Lynn Daniel, Ph.D.

Problem-based service learning (PBSL) is an approach to literacy
instruction recently proposed by the authors (2018) with the vision
of promoting differentiated learning that exposes and encourages
students to use twenty-first-century skills. Primarily guided by the
principles of service learning, civic engagement, and problem-based learning, PBSL takes into consideration the skills learners—
especially minority and underserved students—need today to
be successful in their classrooms and will need in the future to be
successful in their workplaces.

The world has moved stealthily away from our linear past; today, we live in a nonlinear world where the definition of literacy is ever evolving and continuously shifting. The dynamics have changed; reading, writing, listening, and learning have become nonlinear activities. The transformation was silent, but the impact will be significant, especially for our students. The crux of our work is ensuring we are preparing our students for the workplaces of the future. This is no simple task considering that most jobs they will hold have not been created yet. However, the 21st-century skills necessary for the success of our learners are known. In this article, we, as three scholars, reflect on how the instructional shift on new literacies is shaping the research focus and dissertation studies of researchers committed to social and educational equity.

Research has identified the essential proficiencies students should possess to be successful, but they are often not incorporated in the ESOL classroom. As a result, many teachers lack access to adequate instructional strategies to guide ELs to academic success. We argue in this article that, to provide a strong foundation and a bright future for ESOL students, problem-based learning and service-learning (PBSL) should be combined to activate the skills identified by the Partnership for 21 st Century Skills (2011). For this, we reflect on the 21 st century skills and the implications for teaching today's students—the Millennials and GenZs—keeping in mind the professionals they will become tomorrow. Reflecting a student-centered approach, we incorporate practice into the research process by illustrating a successful integration of PBSL into an ESOL learning environment in higher education and then highlight additional curricular opportunities for synthesizing PBSL at the elementary, middle, and high school levels.

he world has moved stealthily away from our linear past; today, we live in a nonlinear world where the definition of literacy is ever evolving and continuously shifting. The dynamics have changed; reading, writing, listening, and learning have become nonlinear activities. The transformation was silent, but the impact will be significant, especially for our students. The crux of our work is ensuring we are preparing our students for the workplaces of the future. This is no simple task considering that most jobs they will hold have not been created yet. However, the 21st-century skills necessary for the success of our learners are known. In this article, we, as three scholars, reflect on how the instructional shift on 21st-century literacies is shaping the research focus and dissertation studies of researchers committed to social and educational equity.