IMPROVING LITERACY PRACTICES

IMPROVING LITERACY PRACTICES

Introduction

Improving literacy practices requires a comprehensive approach to the different ways in which people utilize written language on a daily basis. As such, literacy practices in learning ought to utilize values and social relationships to improve students learning experiences. The purpose of the literature review is to outline how literacy practices would be improved in the learning context across the curriculum. Thus, the literature review shows how teachers should diversify literacy practices to promote professional cross-curricular development. Besides, the literature review provides a number of ways to improve student literacy levels. Initiatives like literacy practices in reading should be fostered to improve student’s awareness of the use of written language. Therefore, it is possible to improve skills in literacy practices through professional learning practices.

Literature review

Improving literacy and content learning

Kirsten seeks to exemplify how teachers utilize literacy practices to develop professional development goals in learning (Kirsten, 2019, pp. 368). As such, the author uses a study by Swedish development programs utilized to boost literacy based on international teaching guidelines (Kirsten, 2014). Based on the research carried out by Kirsten, four approaches to literacy practices have been developed and embedded in the normal teaching portfolio. Therefore, Kirsten shows the need to improve literacy through the use of written language to develop professional development programs needed in the disciplinary literacy field of study. The author states that the use of written language stands a chance to improve literacy practices by promoting the teacher-learner relationship. Besides, the author shows that the use of SDC’s literacy approaches would improve literacy through the use of relevant frameworks in learning.

The research by Kirsten aligns with stipulations made by Gee while defining literacy. Gee stipulates the use of discourse as an identity kit required to create a high ability to interpret printed words. Gee shows literacy practices is a learning process that requires the use of concise knowledge to provide explanations and analysis on discourses. Moreover, Kirsten shows how research should be used and improved in different learning fields through disciplinary texts. Thus, the author has created a literacy intervention needed to exemplify the urgency in developing a theoretical framework needed in learning (Kirsten, 2019, pp. 370). The research illustrates that literacy practices utilize a mixture of both learning and acquisition. Surprisingly, Kirsten proposes the use of learners’ second language as a strategic approach to learn and improve literacy practices among learners. Besides, the author shows that in order to improve literacy, relationships must be developed between knowledge and discourse instructions. As such, the literacy learning process would be valid and reliable, going into the future.

Improving literacy through technological applications

Katherine Frederickson outlines how project-based learning experiences should be used in literacy practices (Frederickson, 2014, pp. 12). Thus, Frederickson calls for the use of technological developments to improve the learning of literacy practices among the disabled person in society (Fredrickson, 2014). The author, therefore, seeks to explore needs among the disabled people in learning literacy. Thus, Frederickson outlines that technology would play a vital role in improving their learning experiences relative to set standards. The article postulates that the application of project-based learning plays a critical in improving literacy practices. So, he proposes the use of technology to counter hindrances that reduce the ability to learn literacy. Once the obstacles have been eliminated, it would be easier to improve learning credibility based on modern trends in education. As a result, Frederickson creates awareness required to improve phonemic awareness, thus improving literacy practices. The research aims at addressing the needs of learners struggling with literacy issues to critically fulfill educational mandates for the teachers. The author advises on the need to keep up with technological developments which serve to improve literacy practices (Fredrickson, 2014).

Also, the author illustrates how inspiration would help the disabled improve their literacy practices in the classroom setting. The work carried by Frederickson compares to Kirsten because they utilize professional cross-curricular developments to improve literacy practices. Kirsten shows how project-based learning experiences used by Frederickson ought to be used to improve language and content learning (Fredrickson, 2014). Therefore, Kirsten aims at improving disciplinary literacy on specific subjects, which play a major role in developing literacy practices. Vocabulary is postulated to be the best means of improving literacy practices to help communicate effectively. Thus, their work creates a literacy intervention required to reduce risks that undermine the importance of literacy practices in the classroom setting despite individual challenges. The research by both authors plays a major role in ensuring learning improves literacy practices. Hence, the research provides the need to integrate literacy into the learning curriculum to ensure specific aspects are improved.

