ducators are often asked, “How do we build a strong culture of literacy?” Within a
secondary setting, this question is particularly complicated to answer. Middle and
high school students are bombarded daily with a myriad of entertainment options,
literally right in the palm of their hand. Literacy leaders and teachers often face
disinterested, distracted, and dormant readers.
By the time students get to secondary school, the focus has shifted. Our
culture is vastly and necessarily different from that of elementary schools, and
we must build a culture of literacy differently—with an eye toward adult literacy
demands. We know this: Secondary school administrators rarely spend hours on
a roof in the cold waving to gleeful high school students or reluctantly kiss a pig
because their middle-level students reach a reading goal.
A lasting culture of literacy isn’t created with contests and rewards and it isn’t
measured in test scores. It’s about equity, access, relevance, and joyful interaction.
It’s about an enthusiasm and a commitment by all staff—not just the English
language arts (ELA) teachers—to ensure that all students have a text in their
hands they are excited to read. Staff must value student choice as well as believe in
the power of reading beyond the traditional, one-size-fits-all definition.
A culture of literacy means students see themselves as readers, which means
students must do the following:
See themselves in texts
Culturally relevant and inclusive texts are essential—or nothing else matters.
Students need to see themselves, and their own culture, reflected in the texts they
are assigned across the curriculum. Time and space must be dedicated to students
thinking of themselves as readers and writers of social studies, mathematics,
science, health, and world languages. Students should have frequent opportunities
to experience other perspectives, and they should be encouraged to build bridges
between worlds. They should have a say in what has relevance in their classrooms.
See relevance and authenticity
When embracing and celebrating a culture of literacy, students read and write
these relevant texts for authentic reasons. Students witness literacy as necessary
and valuable in the lives of adults. Staff must embrace and value student choice as
well as believe in the transformative power of reading.
In a school with a strong commitment to literacy, teachers rarely spend
time telling students the key points in a text through a lecture. Instead,
students read the text themselves, perhaps multiple times. Excerpts of crucial
Equity, access, relevance, and joyful interaction
KEYS TO A CULTURE
OF LITERACY
By Julie Scullen
Julie Scullen
(jscullen1@me.com), an
ILA member since 1990,
is a teaching and learning
specialist for secondary
reading in the Anoka-Hennepin
School District in Minnesota,
working with teachers of
all content areas to foster
literacy achievement. She
teaches graduate courses
at Hamline University in St.
Paul in literacy leadership
and coaching, disciplinary
literacy, critical literacy, and
reading assessment and
evaluation.
LITERACY
LEADERSHIP
8
literacyworldwide.org | July/August 2019 | LITERACY TODAY