At the Glasgow meeting we spoke shortly about the PIRLS 2011 country results.
You may download the whole international report or single chapters from http://timssandpirls.bc.edu/pirls2011/international-results-pirls.html
No surprise that Finland (together with Russia) is on the top of the european countries.
Kind regards from Berlin. Renata
In September 2012, the Global Affairs Division of IRA published a new volume on Action Research: a-practical-guide-to-action-research-for-literacy-
Renate valtin asked us to help.
Dear IDEC-members, dear friends and colleagues. In the meantime you all have received the Report of the High Level Group of Experts, established by the EU-commission, were Greg and Renate were members. Here is again the link to this document. http://ec.europa.eu/education/literacy/index_en.htm You will notice that in the report there are some projects and best-practice-examples of different nations. In the document three broad categories are differentiated: (1) creating a literate environment, (2) quality of education and (3) participation and inclusion. Each of these categories has only a limited number of practical examples and could be enriched by more examples.
Because of the scope of the report only a few examples have been included. I think it is a good idea to collect and document more projects and positive examples. In agreement with Meeli and people from the European Commission in Brussels I would like to ask you to help me in enriching this report by sending me descriptions of projects carried out in your country. This information should comprise: the name of the project, the reference (best a link to a website) and a short description of the procedures and outcomes. These are two examples in the report:
In the German Land of Schleswig-Holstein, “Reading Empowers” (Lesen macht stark) targeted some of the weakest performing 210 secondary schools in the Land, reaching 40.000 students between 2006 and 2010. The intervention was based on additional individual reading support underpinned by a school-wide reading development strategy and teacher training in early identification of reading difficulties across subjects. An evaluation of the project using comparison groups shows the programme helped many low achieving schools catch up, but for those schools that didn’t improve more effort is needed. Reference: IQSH Institut für Qualitätsentwicklung an Schulen Schleswig-Holstein (2010). Niemanden zurücklassen – Lesen macht stark und Mathe macht stark: Ergebnisse der wissenschaftlichen Begleitung 2010 http://www.nzl.lernnetz.de/lesen/docs/NZL-Bericht_LMS_MMS_2010_web.pdf
In Portugal “The Book Time” programme is designed to stimulate children’s and adolescents’ interest in books, introducing reading, games and other recreational/educational activities with books into classroom activities. The programme promotes children’s and adolescents’ meetings with authors and illustrators, book fairs, competitions and recreational activities based on books. It provides technical orientation on reading promotion and a budget for school libraries to purchase different types of book to be used in classroom reading activities and promote independent contact with books.
Please send Renate (renate.valtin AT t-online.de) examples from your country. And please indicate in which chapter your example belongs (the chapters are numbered). I would be very grateful if you could send your information in the next 6 weeks, so that there is time enough to put all the information together before our Glasgow meeting (and I am sure Greg will help us all in polishing the language, if needed). Hopefully there is some time in Glasgow to discuss the outcome.
A few days ago, I was invited to visit Pohnpei, Micronesia through pictures. I was truly masmerized by my friend’s description of a photo of her standing at the blow holes at Tonga and the power of the sea.
As a a life- long learner myself, non- native speaker of English, an EFL teacher, someone whose kids made snow tunnels this February, I felt a need to experience and google concepts like lazy sting rays, puffer fish, coral reef, lagoon, snorkling and blow holes.
Since, I am in hospital now and have plenty of time, I continued my “visit” and listened to the concerns of the local people for the future of the islands in Micronesia.The cute, five or six- year old children joyfully crossing the shallow water of the street, may have to permanently leave their homes and islands, because they are being covered by the sea. The global warming again. How sad! (more…)
The National Reports given at the Vienna meeting Januari 2012 are available online.
- Go to Conferences and Meetings in the menu at the top
- In the dropdown menu choose Meetings and Seminars
- Then you’ll click on Vienna Januari 2012
- On that page you’ll find a PDF file with all the national reports.
Thank you, Meeli
As a comment to the excellent talk of Gunther Kress this afternoon, I will draw your attention to a new study at the university of Stavanger:
Literacy studies – master
Is the book an endangered species? Are sms-messages destroying the English language? What were medieval books like? How do children learn to read and write? Who was Shakespeare and does it matter? What does reading do to our minds? http://www.uis.no/studietilbud/spraak_og_litteratur/master/literacy_studies/
And another study at the National centre for reading educaton and reserearch (Lesesenteret): Digital reading
How can one teach students who hide behind their PCs and switch between Word, Facebook, Wikipedia and Twitter? An ordinary day for teachers has been completely transformed during the last five to ten years. Reading research at the University of Stavanger has examined the complete transformation of the classroom which has taken place over the last 5-10 years. http://lesesenteret.uis.no/frontpage/news/article26458-3357.html