Defining literacy: Lessons from high-stakes teachers testing

Teacher educators face a dilemma: How to prepare preservice teachers to pass new high-stakes certification tests when these tests are often based on philosophical perspectives that run counter to one's own beliefs about literacy, learning, and teaching. Luna, Solsken, and Kutz offer an inquiry-oriented approach that uses the lens of the New Literacy Studies to help prospective teachers simultaneously prepare for and critique high-stakes standardized tests such as the Communication and Literacy Skills portion of the Massachusetts Educator Certification Tests.