- Students use a variety of technological and information resources (e.g., libraries, data-
bases, computer networks, video) to gather and synthesize information and to create
and communicate knowledge. - Students develop an understanding of and respect for diversity in language use, pat-
terns, and dialects across cultures, ethnic groups, geographic regions, and social roles. - Students whose first language is not English make use of their first language to develop
competency in the English language arts and to develop understanding of content
across the curriculum. - Students participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities. - Students use spoken, written, and visual language to accomplish their own purposes
(e.g., for learning, enjoyment, persuasion, and the exchange of information).
In chapter 3, I emphasize that standards should be seen as goals, rather than as a measur-
ing rod of performance. I think the NCTE–IRA literacy standards underscore that point. I also
think they help us define what we mean by a literate or educated person. Based on these 12
standards, a literate person is able to use print and nonprint resources to acquire informa-
tion and conduct independent research, communicates effectively with a range of audiences
using different media, has the ability and background to understand the diverse dimensions
of human experience, and actively and thoughtfully participates in broader communities.
JOIN THE CONVERSATION—LITERACY STANDARDSQuestions to Consider:- Which of these literacy standards is applicable in your academic subject area? Explain.
- Discuss three lesson ideas in your subject area that would promote student literacies.
3.How do you define a literate or educated person? Would you consider yourself a mem-
ber of this group based on your definition? Why?
SECTION D: HOW CAN STUDENTS LEARN COMPLEX MATERIAL
WHILE STILL STRUGGLING TO IMPROVE THEIR READING SKILLS?
Maureen Murphy and I (MacCurtain et al., 2001) recently completed a multiyear project de-
veloping interdisciplinary activities, lessons, and units for teaching about the Great Irish
Famine in grades 4–12. Our initial plan was to prepare separate high school (9–12) and upper
elementary/middle-level (4–8) packages. High school material would be minimallyedited,
whereas the middle-level package would include documents that wereadaptedfor class-
room use.
Through field-testing the lessons in classrooms, participation in and observation of group
work, and follow-up discussions with students, we discovered that our distinction between
the two levels did not take into account the full range of student performance. Many high
school students were more comfortable with the adapted documents, whereas some middle-
level students were capable of reading with understanding the minimally edited text. In addi-
LITERACY 187