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ERIC Number: EJ1173429
Record Type: Journal
Publication Date: 2017
Pages: 25
Abstractor: As Provided
ISSN: EISSN-1916-0666
Untangling Binaries: Where Canada Sits in the "21st Century Debate"
Gallagher, Tiffany L.; Rowsell, Jennifer
McGill Journal of Education, v52 n2 p383-407 2017
This article examines the extent to which the competencies of the 21st century learner are reflected in the learning outcomes within the English language arts curriculum standards documents for the Canadian provinces. Manifest summative content analysis was used to code learning outcomes in accordance with themes derived from the competencies of 21st century learners. For all provinces, there were few learning outcomes that required students to use digital resources to access information or create knowledge / solutions; there were no learning outcomes related to competencies in the context of core subjects or using social media to communicate and learn. Espoused learning pedagogies need to be galvanized into English language arts curriculum standards that are consistent with 21st century and digital literacy learning competencies.
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A