Reading Into the Future: Competence for the 21st Century

Abstract

In this theoretical contribution, our purpose is to examine the nature of reading competence as it unfolds at the present and to project that nature into the future. More specifically, we ask what it will mean to be a competent reader for the 21st century and what combination of knowledge, beliefs, abilities, and processes that competence will require. To address this question, we begin by presenting our view of reading as essentially multidimensional, developmental, and goal directed, and of the development of reading competence as framed by research on expertise development and on the role of epistemic beliefs. With that view in mind, we then identify salient features of the current context and how they might present challenges that will make the development of competent readers even more vital as we move into the future. Finally, we forward three suggestions for supporting readers in their growth toward competence for this century.

ACKNOWLEDGMENTS

Disciplined Reading and Learning Research Laboratory members are Emily Fox, Liliana Maggioni, Sandra M. Loughlin, Peter Baggetta, Daniel L. Dinsmore, Emily M. Grossnickle, Alexandra List, Meghan M. Parkinson, Fielding I. Winters, and Denis Dumas. A version of this article was submitted as a commissioned report to the Division of Behavioral and Social Sciences and Education (DBASSE) of the National Academy of Sciences in 2010. We acknowledge that any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the DBASSE or of the Academy.