1. John D. Beach, Ph.D.
Associate Professor of Literacy Education
St. John’s University | New York City
• The School of Education
• Department of Education Specialties
• PhD Program in Literacy Education
Contact:
• johndbeach@hotmail.com
• beachj@stjohns.edu
10 July 2016 |ILA | J. D. Beach Ph.D. | A Theory to Transform Literacy Education Practice
ILA | International Literacy Association
ILA 2016 Conference
Boston, Massachusetts| 9-11 July 2016
Abstract: The parameters of print literacy must be
expanded and reshaped to address new features of
digital age communication. A theory may be built to
reconcile these perspectives by focusing on core human
goals and responses. Renovating practice in schools and
literacy programs will expand emphasis on listening and
speaking for virtual settings, add visual and interactive
elements to texts, and address issues of precision,
privacy and publicity.
2. How Do We Bridge the Divides?...
• Practice from Research and Theory? Competence from Compliance?
• Mandates from Reality? Uniformity from Diversity? Program from Learner Focus?
• Self-Esteem from Self-Reliance? & The 1% from the 99%?
10 July 2016 |ILA | J. D. Beach Ph.D. | A Theory to Transform Literacy Education Practice 2
Curriculum
• Are Our Curricula Outdated and
Biased?
• Does “Research” Really Give Us
Answers?
• Are Programs in Use for the
Right Reasons?
Competence
• Are Teachers Capable and Well
Prepared?
• Are Students Performing to
Potential? Do We Allow for
Diversity?
• Why Are Schools Falling Short?
Culture
• Can Conflicting Values Systems
Co-exist?
• Can We Continue to Tolerate
Grade Inflation, Excess Praise,
and Arrogance?
Communication
• Can We Ready Learners for New
Options?
• Do We Recognize the Common
Skills for Speech, Print, and Tech
Communication?
Common Core
Why Are PISA & NAEP Still
Problematic? Can Uniform
Standards Deal with Diversity?
3. PISA 2012: USA Lowest of English Speaking Countries
NAEP 2015: Only Small Gains, Still Below Bell Curve
Goals Are a First Step…Achieving Them Will Require Big Changes
10 July 2016 |ILA | J. D. Beach Ph.D. | A Theory to Transform Literacy Education Practice 3
Proprietors,
Politicians, Public
& Parents
• Poor Performance
• Under-Prepared
for College, Career
• Biased Agendas
New
Paradigms
• New Technologies
• Outdated Practice
• Diversity vs. Control
• Erosion of Standards
Scores
• PISA
• NAEP
• School Tests
• Gap: 1% & 99%
From Traditions |
Classic Curriculum
To Transitions |
Common Core
Standards
Close Reading |
Textual Analysis
Nonfiction |
Current Texts
Public Writing |
Inform & Persuade
Reader Response |
Literature
Appreciation
Fiction |
Classic Texts
Personal Writing |
Express & Create
4. Table R2. Average scores of 15-year-old students on PISA reading literacy scale, by education system: 2012w31
Education system Mean score s.e. Education system Mean score s.e. Education system Mean score s.e.
