Needed: Critics of Literacy Education with a More Inclusive Perspective

Year 2007, Volume: 3 Issue: 1, 29 - 43, 01.04.2007

Joseph Sanacore

Abstract

Journalists, book authors, and think tank members have been extremely critical of how literacy is presented in schools. Many of these critics who are inexperienced in literacy education believe that educators are inadequately teaching reading and writing. Those most critical of the “inadequate skills perspective” are usually experts in their respective fields, including neuroscience, speech-language pathology, and educational psychology. Not surprisingly, their fields of expertise are not fine-tuned in the field of literacy. These critics are more likely to promote balanced and constructive criticisms if they (a) hold graduate degrees in the areas in which they serve as critics, (b) collaborate with colleagues who believe in different points of view, (c) maintain rigorous peer-review standards before releasing research findings to the media, (d) have practical experience in schools, and (e) attend professional development sessions concerning big-picture perspectives and make observations in schools where these perspectives have been effectively implemented

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