By Renita Schmidt, Paul Lee Thomas
This publication bargains a choice to all who're concerned with literacy schooling. It explores the prescriptions that prevent real and powerful techniques to literacy guide. The scripts pointed out the following contain the Bureaucratic Script, the company Script, the coed Script, the dad or mum and Public Script, and the executive Script. The authors convey their lecture room instructing reviews (over thirty years mixed) besides their examine base to a dialogue of literacy spanning straight forward via highschool. The dialogue deals the reader functional and research-based lenses for choosing and overcoming the limitations to top perform whereas averting the inherent pitfalls chanced on too usually in our colleges. The implied resolution to the subtitle is a definitive “No”, however the textual content is going past criticizing the present kingdom of the sphere and seeks to empower either academics and scholars looking literacy progress past the scripts that plague twenty-first century commitments to responsibility and testing.
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Additional resources for 21st Century Literacy: If We Are Scripted, Are We Literate?
As we will discuss in the next section, if the scores students receive on testing are the sole sets of data used to evaluate students, teachers, and schools, then the test ultimately become the curriculum regardless of what the standards include. It is also valuable to know whether or not the people responsible for designing the standards have considered the relationship between standards and testing—and whether they have noted that relationship on the standards documents for teachers. • What instructional materials have been provided for addressing the standards, and how well have those materials and the standards been articulated?
The central reasons for these failures include our pursuit of accountability as a correlation to rigor, our mechanistic assumptions about measuring literacy in analytical ways, our pursuit of tests that are valid and reliable (in statistical terms) without regard for authenticity, and our pursuit of economy and efficiency within our relatively blind faith in testing. This means that when we judge tests by traditional test standards, those tests (even of reading and writing) are deemed strong within those paradigms while they are distorted and corrupting when judged by how well they measure and reflect authentic literacy.
The impact of the SAT, and other high-stakes tests, on writing and writing instruction is increasingly worrisome. , 2005) offered a quick rejection of the growing trend toward standardized testing of writing as seen in the SAT (as well as the ACT). Growing research (Freedman, 1991, 1995; Hillocks, 2002, 2003; Mabry, 1999; Wilson, 2006, 2007; Kohn, 2006b) supports the fears among professional organizations and literacy educators that high-stakes testing of writing along with its emphasis on rubric scoring of essays (as well as computer 1 Standards, Standards Everywhere and Not a Spot to Think 35 grading of essays) spells a disaster for improving writing among students.
21st Century Literacy: If We Are Scripted, Are We Literate? by Renita Schmidt, Paul Lee Thomas