| ICT Literacy |
Information / Media Literacy |
2
"Information Literacy" is represented in the following TWO components of the Framework for 21st Century Learning:
Information Literacy
Accessing information efficiently and effectively, evaluating information critically and competently and using information accurately and creatively for the issue or problem at hand; possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information.
Media Literacy
Understanding how media messages are constructed, for what purposes and using which tools, characteristics and conventions; examining how individuals interpret messages differently, how values and points of view are included or excluded and how media can influence beliefs and behaviors; possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information.
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2
"Information Literacy" is represented in the following TWO components of EnGauge 21st Century Skills:
Information Literacy
The ability to evaluate information across a range of media; recognize when information is needed; locate, synthesize, and use information effectively; and accomplish these functions using technology, communication networks, and electronic resources.
Visual Literacy
The ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision making, communication, and learning.
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4
"Information Literacy" is represented in the following FOUR components of the SCANS Framework:
Acquires and Evaluates Information
Identifies need for data, obtains it from existing sources or creates it, and evaluates its relevance and accuracy.
Uses Computers to Process Information
Employs computers to acquire, organize, analyze, and communicate information.
Organizes and Maintains Information
Organizes, processes, and maintains written or computerized records and other forms of information in a systematic fashion.
Interprets and Communicates Information
Selects and analyzes information and communicates the results to others using oral, written, graphic, pictorial, or multi-media methods.
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1
"Information Literacy" is represented in the following component of the National Educational Technology Standards:
Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. That is, students plan strategies to guide inquiry; locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media; evaluate and select information sources and digital tools based on the appropriateness to specific tasks, process data and report results.
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3
"Information Literacy" is represented in the following THREE components of the Comprehensive Definition of College Readiness:
Research
The student identifies and utilizes appropriate strategies to explore and answer problems and to conduct research on a range of questions; students must evaluate the appropriateness of a variety of source material and synthesize information into a paper or report.
Interpretation
The student analyzes competing descriptions of an event or issue to determine the strengths and flaws in each description and any commonalities among or distinctions between them; synthesizes the results into a coherent explanation; states the interpretation that is most likely correct or is most reasonable, based on the available evidence.
Analysis
The student identifies and evaluates data, material, and sources for quality of content, validity, credibility and relevance; student compares and contrasts sources and findings and generates summaries and explanations of source materials .
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3
"Information Literacy" is represented in the following THREE components of the EFF Content Standards for Adult Literacy:
Learn Through Research
Pose a question to be answered or make a prediction about objects or events; use multiple lines of inquiry to collect information; organize, evaluate, analyze, and interpret findings.
Observe Critically
Attend to visual sources of information, including television and other media; determine the purpose for observation and use strategies appropriate to the purpose; monitor comprehension and adjust strategies; analyze the accuracy, bias, and usefulness of the information; integrate it with prior knowledge to address viewing purpose.
Read With Understanding
Determine the reading purpose; select reading strategies appropriate to the purpose; monitor comprehension and adjust reading strategies; analyze the information and reflect on its underlying meaning; integrate it with prior knowledge to address reading purpose.
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| Technological Literacy |
1
"Technological Literacy" is represented in the following component of the Framework for 21st Century Learning:
ICT Literacy
Using digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy; using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information.
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2
"Technological Literacy" is represented in the following TWO components of EnGauge 21st Century Skills:
Technological Literacy
Knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals.
Effective Use of Real-World Tools
The ability to use real-world tools—the hardware, software, networking, and peripheral devices used by information technology (IT) workers to accomplish 21st century work—to communicate, collaborate, solve problems, and accomplish tasks.
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1
"Technological Literacy" is represented in the following component of The Seven C's:
Computing
Effective use of electronic information and knowledge tools; comfort in using a variety of computer-based tools to accomplish the tasks of everyday life.
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3
"Technological Literacy" is represented in the following THREE components of the SCANS Framework:
Maintains and Troubleshoots Technology
Prevents, identifies, or solves problems in machines, computers, and other technologies.
Selects Technology
Judges which set of procedures, tools, or machines, including computers and their programs, will produce the desired results.
Applies Technology to Task
Understands the overall intent and the proper procedures for setting up and operating machines, including computers and their programming systems.
