“I haven’t earned the right to just play around with my literacy programme”: strategies, tactics and policy actors/subjects

Purpose The purpose of this New Zealand study is to analyse the influence of the literacy course from an initial teacher education degree, to support beginning teachers to view themselves as policy actors, not mere policy subjects. In our role as teacher educators, we sought to support beginning teachers to find freedom within the constraints of official literacy policy to include multiliteracies. Design/methodology/approach Using de Certeau’s dialectic of strategies and tactics, the authors critically analysed the influence of the literacy course. The data included an assignment from the literacy course, an end-of-literacy course survey and a follow-up interview six months into their first teaching position with a group of five beginning primary school teachers. Findings The findings shed light on our apparent inability to support beginning teachers to see themselves as policy actors/subjects. The analysis reveals the beginning teachers’ tactical responses to our strategies intended to position them as policy actors. The analysis also illustrates how the tactics the authors deployed were viewed as strategies by the beginning teachers, ironically further solidifying the literacy policy they had sought to critique and destabilise and (re)positioning them as policy subjects. Originality/value de Certeau’s framework supported the illumination of the complex interplay of strategies and tactics deployed by ourselves and beginning teachers as the authors sought to support them to identify the freedoms within the constraints of official literacy policy. Any future attempt to develop beginning teachers as policy actors/subjects will benefit from the careful examination of the strategies and tactics at play in initial teacher education.

Researching literacy policy: Conceptualizing trends in the field

The Literacy Policy Project examines the trends in UK government policy interventions into literacy curriculum and pedagogies in schools in England. We undertake a policy scholarship methodology to read policy texts through a conceptual framework that frames policy interventions with functional, realist or socially critical purposes. We identify how successive UK governments have primarily adopted functional policies and research relating to literacy in schools in England. We argue that policy is dictated by, and serves, a growing marketplace for educational solutions, making the case that more prominence should be given to facilitating socially critical approaches to literacy policy.

Literacy in the Information Age: Examining the Convergence of Information Literacy Instruction and Assessment with Theory and Policy

Competencies associated with information literacy are becoming increasingly embedded in literacy policy and curriculum; however, little is known about the extent to which instruction and assessment are aligned with current directives. This paper presents two studies designed to examine the state of instruction and assessment of information literacy in Canadian public education. Findings from these studies showed that although instruction of basic levels of information processes is taking place, there is significantly less emphasis on higher-level aspects of information literacy. In regards to assessment, items related to information literacy are not included on large-scale literacy tests thus potentially affecting how teachers allot their instructional time.

What Policy for Islamic Financial Literacy?

This paper addresses the concept of financial literacy in Islamic finance and suggests a methodology to elaborate an effective Islamic financial literacy policy (IFLP). Based on a literature review, the paper summarizes the conclusions of studies and surveys conducted in the field of conventional financial literacy while identifying the specificities of the Islamic finance industry. Indeed, the paper would help financial authorities and Islamic financial institutions in elaborating Islamic financial literacy policies (IFLPs) in order to contribute to the sustainable growth of the industry. It promotes the idea that qualitative aspects are worth studying when elaborating an Islamic financial literacy policy that has to take into account many factors such as the maturity of the industry, the objectives of the policy (inclusion or migration), the degree of Shari’ah awareness, the understanding of Arabic terminologies, etc. Finally, the IFLP measurement should include quantitative (Total reach and number of people reached) as well as qualitative aspects (level of financial literacy, impact on financial behaviour).

4.E. Workshop: Health literacy in Policies: European and National Perspectives

Health literacy is a key dimension of public and global health policy. In the wake of Health in all Polices (HiAP), the Sustainable Development Goals (SDGs), and health equity discussions, health literacy plays an important role in empowering citizens by increasing their capacities to deal with health information and make informed decision. In recent years, digitalization and digital transformation of societies and everyday environments have contributed to the increasing awareness of the role of health literacy for navigation of these new and often complex environments. Together, these developments have facilitated the establishment of health literacy as a critical policy item on agendas across the world. In Europe, a lively policy discussion has emerged within the last decade with countries developing their own national and local strategies addressing health literacy in public health and healthcare policies, directives on health promotion and prevention and even in educational policies to include health literacy to school practices. The WHO EURO Region with 53 Member States has been particularly active, launching the WHO “Solid Facts” report on health literacy and two “Action Networks on Health Literacy” - one on measurement and one NCD interventions. Politically, these initiatives were followed up strategically by the Health Literacy Roadmap and by a resolution to develop a European health literacy action plan. While the policy movement is steadily increasing, research on health literacy policies and policy making is still a developing field. This is concerned with policies both on children`s as well as on adult`s health literacy. In this context, the aim of this workshop is to: present research findings from recent health literacy policy initiatives, such as the WHO European health literacy roadmap and action plan and European national policies and initiate a critical discussion regarding future health literacy policy development in the European region and beyond. The 1st presentation will provide an overview on health literacy policy initiatives at WHO Europe with a focus on the development of a new European Action Plan. The 2nd presentation will focus on the WHO health literacy policy initiative focusing on school-aged children. The 3rd presentation will share policy recommendation by experts for promoting health literacy in children and adolescents. The 4th presentation offers a national policy and field application focusing on health literacy and cultural appropriateness. The 5th presentation provides an example of a national position paper on health literacy from a structural perspective presenting a possible path to equity in health. This workshop offers a forum for researchers, practitioners, policy-makers and public stakeholders interested in public health policy-making with a specific focus on health literacy, and will promote discussion of results, facilitate knowledge exchange, and support further synergies. Key messages Health literacy policy is an important cornerstone of the WHO European Region Public Health and Policy strategy and the UN Sustainable Developmental Goals. This workshop will address health literacy policy development on national, European and global levels in different populations.