OECD mean 496 0.5
Shanghai-China 570 2.9 United States 498 3.7 Costa Rica 441 3.5
Hong Kong-China 545 2.8 Denmark 496 2.6 Romania 438 4.0
Singapore 542 1.4 Czech Republic 493 2.9 Bulgaria 436 6.0
Japan 538 3.7 Italy 490 2.0 Mexico 424 1.5
Korea, Republic of 536 3.9 Austria 490 2.8 Montenegro, Republic of 422 1.2
Finland 524 2.4 Latvia 489 2.4 Uruguay 411 3.2
Ireland 523 2.6 Hungary 488 3.2 Brazil 410 2.1
Canada 523 1.9 Spain 488 1.9 Tunisia 404 4.5
Chinese Taipei 523 3.0 Luxembourg 488 1.5 Colombia 403 3.4
Poland 518 3.1 Portugal 488 3.8 Jordan 399 3.6
Estonia 516 2.0 Israel 486 5.0 Malaysia 398 3.3
Liechtenstein 516 4.1 Croatia 485 3.3 Indonesia 396 4.2
New Zealand 512 2.4 Sweden 483 3.0 Argentina 396 3.7
Australia 512 1.6 Lithuania 477 2.5 Albania 394 3.2
Netherlands 511 3.5 Greece 477 3.3 Kazakhstan 393 2.7
Switzerland 509 2.6 Turkey 475 4.2 Qatar 388 0.8
Macao-China 509 0.9 Russian Federation 475 3.0 Peru 384 4.3
Belgium 509 2.3 Slovak Republic 463 4.2
Vietnam 508 4.4 Cyprus 449 1.2
Germany 508 2.8 Serbia, Republic of 446 3.4 U.S. state systems
France 505 2.8 United Arab Emirates 442 2.5 Massachusetts 527 6.1
Norway 504 3.2 Chile 441 2.9 Connecticut 521 6.5
United Kingdom 499 3.5 Thailand 441 3.1 Florida 492 6.1
10 July 2016 |ILA | J. D. Beach Ph.D. | A Theory to Transform Literacy Education Practice 4
5. NAEP: Grade Four Reading NAEP: Grade Eight Reading
Year Below
D
Basic
C
Proficient
B
Advanced
A B + A Below
D
Basic
C
Proficient
B
Advanced
A B + A
2015 31 33 27 9 36 24 42 31 4 34
2013 32 33 27 8 35 22* 42 32* 4* 36*
2011 33* 34* 26* 8* 34* 24 42 30 3 34
2009 33* 34* 25* 8* 33* 25 43* 30* 3* 32*
2007 33* 34* 25* 8* 33* 26* 43* 28* 3* 31*
2005 36* 33 24* 8* 31* 27* 42 28* 3* 31*
2003 37* 32* 24* 8* 31* 26* 42 29* 3* 32*
2002 36* 32 24* 7* 31* 25 43* 30 3* 33*
2000 41* 30* 23* 7* 29*
1998 40* 30* 22* 7* 29* 27* 41 30 3* 32
1998* 38* 32 24* 7* 31* 26* 41 31 3* 33
1994* 40* 31* 22* 7 30* 30* 40* 27* 3* 30*
1992* 38* 34 22* 6* 29* 31* 40 26* 3 29*
*Significantly different (p < .05) from 2015 | Grade 4 Improves from 2007 on, Grade 8 from 2009 on (B+A in red)
10 July 2016 |ILA | J. D. Beach Ph.D. | A Theory to Transform Literacy Education Practice 5
6. •Source: Spichtig, A. N., Hiebert, E. H., Vorstius, C., Pascoe, J. P., Pearson, P. D., & Radach, R. (2016). The decline of
comprehension-based silent reading efficiency in the United States: A comparison of current data with performance in
1960. Reading Research Quarterly, 51(2), 239–259. doi: 10.1002/rrq.137
•Performance: “…typical high school seniors in 2011 read more slowly than their counterparts in 1960 but also read
less efficiently, persisting in word identification and systematic decoding of text rather than reading holistically and
with automaticity. …the silent reading efficiency of U.S. students, especially older students, is declining, stagnant, or at
least inadequate to meet the current literacy challenges faced in schools” p. 253
•Expectations: “The level of high school texts was significantly less challenging than texts of the workplace (typically
125L higher), community college (169L higher), and universities (259L higher).” p. 253
•Learners: “…increases in racial and ethnic diversity, single-parent families, and the proportion of students from first-or
second-generation U.S. families …poverty rather than race or ethnicity may be a key factor…
•Programs: “…there have been fundamental changes in reading pedagogy and philosophy as well…”
Decline of Silent Reading Performance
•Source: White, S., Kim, Y., Chen, J., and Liu, F. (2015). Performance of fourth-grade students in the 2012 NAEP computer-
based writing pilot assessment: Scores, text length, and use of editing tools (NCES 2015-119). Washington, DC: National
Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
•Performance: 10,400 fourth-graders from 510 schools composed to persuade, to explain, and to convey an
experience—real or imaginary. 68% scored 1, 2 or 3 on a 6 point scoring scale
•Proficiency: High-performers (top 20%) scored higher on the computer than on paper. Low-performers (bottom 20%)
and middle-performers (middle 60%) did not appear to benefit from using the computer (80%!).