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1
"Technological Literacy" is represented in the following component of the National Educational Technology Standards:
Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems and operations. That is, students understand and use technology systems; select and use applications effectively and productively; troubleshoot systems and applications; and transfer current knowledge to learning of new technologies.
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1
"Technological Literacy" is represented in the following component of the EFF Content Standards for Adult Literacy:
Use Information and Communications Technology
Use computers and other electronic tools to acquire, process, and manage information; use electronic tools to learn and practice skills; use the Internet to explore topics, gather information, and communicate.
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| Cognitive Skills |
Critical Thinking / Problem-Solving Skills |
1
"Critical Thinking & Problem-Solving" is represented in the following component of the Framework for 21st Century Learning:
Critical Thinking & Problem-Solving
Exercising sound reasoning in understanding and making complex choices, understanding the interconnections among systems, indentifying and asking significant questions that clarify various points of view and lead to better solutions; raming, analyzing, and synthesizing information in order to solve problems and answer questions.
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2
"Critical Thinking & Problem-Solving" is represented in the following TWO components of EnGauge 21st Century Skills:
Higher-Order Thinking and Sound Reasoning
The cognitive processes of analysis, comparison, inference and interpretation, evaluation, and synthesis applied to a range of academic domains and problem-solving contexts.
Scientific Literacy
Ability to use scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity.
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1
"Critical Thinking & Problem-Solving" is represented in the following component of The Seven C's:
Critical Thinking-and-Doing
Ability to define problems in complex, overlapping, ill-defined domains; use available tools and expertise for research and analysis; design promising solutions and courses of action; manage the implementations of these solutions (project management); assess the results; and then continuously improve the solutions as conditions change.
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3
"Critical Thinking & Problem-Solving" is represented in the following THREE components of the SCANS Framework:
Reasoning
Discovers a rule or principle underlying the relationship between two or more objects and applies it in solving a problem.
Problem Solving
Recognizes that a problem exists (i.e., there is a discrepancy between what is and what should or could be), identifies possible reasons for the discrepancy, and devises and implements a plan of action to resolve it. Evaluates and monitors progress, and revises plan as indicated by findings.
Decision Making
Specifies goals and constraints, generates alternatives, considers risks, and evaluates and chooses best alternatives.
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1
"Critical Thinking & Problem-Solving" is represented in the following component of the National Educational Technology Standards:
Critical Thinking, Problem-Solving, & Decision-Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriae digital tools and resources. That is, students identify and define authentic problems and significant questions for investigation; plan and manage activities to develop a solution or complete a project; collect and analyze data to identify solutions adn/or make informed decisions; use multiple processses and diverse perspectives to explore alternative solutions.
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3
"Critical Thinking & Problem-Solving" is represented in the following THREE components of the Comprehensive Definition of College Readiness:
Reasoning, Argumentation, Proof
The student constructs well-reasoned arguments or proofs to explain phenomena or issues, accepts critiques of or challenge to assertions and addresses critiques by providing a logical explanation or refutation, or by acknowledging the accuracy of the critique or challenge.
Problem Solving
The student develops and applies multiple strategies to solve routine problems, generates strategies to solve non-routine problems, and applies methods of problem solving to complex problems.
Inquisitiveness
The student engages in active inquiry and dialogue about subject matter and research questions and seeks evidence to defend arguments, explanations, or lines of reasoning; the student does not simply accept as given any assertion that is presented or conclusion that is reached, but asks why things are so.
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2
"Critical Thinking & Problem-Solving" is represented in the following TWO components of the EFF Content Standards for Adult Literacy:
Solve Problems and Make Decisions
Anticipate or identify problems; use information from diverse sources to arrive at a clearer understanding of the problem and its root causes; generate alternative solutions; evaluate strengths and weaknesses of alternatives, including potential risks and benefits and short- and long-term consequences; select alternative that is most appropriate to goal, context, and available resources; establish criteria for evaluating effectiveness of solution or decision.
Use Math to Solve Problems and Communicate
Understand, interpret, and work with pictures, numbers, and symbolic information; apply knowledge of mathematical concepts and procedures to figure out how to answer a question, solve a problem, make a prediction, or carry out a task that has a mathematical dimension; define and select data to be used in solving the problem; determine the degree of precision required by the situation; solve problem using appropriate quantitative procedures and verify that the results are reasonable; communicate results using a variety of mathematical representations, including graphs, charts, table, and algebraic models.
