Journal

Introduction

Literacy design collaborative refers to a systematic framework that aids in developing writing, thinking and reading skills within various boundaries of academic disciplines. The LDC framework in most cases provides teachers or rather teaching staffs with strategies and quick retrieval of articles for the aspect of developing intensive literacy units (Johnson, & Mongo, 2016). The paper, therefore, will base its arguments on how LDC framework would support students’ learning and achievement. The article will further identify some concerns and potential solutions that might be applied to solve the concerns.

Task one: How LDC framework would support students’ learning and achievement.

Employing the aspect of literacy design collaborative framework or rather tools by teachers in respective schools support the students learning and achievement in many perspectives such as it enhances the student engagement (Ascd.org, 2016). From the use of LDC module, student engagement is enhanced in ways such as high interest module topic, mini-tasks that provide the student with different approaches to learning. Also, student engagement is achieved through clear communication of the final product or rather an end goal and most important it is achieved through the formation of active learning groups. Hence, LDC plays a critical role in supporting the students learning and achievement (Ascd.org, 2016).

From the application of literacy design, the collaborative framework in most schools can augment the students’ literacy skills such as the students, writing skills are enhanced to greater heights that lead to better performance. In most of the schools, a good percentage of the teachers using the aspect of literacy design collaborative framework confess that most of their students have improved in their writing skills hence achieving high quality (Higgins, 2012).

Additionally, the use of literacy design collaborative in most schools aids the students’ academic preparation. Approximately 87% of the teachers using the aspect of literacy design collaborative states that LDC has supported their students’ readiness during their time in college (Sreb.org, 2016).

Literacy design collaborative framework concerns and potential solutions that might be applied to solve the concerns.

The most important concern of the literacy design collaborative framework or rather a module is engaging students (Sreb.org, 2016). From the aspect of employing literacy design collaboration, most of the teachers in their respective disciplines find it a challenge engaging students with sustained and rigorous work with the modules (Higgins, 2012). For instance, classes such as the reading or science class where most students do not expect much writing, they lodge complaints about the module and become more resistive to the model(Sreb.org, 2016).

To solve such a concern most of the teachers or rather education practitioners to engage the students in more rigorous literacy tasks they do much support increasing student learning tasks(Sreb.org, 2016). The approach of increasing student learning task would enable the students to become well conversant with the system or rather a module(Sreb.org, 2016).

The other possible solutions that is possible for addressing the concern is the teachers approach or rather application of LDC framework structure that incorporates what task, what skills, what instruction, and what results which if combined and set well will try as much as possible to address the concern to the latter (Johnson, & Mongo, 2016).

 

 

Conclusion

From the use of Literacy design framework or rather a module we come to get that the literacy skills incorporated with writing skills are enhanced to the latter. From the different respective schools employing the aspect of literacy design collaboration teachers according to research done have come out stating how the module has gained many benefits to their teaching standards and also the students level of engagement in their work.

 

 

 

 

Reference

Ascd.org, (2016). Educational Leadership: Technology-Rich Learning: New Literacies and the Common Core. Retrieved 14 January 2016, from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/New-Literacies-and-the-Common-Core.aspx

HIggins, P. (2012). Literacy Across the Curriculum. Slideshare.net. Retrieved 14 January 2016, from http://www.slideshare.net/pjhiggins/literacy-across-the-curriculum

Johnson, V. G., & Mongo, J. A. Literacy Across the Curriculum in Urban Schools.  https://www.naesp.org/resources/2/Leadership_Compass/2008/LC2008v5n3a2.pdf

Sreb.org, (2016). Literacy Design Collaborative and Mathematics Design Collaborative. Retrieved 14 January 2016, from http://www.sreb.org/page/1631/LDCMDC.html

 

 

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