Contemporary Literacy in Contemporary Kids

What is our project all about?

We are running a strategic partnership in order to understand more deeply how innovation works both in  learning  and teaching.   So we intend to turn our 16-18-year-olds into true 21st century learners, and our teachers − experts in new pedagogies . We’ve got two years to pursue our aims as project partners. After that period, each school will have to find their own way to implement the outcomes of the project and make sure that they continue to exist for many years yet to come.

Why should we care?

The rationale behind this partnership lies in the understanding that the number of students showing negative attitudes towards school is growing, and the popularity of traditional teaching methods is declining. Most young people prefer to perceive the world via the filter of computing devices, but they have little idea how to analyse, synthesize, evaluate or create new knowledge. That’s why problems arise. We feel that it is time to bridge the digital gap between ourselves and our students. And we know that we are not alone. So, to make things better, we need to take action.

How are we going to reach our goals?

At the core of our project are the three transnational learning and teaching activities that cover six interrelated types of contemporary literacy: digital, technology, information, media, political and intercultural.  We’re drawing from the “21st Century Learning Design” by Microsoft Educator Network, so each activity we do involves knowledge construction, real-world problem-solving, self-regulation and skilled communication via high technology.  Through intensive intercultural interaction, we expect our students to develop their intercultural communication skills, as well as learn how to manage conflicts and how to make compromises. Not less importantly, we expect them to become much more flexible and adaptable, self-motivated and responsible – all highly appreciated qualities on the modern labour market.

What difference are we going to make?

Our project matters because the students involved will have considerably improved their learning outcomes and their teachers will have adopted a wide array of innovative, technology-supported pedagogies. Through dissemination and implementation activities, we will have changed the way how students think about school, how teachers think about teaching, and how innovative learning environments are created. As a result, all six partners will have grown into models of modern education locally and nationally. Europe-wide, however, this partnership will have promoted such values as democracy, equality, solidarity, respect for other cultures and self-fulfilment.