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2
"Critical Thinking & Problem-Solving" is represented in the following TWO components of the 16 Habits of Mind:
Questioning and Posing Problems
Asking questions to fill in the gaps between what is known and not known; recognizing discrepancies and phenomena in one's environment and probing for explanations.
Applying Past Knowledge to New Situations
Learning from experience; calling upon one's store of knowledge and experience for data and processes that may help solve novel problems.
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| Creative Thinking Skills |
1
"Creative Thinking" is represented in the following component of the Framework for 21st Century Learning:
Creativity and Innovation Skills
Demonstrating originality and inventiveness in work; developing, implementing and communicating new ideas to others; being open and responsive to new and diverse perspectives; acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs.
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1
"Creative Thinking" is represented in the following component of EnGauge 21st Century Skills:
Creativity
Ability to bring something into existence that is genuinely new and original, whether personally (original only to the individual) or culturally (where the work adds significantly to a domain of culture as recognized by experts).
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1
"Creative Thinking" is represented in the following component of The Seven C's:
Creativity
Ability to come up with new solutions to old problems, discover new principles and inventing new products, create new ways to manage complex processes and diverse teams of people.
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1
"Creative Thinking" is represented in the following component of the SCANS Framework:
Creative Thinking
Uses imagination freely, combines ideas or information in new ways, makes connections between seemingly unrelated ideas, and reshapes goals in ways that reveal new possibilities.
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1
"Creative Thinking" is represented in the following component of the National Educational Technology Standards:
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. That is, students apply existing knowledge to generate new ideas, products, or processes; create original works as a means of personal or group expression; use models and simulations to explore complex systems and issues; and identify trends and forecast possibilities.
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2
"Creative Thinking" is represented in the following TWO components of the 16 Habits of Mind:
Creating, Imagining, and Innovating
Utilizing one's capacity to generate novel, original, clever or ingenious products, solutions, and techniques; conceiving different problem solutions by examining alternative possibilities from many angles.
Thinking Flexibly
Approaching a problem from a new angle; considering additional information which contradicts one's beliefs shifting through multiple perceptual positions (points of view).
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| Inter-Personal Skills |
Communication Skills |
1
"Communication" is represented in the following component of the Framework for 21st Century Learning:
Communication
Articulating thoughts and ideas clearly and effectively through speaking and writing (Note: Communication and Collaboration are grouped together in the framework, but are separated here for preciseness).
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1
"Communication" is represented in the following component of EnGauge 21st Century Skills:
Interactive Communication
The generation of meaning through exchanges using a range of contemporary tools, transmissions, and processes.
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1
"Communication" is represented in the following component of The Seven C's:
Communication
Ability to craft effective communications in a variety of media for a variety of audiences.
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3
"Communication" is represented in the following THREE components of the SCANS Framework:
Writing
Communicates thoughts, ideas, information, and messages in writing; records information completely and accurately; composes and creates documents such as letters, directions, manuals, reports, proposals, graphs, flow charts; uses language, style, organization, and format appropriate to the subject matter, purpose, and audience.
Listening
Receives, attends to, interprets, and responds to verbal messages and other cues such as body language in ways that are appropriate to the purpose.
Speaking
Organizes ideas and communicates oral messages appropriate to listeners and situations; participates in conversation, discussion, and group presentations; selects an appropriate medium for conveying a message; uses verbal language and other cues such as body language; speaks clearly and communicates a message.
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1
"Communication" is represented in the following component of the National Educational Technology Standards:
Communication and Collaboration
(Note: NETS framework combines these constructs in a way that can not be easily separated) Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. That is, students interact, collaborate, publish with peers, experts or others employing a variety of digital environments and media; communicate information and ideas effectively to multiple audiences using a variety of media and formats; develop cultural understanding and global awareness by engaging with learners of other cultures; contribute to project teams to produce original works or solve problems.
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1
"Communication" is represented in the following component of the Comprehensive Definition of College Readiness:
Writing
Students present arguments clearly, substantiate each point, and utilize the basics of a style manual when constructing a paper; writing is largely free of grammatical, spelling, and usage errors.