•Skills: About 29% typed fewer than 10 words per minute, much lower than eighth-graders (12 vs. 30 WPM).
Writing Failure for 4th Graders on Computers
•Recent Network News Programs Report That Few Schools Have Any Policy in Place for the Use of Social Media and
Similar Technology (There Are Reports of Teacher-Student Sexual Abuse Using Such Media)
Schools Are Unprepared and Oblivious to Current Challenges
10 July 2016 |ILA | J. D. Beach Ph.D. | A Theory to Transform Literacy Education Practice 6
7. Assets
Theory
•Synthesis
Practice
•Practicality
•Experience
Qualitative
•Less Obvious
Quantitative
•Strong Proof
Limitations
Theory
•Data Dearth
Practice
•Out-dated
•Biased
Qualitative
•Bias, Agendas
Quantitative
•Narrow View
10 July 2016 |ILA | J. D. Beach Ph.D. | A Theory to Transform Literacy Education Practice
Inquiry Modes
and Research
Types|May
Intermingle
(Beach 2016)
Answers
History & Practice
• Practice Traditions
• Narratives
• Documents
• Survey Research
• Design Experiment
Receives
Observation &
Qualitative Inquiry
• Case study
• Ethnography
• Content Analysis
• Discourse Analysis
• Verbal Protocols
• Neuro-imagingQuestions
Experimentation &
Quantitative Inquiry
• Experiment
• Quasi-Experiment
• Single Subject
Study
• Correlational Study
• Mixed Methods
Discovers
Theory & Synthesis
• Logical analysis
• Meta-Analysis
• Theory Building
7
8. Elite Class
(Liberal Arts)
Antiquity On
Professions (Religion, Law,
Medicine)
12th Century On: Universities
Vocations and
Technical Fields
1862 On: Morrill Act
Commoners
(Careers, Status)
1944 On: G.I. Bill
10 July 2016 |ILA | J. D. Beach Ph.D. | A Theory to Transform Literacy Education Practice 8
• Apprenticeship: Home, Hunt, Farm, Military | Shamans & Storytellers: Religion, Ethics, Lore
Pre-History:
• Privileged Class: Artes liberales “Liberal Arts” for free citizens to take part in civic life
• Apprenticeship for Trades and Professions
Antiquity: Schools and Academies
• Universities for Liberal Arts – 1% and Professions (Religion, Law, Medicine) – very few
• Apprenticeship for Trades and Technical Fields
• Home or Village Schools for Some: Basic Literacy and Religion (typically only for a few months)
Middle Ages to 18th Century
• 1830 Elementary Schools Expand Offerings to Several Grade Levels in Cities
• Universities (Liberal Arts, Professions) Add Graduate Degrees: 1810 U. of Berlin, 1861 Yale U.
• 1862 Morrill Act Expands Universities for Technical/Vocational Fields (e.g. Mining, Agriculture)
• 1900 Only 4% of Adolescents Enrolled in US High Schools (by 1950 – 75%, by 1970 – 90%)
• 1944 G.I. Bill Funds Middle Class to Attend University for Careers
19th and 20th Centuries
No One Measures Program Success: We Don’t Know What’s Working!
Society and Poverty May Be More Responsible Than Schools (Ravitch 2016).
Ravitch, D. (2016). The death and life of the great American school system: How testing and choice are undermining education (3rd ed.). New York Basic Books.
