Promoting K-12 Literacy through ICT: Difference between revisions
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==Problem== | ==Problem== | ||
Successful development of the basic literacy skills of reading and writing poses a problem for K-12 students and educators worldwide (Genlott & Gronlund, 2013). One 2004 study reported that over 8 million grade 4-12 students in America struggle to read, write, and comprehend text adequately (Williams, Rouse, Seals, & Gilbert, 2009). Other U.S. studies from the same decade are similarly dire, indicating that approximately one quarter of grade 8-12 students read below basic proficiency levels; that there has not been significant change in literacy proficiency when compared to data from 1992; and that an estimated six million students may be academically “left behind” (Jacobs, 2008). In Canada, data from a 2004 study in Ontario indicated that nearly half of all grade 3 students failed to meet prescribed standards in reading and writing (Sun, Zhang, & Scardamalia, 2010). Worldwide, a 2012 benchmark comparison of literacy found that even the highest ranked countries barely met a 20% “advanced” literacy rate, with most students lagging below this level (Genlott & Gronlund, 2013). | |||
This deficiency in literacy development is particularly problematic given that there is a strong correlation between strong foundational literacy skills and later school success (Moody, 2010). Suhr, Hernandez, Grimes & Warschauer (2010) have specifically identified a “fourth-grade slump”, or a slowdown in reading and writing skill development as children transition from learning to read to the more abstract task of “reading to learn”. | |||
Compounding the problem, the concept of literacy itself is continually evolving (Tanti, 2012). Literacy practices students learn at school are increasingly at odds with their out-of-school social and cultural practices, and fail to meet students' future social, educational and professional literacy needs (Lotherington & Ronda, 2010). Most schools, however, still view literacy development from a traditional as opposed to contemporary perspective (Owston, Wideman, Ronda & Brown, 2009). Continuing to ignore this changing and multiplicitous nature of student literacy will lead to more students becoming disinterested in increasingly outmoded in-school literacy practices (Jacobs, 2008). | |||
==Role of ICTs== | ==Role of ICTs== | ||
Revision as of 01:59, 8 July 2014
Promoting K-12 Literacy through ICTs
Adam Staple, Memorial University of Newfoundland
Problem
Successful development of the basic literacy skills of reading and writing poses a problem for K-12 students and educators worldwide (Genlott & Gronlund, 2013). One 2004 study reported that over 8 million grade 4-12 students in America struggle to read, write, and comprehend text adequately (Williams, Rouse, Seals, & Gilbert, 2009). Other U.S. studies from the same decade are similarly dire, indicating that approximately one quarter of grade 8-12 students read below basic proficiency levels; that there has not been significant change in literacy proficiency when compared to data from 1992; and that an estimated six million students may be academically “left behind” (Jacobs, 2008). In Canada, data from a 2004 study in Ontario indicated that nearly half of all grade 3 students failed to meet prescribed standards in reading and writing (Sun, Zhang, & Scardamalia, 2010). Worldwide, a 2012 benchmark comparison of literacy found that even the highest ranked countries barely met a 20% “advanced” literacy rate, with most students lagging below this level (Genlott & Gronlund, 2013). This deficiency in literacy development is particularly problematic given that there is a strong correlation between strong foundational literacy skills and later school success (Moody, 2010). Suhr, Hernandez, Grimes & Warschauer (2010) have specifically identified a “fourth-grade slump”, or a slowdown in reading and writing skill development as children transition from learning to read to the more abstract task of “reading to learn”.
Compounding the problem, the concept of literacy itself is continually evolving (Tanti, 2012). Literacy practices students learn at school are increasingly at odds with their out-of-school social and cultural practices, and fail to meet students' future social, educational and professional literacy needs (Lotherington & Ronda, 2010). Most schools, however, still view literacy development from a traditional as opposed to contemporary perspective (Owston, Wideman, Ronda & Brown, 2009). Continuing to ignore this changing and multiplicitous nature of student literacy will lead to more students becoming disinterested in increasingly outmoded in-school literacy practices (Jacobs, 2008).