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Indigenous student literacy outcomes in Australia: a systematic review of literacy programmes
Asia-Pacific Journal of Teacher Education ( IF 2.231 ) Pub Date : 2019-12-22 , DOI: 10.1080/1359866x.2019.1700214
Amanda Gutierrez 1 , Kevin Lowe 2 , John Guenther 3
Affiliation  

ABSTRACT

Improving Indigenous students’ literacy is a major priority area for the Australian Government, receiving significant funding to address below benchmark English literacy standardised test results. Despite this, recent benchmark tests suggest Indigenous students continue to achieve well below the national average. This systematic review discusses peer-reviewed and evidence-based publications that report on significant literacy programmes to investigate which aspects of literacy are their focus, which are identified as successful, conditions needed for success, barriers to success and measures of success. While most programs reported significant literacy improvements, all identified barriers to success and/or sustainability as outlined in this paper. This review also utilises the four resources literacy model and multiliteracies theories to map literacy gaps. When considering decades of literacy research, there were significant gaps in the represented literacy skills, with the dominant focus on codebreaking, and very few programs addressing critical literacies, multiliteracies or creativity skills. The review of the papers highlighted the need for consideration of ways to design balanced and place-based literacy programs; school-community literacy partnerships; access to training and resources for schools and communities around literacy and school/community research projects and agency for teacher and school leaders to be professional context-based decision-makers.



中文翻译:

澳大利亚土著学生的扫盲成果:对扫盲计划的系统回顾

摘要

提高土著学生的素养是澳大利亚政府的主要优先领域,获得了大量资金以解决低于基准英语素养的标准化考试成绩。尽管如此,最近的基准测试表明,土著学生的成绩仍远低于全国平均水平。这篇系统的综述讨论了同行评审和循证出版物,这些出版物报告了重要的扫盲计划,以调查扫盲的哪些方面是他们的重点,哪些方面被确定为成功,成功所需的条件,成功的障碍和成功的衡量标准。尽管大多数计划都报告了扫盲能力的显着提高,但正如本文所概述的,所有计划均确定了成功和/或可持续性的障碍。这篇综述还利用了四种资源素养模型和多元素养理论来描绘识字差距。在考虑数十年的扫盲研究时,代表的扫盲技能存在很大差距,主要侧重于代码破解,并且很少有解决关键扫盲,多文化或创造力技能的计划。对文件的审查强调需要考虑设计平衡和基于地点的扫盲方案的方法;学校-社区扫盲伙伴关系;获得有关扫盲和学校/社区研究项目的学校和社区的培训和资源,以及让教师和学校领导者成为基于环境的专业决策者的机构。重点放在代码破解上,很少有解决关键读写能力,多语言能力或创造力的程序。对文件的审查强调需要考虑设计平衡和基于地点的扫盲方案的方法;学校-社区扫盲伙伴关系;获得有关扫盲和学校/社区研究项目的学校和社区的培训和资源,以及让教师和学校领导者成为基于环境的专业决策者的机构。重点放在代码破解上,很少有解决关键读写能力,多语言能力或创造力的程序。对文件的审查强调需要考虑设计平衡和基于地点的扫盲方案的方法;学校-社区扫盲伙伴关系;获得有关扫盲和学校/社区研究项目的学校和社区的培训和资源,以及让教师和学校领导者成为基于环境的专业决策者的机构。

更新日期:2019-12-22
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