Showbuzz Daily's Top 150 Sunday Cable Originals & Network Finals: 1.14.2018". Showbuzz Daily. Retrieved February 13, 2018.
Jump up ^ Metcalf, Mitch (January 15, 2018). "Showbuzz Daily's Top 150 Sunday Cable Originals & Network Finals: 1.15.2018". Showbuzz Daily. Retrieved February 13, 2018.
Jump up ^ Metcalf, Mitch (January 21, 2018). "Showbuzz Daily's Top 150 Sunday Cable Originals & Network Finals: 1.21.2018". Showbuzz Daily. Retrieved February 13, 2018.
Jump up ^ Metcalf, Mitch (February 11, 2018). "Showbuzz Daily's Top 150 Sunday Cable Originals & Network Finals: 2.11.2018". Showbuzz Daily. Retrieved February 13, 2018.
Jump up ^ Metcalf, Mitch (February 18, 2018). "Showbuzz Daily's Top 150 Sunday Cable Originals & Network Finals: 2.18.2018". Showbuzz Daily. Retrieved February 23, 2018.
Jump up ^ Metcalf, Mitch (February 25, 2018). "Showbuzz Daily's Top 150 Sunday Cable Originals & Network Finals: 2.25.2018". Showbuzz Daily. Retrieved March 1, 2018.
Jump up ^ Metcalf, Mitch (March 4, 2018). "Showbuzz Daily's Top 150 Sunday Cable Originals & Network Finals: 3.4.2018". Showbuzz Daily. Retrieved March 7, 2018.
Retrieved from "https://en.wikipedia.org/w/index.php?title=Keeping_Up_with_the_Kardashians_(season_14)&oldid=834390250"
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21st century skills
From Wikipedia, the free encyclopedia
Jump to: navigation, search
P21's Framework for 21st Century Learning
P21 skills
21st century skills comprise skills, abilities, and learning dispositions that have been identified as being required for success in 21st century society and workplaces by educators, business leaders, academics, and governmental agencies. This is part of a growing international movement focusing on the skills required for students to master in preparation for success in a rapidly changing, digital society. Many of these skills are also associated with deeper learning, which is based on mastering skills such as analytic reasoning, complex problem solving, and teamwork. These skills differ from traditional academic skills in that they are not primarily content knowledge-based.[1][2][3]
During the latter decades of the 20th century and into the 21st century, society has undergone an accelerating pace of change in economy and technology. Its effects on the workplace, and thus on the demands on the educational system preparing students for the workforce, have been significant in several ways. Beginning in the 1980s, government, educators, and major employers issued a series of reports identifying key skills and implementation strategies to steer students and workers towards meeting the demands of the changing workplace and society.
The current workforce is significantly more likely to change career fields or jobs. Those in the Baby Boom generation entered the workforce with a goal of stability; subsequent generations are more concerned with finding happiness and fulfillment in their work lives. Young workers in North America are now likely to change jobs at a much higher rate than previously, as much as once every 4.4 years on average.[4][5] With this employment mobility comes a demand for different skills, ones that enable people to be flexible and adaptable in different roles or in different career fields.[6]
As western economies have transformed from industrial-based to service-based, trades and vocations have smaller roles.[7] However, specific hard skills and mastery of particular skill sets, with a focus on digital literacy, are in increasingly high demand.[1][2] People skills that involve interaction, collaboration, and managing others are increasingly important.[8] Skills that enable people to be flexible and adaptable in different roles or in different fields, those that involve processing information and managing people more than manipulating equipment—in an office or a factory—are in greater demand.[9] These are also referred to as "applied skills" or "soft skills",[10] including personal, interpersonal, or learning-based skills, such as life skills (problem-solving behaviors), people skills, and social skills. The skills have been grouped into three main areas:[11]
Learning and innovation skills: critical thinking and problem solving, communications and collaboration, creativity and innovation
Digital literacy skills: information literacy, media literacy, Information and communication technologies (ICT) literacy
Career and life skills: flexibility and adaptability, initiative and self-direction, social and cross-cultural interaction, productivity and accountability
Many of these skills are also identified as key qualities of progressive education, a pedagogical movement that began in the late nineteenth century and continues in various forms to the present.
