The Present Literacy Crisis and the Public Interest.

Autor/in	Myers, Miles
Titel	The Present Literacy Crisis and the Public Interest.
Quelle	(1986), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Critical Thinking; Cultural Context; Education Work Relationship; Educational History; Educational Objectives; Educational Policy; Educational Practices; Educational Trends; Elementary Secondary Education; Literacy; Literacy Education; Professional Development; Public Education; Public Support; School Support; Standards; Teacher Education; Teaching (Occupation); Teaching Skills + Suchen Sie Ihr Suchwort? Kritisches Denken; History of education; Bildungsgeschichte; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsentwicklung; Alphabetisierung; Schreib- und Lesefähigkeit; Öffentliche Erziehung; Öffentliche Förderung; Öffentliche Trägerschaft; Schulförderverein; Standard; Lehrerausbildung; Lehrerbildung; Teaching; Lehrberuf; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	If teaching is to develop fully as a profession, the public must be made aware of the historical foundation of the present literacy crisis and the necessity for better learning conditions for students. Literacy standards adopted by the public progressed from oral literacy (speaking fluently), through signature literacy (signing one's name), recitation literacy (reciting familiar materials), and sign literacy (reading simple words), to comprehension literacy (reading unannounced passages from stories). Each of these previous standards met a specific national need during a particular historical period and each required a different teaching style. The new literacy standard for inferential literacy requires that citizens be able to go beyond literal word meanings to interpret textual meanings and that students as workers be able to solve problems to adapt to new technologies and participate in decision making. A new group of interactionist teaching practices for inferential literacy instruction emphasizes developmental changes in the mind's structure and social interaction as a key to intellectual development. To organize classrooms, the typical class load must be reduced, classroom interruptions must be stopped, more money must be spent on reading materials with content, and methods of assessing achievement must be changed--judgments of answers must be anchored in a discipline. Teachers must run their own staff development programs and be allotted time for professional interaction. The present literacy crisis is based on a record of unprecedented school success requiring an increasing standard of literacy. To achieve the new standard the public must be willing to continue to guarantee educational services. (NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC