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Survey literacies

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter

Published

Standard

Survey literacies. / Hamilton, Mary Elizabeth.

Landscapes of specific literacies in contemporary society : exploring a social model of literacy. ed. / Vicky Duckworth; Gordon Ade-Ojo. Routledge, 2015. (Routledge Research in Education).

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter

Harvard

Hamilton, ME 2015, Survey literacies. in V Duckworth & G Ade-Ojo (eds), Landscapes of specific literacies in contemporary society : exploring a social model of literacy. Routledge Research in Education, Routledge.

APA

Hamilton, M. E. (2015). Survey literacies. In V. Duckworth, & G. Ade-Ojo (Eds.), Landscapes of specific literacies in contemporary society : exploring a social model of literacy (Routledge Research in Education). Routledge.

Vancouver

Hamilton ME. Survey literacies. In Duckworth V, Ade-Ojo G, editors, Landscapes of specific literacies in contemporary society : exploring a social model of literacy. Routledge. 2015. (Routledge Research in Education).

Author

Hamilton, Mary Elizabeth. / Survey literacies. Landscapes of specific literacies in contemporary society : exploring a social model of literacy. editor / Vicky Duckworth ; Gordon Ade-Ojo. Routledge, 2015. (Routledge Research in Education).

Bibtex

@inbook{c75c75366b8c419e9943ea1846891865,
title = "Survey literacies",
abstract = "International surveys of literacy have become increasingly important over the last 25 years, organized by a range of agencies including the Organization for Economic Co-operation and Development (OECD), UNESCO and the European Union. National governments commit considerable funding to these surveys and countries then compare themselves against one another other using the results. Curricula, performance indicators and assessments are shaped by these measures. In this process, our views of what counts as literacy, its goals and who literacy learners are, are also formed. Standardised profiles of achievement are highly valued, while at the same time often perceived to be at odds with the everyday literacy practices of both teachers and their students. This chapter describes some of the background to these tests, how they are constructed and the rationales used for them. It argues that a critical engagement with them is essential for anyone currently working in literacy education.",
author = "Hamilton, {Mary Elizabeth}",
year = "2015",
language = "English",
isbn = "9780415741248",
series = "Routledge Research in Education",
publisher = "Routledge",
editor = "Vicky Duckworth and Gordon Ade-Ojo",
booktitle = "Landscapes of specific literacies in contemporary society",

}

RIS

TY - CHAP

T1 - Survey literacies

AU - Hamilton, Mary Elizabeth

PY - 2015

Y1 - 2015

N2 - International surveys of literacy have become increasingly important over the last 25 years, organized by a range of agencies including the Organization for Economic Co-operation and Development (OECD), UNESCO and the European Union. National governments commit considerable funding to these surveys and countries then compare themselves against one another other using the results. Curricula, performance indicators and assessments are shaped by these measures. In this process, our views of what counts as literacy, its goals and who literacy learners are, are also formed. Standardised profiles of achievement are highly valued, while at the same time often perceived to be at odds with the everyday literacy practices of both teachers and their students. This chapter describes some of the background to these tests, how they are constructed and the rationales used for them. It argues that a critical engagement with them is essential for anyone currently working in literacy education.

AB - International surveys of literacy have become increasingly important over the last 25 years, organized by a range of agencies including the Organization for Economic Co-operation and Development (OECD), UNESCO and the European Union. National governments commit considerable funding to these surveys and countries then compare themselves against one another other using the results. Curricula, performance indicators and assessments are shaped by these measures. In this process, our views of what counts as literacy, its goals and who literacy learners are, are also formed. Standardised profiles of achievement are highly valued, while at the same time often perceived to be at odds with the everyday literacy practices of both teachers and their students. This chapter describes some of the background to these tests, how they are constructed and the rationales used for them. It argues that a critical engagement with them is essential for anyone currently working in literacy education.

M3 - Chapter

SN - 9780415741248

T3 - Routledge Research in Education

BT - Landscapes of specific literacies in contemporary society

A2 - Duckworth, Vicky

A2 - Ade-Ojo, Gordon

PB - Routledge

ER -