Unpacking the Information, Media, and Technology Skills Domain of the New Learning Paradigm
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Put simply, “Teaching our students so that they become well-equipped with the 21st century skills is the new learning paradigm” (Kivunja, 2014b, p. 85). These skills fall into four domains which the Partnership for 21st Century Skills (P21) identify as the Traditional Core Skills, the Learning and Innovation Skills, the Career and Life Skills, and the Digital Literacy Skills; also known as the Information, Media, and Technology Skills (P21, 2009). Arguing that the traditional core skills, such as reading, -riting, and –rithmetic are well known, and might need no elaboration, Kivunja (2014b) discussed the Learning and Innovations Skills domain, and Kivunja (2015a) unpacked the Career and Life Skills domain. This paper unpacks the Digital Literacy Skills domain to extend an understanding of this domain in three ways. First, what is it and what skills does it involve? Second, how can students be taught the skills of this domain so they will be job ready to use these skills on graduation? Third, what is the significance of this domain to each of the other domains; and therefore to the success of studying, working, living and being a productive citizen in the realities of the Digital Economy?
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it