Language of Literacy Dialogues: Facing the Future or Reproducing the Past

Abstract

For the remainder of Volume 23, the Critical Issues section of JLR will be devoted to a discussion of literacy and educational policy. A survey of our editorial advisory board indicated that this topic was one of the critical issues facing the field. Likewise, a survey of the entire membership of the NRC, JLR's sponsoring organization, indicated that members hold strong feelings about whether the organization should “become more proactive on policy issues” (NRC Newsletter, Sept., 1995, p. 10). To further a dialogue about literacy and educational policy, we began by inviting three literacy researchers with diverse perspectives to address the topic of literacy and educational policy (Judith Green, who writes here with her colleague Carol Dixon, P. David Pearson, and Sharon Quint). We asked them to comment on the ideas they believe to be most crucial for policymakers to know about literacy. We also invited Donna Alvermann to read and to react to the three responses. Those familiar with the field will immediately surmise that these individuals represent not only diverse perspectives on literacy research, but that they are imminently qualified to reflect on what implications their research perspectives have for educational policy. Their responses are published here as Part 1 of a three-part series. For the next two issues of JLR, we have invited several individuals who have played a key role in developing and implementing state and national agenda for educational policy to respond to the literacy researchers' views. In addition, because any discussion of literacy and educational policy must eventually attend to the issue of poverty and the socially disadvantaged, we have invited Patrick Shannon to comment on how this issue relates to literacy research. We hope that this series of “Critical Issues” pieces will stimulate increased dialogue about educational policy among researchers interested in literacy and between researchers and policymakers. Toward that end, we encourage readers to ponder the perspectives and ideas presented in this series and to add their own insights by submitting letters to the editor, which will be considered for future publication.

Chapter 5 : Literacy at the Crossroads: Movement, Connection, and Communication With in the Research Literature on Literacy and Cultural Diversity

“…Over die past 10 years, literacy researchers have been put on the defensive by policymakers, administrators, and practitioners for failing to construct a unified conception of literacy upon which to build a coherent framework of policy and practice (Green & Dixon, 1996). The research reviewed has emerged from researchers who are sensitive to the infinitely diverse dynamics of culture and recognize that there can be no singular, "one size fits all" conception of literacy tfiat can meet the needs of all learners.…”

Preservice Teachers' Experiences of "America Reads" Research

“…These constructs provided a possible approach for entering the experiences of the participants by emphasizing how they "perceive, value, and act on literacy demands and what they count as authentic literacy practices" (Green & Dixon, 1996, p. 297).…”

What’s at Stake in High-Stakes Testing

“…However, little is heard from the teachers who are responsible for students' meeting the standards and passing the tests. Green and Dixon (1996) point out that teachers should be an important part of the decision making in setting policy. Yet, when states form committees to develop standards and related tests, teachers often view their participation on these committees as token representation.…”