Contents
[hide]
1 Background
2 The skills
2.1 Common Core
2.2 SCANS
2.3 Partnership for 21st Century Skills (P21)
2.4 The Four Cs
2.5 7 Survival Skills
2.6 Participatory culture & new media literacies
2.7 EnGauge 21st century skills
2.8 OECD competencies
2.9 American Association of College and Universities
2.10 ISTE / NETS performance standards
2.11 ICT Literacy Panel digital literacy standards (2007)
2.12 Dede learning styles and categories
2.13 World Economic Forum
2.14 National Research Council
3 Implementation
4 See also
5 References
6 External links
Background[edit]
Since the early 1980s, a variety of governmental, academic, non-profit, and corporate entities have conducted considerable research to identify key personal and academic skills and competencies they determined were needed for the current and next generation. The identification and implementation of 21st century skills into education and workplaces began in the United States but has spread to Canada,[12][13] the United Kingdom,[14] New Zealand,[15] and through national and international organizations such as APEC[16] and the OECD.[17]
In 1981, the US Secretary of Education created the National Commission on Excellence in Education to examine the quality of education in the United States."[18] The commission issued its report A Nation at Risk: The Imperative for Educational Reform in 1983. A key finding was that "educational reform should focus on the goal of creating a Learning Society."[19] The report's recommendations included instructional content and skills:
Five New Basics: English, Mathematics, Science, Social Studies, Computer Science
Other Curriculum Matters: Develop proficiency, rigor, and skills in Foreign Languages, Performing Arts, Fine Arts, Vocational Studies, and the pursuit of higher level education.
Skills and abilities (consolidated):[20]
enthusiasm for learning
deep understanding
application of learning
examination, inquiry, critical thinking and reasoning
communication – write well, listen effectively, discuss intelligently, be proficient in a foreign language,
cultural, social, and environmental - understanding and implications
technology – understand the computer as an information, computation, and communication device, and the world of computers, electronics, and related technologies.
diverse learning across a broad range - fine arts, performing arts, and vocational
Until the dawn of the 21st century, education systems across the world focussed on preparing their students to accumulate content and knowledge.[21] As a result, schools focussed on providing literacy and numeracy skills to their students, as these skills were perceived as necessary to gain content and knowledge. [22] Recent developments in technology and telecommunication have made information and knowledge ubiquitous and easily accessible in the 21st century. Therefore, while skills such as literacy and numeracy are still relevant and necessary, they are no longer sufficient. In order to respond to technological, demographic and socio-economic changes, education systems began to make the shift toward providing their students with a range of skills that relied not only on cognition but also on the interdependencies of cognitive, social, and emotional characteristics. [23]
Notable efforts were conducted by the US Secretary of Labor's Commission on Achieving Necessary Skills (SCANS), a national coalition called the Partnership for 21st Century Skills (P21), the international Organization for Economic Cooperation and Development, the American Association of College and Universities, researchers at MIT and other institutions of higher learning, and private organizations.
Additional research has found that the top skills demanded by U.S. Fortune 500 companies by the year 2000 had shifted from traditional reading, writing and arithmetic to teamwork, problem solving, and interpersonal skills.[24] A 2006 Conference Board survey of some 400 employers revealed that the most important skills for new workforce entrants included oral and written communications and critical thinking/problem solving, ahead of basic knowledge and skills, such as the reading comprehension and mathematics. While the ‘three Rs’ were still considered foundational to new workforce entrants’ abilities, employers emphasized that applied skills like collaboration/teamwork and critical thinking were ‘very important’ to success at work."[25]
A 2006 report from MIT researchers countered the suggestion that students acquire critical skills and competencies independently by interacting with popular culture, noting three continuing trends that suggest the need for policy and pedagogical interventions:"[26]
The Participation Gap — the unequal access to the opportunities, experiences, skills, and knowledge that will prepare youth for full participation in the world of tomorrow.
The Transparency Problem — The challenges young people face in learning to see clearly the ways that media shape perceptions of the world.
The Ethics Challenge — The breakdown of traditional forms of professional training and socialization that might prepare young people for their increasingly public roles as media makers and community participants."
According to labor economists at MIT and Harvard’s Graduate School of Education, the economic changes brought about over the past four decades by emerging technology and globalization, employers’ demands for people with competencies like complex thinking and communications skills has increased greatly.[27] They argue that the success of the U.S. economy will rely on the nation’s ability to give students the "foundational skills in problem-solving and communications that computers don’t have."[28]
In 2010, the Common Core State Standards Initiative, an effort sponsored by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO), issued the Common Core Standards, calling for the integration of 21st century skills into K-12 curricula across the United States.[29]
The skills[edit]
The skills and competencies that are generally considered "21st Century skills" are varied but share some common themes. They are based on the premise that effective learning, or deeper learning, a set of student educational outcomes including acquisition of robust core academic content, higher-order thinking skills, and learning dispositions. This pedagogy involves creating, working with others, analyzing, and presenting and sharing both the learning experience and the learned knowledge or wisdom, including to peers and mentors as well as teachers. This contrasts with more traditional learning methodology that involves learning by rote and regurgitating info/knowledge back to the teacher for a grade. The skills are geared towards students and workers to foster engagement; seeking, forging, and facilitating connections to knowledge, ideas, peers, instructors, and wider audiences; creating/producing; and presenting/publishing. The classification or grouping has been undertaken to encourage and promote pedagogies that facilitate deeper learning through both traditional instruction as well as active learning, project-based learning, problem based learning, and others. A 2012 survey conducted by the American Management Association (AMA) identified three top skills necessary for their employees: critical thinking, communication and collaboration.[30] Below are some of the more readily identifiable lists of 21st century skills.
Common Core[edit]
The Common Core Standards issued in 2010 were intended to support the "application of knowledge through higher-order thinking skills." The initiative's stated goals are to promote the skills and concepts required for college and career readiness in multiple disciplines and life in the global economy. Skills identified for success in the areas of literacy and mathematics:[31][32]
cogent reasoning
evidence collection
critical-thinking, problem-solving, analytical
communication
SCANS[edit]
Following the release of A Nation at Risk, the U.S. Secretary of Labor appointed the Secretary's Commission on Achieving Necessary Skills (SCANS) to determine the skills needed for young people to succeed in the workplace to foster a high-performance economy. SCANS focused on what they called "learning a living" system. In 1991, they issued their initial report, What Work Requires of Schools. The report concluded that a high-performance workplace requires workers who have key fundamental skills: basic skills and knowledge, thinking skills to apply that knowledge, personal skills to manage and perform; and five key workplace competencies.[33]
Fundamental Skills
Basic Skills: reads, writes, performs arithmetic and mathematical operations, listens and speaks.
Thinking Skills: thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, and reasons
Personal Qualities: displays responsibility, self-esteem, sociability, self-management, and integrity and honesty
Workplace Competencies
Resources: identifies, organizes, plans, and allocates resources
Interpersonal: works with others (participates as member of a team, teaches others new skills, serves clients/customers, exercises leadership, negotiates, works with diversity)
Information: acquires and uses information (acquires and evaluates, organizes and maintains, and interprets and communicates information; uses computers to process information)
Systems: understands complex inter-relationships (understands systems, monitors and corrects performance, improves or designs systems)
Technology: works with a variety of technologies (selects technology, applies technology to task, maintains and troubleshoots equipment)
Partnership for 21st Century Skills (P21)[edit]
In 2002 the Partnership for 21st Century Skills (now the Partnership for 21st Century Learning, or P21) was founded as a non-profit organization by a coalition that included members of the national business community, education leaders, and policymakers: the National Education Association (NEA), United States Department of Education, AOL Time Warner Foundation, Apple Computer, Inc., Cable in the Classroom, Cisco Systems, Inc., Dell Computer Corporation, Microsoft Corporation, SAP, Ken Kay (President and Co-Founder), and Dins Golder-Dardis.[34] To foster a national conversation on "the importance of 21st century skills for all students" and "position 21st century readiness at the center of US K-12 education", P21 identified six key skills:[34][35]
Core subjects.
21st century content.
Learning and thinking skills.
Information and communication technologies (ICT) literacy.
Life skills.
21st century assessments.
