'We all have to do our bit': literacy practice, perceptions and policy in Irish primary and post-primary schools.
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| Title: | 'We all have to do our bit': literacy practice, perceptions and policy in Irish primary and post-primary schools. |
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| Authors: | Burke, Patrick1 (AUTHOR) patrick.j.burke@dcu.ie |
| Source: | Irish Educational Studies. Mar2026, Vol. 45 Issue 1, p91-120. 30p. |
| Subject Terms: | *Literacy, *Education policy, *Teacher attitudes, *Primary schools, *Digital literacy, Irish people |
| Geographic Terms: | Ireland |
| Abstract: | Over a decade has passed since the publication and enactment of the first National Literacy and Numeracy Strategy (NLNS; Department of Education and Skills. 2011. Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020. Dublin: Department of Education and Skills). This paper provides insights into the reality of its enactment across a range of primary and post-primary settings. Drawing on qualitative data from interviews (n = 30) and quantitative data from a survey (n = 455) of primary and post-primary teachers, the paper charts commonalities and differences across these two sectors. Qualitative data indicated that the NLNS was successful in putting literacy on the agenda, with a range of consequent policy and practices reported by teachers. The teaching of literacy tended to be grounded in largely traditional conceptualisations of print-based reading and writing, with limited reference to digital or multimodal practices. Quantitative data highlighted the divergence of opinions between teachers from both sectors, particularly in relation to students' literacy skills on entry to post-primary school and in DEIS settings. As policymakers prepare for the enactment of a successor strategy (Government of Ireland. 2024a. Ireland's Literacy, Numeracy and Digital Literacy Strategy 2024–2033: Every Learner from Birth to Young Adulthood. Dublin: Government of Ireland), the paper concludes by addressing implications for the next decade of literacy-focussed policy in Irish schools. [ABSTRACT FROM AUTHOR] |
| Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191802130 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: 'We all have to do our bit': literacy practice, perceptions and policy in Irish primary and post-primary schools. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Burke%2C+Patrick%22">Burke, Patrick</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> patrick.j.burke@dcu.ie</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Irish+Educational+Studies%22">Irish Educational Studies</searchLink>. Mar2026, Vol. 45 Issue 1, p91-120. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Irish+people%22">Irish people</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Over a decade has passed since the publication and enactment of the first National Literacy and Numeracy Strategy (NLNS; Department of Education and Skills. 2011. Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020. Dublin: Department of Education and Skills). This paper provides insights into the reality of its enactment across a range of primary and post-primary settings. Drawing on qualitative data from interviews (n = 30) and quantitative data from a survey (n = 455) of primary and post-primary teachers, the paper charts commonalities and differences across these two sectors. Qualitative data indicated that the NLNS was successful in putting literacy on the agenda, with a range of consequent policy and practices reported by teachers. The teaching of literacy tended to be grounded in largely traditional conceptualisations of print-based reading and writing, with limited reference to digital or multimodal practices. Quantitative data highlighted the divergence of opinions between teachers from both sectors, particularly in relation to students' literacy skills on entry to post-primary school and in DEIS settings. As policymakers prepare for the enactment of a successor strategy (Government of Ireland. 2024a. Ireland's Literacy, Numeracy and Digital Literacy Strategy 2024–2033: Every Learner from Birth to Young Adulthood. Dublin: Government of Ireland), the paper concludes by addressing implications for the next decade of literacy-focussed policy in Irish schools. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191802130 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03323315.2024.2370795 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 91 Subjects: – SubjectFull: Literacy Type: general – SubjectFull: Education policy Type: general – SubjectFull: Teacher attitudes Type: general – SubjectFull: Primary schools Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Irish people Type: general – SubjectFull: Ireland Type: general Titles: – TitleFull: 'We all have to do our bit': literacy practice, perceptions and policy in Irish primary and post-primary schools. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Burke, Patrick IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 03323315 Numbering: – Type: volume Value: 45 – Type: issue Value: 1 Titles: – TitleFull: Irish Educational Studies Type: main |
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