By Renita Schmidt, Paul Lee Thomas
This e-book bargains a choice to all who're concerned with literacy schooling. It explores the prescriptions that prevent genuine and potent techniques to literacy guide. The scripts pointed out right here comprise the Bureaucratic Script, the company Script, the coed Script, the guardian and Public Script, and the executive Script. The authors carry their school room instructing stories (over thirty years mixed) in addition to their learn base to a dialogue of literacy spanning uncomplicated via highschool. The dialogue bargains the reader functional and research-based lenses for deciding on and overcoming the limitations to most sensible perform whereas keeping off the inherent pitfalls discovered too frequently 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 lecturers and scholars looking literacy development past the scripts that plague twenty-first century commitments to responsibility and testing.
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Extra info for 21st Century Literacy: If We Are Scripted, Are We Literate?
While it may be true that on an average we can show correlations between multiple-choice sections of a literacy test and created response sections of a test, it is much harder to show that same correlation for individual students. 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.
Here are some guiding concerns for analyzing literacy tests attached to accountability standards: • When are tests administered and how are those scores published? One aspect of high-stakes testing connected with accountability is our direct and indirect habit of assigning success and failure for any testing to the year of the test only. As teachers, we must begin to inform everyone that any testing reflects far more than any current teacher. Tests ultimately reflect all of a student’s school and life experiences.
These assessments do not “streamline” the assessment process but actually increase testing requirements for students and teachers. Valuable days of teaching and learning are stolen from every school day to accommodate the testing procedures and requirements in this state and the tests are used to rank and sort children, teachers, and schools. This is not only happening in South Carolina, but across the entire country. It implies that the testing of children will make them smarter. Thinking back to the story I told at the beginning of the chapter about a school that failed to meet NCLB, let us hypothesize what that scenario of failure implies.