Minimum literacy skills in the 21st century

21st Century Knowledge
There was probably a point in time in the not-so-recent past when it could be asserted that many to most people in the modern world did not need to possess scientific knowledge, skills and understanding. However, as the society and technology of the world, the West in particular, becomes more advanced and demanding, this is becoming less and less true and some would say that entirely too many people in today's society are woefully unprepared when it comes to possessing skills that are needed for a modern context and society. To be sure, the assertion being made does not mean that everyone is destined to work in hi-tech fields and thus will need advanced degrees and training. However, the proverbial bar that signifies what is needed for the "average" person has certainly gone up. While advance training and degrees are not necessary for the average person, everyone out there would be well-served to have at least a basic understanding of scientific concepts and ideas so as to survive and thrive in today's modern society. Analysis
There was indeed a time and a day in the history of the developed world where not possessing at least basic scientific skills and training could be something that could be gotten away with. However, as our society becomes more advanced and hi-tech in nature, this is becoming less and less true. As noted in the introduction, this does not mean that everyone can or should be rocket scientists or something else that is cutting edge and that requires advanced training. However, there is a reason why "simple" careers are being shipped overseas. For example, it is entirely reasonable for high-tech manufacturing to be done in the more developed countries. However, simpler things like clothes and such are shipped overseas, usually to parts of Asia. Manufacturing is just one iteration and example of a wider paradigm that is basically requiring and compelling people to be more advanced and educated, at least on a street smarts level. For example, if someone's car is acting up or will not start, an "average" person should be able to figure out what is probably wrong based on what is happening, what is not happening and so forth. Indeed, that sort of thing just takes a little trial and error and quick tests. For sure, a professional or at least a journeyman should be the one that actually works on the car. However, people using a little scientific reasoning so as to figure things out would be extremely useful and wise given the advanced nature of today's technology and social structures, at least as they exist in many situations.

Even if an average reader scoffs at the suggestions and the assertions of the author above, they would probably take pause when they see the work of many scientists and teachers, just to name two fields, when they tackle the same topic and the same questions. For example, there is the recent treatise by the National Science Teachers Association (NSTA) that says bawsically the same thing. They note that the world is rapidly changing when it comes to things to technological advancement, scientific innovation and globalization shifts. This in turn has shifted what the "average" person does or does not in terms of daily life and it has also shifted what is demanded when it comes to the educational and employment opportunities in the developed world. Given all that, the NSTA has gone so far as to say that they "acknowledge(s) the need for and importance of 21st century skills within the context of science education and advocates for the science education community to support 21st century skills consistent with best practices across a pre-K-16 science education system" (NSTA, 2016).

To be clear, the author of this report and others are not merely talking about the skills that would be needed for the workplace. Instead, many to most of the people that speak on this subject clearly say that these skills will be needed for daily life. As an example, there are many that suggest that the entering of the 21st century has made it clear that success in life is dependent on a number of factors. These include a mastery of a number of things including effective goal setting, organization, planning, memorization, shifting and self-monitoring. Beyond that, the imparting of knowledge about this subject should begin early and often and should be reinforced as gets older and wiser, not to mention more adept when it comes to modern skills and abilities. When it comes to real-world results and what is really going on, the results are mixed. For example, people that play video games tend to gain a few advanced skills from paying attention to and being immersed in those environments. However, those same people are easily distracted and otherwise do not perform as well when there is less sensory information stimulating them (Flinders, 2016).

The Berkeley University is quick to assert that the skills and traits that are needed in this modern world should not scare people off or otherwise intimidate them. Indeed, they assert that science is a body of knowledge, it is a process, it is exciting, it is useful, it is ongoing and it is a global human endeavor. Things that make science what it is are not esoteric and erudite in any way. For example, something can be described as scientific if it uses testable ideas, it aims to explain the natural world, it focuses on the natural and real world, it benefits from scientific behavior, it leads to ongoing research, it involves the scientific community and/or it relies on evidence (Berkeley, 2016).

A huge part of being able to impart and teach science skills is having the teachers that are able and willing to do so. One might think that this is not a question to be concerned about. However, the National Institute of Health (NIH) in the United States posed the question and they found some mixed results. Irrespective of what the teachers out there are doing, they assert that there are four main things that the proper teacher of science could and should do if they are to be successful in teaching their students well when it comes to preparing them for the 21st century. These include featuring learning that allows and encourages students to solve problem, they are able to encourage learning that engages studetns in productive meta-cognitive strategies about their own learning, they are able to place some learning decisions and activities in the hands of students when perhaps those things were prior determined by a teacher and the teacher allows for success to depend on the monitoring of the student's thinking about complex problems and the teacher peppers the student with feedback and the learning process moves along (NRC, 2016).

