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When public schooling began to expand access to education in the 19th century, literacy was mainly about learning to read, a set

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问题     When public schooling began to expand access to education in the 19th century, literacy was mainly about learning to read, a set of technical skills that individuals would acquire once for a lifetime in order to process a fairly established body of coded knowledge. For most, though not all, individuals in the industrialized world, those technical reading skills can now largely be taken for granted. But literacy requirements have shifted toward reading for learning—the capacity to identify, understand, interpret, create, and communicate knowledge, using written materials associated with varying situations in changing contexts. These skills have now become an almost universal requirement for success in the industrialized world.
    This shift in the concept of literacy is perhaps best illustrated with statistics on skill utilization in the labor force. It is no longer manual skills but routine cognitive skills that see the steepest decline in labor-market demand in advanced economies. Computers can replace humans for tasks involving processing of information through inductive or deductive rules. Routine cognitive skills are easier to outsource to foreign producers than other kinds of work: When a task can be reduced to rules, the process needs to be explained only once, so communicating with foreign producers is much simpler than for non-rules-based tasks where each piece of work is a special case. The reproduction of a fixed body of knowledge, acquired with technical reading skills, is therefore no longer sufficient. Individuals need the capacity to infer from what they know, to use knowledge in new ways or situations, and to generate new knowledge.
    Ensuring that assessments are comparable across countries is critical. Another challenge relates to external validity, verifying that literacy assessments measure what they set out to measure and that those skills are predictive for future outcomes of individuals. Adult literacy surveys show that competencies in major educational, training and work transitions are generally better predictors for earnings and employment status than the level of formal educational qualification that individuals had attained.
    Important aspects of the "new literacy" concept, especially elements of creating and communicating information, remain beyond the scope of large-scale comparative assessment. The long-term future lies with multi-layered assessment systems that extend from classrooms to schools to regional to national to international levels, that measure not just what students know but also how students progress, that are largely performance-based, that make students’ thinking visible, and that allow for divergent thinking. Also, these assessments must generate data that teachers, administrators, and policymakers can act upon.
It can be learned from Paragraph 2 that ________.
选项 A、manual skills are no longer requested in the labor market
B、the different literacy concept leads to a decline in labor-market demand
C、computers might free human beings from some rules-based work
D、non-rules-based tasks require special technical reading skills
答案C
解析 根据题干可直接定位到文章第二段。其中该段第三句提到电脑可以取代入工做一些规律性的事情，C项“电脑可能让人类免于做一些规律性的工作”与此相符。故选C。第二段第二句提到，在劳动力市场中，需求量减少最多的是常规的认知技能，而不是手工技能，但并不表示手工技能没有需求了，所以A项错误。文化水平概念的不同导致的只是对日常认知技能需求量的减少，而不是对劳动力市场需求的减少。B项的说法过于宽泛。D项的non-rules-based tasks在第二段倒数第三句提到，该句表明跟国外制造商解释“没有规律”的任务更难，以此强调通过阅读技能获取知识已经不够了，而是要触类旁通，用新方法运用知识，D项中的require special technical reading skills为错误理解。
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