Learning to Be Literate and the Importance of Fairness and Equity: Touchstone 1
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| Title: | Learning to Be Literate and the Importance of Fairness and Equity: Touchstone 1 |
|---|---|
| Language: | English |
| Authors: | Robyn Ann Ewing (ORCID |
| Source: | Qualitative Research Journal. 2025 25(1):3-9. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Policy Formation, Literacy Education, Classroom Techniques, Leadership Role, Equal Education, Journal Articles, Children, Justice, Success |
| DOI: | 10.1108/QRJ-10-2024-0262 |
| ISSN: | 1443-9883 1448-0980 |
| Abstract: | Purpose: The article serves to both introduce the special edition of "Qualitative Research Journal" (QRJ) and explain the purpose of the Foundation of Learning and Literacy (FFLL) Touchstones as principles that should inform language and literacy policy development, leadership in the field and classroom literacy practices. It particularly focuses on Touchstone 1 and the importance of fairness and equity for all literacy learners. It draws on a range of research that articulates ways that inequality of opportunity can be addressed. Design/methodology/approach: This article both introduces the FFLL for the Special Edition of QRJ and examines the first Touchstone or guiding, overarching principle that led to the establishment of the FFLL and the 11 Touchstones that are discussed in subsequent articles. In essence, this article addresses the importance of fairness and equity for all children and young people as they develop deep literacy. The article begins with a brief contextual background explaining how and why FFLL was formed. It then highlights the first Touchstone. Findings: The article demonstrates the need to support all learners as they strive to be deeply literate so they can become active and compassionate members of their communities. Based on a range of research evidence, it suggests ways to make sure that all children and young people can become successful literacy learners. These include homes with books that learners can self-select, sharing stories, substantive conversations, the provision of quality literary texts and rich pre-school experiences. Practical implications: Practical classroom implications arising from the research are discussed. Originality/value: The article is a brief introduction to the FFLL and a synthesis of some of the research that underpins the first Touchstone. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466410 |
| Database: | ERIC |
| Abstract: | Purpose: The article serves to both introduce the special edition of "Qualitative Research Journal" (QRJ) and explain the purpose of the Foundation of Learning and Literacy (FFLL) Touchstones as principles that should inform language and literacy policy development, leadership in the field and classroom literacy practices. It particularly focuses on Touchstone 1 and the importance of fairness and equity for all literacy learners. It draws on a range of research that articulates ways that inequality of opportunity can be addressed. Design/methodology/approach: This article both introduces the FFLL for the Special Edition of QRJ and examines the first Touchstone or guiding, overarching principle that led to the establishment of the FFLL and the 11 Touchstones that are discussed in subsequent articles. In essence, this article addresses the importance of fairness and equity for all children and young people as they develop deep literacy. The article begins with a brief contextual background explaining how and why FFLL was formed. It then highlights the first Touchstone. Findings: The article demonstrates the need to support all learners as they strive to be deeply literate so they can become active and compassionate members of their communities. Based on a range of research evidence, it suggests ways to make sure that all children and young people can become successful literacy learners. These include homes with books that learners can self-select, sharing stories, substantive conversations, the provision of quality literary texts and rich pre-school experiences. Practical implications: Practical classroom implications arising from the research are discussed. Originality/value: The article is a brief introduction to the FFLL and a synthesis of some of the research that underpins the first Touchstone. |
|---|---|
| ISSN: | 1443-9883 1448-0980 |
| DOI: | 10.1108/QRJ-10-2024-0262 |