The United States has a movement along the lines of what is described throughout this report and it is commonly referred to as STEM, which is short for science, technology, engineering and math. Obvious, these are the major skills that rely on the scientific process and scientific skills. As such, there has been an increased emphasis placed on teaching and learning of STEM-related topics and careers in schools. While using the word "science" may bring some people to believe that not everyone needs the skills being referenced by these professionals and teachers, this is really not the case. They assert that the skills needed include creativity, innovation, critical thinking, problem solving skills, communication, collaboration, information management, effective use of technology, career and life skills and cultural awareness. In other words, the skills in question are just as much sociological and cultural as they are scientific and high skill-related (Maine, 2016).

Even if someone does not go into a STEM-related field, they should at least have literacy and awareness of what is going on when it comes to the same. Such is the point made by Turiman and her colleagues in a journal article that was written in 2011. In addition to agreeing with the major point of this report, they also agree that the way in which children are taught plays a huge part in how well a student is able to embrace and learn science facets and lessons. To define what "literacy" is when it comes to science, the article asserts that this is "knowledge and understanding of the scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs and economic productivity" (Turiman, Omar, Daud & Osman, 2012). In other words, the skills being spoken of are something people do (or will) need just to engage in normal daily life activities. Indeed, staying aware of the world, where it is and what is going on in the same is extremely important lest important things be missed.

Yet another source, this being RAND, echoes much of what is being said above but in a slightly different way. They assert that the skills in question are needed and there are rationales and reasons that are economic, civic and global in nature. Indeed, even if a person does not have a huge interesting things like civics and global affairs, they should have at least an awareness of what is going on and what it does or might mean for the world. For example, who wins the Presidential race in a given country may not mean much to some but it can mean a great deal depending on their aspirations and objectives (RAND, 2012). The point is that even if someone is advancing and honing their scientific knowledge as a means to enrich their own life and empower themselves, it is still something that is extremely advantageous to have and internalize for future use and application. Conclusion
Learning the needed skills of the 21st century is just as much as self-awareness and self-development to people that will not be entering STEM career fields or anything else like it. Indeed, people need to have awareness of all important things including themselves, their culture, the culture of others, the increasingly global nature of the world, the ramping up and improvement of technology, civics/government and so forth. Even those that espouse the tenets of negative liberty and the right to just live their life, people need to be properly educated.

References

Berkeley. (2016). What is science?. Undsci.berkeley.edu. Retrieved 6 August 2016, from http://undsci.berkeley.edu/article/whatisscience_01

Flinders. (2016). Learning for life in the 21st Century. Flinders. Retrieved 6 August 2016, from http://www.flinders.edu.au/science-21-files/briefings/Learning%20for%20life%20in%20the%2021st%20Century%20v2.pdf

NIPP. (2016). 21st Century Skills for Success - The National Institute for Professional Practice. Professionalpractice.org. Retrieved 6 August 2016, from https://www.professionalpractice.org/about-us/skills_for_success/

NRC. (2010). Science Teacher Readiness for Developing 21st Century Skills. National Academies Press (U.S.). Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK32691/

NSTA. (2016). NSTA Position Statement: Quality Science Education and 21st-Century Skills. nsta.org. Retrieved 6 August 2016, from http://www.nsta.org/about/positions/21stcentury.aspx

RAND. (2012). Teaching and Learning 21st Century Skills: Lessons from the Learning Sciences - RAND. RAND.org. Retrieved 6 August 2016, from http://www.rand.org/pubs/external_publications/EP51105.html

STEM. (2016). Maine. COSEE Ocean Systems. Retrieved 6 August 2016, from http://cosee.umaine.edu/files/coseeos/21st_century_skills.pdf

Turiman, P., Omar, J., Daud, A., & Osman, K. (2012). Fostering the 21st Century Skills through Scientific Literacy and Science Process Skills. Procedia - Social and Behavioral Sciences, 59, 110-116. http://dx.doi.org/10.1016/j.sbspro.2012.09.253