7C Skills have been identified by P21 senior fellows at P21, Bernie Trilling and Charles Fadel:[11]
Critical thinking and problem solving
Creativity and innovation
Cross-cultural understanding
Communications, information, and media literacy
Computing and ICT literacy
Career and learning self-reliance
The Four Cs[edit]
Main article: Four Cs of 21st century learning
The P21 organization also conducted research that identified deeper learning competencies and skills they called the Four Cs of 21st century learning:
Collaboration
Communication
Critical thinking
Creativity
The University of Southern California's Project New Literacies website list four different "C" skills:[26]
Create
Circulate
Connect
Collaborate
7 Survival Skills[edit]
In 2008, author and Harvard Graduate School of Education researcher Tony Wagner identified what he termed the "7 Survival Skills" needed for the modern workplace:[36]
Critical thinking and problem solving
Collaboration
Agility and adaptability
Initiative and entrepreneurialism
Effective oral and written communication
Accessing and analyzing information
Curiosity and imagination
Participatory culture & new media literacies[edit]
Main article: Participatory culture
Researchers at MIT, led by Henry Jenkins, Director of the Comparative Media Studies Program, in 2006 issued a white paper ("Confronting the Challenges of a Participatory Culture: Media Education for the 21st Century"), that examined digital media and learning.[26] To address this Digital Divide, they recommended an effort be made to develop the cultural competencies and social skills required to participate fully in modern society instead of merely advocating for installing computers in each classroom.[37] What they term participatory culture shifts this literacy from the individual level to a broader connection and involvement, with the premise that networking and collaboration develop social skills that are vital to new literacies. These in turn build on traditional foundation skills and knowledge taught in school: traditional literacy, research, technical, and critical analysis skills.
Participatory culture is defined by this study as having: low barriers to artistic expression and civic engagement, strong support for creating and sharing one’s creations, informal mentorship, belief that members' own contributions matter, and social connection (caring what other people think about their creations).[26] Forms of participatory culture include:[26]
Affiliations — memberships, formal and informal, in online communities centered around various forms of media, such as message boards, metagaming, game clans, and other social media).
Expressions — producing new creative forms, such as digital sampling, skinning and modding, fan videomaking, fan fiction writing, zines, mash-ups.
Collaborative Problem-solving — working together in teams, formal and informal, to complete tasks and develop new knowledge (such as through Wikipedia, alternative reality gaming, spoiling).
Circulations — shaping the flow of media (such as podcasting, blogging).
The skills identified were:[1]
Play
Simulation
Appropriation
Multitasking
Distributed Cognition
Collective Intelligence
Judgment
Transmedia Navigation
Networking
Negotiation
A 2005 study (Lenhardt & Madden) found that more than one-half of all teens have created media content, and roughly one third of teens who use the Internet have shared content they produced, indicating a high degree of involvement in participatory cultures.[26] Such digital literacies emphasize the intellectual activities of a person working with sophisticated information communications technology, not on proficiency with the tool.[1][38]
EnGauge 21st century skills[edit]
In 2003 the North Central Regional Educational Laboratory and the Metiri Group issued a report entitled "enGauge® 21st Century Skills: Literacy in the Digital Age" based on two years of research. The report called for policymakers and educators to define 21st century skills, highlight the relationship of those skills to conventional academic standards, and recognize the need for multiple assessments to measure and evaluate these skills within the context of academic standards and the current technological and global society.[39] To provide a common understanding of, and language for discussing, the needs of students, citizens, and workers in a modern digital society, the report identified four "skill clusters":
Digital-Age Literacy
Inventive Thinking
Effective Communication
High Productivity
OECD competencies[edit]
In 1997, member countries of the Organization for Economic Cooperation and Development launched the Programme for International Student Assessment (PISA) to monitor "the extent to which students near the end of compulsory schooling have acquired the knowledge and skills essential for full participation in society".[8] In 2005 they identified three "Competency Categories:"
Using Tools Interactively
Interacting in Heterogeneous Groups
Acting Autonomously
American Association of College and Universities[edit]
