Literacy

Overview

Literacy Design Collaborative
Teachers building literacy-saturated curricula

The Literacy Design Collaborative (LDC) empowers teachers to build meaningful assignments aligned to college- and career-readiness standards. Ultimately, teachers take ownership of their own professional growth to drive more powerful outcomes for their students – who take ownership for their own learning.

The LDC tools were designed by teachers, for teachers as a way to prepare students for the literacy demands of college and careers. They have been tested by thousands of educators. The teaching methods are now expanding to wider networks of teachers, schools and districts working together to develop and share assignments and modules.

LDC provides a common framework upon which teachers can individually or collaboratively build literacy-saturated curricula within their content area and for their focus topics. LDC’s framework and tools allow teachers to easily share, adopt, adapt, or obtain feedback on their work with colleagues from their schools, districts, states, or even across the country, thereby creating a true national community of teacher practice. 

LDC’s basic building block is a module, two to four weeks of instruction developed in four steps. LDC offers tools, support, and examples and invites teachers to make the professional choices that create effective designs for rich student learning.

Blog post Quinton Granville Originally posted on the LDC.org blog.

Building Life Skills in a Middle School Classroom

Quinton A. Granville was a seventh-grade social studies and reading teacher for Atlanta Public Schools when this blog entry was written. He is now a literacy consultant at SREB. 

Quinton Granville has been using the Literacy Design Collaboration framework in his seventh-grade classroom for nearly a year. He says he’s come a long way since he was introduced to LDC through a districtwide initiative.

Strategies That Work Gene Bottoms

Alabama Science Teacher Sets Higher Expectations Using Literacy Strategies

Reese Woytek Why did the deer cross the road? The usual answer to the joke is “to get to the other side.”

That question serves as a prompt for seventh-grade science students to start looking for answers through data-driven research and in-depth writing. Their teacher, Reese Woytek at Slocomb Middle School in Geneva County, Alabama, is using the instructional framework of the Literacy Design Collaborative (LDC). He received his LDC training in 2015. The Southern Regional Education Board is training teachers across Alabama, and Woytek’s experience is a perfect example of how LDC strategies can change teacher focus and impact students.