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3
"Communication" is represented in the following THREE components of the EFF Content Standards for Adult Literacy:
Speak So Others Can Understand
Determine the purpose for communicating; organize and relay information to effectively serve the purpose, context, and listener; pay attention to conventions of oral English communication, including grammar, word choice, register, pace, and gesture in order to minimize barriers to listener's comprehension; use multiple strategies to monitor the effectiveness of the communication.
Listen Actively
Attend to oral information; clarify purpose for listening and use listening strategies appropriate to that purpose; monitor comprehension, adjusting listening strategies to overcome barriers to comprehension; integrate information from listening with prior knowledge to address listening purpose.
Convey Ideas in Writing
Determine the purpose for communicating; organize and present information to serve the purpose, context, and audience; pay attention to conventions of English language usage, including grammar, spelling, and sentence structure, to minimize barriers to reader’s comprehension; seek feedback and revise to enhance the effectiveness of the communication.
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1
"Collaboration" is represented in the following component of the 16 Habits of Mind:
Thinking Interdependently
Realizing that all of us together are more powerful, intellectually and physically, than any one individual; having the disposition and ability to work effectively in groups.
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| Collaboration Skills |
1
"Collaboration" is represented in the following component of the Framework for 21st Century Learning:
Collaboration
The ability to work effectively with diverse teams; be helpful and make necessary compromises to accomplish a common goal; assuming shared responsibility for collaborative work (Note: Communication and Collaboration are grouped together in the framework, but are separated here for preciseness).
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1
"Collaboration" is represented in the following component of EnGauge 21st Century Skills:
Teaming and Collaboration
Cooperative interaction between two or more individuals working together to solve problems, create novel products, or learn and master content.
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1
"Collaboration" is represented in the following component of The Seven C's:
Collaboration
Ability to team with others (utilize multiple talents) to solve complex problems or to create complex tools, services, and products; will require cooperation, compromise, consensus, and community building.
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3
"Collaboration" is represented in the following THREE components of the SCANS Framework:
Participates as Member of a Team
Contributes to group effort.
Teaches Others
Helps others learn.
Negotiates
Works toward agreements involving exchange of resources, resolves divergent interests.
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1
"Collaboration" is represented in the following component of the National Educational Technology Standards:
Communication and Collaboration
(Note: NETS framework combines these constructs in a way that can not be easily separated) Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. That is, students interact, collaborate, publish with peers, experts or others employing a variety of digital environments and media; communicate information and ideas effectively to multiple audiences using a variety of media and formats; develop cultural understanding and global awareness by engaging with learners of other cultures; contribute to project teams to produce original works or solve problems.
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1
"Collaboration" is represented in the following component of the EFF Content Standards for Adult Literacy:
Cooperate with Others
Interact with others in ways that are friendly, courteous, and tactful, and that demonstrate respect for others’ ideas, opinions, and contributions; seek input from others in order to understand their actions and reactions; offer clear input on own interests and attitudes so others can understand one’s actions and reactions; try to adjust one’s actions to take into account the needs of others and/or the task to be accomplished.
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1
"Collaboration" is represented in the following component of the 16 Habits of Mind:
Thinking Interdependently
Realizing that all of us together are more powerful, intellectually and physically, than any one individual; having the disposition and ability to work effectively in groups.
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| Cross-Cultural Skills |
2
"Cross-Cultural Skills" are represented in the following TWO components of the Framework for 21st Century Learning:
Social and Cross-Cultural Skills
Working appropriately and productively with others; leveraging the collective intelligence of groups when appropriate; bridging cultural differences and using differing perspectives to increase innovation and the quality of work.
Global Awareness
Using 21st century skills to understand and address global issues; learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts; understanding other nations and cultures, including the use of non-English languages.
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2
"Cross-Cultural Skills" are represented in the following TWO components of EnGauge 21st Century Skills:
Multicultural Literacy
The ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one's own culture and the cultures of others.
Global Awareness
The recognition and understanding of interrelationships among international organizations, nation-states, public and private economic entities, sociocultural groups, and individuals across the globe.
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1
"Cross-Cultural Skills" are represented in the following component of The Seven C's:
Cross-Cultural Understanding
Ability to bridge differing ethnic, social, organizational, political, and content knowledge cultures in the context of work.
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1
"Cross-Cultural Skills" are represented in the following component of the SCANS Framework:
Works with Cultural Diversity
Works well with men and women from diverse backgrounds.