9. Writing / Sending
(“Six Traits” Spandel &
Stiggins 1990; Beach 2014)
Writing Before the Lines /
Pre-Writing
•Ideas: Goal, Topic
•Organization: Genre,
Presentation
Writing Behind the Lines /
Drafting & Crafting
•Voice: Drafting, Appeals
•Word Choice: Crafting,
Audience Focus
Writing the Lines / Revising
& Editing
•Sentence Fluency:
Progression, Clarifying
•Conventions: Spelling et
al., Legibility
Reading / Receiving
(Gray 1960; Langer 1995;
Beach 2014)
Reading Beyond the Lines /
Critical Comprehension
•Evaluate: Opinion,
Synthesis
•Conclude: Comparison,
Analysis, Map
Reading Between the Lines/
Inferential Comprehension
•Interpret: Context, Evidence
•Detect: Subtext,
Connotations
Reading the Lines / Literal
Comprehension
•Connect: Gist, Predicting
•Decode: Phonics, Sight
Words
10 July 2016 |ILA | J. D. Beach Ph.D. | A Theory to Transform Literacy Education Practice 9
SPEECH / DIALECT
Speak ↔ Listen
• Parties: Together
• Participate: Converse or
Discuss
• Present: Public Address,
Storytelling
THEATRE / MIMELECT
Show ↔ View
• Parties: Juxtaposed
• Stage: Improv, Script
• Screen: Film, Video
• Page: Picture Book
PRINT / GRAPHOLECT
Write ↔ Read
• Parties: Separate
• Confer: Nonfiction
• Infer: Literature
• View: Illustration, Graphics
TECHNOLOGY / TELELECT
Send ↔ Receive
(Text, Chat, Post, View)
• Parties: Tech Linked
• Direct: Interactive
• Remote: Video, Animation,
Text, Link, Hypertext
TODAY’S
EIGHT
LANGUAGE
ARTS
Beach, J. D. (2014, May 10). Teaching readers and writers to reason: Using argument to analyze all texts for critical thinking. Paper presented at the 59th Annual
Convention of the International Reading Association, New Orleans, LA.| Gray, W. S. (1960). The major aspects of reading. In H. Robinson (Ed.), Development of
reading abilities. Supplementary Educational Monographs No. 90. Chicago: University of Chicago Press.| Langer, J. A. (1995). Envisioning literature. New York,
Teachers College Press.| Spandel, V., & Stiggins, R. J. (1990). Creating writers. Boston: Allyn and Bacon.
10. Which Sets of Values Do, and
Which Should Be Framing Our
Curricula and Our Practice?
Examples of Traditions That May
Need Rethinking:
•The “Reading Wars” = Dueling
Theocracies (“Camps” Are
Alive and Active)?
•High School English Classics
for Whole Class Reading &
Writers’ Workshop =
Aristocratic Arrogance (Liberal
Arts for the 1%)?
•Commercial Textbooks and
Technologies = Plutocratic
Plundering (Purchase Focus
Over Learner Focus and
Diversity)?
Cultural Contexts or
Socio-Cultural
Ideologies
(based on Vico 1725,
Bloom 1994)
Unity &
Control
Aristocratic pole
•Unity & Reason
•Focus: Conformity, Elitism
•Texts: Classic (Plato )
•Literacy: Inferential and
Aesthetic
Reason &
Civility
Democratic pole
•Liberty & Civility
•Focus: Equality, Freedom
•Texts: Personal and
Pragmatic (Rousseau,
Piaget)
•Literacy: Critical and
DiverseLiberty &
Diversity
Plutocratic
or Chaotic pole
•Power & Diversity
•Focus: Marketing,
Change, Clashes
•Texts: Popular and
Partisan (Freire)
•Literacy: “Agenda” and
Efferent
Belief &
Power
Theocratic pole
•Belief & Control
•Focus: Indoctrination
•Texts: Sacred and
Dogmatic
•Literacy: Literal and
Devotional
10 July 2016 |ILA | J. D. Beach Ph.D. | A Theory to Transform Literacy Education Practice 10
Bloom, H. (1994). The western canon: The books and school of the ages.
