Developed by nationally recognized literacy experts and informed by teacher-practitioners, Literacy Design Collaborative (LDC) tools were introduced and revised in multiple settings throughout the 2010–2011 co-development year. During the 2011–2012 pilot year, additional sites came on board, and in 2012–2013, statewide adoptions began in Kentucky, Louisiana, and Georgia, along with multiple district implementations across many of the 50 states in which LDC is currently in place.
The LDC initiative has continued to grow in the 2014–2015 school year, expanding the use of content area modules focused on high-quality writing tasks tied to subject area texts. Emerging research from the past few years of this work has confirmed preliminary findings: that LDC leads to teacher instructional shifts and improved student outcomes. Some of these findings are excerpted below with links to the full research body.
Nationally recognized researchers at Research for Action (RFA) have been studying the early adoption of LDC tools, focusing on teachers’ response to and use of the tools in 2010–2011, expanding to include an analysis of the scale-up of the initiative in 2011–2012 and, in 2012–2013, evaluating the status of the initiative and how conditions that support robust implementation are related to scale-up and sustainability of this intensive instructional work.
Learn more about Research for Action LDC studies.