21st Century Literacy: If We Are Scripted, Are We Literate? - download pdf or read online

By Renita Schmidt, Paul Lee Thomas

ISBN-10: 1402089805

ISBN-13: 9781402089800

This publication bargains a choice 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 contain the Bureaucratic Script, the company Script, the coed Script, the dad or mum and Public Script, and the executive Script. The authors deliver their school room instructing reports (over thirty years mixed) besides their examine base to a dialogue of literacy spanning trouble-free via highschool. The dialogue bargains the reader useful and research-based lenses for opting for and overcoming the limitations to most sensible perform whereas keeping off the inherent pitfalls came upon 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 academics and scholars looking literacy progress past the scripts that plague twenty-first century commitments to responsibility and testing.

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Extra resources for 21st Century Literacy: If We Are Scripted, Are We Literate?

Sample text

As Paul expressed so well in Chapter 1, the Bureaucratic Script is twenty-first-century literacy because the measurements used to assess adequate yearly progress are almost entirely test-based—just figuring out and understanding the testing acronyms is a testimonial for what has happened to literacy. ) are tested frequently throughout the school year with a battery of standardized testing instruments: Measuring Academic Progress (MAPs), Iowa Tests of Basic Skills (ITBS), Cognitive Abilities Tests (CAT), Dynamic Indicators of Basic Early Literacy Skills (DIBELS), and South Carolina’s state 2 Rubrics, Scoring Guides, and Testing, Testing, Testing 43 achievement test the Palmetto Achievement and Challenge Test (PACT).

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.

This new testing phenomenon was crystal clear to me; testing had become a predictor of learning and achievement. As Paul expressed so well in Chapter 1, the Bureaucratic Script is twenty-first-century literacy because the measurements used to assess adequate yearly progress are almost entirely test-based—just figuring out and understanding the testing acronyms is a testimonial for what has happened to literacy. ) are tested frequently throughout the school year with a battery of standardized testing instruments: Measuring Academic Progress (MAPs), Iowa Tests of Basic Skills (ITBS), Cognitive Abilities Tests (CAT), Dynamic Indicators of Basic Early Literacy Skills (DIBELS), and South Carolina’s state 2 Rubrics, Scoring Guides, and Testing, Testing, Testing 43 achievement test the Palmetto Achievement and Challenge Test (PACT).

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


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