New York: Harcourt.
Vico, G. (1725). "Scienza Nuova [The New Science]." Napoli: Stamperia
Museana.
11. Context: Culture: Values & Traditions (Theocratic,
Aristocratic, Democratic, Plutocratic)
Community: Aspirations, Curriculum, Practice
Communication: Mission, Medium, Matter, Manifestation
Sender
Speak, Present,
Write, Send
(Post/Text)
Values: Purpose
(Express,
Persuade, Engage,
Inform, Speculate)
Knowledge:
Language, Genre,
Topic, Audience
Skills: Compose,
Communicate
Text: (Genette) Transtextuality:
“Textual Transcendence of the Text”
Subtext:
Hints, Allusions
Context:
Goal, Culture
Architextuality:
Genre
Paratextuality:
Titles, Headings,
Prefaces…
Intertextuality:
Quotation,
Plagiarism, Allusion... Metatextuality:
Critical Commentary
Hypotextuality Or
Hypertextuality:
Parody, Spoof,
Sequel, Translation,
Link...
Receiver
Listen, Watch,
Read, Receive
(View/Chat )
Values: Motive
(Æsthetic or
Efferent)
Knowledge:
Language, Genre,
Topic, Author
Skills:
Comprehend
(Literal,
Inferential,
Critical)
10 July 2016 |ILA | J. D. Beach Ph.D. | A Theory to Transform Literacy Education Practice 11
• LITERATURE
• Permanent,
Significant, & Vital
• Small Corpus
• Expression,
Persuasion,
Information, Art,
Thought
• RECORD
• Permanent But
Dormant
• Large Corpus
• NEWS
• Temporary
• Larger Corpus
• CHATTER
• Ephemeral
• Largest
Corpus
Genette, G. (1982). Palimpsestes: La littérature au second degré. Paris: Editions du Seuil.
12. 10 July 2016 |ILA | J. D. Beach Ph.D. | A Theory to Transform Literacy Education Practice
LITERARY
Story & Fiction
Kinneavy: Text focus
Nonfiction: Example
Jolles: Silence
Idealist: Joke/Witz
Realist: Riddle/Rätsel
SPECULATIVE
Theory & Wonder
Ideas focus
Nonfiction: Essay
Jolles: Optative
Idealist: Tale/Märchen
Realist: Fable/Fabeln
ROMANCE
& Fantasy
Escape, Inspire
Fall | Hope to Rue
(Phlegmatic pole)
PERSUASIVE
Speech & Drama
Kinneavy: Receiver focus
Nonfiction: Argument
Jolles: Imperative
Idealist: Legend/Legende
Realist: Proverb /Spruch
TRAGEDY
& Mystery
Caution, Intrigue
Loss | Fear to Pity
(Melancholic pole)
INFORMATIVE
Science & Research
Kinneavy: Topic focus
Nonfiction: Anatomy
Jolles: Interrogative
Idealist: Myth/Mythe
Realist: Case/Kasus
EXPERIENCE
& Realism
Reveal , Empathize
Rise | Doubt to Pride
(Choleric pole)
EXPRESSIVE
Poetry & Opinion
Kinneavy: Sender focus
Nonfiction: Opinion
Jolles: Assertive
Idealist: Memoir/Memorabile
Realist: Saga/Sagen
COMEDY
& Pastoral
Encourage, Comment
Gain | Scorn to Joy
(Sanguine pole)
• Frye, N. (1957). Anatomy of criticism: Four essays. Princeton, NJ: Princeton University Press.
• Jolles, A. (1930). Einfache Formen [Simple Forms]. Tübingen: M. Niemeyer.
• *Kinneavy, J. (1971). A theory of discourse. Prentice-Hall/W. W. Norton.
