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The Literacy Design Collaborative (LDC) began in 2009 with a group of experts working to paradigm-shift the teaching necessary to implement the literacy demands incorporated in the College and Career Readiness Standards (CCRS) by embedding literacy as the foundation of core subject instruction, rather than adding reading and writing skill development as a supplement to teaching content.

Anticipating the release of the new standards, the Bill & Melinda Gates Foundation (BMGF) convened a design team of literacy and curriculum experts to develop a strategy that would not only incorporate the new literacy requirements, but also meet demands for high performance in core content instruction. The LDC literacy strategy that resulted was based upon both research and teacher experiences, articulating an iterative process informed by what LDC calls the “wisdom of practice” from teachers in the field. The LDC Design Team conceived a template framework that incorporated the CCRS and that could be applied to ELA, social studies, and science courses. LDC then introduced this framework to a wide range of partners involved in supporting literacy instruction, including states, districts, school networks, professional development (PD) providers, technical tool creators, and individual teachers.

In the 2010–2011 school year, the LDC Framework was piloted in six school districts, a teacher network, and a network of schools. The next year, LDC expanded to 65 school districts in six states and formed partnerships with more than 15 professional development providers, technical tool creators, and school networks. By the end of the 2011–2012 school year, approximately 2,700 teachers had received LDC training. 2012–2013 saw a vast expansion of LDC with statewide adoptions in four states (Kentucky, Colorado, Louisiana, and Georgia) and a host of additional districts and states making it their primary professional development and curriculum approach to meet the higher demands of the CCRS.

The new LDC organization began its work in the fall of 2013—building on the impact and momentum of the past few years while continuing to grow and scale use of the LDC Framework and tools with the support of existing and new partners. Now entering its sixth year, LDC has been embraced by more than 50 partners in 50 states, involving tens of thousands of teachers and many more thousands of students.

From LDC’s inception, researchers have been collecting data from teachers and schools that are using LDC to inform the design of LDC tools and provide knowledge about what conditions at school, district, and state levels are necessary for supporting effective implementation. Learn more about our Research Results.