Many of the most popular, hired and prolific members of the EduBlogosphere (particularly the edtech bloggers) spend a great deal of time, word count and airplane mileage talking about the importance of literacy – old literacy, new literacy, media literacy, superdooper 21st Century Web 2.0 literacy and “literacies” yet to be invented.
Literacy dominates my esteemed colleague’s thoughts about education. Therefore, I find it shocking that there is so little [read: none] discussion of the news that the federal Department of Education has concluded that Reading First, the $6 billion shock and awe approach to literacy education at the core of No Child Left Behind, has FAILED to improve the reading comprehension of American students.
Why the silence among EduBloggers? Is this issue unimportant? Should we ignore the calamity created by Reading First just because it doesn’t mention Twitter, Apture, Ning or other made-up words?
Or, are you waiting to be told what to think by Tom Friedman or Daniel Pink?
Too bad the self-proclaimed prophets of the information and media literacy “revolution” have nothing to offer the educators who will need to cleanup this mess created by the Bush Administration and perpetuated by those who remained silent when they knew better.
For the record, I’ve been writing about this issue for four years. An anthology of this work may be found here. I hope to have a more substantive piece published for a larger audience sometime this week. Stay tuned.
Veteran educator Gary Stager, Ph.D. is co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom, publisher at Constructing Modern Knowledge Press, and the founder of the Constructing Modern Knowledge summer institute. He led professional development in the world’s first 1:1 laptop schools thirty years ago and designed one of the oldest online graduate school programs. Gary is also the curator of The Seymour Papert archives at DailyPapert.com. Learn more about Gary here.