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1
"Cross-Cultural Skills" is represented in the following component of the Comprehensive Definition of College Readiness:
Cultural Awareness
Interpersonal and social skills that enable students to interact with people from different cultures and backgrounds (Note: "Cultural Awareness" is part of what was broadly referred to as "Contextual Skills" in this framework).
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| Leadership Skills |
1
"Leadership Skills" are represented in the following component of the Framework for 21st Century Learning:
Leadership and Responsibility
Using interpersonal and problem-solving skills to influence and guide others toward a goal; leveraging strengths of others to accomplish a common goal; demonstrating integrity and ethical behavior; acting responsibly with the interests of the larger community in mind.
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1
"Leadership Skills" are represented in the following component of the SCANS Framework:
Exercises Leadership
Communicates ideas to justify position, persuades and convinces others, responsibly challenges existing procedures and policies.
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2
"Leadership Skills" are represented in the following TWO components of the EFF Content Standards for Adult Literacy:
Guide Others
Assess the needs of others and one’s own ability to assist; use strategies for providing guidance that take into account the goals, task, context, and learning styles of others; arrange opportunities for learning that build on learner’s strengths; seek feedback on the usefulness and results of the assistance.
Advocate and Influence
Define what one is trying to achieve; assess interests, resources, and the potential for success; gather facts and supporting information to build a case that takes into account the interests and attitudes of others; present a clear case, using a strategy that takes into account purpose and audience; revise, as necessary, in response to feedback.
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| Social Skills |
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1
"Social Skills" are represented in the following component of EnGauge 21st Century Skills:
Interpersonal Skills
The ability to read and manage the emotions, motivations, and behaviors of oneself and others during social interactions or in a social-interactive context.
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1
"Social Skills" are represented in the following component of the SCANS Framework:
Sociability
Demonstrates understanding friendliness, adaptability, empathy, and politeness in new and on-going group settings. Asserts self in familiar and unfamiliar social situations; relates well to others; responds appropriately as the situation requires; and takes an interest in what others say and do.
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1
"Social Skills" are represented in the following component of the EFF Content Standards for Adult Literacy:
Resolve Conflict and Negotiate
Acknowledge that there is a conflict; identify areas of agreement and disagreement; generate options for resolving conflict that have a “win/win” potential; engage parties in trying to reach agreement on a course of action that can satisfy the needs and interests of all; evaluate results of efforts and revise approach as necessary.
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| Self- & Task Management Skills |
Self-Monitoring / Self-Direction Skills |
1
"Self-Monitoring / Self-Direction" is represented in the following component of the Framework for 21st Century Learning:
Initiative and Self-Direction
Monitoring one’s own understanding and learning needs; going beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise; demonstrating initiative to advance skill levels towards a professional level; defining, prioritizing and completing tasks without direct oversight; utilizing time efficiently and managing workload; demonstrating commitment to learning as a lifelong process.
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1
"Self-Monitoring / Self-Direction" is represented in the following component of EnGauge 21st Century Skills:
Self-Direction
The ability to set goals related to learning, plan for the achievement of those goals, independently manage time and effort, and independently assess the quality of learning and any products that result from the learning experience.
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1
"Self-Monitoring / Self-Direction" is represented in the following component of The Seven C's:
Career and Learning Self-reliance
Ability to managing change (career changes, shifts in projects) and the learning needs that accompany those changes.
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1
"Self-Monitoring / Self-Direction" is represented in the following component of the SCANS Framework:
Self-Management
Assesses own knowledge, skills, and abilities accurately; sets well-defined and realistic personal goals; monitors progress toward goal attainment and motivates self through goal achievement; exhibits self-control and responds to feedback unemotionally and non-defensively; is a "self-starter".
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2
"Self-Monitoring / Self-Direction" is represented in the following TWO components of the Comprehensive Definition of College Readiness:
Self-Monitoring
The ability to think about how one is thinking; awareness of one's current level of mastery and understanding of a subject; tendency to persist when presented with a novel, difficult or ambiguous task; the tendency to identify and systematically select among a range of learning strategies; the capability to transfer learning and strategies.
Study Skills
Time management (time allocation and prioritizing), preparing for and taking examinations, using information resources, taking class notes, communicating with teachers and advisors, and participating successfully in study groups.