LITERARY
Story & Fiction
Kinneavy: Text focus
Nonfiction: Example
Jolles: Silence
Idealist: Joke/Witz
Realist: Riddle/Rätsel
SPECULATIVE
Theory & Wonder
Ideas focus
Nonfiction: Essay
Jolles: Optative
Idealist: Tale/Märchen
Realist: Fable/Fabeln
ROMANCE
& Fantasy
Escape, Inspire
Fall | Hope to Rue
(Phlegmatic pole)
PERSUASIVE
Speech & Drama
Kinneavy: Receiver focus
Nonfiction: Argument
Jolles: Imperative
Idealist: Legend/Legende
Realist: Proverb /Spruch
TRAGEDY
& Mystery
Caution, Intrigue
Loss | Fear to Pity
(Melancholic pole)
INFORMATIVE
Science & Research
Kinneavy: Topic focus
Nonfiction: Anatomy
Jolles: Interrogative
Idealist: Myth/Mythe
Realist: Case/Kasus
EXPERIENCE
& Realism
Reveal , Empathize
Rise | Doubt to Pride
(Choleric pole)
EXPRESSIVE
Poetry & Opinion
Kinneavy: Sender focus
Nonfiction: Opinion
Jolles: Assertive
Idealist: Memoir/Memorabile
Realist: Saga/Sagen
COMEDY
& Pastoral
Encourage, Comment
Gain | Scorn to Joy
(Sanguine pole)
13. Think Critically!
The Big Questions We Need to Ask
“Research Says…”
Research May Be:
• (1) Irrelevant: Not
Focused on Practice
• (2) Limited: Insufficient
Data for Program
Decisions
• (3) Biased: Advancing a
Subjective View or
Agenda
• (4) Inconclusive:
Conflicting Conclusions
Need Reconciliation
Standards and
Diversity
• If All Learners Must Follow
a Uniform Program and
Reach Uniform Goals, Can
We Accept Diversity?
• The Normal Curve Is Real.
We Can’t Legislate
Diversity Away and
Declare Excellence to
Satisfy Our Arrogance.
• We Need to Work “So
Each May Be All One Is
Capable of Being.”
Curriculum and
Change
• Most Curricula are
Ossified: Focused on the
Past and the Values of the
Power Classes of Society
• New Media and Goals
Require Careful Thought,
Not Hasty Reaction
• Educators Must Bridge the
Comfortable Past and the
Astonishing Future
• The Only Constant in Life
Is Change
What We Still
Need
Penmanship:
Drafting
Writing,
Taking Notes
Spelling &
Phonics: Keys
to Access
Text
Guided (DRA
& DR-TA)
Comprehen-
sion
Predictable &
Manageable
Texts
Differentiated
Learning &
Adequate
Practice
Motivation &
Interest
What We
Really Need
Keyboarding:
Essential for
21st Century
Morpheme
Study for
Vocabulary
Growth
Guided
Reasoning &
Critical
Thinking
Real World
Texts &
Nonfiction
Genre Study
On Demand
Writing &
Close
Reading
Inquiry &
Engagement
What We
Don’t Need
No-Text
Video Games
Pretensions:
“Word Study
Is Irrelevant”
Opinion as
Truth
Irrelevant
Elitist Texts
One Method
for All
(Writers’
Workshop)
Elitism &
Entitlement
10 July 2016 |ILA | J. D. Beach Ph.D. | A Theory to Transform Literacy Education Practice 13
14. 10 July 2016 |ILA | J. D. Beach Ph.D. | A Theory to Transform Literacy Education Practice 14
Interest
Curriculum for
Passion and
Leisure
9-12 C (6)
Basic Curriculum to
Function in Society
K-8 & 9-12 A (8)
Career
Curriculum for
Livelihood
9-12 B (6)
Basic
Curriculum
for All K-12
Vocational
Curricula for
Jobs Majors
Liberal Arts
Curricula for
Living Minors
Academic
Curricula for
Professions
Majors
A
Radical
Proposal
K-8 Basic Track to
Function in
Society, Including
Work and Leisure
Exploration
9-10 (to Age 16)
Core Track with
Career
Exploration
Courses
11-14 Merge Senior
High School &
Community College