What is literacy

Gee stipulates that literacy would be improved through the use of a socially accepted notion to improve individual language and thinking capacity (Gee, 1998). For instance, Gee stipulates that a primary discourse can be used to create inherent ideologies with a clear set of values. In such a case, the author states that the values should be developed to improve literacy practices amongst students. Gee utilizes discourse defined positions to exemplify how individuals speak and behave to provide unique standpoints on literacy. However, the author states that opposing discourses in learning would hamper initiatives adopted in the classroom context to improve literacy practices. Gee illustrates that individual values and concepts form the fundamental concept in improving literacy despite numerous setbacks in the learning process (Gee, 1998). Thus, the article challenges literature professors to address criticisms in literary discourses to ensure learners deploy their skills in the learning process. Hence, literacy would be improved through the use of competence-based abilities possessed by the students.

Moreover, Gee outlines the need to create a distinction in nontechnical parlance because they play a major role in linguistics. Thus, the author feels the need to pass through the acquisition process, which would subconsciously expose learners to the formal teaching of literacy practices. Hence, learners would be in a position to acquire functionality required to utilize meta-knowledge in a form that improves literacy practices. As such, Gee postulates that learners would be in a position to improve their literacy practices through learning. Furthermore, the author highlights the need for acquisition through subconscious minds based on the trial and error method (Gee, 1998). Hence, Gee outlines that literacy practices would be developed despite the lack of formal teaching. As such, a natural setting would play a critical role in the learning process, forming an excellent analysis of literacy in the classroom setting. Stipulations made by Gee align with Kirsten’s ideas on the urgency to promote literacy practices in the classroom context. Both authors emphasize the application of interaction patterns in a scheme to address critical aspects of literacy practices.

Ways to improve student literacy

Holly Welham provides a meta-analysis study on strategic approaches needed to improve student literacy by providing relevant pieces of training on reading and writing (Welham, 2014, pp. 1). Welham stipulates that students ought to be provided with reading challenges to improve their literacy practices (Welham, 2014). The author states that such initiatives stand to bolster learning experiences and address the challenges faced in the meta-analysis study of literacy practices. Besides, Welham encourages students to utilize short stories to improve their literacy practices through deep engagement with one another. The author stipulates that such stories offer challenging contexts that keep students engaged as a strategic approach to improving literacy practices. The work by Welham supports the idea of utilizing passive and active forms of communication through the use of literacy practices. As such, the author’s work aligns with the need to develop literacy frameworks needed to improve literacy as articulated by Gee. The article shows that literacy practices play a crucial role in improving the overall students’ performance. Furthermore, the guidelines provided by the author promote the use of phonemic awareness necessary for promoting the application of literacy in the classroom context (Welham, 2014).

Moreover, Welham states that discouraging reluctance would help would be a great stride in improving literacy practices based on specific student characteristics. Welham’s articulations compare to Kirsten’s in that both articulate the need to develop a theoretical framework that stands to improve the teaching of literacy practices in schools (Welham, 2014). Kirsten postulates that schools must utilize non-fiction and dialogue texts to improve specific aspects of literacy. Therefore, research conducted by the two authors complements each other since they clearly outline objectives that must be set by teachers to improve students ‘literacy.  As such, both articles ensure they cohere in terms of professional developments needed to advocate for the improvement of literacy practices. Finally, both articles set objectives that must be met while improving literacy practices.  Welham stipulations support initiatives undertaken to improve literacy practices in the classroom context in a way that makes sense while communicating (Welham, 2014). Guidelines provided by the author provide an excellent approach to learning since it’s a continuous process that requires the participation of every stakeholder in education.

Conclusion

Improving literacy calls for the utilization of comprehensive learning approaches that align trends experienced presently. The different authors provide their point of view on different strategic approaches that must be utilized to improve literacy practices in the classroom context. For instance, Kirsten states that the use of project-based learning would help students having difficulties utilizing literacy in class. Gee utilizes discourses to exemplify the different strategies that ought to be used to improve literacy practices. The ideas from the authors complement each other to help understand the necessity to teach literacy in schools. Therefore, literacy practices should be incorporated into the syllabus to help learners develop pertinent skills through learning.

References

Fredrickson, K. (2014). Improving Literacy Through the Use of Technology for Struggling Students, 1-50

Gee, J. P. (1998). What is literacy? Negotiating academic literacies: Teaching and learning across languages and cultures, 51-59.

Kirsten, N. (2019). Improving literacy and content learning across the curriculum? How teachers relate literacy teaching to school subjects in cross-curricular professional development. Education Inquiry, 10(4), 368-384.

Welham, H. (2014). Ten ways to improve student literacy. Retrieved 15 February 2020, from https://www.theguardian.com/teacher-network/teacher-blog/2014/may/08/ten-ways-improve-student-literacy