The AAC&U conducted several studies and surveys of their members. In 2007 they recommended that graduates of higher education attain four skills - The Essential Learning Outcomes:[40]
Knowledge of Human Cultures and the Physical and Natural World
Intellectual and Practical Skills
Personal and Social Responsibility
Integrative Learning
They found that skills most widely addressed in college and university goals are:[41]
writing
critical thinking
quantitative reasoning
oral communication
intercultural skills
information literacy
ethical reasoning
A 2015 survey of AAC&U member institutions added the following goals:
analytic reasoning
research skills and projects
integration of learning across disciplines
application of learning beyond the classroom
civic engagement and competence
ISTE / NETS performance standards[edit]
The ISTE Educational Technology Standards (formerly National Educational Technology Standards (NETS)) are a set of standards published by the International Society for Technology in Education (ISTE) to leverage the use of technology in K-12 education.[42][43] These are sometimes intermixed with information and communication technologies (ICT) skills. In 2007 NETS issued a series of six performance indicators (only the first four are on their website as of 2016):
Creativity and Innovation
Communication and Collaboration
Research and Information Fluency
Critical Thinking, Problem Solving, and Decision Making
Digital Citizenship
Technology Operations and Concepts
ICT Literacy Panel digital literacy standards (2007)[edit]
In 2007 the Educational Testing Service (ETS) ICT Literacy Panel released its digital literacy standards:[44]
Information and Communication Technologies (ICT) proficiencies:
Cognitive proficiency
Technical proficiency
ICT proficiency
A person possessing these skills would be expected to perform these tasks for a particular set of information: access, manage, integrate, evaluate, create/publish/present. The emphasis is on proficiency with digital tools.[44]
Dede learning styles and categories[edit]
In 2005, Chris Dede of the Harvard Graduate School of Education developed a framework based on new digital literacies entitled
Neomillennial Learning Styles:[1]
Fluency in multiple media
Active learning based on collectively seeking, sieving, and synthesizing experiences.
Expression through non-linear, associational webs of representations.
Co-design by teachers and students of personalized learning experiences.
Dede category system
With the exponential expansion of personal access to Internet resources, including social media, information and content on the Internet has evolved from being created by website providers to individuals and communities of contributors. The 21st century Internet centered on material created by a small number of people, Web 2.0 tools (e.g. Wikipedia) foster online communication, collaboration, and creation of content by large numbers of people (individually or in groups) in online communities.[1]
In 2009, Dede created a category system for Web 2.0 tools:[1]
Sharing (communal bookmarking, photo/video sharing, social networking, writers’ workshops/fanfiction)
Thinking (blogs, podcasts, online discussion fora)
Co-Creating (wikis/collaborative file creation, mashups/collective media creation, collaborative social change communities)
World Economic Forum[edit]
In 2015, the World Economic Forum published a report titled ‘New Vision for Education: Unlocking the Potential of Technology’ [45] that focused on the pressing issue of the 21st-century skills gap and ways to address it through technology. In the report, they defined a set of 16 crucial proficiencies for education in the 21st century. Those skills include six “foundational literacies”, four “competencies” and six “character qualities” listed below.
Foundation Literacies
Literacy and numeracy
Scientific literacy
ICT literacy
Financial literacy
Cultural literacy
Civic literacy
Competencies
Critical thinking/problem solving
Communication
Collaboration
Character Qualities
Creativity
Initiative
Persistence/grit
Adaptability
Curiosity
Leadership
Social and cultural awareness
National Research Council[edit]
In a paper titled ‘Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century’ [46] produced by the National Research Council of National Academies, the National Research defines 21st century skills, describes how the skills relate to each other and summaries the evidence regarding 21st century skills.
As a first step toward describing “21st century skills,” the National Research Council identified three domains of competence: cognitive, interpersonal, and intrapersonal while recognizing that the three domains while different, are intertwined in human development and learning. These three domains represent distinct facets of human thinking and build on previous efforts to identify and organize dimensions of human behaviour. The committee produced the following cluster of 21st century skills in the above mentioned 3 domains.