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2
"Self-Monitoring / Self-Direction" is represented in the following TWO components of the EFF Content Standards for Adult Literacy:
Take Responsibility for Learning
Establish learning goals that are based on an understanding of one’s own current and future learning needs; identify own strengths and weaknesses as a learner and seek out opportunities for learning that help build self-concept as a learner; become familiar with a range of learning strategies to acquire or retain knowledge; identify and use strategies appropriate to goals, task, context, and the resources available for learning; monitor progress toward goals and modify strategies or other features of the learning situation as necessary to achieve goals; test out new learning in real-life applications.
Reflect and Evaluate
Take stock of where one is: assess what one knows already and the relevance of that knowledge; make inferences, predications, or judgments based on one’s reflections.
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3
"Self-Monitoring / Self-Direction" is represented in the following THREE components of the 16 Habits of Mind:
Managing Impulsivity
Thinking before acting; forming a vision of a product, plan of action goal or a destination before beginning; considering alternatives and consequences of several possible directions prior to taking action.
Persisting
Sticking to a task until it is completed and sustaining a problem-solving process over time; not giving up when the answer to a problem is not immediately known.
Thinking about Thinking
Knowing what one knows and what one doesn't know; Reflecting on and evaluating the quality of one's thinking skills and strategies; developing a plan of action, maintaining that plan of action, then reflecting back on the plan upon its completion.
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| Project Management Skills |
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2
"Project Management Skills" are represented in the following TWO components of EnGauge 21st Century Skills:
Prioritizing, Planning, and Managing for Results
The ability to organize to efficiently achieve the goals of a specific project or problem.
Managing Complexity
The ability to handle multiple goals, tasks, and inputs, while understanding and adhering to constraints of time, resources, and systems (Note: "Managing Complexity" is grouped with "Adaptabilty" in the framework, but is separated here for preciseness).
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4
"Project Management Skills" are represented in the following FOUR components of the SCANS Framework:
Time Allocation
Selects relevant, goal-related activities, ranks them in order of importance, allocates time to activities, and understands, prepares, and follows schedules.
Allocates Material and Facility Resources
Acquires, stores, and distributes materials, supplies, parts, equipment, space, or final products in order to make the best use of them.
Allocates Money
Uses or prepares budgets, including making cost and revenue forecasts, keeps detailed records to track budget performance, and makes appropriate adjustments.
Allocates Human Resources
Assesses knowledge and skills and distributes work accordingly, evaluates performance, and provides feedback.
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1
"Project Management Skills" are represented in the following component of the EFF Content Standards for Adult Literacy:
Plan
Set and prioritize goals; develop an organized approach of activities and objectives; actively carry out the plan; monitor the plan’s progress while considering any need to adjust the plan; evaluate its effectiveness in achieving the goals (Note: Although this framework does not specify that this planning is related to projects, it is separate from learning goals/plans which are dealt with in another component).
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| Personal Characteristics |
Ethics / Civic Responsibility |
1
"Ethics / Civic Responsibility" is represented in the following component of the Framework for 21st Century Learning:
Civic Literacy
Participating effectively in civic life through knowing how to stay informed and understanding governmental processes; exercising the rights and obligations of citizenship at local, state, national and global levels; understanding the local and global implications of civic decisions.
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2
"Ethics / Civic Responsibility" is represented in the following TWO components of EnGauge 21st Century Skills:
Personal Responsibility
Depth and currency of knowledge about legal and ethical issues related to technology, combined with one's ability to apply this knowledge to achieve balance, integrity, and quality of life as a citizen, a family and community member, a learner, and a worker.
Social and Civic Responsibility
The ability to manage technology and govern its use in a way that promotes public good and protects society, the environment, and democratic ideals.
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1
"Ethics / Civic Responsibility" is represented in the following component of the SCANS Framework:
Integrity/Honesty
Can be trusted; recognizes when faced with making a decision or exhibiting behavior that may break with commonly held personal or societal values; understands the impact of violating these beliefs and codes on an organization, self, and others; and chooses an ethical course of action.
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1
"Ethics / Civic Responsibility" is represented in the following component of the National Educational Technology Standards:
Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. That is, students advocate and practice safe, legal, and responsible use of information and technology; exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity; demonstrate personal responsibility for lifelong learning; and exhibit leadership for digital citizenship.
