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International Literacy Association;
Research is the differentiator between the reliable and the uncertain, the element that provides an unimpeachable credential of practical validation. When advocating for literacy education reforms, stakeholders should settle for nothing less, avoiding the temptations of political expediency that too often limit the prospects for sustained student achievement.
What's needed to move the needle on literacy learning within a research-validated perspective. To this end, ILA offers four frameworks for developing and evaluating literacy education reforms, each focused on a specific component of the education sector: literacy teaching and teachers, schools and schooling, student support, families and community.
Each framework sets out a list of research-validated approaches to literacy advancement that is designed to function as a blueprint or rubric to inform, refine, and assess proposals for reform. The more such proposals are aligned with these approaches, the stronger their potential will be to produce meaningful and sustained improvements in literacy education. Moreover, each framework includes a detailed list of supporting sources to facilitate exploration into the underlying research base.
There is much that can be done to raise students' literacy achievement, and many individuals and organizations must accomplish the work. We must pool resources both within and outside of schools, including those of teachers, school administrators and supervisors, universities, parents, the business community, policymakers, and foundations. Collectively, these stakeholders can have a positive impact on the literacy learning of children and adolescents and, in turn, create a pathway for success for the next generation.
These frameworks are meant to provoke conversation and inspire action to use multiple pathways to support the literacy achievement of all children. There is much to be done and there are many to draw from in order to ensure equitable, accessible, and excellent educational opportunities that will result in high literacy achievement for all. This is every child's right and everyone's responsibility. The time to take action is now.
This fact sheet gives an overview of the goal, strategies, and partners that inform McKnight's early literacy grantmaking focus area.
National Coalition Against Censorship;
Media literacy education has come a long way since the 1970s, when the first "critical thinking" courses were introduced in a few American schools. Most educators today understand that with the revolutionary changes in communication that have occurred in the last half-century, media literacy has become as essential a skill as the ability to read the printed word. Equally important, media literacy education can relieve the pressures for censorship that have, over the last decade, distorted the political process, threatened First Amendment values, and distracted policymakers from truly effective approaches to widely shared concerns about the mass media's influence on youth.
American Institutes for Research;
Measures the literacy of 1,827 graduating college and university students from eighty institutions. Looks at the ability to perform prose tasks such as read and use texts; search and comprehend forms; and conduct quantitative, computational tasks.
United Nations Educational, Scientific and Cultural Organization (UNESCO);
This publication is made of two parts. The first part presents the history of oceanliteracy, and describes its framework made of 7 essential principles, and connectsthem to international ocean science programs that contributes to enhancing oceanknowledge and observations. Moreover, marine scientists and educators wereinterviewed to share their professional experiences on ocean literacy as well astheir views on its future. The last chapter of part 1 describes the existing challengesto marine education, as well as the path for the development of successful oceanliteracy activities in the context of the 2030 Agenda. One of the most importantfactors identified is related to the creation of multi-sector partnerships amongthe education, government, and private sector that have jointly built ocean literacyprograms for all formal educational levels from the primary school to the universitylevel as well as for non-formal learners. Worldwide examples of such programs arepresented.
The second part, after introducing the methodological approach based on themulti-perspective framework for ESD developed by UNESCO, presents 14 activitiesthat could provide tested examples and support for the implementation of marineeducation initiatives. The aim is not to provide a one size-fits-all ready to usecollection, but rather to offer support and examples of what could be then adaptedfor different geographical and cultural contexts. The resources are designed to berelevant for all learners of all ages worldwide and to find their application in manylearning settings, while in their concrete implementation they will, naturally, haveto be adapted to the national or local context.
Carnegie Corporation of New York;
Reviews the literature on implementation of educational reforms and compares implementation processes and costs at schools that have adopted one of three literacy reforms. Includes recommendations for detailed resource planning and cost accounting.
Carnegie Corporation of New York;
A companion report to Carnegie's Time to Act, provides an annotated bibliography of research on textbook design and reading comprehension for fourth through twelfth grade, arranged by topic. Calls for a dialogue between publishers and researchers.
Program coherence is essential for establishing PreK–3 pathways that support proficient third grade readers. A joint brief by SRI International and the U of M's Center for Applied Research and Educational Improvement.
Family engagement is essential for establishing PreK–3 pathways that support proficient third grade readers. A joint brief by SRI International and the U of M's Center for Applied Research and Educational Improvement.
Leadership is essential for establishing PreK–3 pathways that support proficient third grade readers. A joint brief by SRI International and the U of M's Center for Applied Research and Educational
Asian American Justice Center;
Provides background information about ESOL issues, identifies promising program practices, and highlights policy priorities for increasing adult English learners' access to high quality ESOL courses.