Literature review on adolescents' in and out of school literacy practices – global and local perspectives

Abstract

The importance of adolescent literacy is well established, and in the wake of worldwide concerns with literacy rates, many nations have turned their attention towards effective literacy instruction and strategies. Moreover, with the development of digital literacy, the idea of being able to read and write has extended to being able to understand many types of information. In Singapore, there is an increased emphasis on adolescent literacy, particularly with the upcoming revised curriculum, designed to equip students with 21st century skills through a more student-centric education. This includes equipping students with the ability to use technology, to gather and share information as well as to collaborate, solve problems and present information through multiple information sources. Even though Singapore ranks highly on international literacy tests such as PISA (Programme for International Student Assessment) and PIRLS (Progress in International Reading Literacy Study), there is still a need to understand how best to prepare students for the future, impacted by new forms of digital literacy and social media. In addition, there is a need to understand how young people with diverse backgrounds can be supported with literacy practices. By reviewing external and local research, the dual purposes of this working paper are to depict adolescent in- and out-of-classroom literacy practices, and to outline key factors contributing to effective adolescent literacy instructions. Current issues and future directions are discussed globally, and then locally in relation to the social, cultural, linguistic and emotional needs of young learners in Singapore. Future directions and recommendations are also discussed.