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| Accountability |
1
"Accountability (for High Standards)" is represented in the following component of the Framework for 21st Century Learning:
Productivity and Accountability
Setting and meeting high standards and goals for delivering quality work on time; demonstrating diligence and a positive work ethic (e.g., being punctual and reliable).
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1
"Accountability (for High Standards)" is represented in the following component of the SCANS Framework:
Responsibility
Displays high standards of attendance punctuality, enthusiasm, vitality, and optimism in approaching and completing tasks.
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1
"Accountability (for High Standards)" is represented in the following component of the Comprehensive Definition of College Readiness:
Precision and Accuracy
The student knows what type of precision is appropriate to the task and is able to increase precision and accuracy through successive approximations generated from a task or process that is repeated.
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1
"Accountability (for High Standards)" is represented in the following component of the 16 Habits of Mind:
Striving for Accuracy and Precision
Working to attain the highest possible standards; reviewing criteria one is to employ and confirming that the finish product matches that criteria exactly; valuing excellence over expedience.
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| Other |
Sub-Components NOT Represented Above* |
3
Other skills represented in the Framework for 21st Century Learning:
Flexibility and Adaptability
Adapting to varied roles and responsibilities; working effectively in a climate of ambiguity and changing priorities.
Health Literacy
Obtaining, interpreting and understanding basic health information and services and using such information and services in ways that are health enhancing; understanding preventive physical and mental health measures; using available information to make appropriate health-related decisions; establishing and monitoring personal and family health goals; Understanding national and international public health and safety issues.
Financial, Economic, Business and Entrepreneurial Literacy
Knowing how to make appropriate personal economic choices; understanding the role of the economy in society; using entrepreneurial skills to enhance workplace productivity and career options.
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5
Other skills represented in EnGauge 21st Century Skills:
Adaptability
The ability to modify one's thinking, attitude, or behavior to be better suited to the environment.
Risk Taking
The willingness to make mistakes, advocate unconventional or unpopular positions, or tackle extremely challenging problems without obvious solutions, such that one's personal growth, integrity, or accomplishments are enhanced.
Curiosity
The desire to know or the spark of interest that leads to inquiry.
Ability to Produce Relevant, High-Quality Products
The ability to produce intellectual, informational, or material products that serve authentic purposes and occur as a result of students using real-world tools to solve or communicate about real-world problems.
Economic Literacy
The ability to identify economic problems, alternatives, costs, and benefits; analyze the incentives at work in economic situations; examine the consequences of changes in economic conditions and public policies.
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7
Other skills represented in the SCANS Framework:
Self-Esteem
Believes in own self-worth and maintains a positive view of self.
Knowing How to Learn
Recognizes and can use learning techniques to apply and adapt new knowledge and skills in both familiar and changing situations.
Mental Visualization
Seeing things in the mind's eye; organizes and processes symbols, pictures, graphs, objects or other information.
Serves Clients/Customers
Works to satisfy customers' expectations.
Understands Systems
Knows how social, organizational, and technological systems work and operates effectively within them.
Monitors and Corrects (System) Performance
Distinguishes trends, predicts impact of actions on system operations, diagnoses deviations in the function of a system and takes necessary action.
Improves and Designs Systems
Makes suggestions to modify existing systems to improve products or services, and develops new or alternative systems.
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2
Other skills represented in the Comprehensive Definition of College Readiness:
Intellectual Openness
The student questions the views of others when those views are not logically supported, accepts constructive criticism, and changes personal views if warranted by the evidence; the student possesses curiosity and a thirst or deeper understanding.
College Knowledge
Information necessary for both gaining admission to and navigating within the post-secondary system (Note: "College Knowledge" is part of what was broadly referred to as "Contextual Skills" in this framework).
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5
Other skills represented in the 16 Habits of Mind:
Gathering Data through all Senses
Utilizing all sensory pathways: gustatory, olfactory, tactile, kinesthetic, auditory, and visual; absorbing information from the environment.
Learning Continuously
Constantly seeking new and better methods and striving for improvement; seizing problems, situations, tensions, conflicts and circumstances as valuable opportunities to learn.
Taking Responsible Risks
Going beyond established limits and placing oneself in situations where the outcome is unknown; viewing setbacks as growth producing; having a well-trained sense of which risks are worthwhile.
Finding Humor
Initiating and valuing humor/laughter.
Responding with Wonderment and Awe
Feeling compelled, enthusiastic and passionate about learning.
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