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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.
Consortium for Policy Research in Education;
Fostering literacy is at the heart of the America's Choice Comprehensive School Reform Design. Strong reading and writing skills are viewed as cornerstones of successful student performance in all subject areas. The readers and writers workshops, which together we call the literacy workshops, play a central role in moving all children toward high standards of performance. The workshops are designed to provide students with a rich immersion into the numerous skills and habits necessary to become fluent readers and writers. The structures of the literacy workshops are intended to facilitate teachers' analyses of student skills (as represented by their work) in relation to external standards for performance and to help them to provide students with repeated opportunities to develop the skills necessary to produce work that meets the standards. To effectively teach using the workshop structures requires teachers to adopt a series of specified classroom structures and pedagogical strategies.
This report examines the implementation of the literacy workshops in America's Choice classrooms across the United States. The results are based upon data collected from observations and interviews with a random sample of 42 elementary and middle school teachers in 23 America's Choice schools during the 2000-2001 school year. At the time of our fieldwork, the schools were either at the end of their first or second year implementing America's Choice. Our analyses focus on two areas: teachers' fidelity to the structures of the literacy workshops and their depth of understanding of the instructional philosophy and techniques upon which the workshops are based.
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;
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.
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.
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
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.
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.