Research Informing Policy
National Literacy, Numeracy, Digital Literacy Strategy
A major review of research in each of the domains of Literacy, Numeracy, and Digital Literacy was commissioned by the Department of Education in May 2021 as part of the development of a successor strategy to the initial National Literacy and Numeracy Strategy (NLNS, 2011-2020).The scope of the tender was broad encompassing an overview of research, identification of significant trends, discussions and debates in existing research, across the continuum of education from early childhood and across the diversity of education contexts such as Gaelscoileanna, scoileanna sa Ghaeltacht, special schools, schools in disadvantaged areas under the framework of Delivering Equality of Opportunity in Schools (DEIS), and Youthreach. Across the domains of Literacy, Numeracy, and Digital Literacy, research on those from minority backgrounds, (e.g. Traveller, Roma) and those with additional needs (e.g., autism, dyslexia, sensory impairments) were investigated.
The overall report Kennedy, E., Shiel, G., French, G., Harbison, L., Leahy, M., Ó Duibhir, P., & Travers, J. (2023). Towards a New Literacy, Numeracy and Digital Literacy Strategy: A Review of the Literature was jointly launched by Minister for Education, Norma Foley and Minister for Children, Equality, Disability, Integration and Youth, Roderic O'Gorman, May 3rd, 2023 at Croke Park. » DCU News Item
The over all report (Image of the report) can be accessed here
The suite of 29 systematic reviews produced as part of the research can be accessed here
The National Literacy, Numeracy and Digital Literacy Strategy 2024-2033: Every Learner from Birth to Young Adulthood stresses the centrality of literacy in enabling learners “to thrive and flourish as individuals, to engage and contribute fully as ethical, active members of society and to live a satisfying and rewarding life.” The Strategy and Implementation Plan were launched on Wednesday 15th May, 2024 at the Museum of Literature. » DCU News Item
This research, commissioned by the NCCA, will inform the redevelopment of the Primary Curriculum Framework taught in all primary and special schools nationally. The reports address the teaching of literacy and other subjects in integrated curriculum contexts. Furthermore, they critically examine the underlying theoretical, empirical and practical considerations relating to varying pedagogical approaches and assessment methods.The reports are informed by an extensive systematic review and engagement with relevant international case studies.
Report 1 details a systematic review of over 200 empirical studies on curriculum integration, including a specific section dedicated to the integration of literacy with other curriculum subjects. The report outlines four main barriers to curriculum integration: teacher knowledge and expertise, curriculum structure and guidance, time and resources, and perceived subject hierarchies. The report concludes with recommendations for how integration can be conceptualised in a redeveloped curriculum.
https://ncca.ie/media/6370/conceptualising-curriculum-integration.pdf
This report provides an extensive review of theory and empirical research underpinning pedagogy and assessment. It specifically addresses the comparatively strong research base to support the teaching of literacy in integrated contexts. It concludes with overarching principles and considerations for integration, pedagogy and assessment, including how they are connected.
https://ncca.ie/media/6371/weaving-the-literature-on-integration-pedagogy-and-assessment.pdf
Aistear, the Early Childhood Curriculum Framework (National Council for Curriculum and Assessment, 2009) is the first curriculum framework in Ireland to support children's learning experiences from birth to six years. It has played a critical role in enhancing quality in Early Childhood Education and Care settings. Given the important role that curriculum frameworks play in guiding and enhancing practice, curricula should be informed by recent and relevant research. The review considers the context of birth to six-year-old children's lives. Adopting a systematic approach, a comprehensive review and summary of literature (2010-2021) is provided. Relevant research, empirical studies and evidence-based approaches that inform the development of high-quality early childhood curricula are identified, explored and mapped. The focus is on updating the research base that informs the Aims and Learning Goals of Aistear within each Theme (Wellbeing, Identity and Belonging, Communicating and Exploring and Thinking). The strengths of the existing Themes, Aims and Learning Goals of Aistear are highlighted and any possible areas that require further development or refinement are mapped. As a result, this Literature Review forms one part of the process that contributes to updating Aistear.
Principal Investigators: Dr Geraldine French, Grainne McKenna
Research Associates: Fiona Giblin, Dr Tara Concannon-Gibney, Dr Thérèse Farrell, Cora Gillic, Clare Halligan, Dr Gillian Lake, Dr Aisling Ní Dhiorbháin, Máire Ní Láimhín & Sandra O’Neil
Literature Review to Support the Updating of Aistear, the Early Childhood Curriculum Framework (commissioned by the National Council for Curriculum and Assessment)
Reviews of Research to Inform Early Childhood Curricula
French, G. & McKenna, G. (2022). Literature review to support the updating of Aistear the early childhood curriculum framework. National Council for Curriculum and Assessment. Find here
French, G. (2019). Key elements of good practice to support the learning and development of children from birth to three. Dublin: National Council for Curriculum and Assessment. Commissioned research paper. Find here
Conall completed his PhD under the tutelage of Professor Ciarán Sugrue (UCD). Driven by a desire to investigate the complexity of curriculum reform, and the impact it has on practicing teachers with attendant implications for their students, the research explores this significant change-process through an ‘agency’ lens. The research presents an Irish perspective on this international phenomenon. Conall successfully defended his thesis with eminent educational philosopher, Professor Gert Biesta and the work recently won the NUI, Mary L Thornton award for excellence in doctoral research.
https://open.spotify.com/episode/4HqVPQSIo1pj2KtRPNE1ZW
In this episode of the podcast, Dr Conall O Breacháin speaks about his PhD research which explores teachers’ agency in the context of engagement with Ireland’s new Primary Language Curriculum. He outlines what teacher agency is, how it can be cultivated and outlines some potential implications of his work for stakeholders across the policy-practice spectrum.