for Career Track
and Interests
College Starts
Junior Year with
Career Major and
Interest Minor,
No Core Courses
15. World Knowledge
• Language: Vocabulary,
Grammar & Genre, Dialect
• Content: World, Topic
Accessing
Text
• Decoding:
Phonics &
Spelling
Patterns
• Word
Recognition:
Sight Words &
Morphemes
Constructing Meaning
• Literal: Words to Build Gist
• Inferential: Linking
Concepts, Detecting Hints,
Connotations, Subtext
Evaluating
• Critical:
Close Reading
for Analysis,
Interpretation,
Comparison,
Synthesis,
Judging
Values
Citizenship
Readiness
Career
Preparedness
College
Potential
Curiosity:
Personal
Interests &
Living Life
Knowledge
Language
• Phonics &
Spelling
• Vocabulary
• Diction &
Grammar
Genres
• Discourse:
Nonfiction
World
Skills
Content
• Familiar = Easy
Sequence (skills)
• Build: Core
• Spiral: Less
Crucial
Pace
• Differs by
Learner.
Background
Repetition
• Differs by
Learner,
Challenge
10 July 2016 |ILA | J. D. Beach Ph.D. | A Theory to Transform Literacy Education Practice 15
17. Curriculum
• Branching (or Flexible Tracking): Citizen Core, Curiosity,
Career, College
• Skills: Proficiency in All Eight Language Arts via Focus on
Sending and Receiving
• Knowledge: Full Range of Discourse Types and Genres
• Values: Earned Grades & High Standards; Self-Reliance over
Self-Esteem
Competence
• Professionals: Better Prepared Teachers & Principals:
Experience, Less Specialization and Broader Knowledge
• Range of Methods: No One Method or Approach Fits All
Learners, We Need Flexibility to Address Diversity | Decision
Makers Must Be Qualified Literacy Experts, Not Just
Managers
Culture
• Compromise: Differing Views Must Co-exist; None May
Resist Change; Cooperation Is Essential
• Common Sense: Diversity Cannot Be Ignored; We Need New
Generations to Be Proficient as Citizens, in Careers, in
College, and in Curiosity
• Civility: Arrogance Must Not Rule
Communication
• Look Forward: New Media & Broader Range of Participants,
But Caution Is Needed Until the New Becomes Proven as
Efficient and Useful
• Have Courage!: In Life the Only Constant Is Change
Changes to Consider:
“Common Core 2.0”
10 July 2016 |ILA | J. D. Beach Ph.D. | A Theory to Transform Literacy Education Practice 17
18. Thank You for Attending!
For a Copy of the Slides Leave Your E-mail on the List or Contact the
Presenter at: beachj@stjohns.edu
10 July 2016 |ILA | J. D. Beach Ph.D. | A Theory to Transform Literacy Education Practice 18
Aspects of
Discourse
Fiction
Inference
Vision
Efferent
Non-
fiction
Conference
Values
Aesthetic
VIRTUAL: Speak and Listen in
Real Time (these were
neglected in Print Era; Virtual
communication has no revision,
rapid keyboarding, etc.) – Print
texts less constrained by time
VISUAL: PowerPoint, Web Sites,
Videos, Pictures, Diagrams, etc.
– New Texts must offer the
visual to augment the verbal
PRECISION: Trust in the
accuracy of information in texts
– The Internet lacks guidelines
for accuracy and honesty and
literacy today must address this
issue
PRIVACY & PUBLICITY: Texts we
produce and consume may
have unintended consequences
that require forethought; -
Instant responses pose
problems - Intrusive
mechanisms
POLICY ISSUES FOR
NEW AGE
COMMUNICATION
