Language and Literacy Researchers of Canada brief submitted to CLLRNet

The executive committee of LLRC has submitted a brief to inform the "National Strategy for Early Literacy," organized by the Canadian Language and Literacy Research Network (CLLRNet).

February 10, 2009

The Language and Literacy Researchers of Canada (LLRC) is a special interest group (SIG) within the Canadian Association for Curriculum Studies (CACS), which is in turn a constituent association of the Canadian Society for the Study of Education (CSSE). LLRC is comprised of individuals who are interested in language and literacy education and research, particularly, but not exclusively, within the Canadian context. Our members promote understanding of literacy acquisition in a range of developmental, socio-cultural, and media contexts. We currently have over 111 active, registered members who represent every region of the country and international locales.

Following an extensive and lengthy development process that drew on the expertise of its membership, LLRC (2008) established a position statement intended to support the effective use of research in language and literacy education. The statement is directed to all individuals interested in language and literacy education in Canada, especially those individuals and groups who make decisions affecting educational policy.

Particular aspects of this statement are especially pertinent to the National Strategy for Early Literacy. First is the nature of language, literacy, and the learner. There is consensus within LLRC that language and literacy are:

• on-going, interrelated, and individualized processes;
• complex activities that involve the interplay of various individual and social factors;
• multi-faceted and multi-dimensional interactions incorporating at minimum six language arts: speaking, writing, representing, listening, reading, writing, and viewing;
• used for multiple purposes in diverse contexts;
• embedded in culture, society, and ideology.

As such, any research to support educational initiatives in language and literacy should take into consideration the complexity of literacy, the importance of context, and:

• consider if the research has given a full description of the research contexts and populations;
• look for a critical and reflexive nature that foregrounds limitations and announces bias;
• question whether research supports a robust view of language and literacy and decries a deficit view of learners.

Moreover, LLRC emphasizes that rather than single research studies or a set of studies by one group of researchers, effective use of research to inform policy and practices should considers multiple sources that seek:

• convergence of evidence from a variety of research methodologies;
• an open-mindedness to different research approaches and perspectives;
• ways of integrating diverse (and sometimes conflicting) perspectives and domains.

Given the above, it is important that the consultation process for the NSEL be:

• inclusive: A selection process for contributors based on a set criteria for briefs seems exclusive. All interested parties should be allowed to participate;
• flexible: The deadline for submission of briefs should be flexible considering that to the best of our knowledge the press release regarding the call for briefs was sent February 3, with the deadline for the submission less than two weeks after;
• dialogic: The format of the consultations should allow free and open dialogue where a variety of ideas and perspectives can be discussed and debated in a collegial manner.

In addition to the aforementioned recommendations, LLRC also supports the views and recommendations of the public policy brief authored by Dr. Victoria Purcell-Gates, Tier 1 Canada Research Chair—Early Literacy, University of British Columbia and Dr. Rob Tierney, Dean, Faculty of Education, University of British Columbia. This brief has already been submitted to you and is also posted at: http://www.lled.educ.ubc.ca/Literacy%20Policy%20Brief.pdf

References

Language & Literacy Researchers of Canada. (2008). Position statement on language and

literacy, research, educational practice and policy in Canada. Available: http://www.csse.ca/CACS/LLRC/docs/LLRCPositionStatement.pdf

Language and Literacy Researchers in Canada (LLRC) Executive 2008-09

Luigi Iannacci - President
School of Education
Trent University
Peter Gzowski College at Argyle Street,
PO Box 4800 Peterborough, Ontario, CANADA
K9J 7B8
Telephone: (705 ) 748-1011 ext. 7508
Fax: (705) 748-1144
luigiiannacci@trentu.ca

Kathryn Hibbert -1st Vice-President
Faculty of Education
University of Western Ontario
1137 Western Rd.
London, Ontario, CANADA
N6G 1G7
Telephone: (519 ) 661-2111 ext. 88557
Fax: (519) 661-3833
khibbert@uwo.ca

Rosamund Stooke - 2nd Vice-President
Faculty of Education
University of Western Ontario
1137 Western Rd.
London, Ontario, CANADA
N6G 1G7
Telephone: (519 ) 661-2111 ext. 80454
Fax: (519) 661-3833
rkstooke@uwo.ca

Teresa Van Deven - Secretary
Faculty of Education
University of Western Ontario
1137 Western Rd.
London, Ontario, CANADA
N6G 1G7
Telephone: (519 ) 661-2111
Fax: (519) 661-3833
tvan00@hotmail.com

Stephanie Arnott - Graduate Student Representative
Ontario Institute for Studies in Education (OISE)
sarnott@oise.utoronto.ca

Rachel Heydon - Past President
Faculty of Education
University of Western Ontario
1137 Western Rd.
London, Ontario, CANADA
N6G 1G7
Telephone: (519 ) 661-2111 ext. 81244
Fax: (519) 661-3833
rheydon@uwo.ca