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Literacy and multimodality for all. Swedish educational policy for reading and writing in the age of global assessments.

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Title: Literacy and multimodality for all. Swedish educational policy for reading and writing in the age of global assessments.
Authors: Löfgren, Maria (AUTHOR)
Source: Scandinavian Journal of Educational Research. Apr2026, Vol. 70 Issue 3, p518-536. 19p.
Subjects: Education policy, Teacher development, Literacy education, Literacy, Communication policy, Programme for International Student Assessment, Educational evaluation
Abstract: This article focuses on policy implementation in the age of global educational assessment. Its object of study is a large Swedish, governmentally initiated professional development programme for teachers, called the Reading Lift. The programme was developed during 2014–2019 against the backdrop of steadily declining results in the global literacy evaluations, Programme for International Student Assessment (PISA) and Progress in International Reading Literacy Study (PIRLS). This study explores the Reading Lift, via content analysis, in relation to both the government's instruction and the global assessment frameworks of PISA and PIRLS. Results show that the government's instruction was only partially met. What was intended as a programme on reading and writing for teachers in L1 became, in the hands of the Swedish National Agency for Education, first and foremost a high lift for all teachers in literacy perspectives, and a lift in multimodality, primarily in line with the PISA educational framework. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research 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: Psychology and Behavioral Sciences Collection
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  Data: Literacy and multimodality for all. Swedish educational policy for reading and writing in the age of global assessments.
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  Data: <searchLink fieldCode="AR" term="%22Löfgren%2C+Maria%22">Löfgren, Maria</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Apr2026, Vol. 70 Issue 3, p518-536. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+policy%22">Communication policy</searchLink><br /><searchLink fieldCode="DE" term="%22Programme+for+International+Student+Assessment%22">Programme for International Student Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink>
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  Data: This article focuses on policy implementation in the age of global educational assessment. Its object of study is a large Swedish, governmentally initiated professional development programme for teachers, called the Reading Lift. The programme was developed during 2014–2019 against the backdrop of steadily declining results in the global literacy evaluations, Programme for International Student Assessment (PISA) and Progress in International Reading Literacy Study (PIRLS). This study explores the Reading Lift, via content analysis, in relation to both the government's instruction and the global assessment frameworks of PISA and PIRLS. Results show that the government's instruction was only partially met. What was intended as a programme on reading and writing for teachers in L1 became, in the hands of the Swedish National Agency for Education, first and foremost a high lift for all teachers in literacy perspectives, and a lift in multimodality, primarily in line with the PISA educational framework. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Scandinavian Journal of Educational Research 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.)
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        Value: 10.1080/00313831.2025.2493321
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      – Code: eng
        Text: English
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        PageCount: 19
        StartPage: 518
    Subjects:
      – SubjectFull: Education policy
        Type: general
      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: Literacy education
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      – SubjectFull: Literacy
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      – SubjectFull: Communication policy
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      – SubjectFull: Programme for International Student Assessment
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      – SubjectFull: Educational evaluation
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              Text: Apr2026
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              Y: 2026
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