Download 21st Century Literacy: If We Are Scripted, Are We Literate? by Renita Schmidt, Paul Lee Thomas PDF

By Renita Schmidt, Paul Lee Thomas

This publication bargains a decision to all who're concerned with literacy schooling. It explores the prescriptions that prevent genuine and powerful techniques to literacy guide. The scripts pointed out the following comprise the Bureaucratic Script, the company Script, the scholar Script, the mother or father and Public Script, and the executive Script. The authors deliver their school room instructing reports (over thirty years mixed) in addition to their examine base to a dialogue of literacy spanning ordinary via highschool. The dialogue bargains the reader useful and research-based lenses for making a choice on and overcoming the obstacles to most sensible perform whereas heading off the inherent pitfalls came across too frequently in our colleges. The implied solution to the subtitle is a definitive “No”, however the textual content is going past criticizing the present country of the sector and seeks to empower either academics and scholars looking literacy development past the scripts that plague twenty-first century commitments to responsibility and testing.

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Additional info for 21st Century Literacy: If We Are Scripted, Are We Literate?

Sample text

It is also much harder to justify selected response testing when the goal shifts to authenticity instead of efficiency and economy. • How is test preparation integrated into literacy instruction? The tests themselves are not as great a concern as how those tests impact literacy practices in the classroom. We must first always clarify what instructional mandates exist that are connected to accountability standards and the tests connected to those standards. Then we must identify what district, building, or departmental/grade-level mandates exist.

Once we have clarified the mandates and policies—and from where those mandates and policies originate—we must then analyze them in the context of best practice. Ultimately we have a serious question to answer: Even when the tests are themselves counter to best practice, are instructional strategies not supported by best practice the only or even best ways to help students score well on the tests? A good frame of reference for this is the return of isolated grammar and usage questions in multiple-choice format on the new SAT writing section.

Often, materials produced nationally are marketed to specific states by showing how the materials are aligned with that state’s standards; however, teachers should be skeptical that any single set of materials could address such a wide range of standards well. The marketing may be better than the pedagogy. Teachers should also distinguish between materials designed to support instruction and materials designed for test preparation. As with reading lists, teachers should also make sure they understand whether or not materials are provided as a resource (teachers are allowed to use or not use the material) or as a requirement.

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