Burke, Patrick ORCID: 0000-0002-8490-401X
(2024)
‘We all have to do our bit': Literacy practice, perceptions and policy in Irish primary and post-primary schools.
Irish Educational Studies
.
pp. 1-30.
ISSN 0332-3315
Abstract
Over a decade has passed since the publication and enactment of the first National Literacy and Numeracy Strategy (NLNS; Department of Education and Skills. 2011. Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020. Dublin: Department of Education and Skills). This paper provides insights into the reality of its enactment across a range of primary and post-primary settings. Drawing on qualitative data from interviews (n = 30) and quantitative data from a survey (n = 455) of primary and post-primary teachers, the paper charts commonalities and differences across these two sectors. Qualitative data indicated that the NLNS was successful in putting literacy on the agenda, with a range of consequent policy and practices reported by teachers. The teaching of literacy tended to be grounded in largely traditional conceptualisations of print-based reading and writing, with limited reference to digital or multimodal practices. Quantitative data highlighted the divergence of opinions between teachers from both sectors, particularly in relation to students’ literacy skills on entry to post-primary school and in DEIS settings. As policymakers prepare for the enactment of a successor strategy (Government of Ireland. 2024a. Ireland’s Literacy, Numeracy and Digital Literacy Strategy 2024–2033: Every Learner from Birth to Young Adulthood. Dublin: Government of Ireland), the paper concludes by addressing implications for the next decade of literacy-focussed policy in Irish schools.
Metadata
Item Type: | Article (Published) |
---|---|
Refereed: | Yes |
Uncontrolled Keywords: | Literacy policy; curriculum reform; National Literacy and Numeracy Strategy; adolescent literacy |
Subjects: | Social Sciences > Education |
DCU Faculties and Centres: | DCU Faculties and Schools > Institute of Education DCU Faculties and Schools > Institute of Education > School of Language, Literacy, & Early Childhood Education |
Publisher: | Taylor & Francis |
Official URL: | https://www.tandfonline.com/doi/citedby/10.1080/03... |
Copyright Information: | Author |
ID Code: | 30204 |
Deposited On: | 13 Aug 2024 09:13 by Patrick Burke . Last Modified 13 Aug 2024 09:13 |
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