Peter Heller Lützen, ph.d., consultant National Reading Centre - Introduction National Reading Centre, Denmark University Colleges – teacher education.

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Presentation transcript:

Peter Heller Lützen, ph.d., consultant National Reading Centre - Introduction National Reading Centre, Denmark University Colleges – teacher education From PISA chock to new literacies Developments in reading policies and strategies

Background: -founded on 1 September 2006 on an initiative by the Danish Ministry of Education among 20+ other centres -two of them still exist -now part of the Danish University Colleges National Centre for Reading, Denmark

Part of UCC - University College Copenhagen But still a national centre: - funded by all seven UC’s - and external fundings National Centre for Reading, Denmark

The seven UC’s – the former ‘seminaries’ A four year education - theory + practical training - common subjects and curriculum + specialization in school subjects - a BA degree – equivalent to a BA from a university Teacher education in Denmark

From the PISA2000 chock to new literacies: - education of local reading guides - implementation of a national ‘culture of evaluation’ - where are we now? Developments in reading policies and strategies in Denmark

Denmark is average - but: - with well funded schools - well trained and educated teachers - a socially and culturally homogeneous society - ‘we narrowed the gap in the 1960’s’ The PISA2000 chock

Every school employs at least one reading expert Every municipality employs a number of guides/ experts/ consultants Difficulties: - reading detached from learning - reading in other subjects than Danish - spreading knowledge - colleague coaching, professional learning communities Education of reading guides

Part of an international benchmarking trend But our school tradition is reluctant to the very idea! Test debates – purposes of education Policymakers’ ambitions vs. teachers’ professionalism National tests developed from 2006, mandatory from 2010: - 10 national tests, 4 of them in reading - reading in 2nd, 4th, 6th and 8th grade ‘Evaluation culture’

What are we testing? - afkodning, sprogforståelse, tekstforståelse - decoding, language comprehension and text comprehension National tests in reading

National results: nationale-test-og-evaluering/De-nationale- test/Testresultater/National-praestationsprofil nationale-test-og-evaluering/De-nationale- test/Testresultater/National-praestationsprofil A 4th grade slump: - the transition from learning to read to reading to learn In the early years: focus on code breaking - and from a code perspective we have been succesful National tests in reading

What we are not testing: -writing, oral language, analyzing, inference-/ synthesis-/ comparison-/ causality etc. making -reflection/ critical literacy -text as situated social praxis -basically we do not test language as social meaning making -and there’s a lot of teaching to the test going on -whereas PISA tests are broader National tests in reading

-text analyzer – reflexive/ critical level -text user – pragmatic level -text participant – semantic leve -code breaker – formal code level -so: our task is integration of levels - and reading/ literacy in all subjects (from Allan Luke and Peter Freebody, 1990, 1999) Levels in a common model

A series of UCC conferences: 2015: inclusion 2014: reading in new media 2013: differentiating literacy teaching - very typical subjects signaling new challenges Where are we now: After breaking the code – so what?

The literacy concept is on it’s way into a Danish context - in teacher education as curriculum and reflection/ learning goal - in a large number of conferences, book (and job!) titles etc. etc. - literacy is hot! Towards ‘literacy in Danish’

Different literacy-concepts: -basic reading and writing skills -functional, situated meaning making (genre pedagogy, new literacy studies etc.) -literacy in media newer than the book -literacy and multimodality (both perception and production) -adult literacy -work life literacy Towards ‘literacy in Danish’