Cognitive Competencies
Cognitive processes and strategies: Critical thinking, problem solving, analysis, reasoning and argumentation, interpretation, decision-making, adaptive learning
Knowledge: Information literacy, ICT literacy, oral and written communication, and active listening
Creativity: Creativity and innovation
Intrapersonal Competencies
Intellectual openness: Flexibility, adaptability, artistic and cultural appreciation, personal and social responsibility, appreciation for diversity, adaptability, continuous learning, intellectual interest and curiosity
Work ethic/conscientiousness: Initiative, self-direction, responsibility, perseverance, grit, career orientation, ethics, integrity, citizenship
Positive core self-evaluation: Self monitoring, self evaluation, self reinforcement, physical and psychological health
Interpersonal Competencies
Teamwork and collaboration: Communication, collaboration, cooperation, teamwork, coordination, interpersonal skills
Leadership: Responsibility, assertive communication, self presentation, social influence with others
Implementation[edit]
Multiple agencies and organizations have issued guides and recommendation for implementation of 21st century skills in a variety of learning environments and learning spaces. These include five separate educational areas: standards, assessment, professional development, curriculum & instruction, and learning environments.[47][48]
The designs of learning environments and curricula have been impacted by the initiatives and efforts to implement and support 21st century skills with a move away from the factory model school model and into a variety of different organizational models.[49][50] Hands-on learning project-based learning have resulted in the development of programs and spaces such as STEM and makerspaces. Collaborative learning environments have fostered flexibility in furniture and classroom layout as well as differentiated spaces, such as small seminar rooms near classrooms. Literacy with, and access to, digital technology has impacted the design of furniture and fixed components as students and teachers use tablets, interactive whiteboards and interactive projectors. Classroom sizes have grown to accommodate a variety of furniture arrangements and grouping, many of which are less space-efficient than traditional configurations of desks in rows.[51]
See also[edit]
Applied academics
Design-based learning
Learning environment
Learning space
Phenomenon-based learning
STEM fields
References[edit]
^ Jump up to: a b c d e f g Chris Dede, Comparing Frameworks for 21st Century Skills, Harvard Graduate School of Education, 2009. Retrieved 2016-03-09
^ Jump up to: a b Stedman Graham, Preparing for the 21st Century: Soft Skills Matter, Huffington Post, April 26, 2015. Retrieved 2016-03-16
Jump up ^ Larry Cuban, Content vs. skills in high schools - 21st century arguments echo 19th century conflicts, November 3, 2015. Retrieved 2016-03-12
Jump up ^ Job-hopping is the new normal for millennials, Forbes Magazine, August 14, 2012. Retrieved 2016-03-12
Jump up ^ Are millennials more likely to switch jobs and employers, Psychology Today, March 29, 2015. Retrieved 2016-03-12
Jump up ^ Career changers - 4 tips to determine if your skills are transferable, Forbes Magazine, April 28, 2014. Retrieved 2016-03-12
Jump up ^ Futurework - Trends and Challenges for work in the 21st century, US Department of Labor report, Chapter 4. Retrieved 2016-03-12
^ Jump up to: a b The Definition and Selection of Key Competencies, OECD, 2005. Retrieved 2016-03-08
Jump up ^ 21st-century-workplaces Attitudinal Skills for 21st century workplaces, Arbora. Retrieved 2016-03-12
Jump up ^ "Soft Skills" in Big Demand, Education Week, March 8, 2016. Retrieved 2016-03-09
^ Jump up to: a b Trilling, Bernie and Fadel, Charles: 21st Century Skills: Learning for Life in Our Times, Jossey-Bass (publisher), 2009. ISBN 978-0-470-55362-6. Retrieved 2016-03-13
Jump up ^ C21 - A Parent's Guide to 21st century learning. Retrieved 2016-03-13
Jump up ^ Canadians for 21st century learning and innovation. Retrieved 2016-03-13
Jump up ^ 21st Century Learning Alliance. Retrieved 2016-03-13
Jump up ^ New Zealand Council for Educational Research. Retrieved 2016-03-13
Jump up ^ APEC Human Resources Development Working Group. Retrieved 2016-03-13
Jump up ^ What should student learn in the 21st century? Charles Fadel, Education and Skills Today, May 18, 2012. Retrieved 2016-03-12
Jump up ^ Nation at Risk, introduction Retrieved 2016-03-09
Jump up ^ Nation at Risk. Retrieved 2016-03-09
Jump up ^ Nation at Risk, recommendations. Retrieved 2016-03-09
Jump up ^ Care, Esther. "How Education Systems Approach Breadth of Skills". Brookings. Brookings.
