Citation

Syverson P. Literacy 2008; 42(2): 109-117.

Copyright

(Copyright © 2008, John Wiley and Sons)

DOI

10.1111/j.1741-4369.2008.00491.x

PMID

unavailable

Abstract

This article refutes the common, persistent belief in literacy learning as a linear, sequential process best broken down into small steps that can be taught mechanically in order to produce timely, quantifiable ‘outcomes’, regardless of the vast diversity among learners, teachers, institutions of learning, communities, cultures, media and languages. This naïve and simplistic belief, which flies in the face of virtually all evidence from direct observation, research on literacy learning, evolutionary biology, cognitive science, psychological and social science research, neurophysiology, educational theory, public policy, anthropology and communication, nevertheless remains well entrenched, despite its destructive consequences. Presented here is the evidence in support of an alternative view, an ecological perspective which takes into account the complex ecosystems within which teachers and learners learn, adapt, interact, communicate and connect. Furthermore, it presents a sensible and humane model for documenting and assessing learning and teaching ecologically, the Learning Record. This model is well supported both theoretically and practically, with over 20 years of successful implementation for thousands of students at every level, from pre-school to graduate school; in every discipline, from maths to biology to writing; and across diverse student populations, from inner-city schools to reservation schools, migrant populations, students with disabilities and newly arrived English language learners.