Dave Warlick has blogged about his latest podcast in which he cites this definition of 21st century literacy:

Literacy in the 21st century includes all skills involved in learning to learn, learning to build with what you’ve learned, and to express compelling what you have built, utilizing all modalities of sense and expression, within today’s rich information landscape.

So, that's just a posh way of saying that learners need to be more reflective and communicate their thoughts in ways that aren't exclusively tied to writing with pen-and-paper, yes?

• Aranowitz, S. (2000) The Knowledge Factory: dismantling the corporate university and creating true higher learning (Not available @ Durham)
  
• Burbules, N.C. & Callister, R.A., Jr. (2000) Watch IT: the risks and promises of information technology (Not available @ Durham)
• Cope, B. & Kalantzis, M. (eds.) (2000) Multiliteracies : literacy learning and the design of social futures (Education 302.2244 MUL)
  
• Lankshear, C. & Snyder, I. (eds.) (2000) Teachers and Technoliteracy: managing literacy, technology, and learning in schools (Not available @ Durham)
  
• Smith, M.R. & Marx, L. (eds.) (1994) Does Technology Drive History? (Not available @ Durham)
  
• Snyder, I. (ed.) (1998) Page to Screen: taking literacy into the electronic era (Education, 004 PAG)
  

Literacy involves gaining the skills and knowledge to read and interpret the text of the world and to successfully navigate and negotiate its challenges, conflicts, and crises. Literacy is thus a necessary condition to equip people to participate in the local, national and global economy, culture, and polity.

Kellner, D.M., 'Technological Revolution, Multiple Literacies, and the Restructuring of Education' (in I. Snyder (ed.), Silicon Literacies: communication, innovation and education in the electronic age, London, 2002)' 

This may be a quotation good enough to kick off my Ed.D. thesis:

This is a time of challenge and a time for experiment. It is a time to put existing pedagogies, practices, and educational philosophies in question and to construct new ones. It is a time for new pedagogical experiments to see what works and what doesn't work. It is a time to reflect on our goals and to discern what we want to achieve with education and how to achieve it.

from:

Kellner, D.M., 'Technological Revolution, Multiple Literacies, and the Restructuring of Education' (in I. Snyder (ed.), Silicon Literacies: communication, innovation and education in the electronic age, London, 2002)