After the testing : talking and reading and writing the world

Luke, Allan (2012) After the testing : talking and reading and writing the world. Journal of Adolescent and Adult Literacy, 56(1), pp. 8-13.

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This critical essay discusses the challenges and prospects for the reform of school-based literacy programs. It begins with an overview of the effects of a decade of test-driven accountability policy on research and teachers’ work, noting the continuing challenges of new demographics, cultures and technologies for literacy education. The case is made that whole school literacy programs can make a difference in improving the overall education of students and youth from low socioeconomic and cultural minority backgrounds. But this requires a strong emphasis on engagement with substantive readings of cultural, social and scientific worlds through talk, reading and writing. The key questions facing teachers, then, are not simply around basic skills instruction and acquisition, but about sustained, intellectually demanding and scaffolded talk around texts, print and multimodal.

Impact and interest:

12 citations in Scopus
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9 citations in Web of Science®

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Full-text downloads:

175 since deposited on 03 Jun 2012
42 in the past twelve months

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ID Code: 50711
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: Literacy, School Reform, Testing, Educational Policy
DOI: 10.1002/JAAL.00095
ISSN: 1081-3004
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) (130204)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Past > Institutes > Institute for Creative Industries and Innovation
Copyright Owner: Copyright 2012 International Reading Association
Deposited On: 03 Jun 2012 22:30
Last Modified: 28 Nov 2013 14:50

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