This month, the National Council for Teachers of English (NCTE), updated its 2008 “Framework for 21st Century Literacy and Assessment” (also here), a document designed to support curriculum development in the language arts for k-12 and beyond. The broad implication of this document is that we are all teachers of literacy in our various disciplines. The entire text is worth reading, but here is the preamble: 

Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities, and social trajectories of individuals and groups. Twenty-first century readers and writers need to

• Develop proficiency with the tools of technology

• Build relationships with others to pose and solve problems collaboratively and


• Design and share information for global communities to meet a variety of


• Manage, analyze, and synthesize multiple streams of simultaneous


• Create, critique, analyze, and evaluate multimedia texts

• Attend to the ethical responsibilities required by these complex environments