Jump up ^ Care, Esther. "How Education Systems Approach Breadth of Skills". Brookings. Brookings.
Jump up ^ Erik Brynjolfsson and Andrew McAfee, The Second Machine Age: Work, Progress, and Prosperity in a Time of Brilliant Technologies (W. W. Norton & Company, 2014)
Jump up ^ Cassel, R.N.; Kolstad, R. (1998). "The critical job-skills requirements for the 21st century: Living and working with people". Journal of Instructional Psychology. 25 (3): 176–180.
Jump up ^ Are They Ready to Work? Employers' Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (PDF). Washington, D.C.: Partnership for 21st Century Skills. 2006.
^ Jump up to: a b c d e f Jenkins. Retrieved 2016-03-07
Jump up ^ Murnane, Richard J.; Levy, Frank (1996). Teaching the New Basic Skills: Principles for Educating Children to Thrive in a Changing Economy. New York: Free Press.
Jump up ^ Levy, Frank; Murnane, Richard. Dancing with Robots: Human Skills for Computerized Work (PDF). Third Way.
Jump up ^ "Frequently Asked Questions". Common Core State Standards Initiative. Retrieved December 4, 2013.
Jump up ^ Critical Skills Survey (PDF). New York: American Management Association. 2012.
Jump up ^ Common Core Initiative - Read the Standards. Retrieved 2016-03-09
Jump up ^ Common Core Initiative - Literacy Standards. Retrieved 2016-03-09
Jump up ^ SCANS report 1991. Retrieved 2016-03-08
^ Jump up to: a b P21 Our History. Retrieved 2016-03-09
Jump up ^ P21 Skills. Retrieved 2016-03-09
Jump up ^ Tony Wagner, 7 Survival Skills. Retrieved 2016-03-09
Jump up ^ New Media Literacies webpage. Retrieved 2016-03-08
Jump up ^ Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, Henry Jenkins. Retrieved 2016-03-09
Jump up ^ enGauge 21st Century Skills. Retrieved 2016-03-08
Jump up ^ Talking Points: AAC&U 2009 Member Survey Findings . Retrieved 2016-03-10
Jump up ^ AAC&U - Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches, 2015. Retrieved 2016-03-10
Jump up ^ NETS Project(2007). National Educational Technology Standards for Students. ISTE. ISBN 978-1-56484-237-4.
Jump up ^ ISTE Standards for Students. Retrieved 2016-03-09
^ Jump up to: a b Digital Transformation - A Framework for ICT Literacy. International ICT Literacy Panel. 2007. Retrieved 2016-03-08
Jump up ^ http://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf
Jump up ^ http://www.leg.state.vt.us/WorkGroups/EdOp/Education%20for%20Life%20and%20Work-%20National%20Academy%20of%20Sciences.pdf
Jump up ^ P21 implementation guide. Retrieved 2016-03-09
Jump up ^ Hanover Research, Best Practices in Implementing 21st Century Skills Initiatives. Retrieved 2016-03-11
Jump up ^ NEA 21st-Century Learner, summer 2011. Retrieved 2016-03-11
Jump up ^ Top 10 Characteristics of a 21st Century Classroom, Ed Tech Review, 20 December 2013. Retrieved 2016-03-11
Jump up ^ Making 21st Century Schools - Creating Learner-Centered Schoolplaces/Workplaces for a New Culture of Students at Work, Bob Pearlman, EDUCATIONAL TECHNOLOGY/September–October 2009. Retrieved 2016-03-11
Bellanca, J. (Ed.) (2010) 21st Century Skills: Rethinking How Students Learn. Solution Tree Press, Bloomington, In. Bellanca, J (Ed.) (2014) Deeper Learning: Beyond 21st Century Skills. Solution Tree Press, Bloomington, In. (Ben Franklin Award, Independent Publishers. Asso. 2016)
External links[edit]
edorigami - 21st Century Learning Spaces
Seven Survival Skills
Chris Dede, Comparing Frameworks for "21st Century Skills", Harvard Graduate School, July 1009.
How Do You Define 21st-Century Learning?
Making 21st Century Schools - Creating Learner-Centered Schoolplaces/Workplaces for a New Culture of Students at Work, Bob Pearlman
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