My understanding on literacy and numeracy

1. Digital Story
Unpacking
Literacy and
Numeracy
CHRISTINE NASRALLAH
22078989

2. "Literacy is a bridge from misery to hope. It is a tool for daily
life in modern society”.
- Kofi Annan, former UN Secretary-General

3. Unpacking my understanding of literacy
Through my engagement with this unit, my interpretation of literacy and what it means to be literate has been influenced to support
student growth and attainment. To be literate means to have “the fundamental knowledge and skills to access, understand, analyse and
evaluate information. Thus, to make meaning, express thoughts and emotions, present ideas and opinions constructively, interact with
others and participate in society” (ACARA, 2017) “The teacher has the knowledge, and the students receive the knowledge” (Wink, 2005, p.
73). As I ponder on this quote it allows me to reflect on traditional models and teaching styles of literacy. Joan Wink (2005) depicts this
style of teaching as the transmission model of teaching and learning. The teaching and learning styles to effectively teach literacy, have
changed to accommodate the changing world we live in, thus we need to alter our way of knowing and being to work alongside them. This
unit has supported the development of my teaching philosophy on literacy in the classroom where I wish to empower student choice,
provide a positive learning environment and view the learning environment as the third teacher to support literacy. Miller details, “
providing students with the opportunity to choose their own books to read empowers and encourages them” (2009). Through providing
opportunities that students can take to grow as readers and writers, we are providing world of new skills that will support students to be
critical thinkers and embedded such skills in everyday life.

4. How has my understanding of literacy grown?
Through active engagement with tutorials and workshops, I feel more confident in
being able to articulate and unpack literacy concepts, build professional knowledge
and its relevance in everyday life. One reading that has enhanced my knowledge
through my engagement is by the Australian Curriculum. Referring to image 1, literacy
is broken down into 4 components. Grammar knowledge:
- This is our knowledge of sentence structures
- Our knowledge of word and word groups
- expressing our opinion and our point of view on the text.
Text knowledge:
- the knowledge of the text structures
- the knowledge of text cohesion
Word knowledge
- understanding are vocabulary
- Use spelling knowledge.
Visual Knowledge
- understanding how the use of visual images create meaning
Image 1

5. Literacy in everyday life
As beings, language is the focal point to our learning. Our first
engagement with literacy is the spoken language as babies;
communication is how humans make learning visible to others.
We often contemplate the simple capability to read and write as
“being literate”. As an alternative, literacy—and therefore
learning—is so much more. Literacy is a social activity, and it
impacts in our everyday tasks and activities.
Referring to Image 2, this is drawn from assessment one. In this
assessment I have detailed a simple activity of baking cupcakes to
involve many literacy and numeracy components. The literacy
factors evident in this activity is reading the list of ingredients,
categorising wet to dry ingredients, classifying and understanding
each of the measurements, following step by step instructions
during the method and comprehending the tasks to be
completed.
Image 2

6. What is digital literacy and how it is used in everyday life?
Digital technologies are becoming part of our
everyday life in society. This includes the use of
internet platforms, social media, and mobile
devices. Digital literacy is having the ability to use
these technologies to be able to live, learn and
work in everyday life.

7. Elements of digital literacy
Referring to image 3, it is evident that digital literacy has 5 elements.
Digital creation is based on writing, audio visuals, digital productions, and editing.
Communication, collaboration, and participation is based on being able to
effectively communicate ideas in a digital space. It is also being able to effectively
collaborate shared digital tools and being able to build connections through digital
networks.
Digital learning and development is based on identifying and using different modes
of digital learning resources.
Information and data media research. This is based on reviewing and analysing
digital information to a variety of contexts and valuing the edibility of the
information gathered.
Digital identify is building and maintain those digital profiles as well as reviewing
the impact of online activity.
Image 3

8. Unpacking my thoughts on
Numeracy
Reflecting on module one discussions, Lifelong learning is
creating and maintaining a positive attitude towards
learning, both for personal and professional development
and growth. We have an innate curiosity, and we are
natural learners. This can be applied when cogitating
numeracy concepts. I pondered on this question, How
can you incorporate lifelong learning into everyday life?
Psychologist Carol Dweck, PhD, developed a theory that
your mindset is a powerful tool for achieving behaviour
change Dweck C. Mindset: The New Psychology of
Success. Ballantine Books. 2016.

9. Strategies I have implemented to contribute to a positive growth mindset
include, welcoming feedback, criticism, and suggestions for improvement,
shifting the attitude of failure as an opportunity to gain knowledge from
an experience and apply what you've learned for the next time. This is
where the concept of the power of yet is applied.
Building a support network while seeing a challenge with a growth
mindset can lead to new skills and new knowledge. Approaching a
challenge with a fixed mindset tends to keep you where you’re at and
limit your skills. This in turn can be applied to teaching students,
supporting them to develop an intrinsic yearn for growth and
development.
Referring to Image 2, our confidence and ability with numbers is
the ability to recognise and apply maths concepts in all areas of life. The
example of baking cupcakes demonstrates how everyday experiences are
full of learning opportunities that lay the foundations for numeracy.
Image 2

10. Growing my understanding on
numeracy
Numeracy encompasses the knowledge, skills, behaviours and dispositions that students need to use
mathematics in a wide range of situations. It involves students recognising and understanding the role of
mathematics in the world and having the dispositions and capacities to use mathematical knowledge and
skills purposefully (ACARA 2017).
One of the key outcomes of such research is that numeracy, related tasks that people undertake involve
much more than basic arithmetic skills and straightforward procedural competence. State of Victoria
(Department of Education and Training) 2020. Applying different pedagogical approaches in mathematics
such as problem solving, investigative, and o pen-ended approaches establishes connections between
maths and the real world; teaching students how to identify and extract the maths from the messy, real-
life situations that they are likely to face.

11. The key concepts of numeracy are organised into six interrelated elements
in the learning continuum, as shown in Image 4.
Although this is applied in a school context applying numeracy concepts in
the early years in real life helps students to recognize it’s relevance to them,
shows them why it matters and can deepen their understanding by
providing a meaningful context. Although I believe it is crucial for kids to
see how math is used and relevant to their everyday lives, I also love
showing them how we see math in the world around us, for example
through nature. Image 5 and 6 are examples of Fractals in nature, the ability
to see a shape or pattern repeat itself within a shape or object.
Image 4
Image 5 Image 6

12. Through my engagement with this subject, it has allowed me to engage in self-assessment and critical reflections
about theoretical perspectives and pedagogical approaches of literacy and numeracy concepts in todays society.
What I used to think was, in the past literacy was the ability to write one's name. Then, the next step was to be able to
recite a biblical verse. Following that was the ability to recite or word call. It didn't matter whether or not the reader
comprehended what was being read as long as he or she could read the words. Today, literacy has been broadened to
allow students to successfully interact with their world. This implies that students have 'real' or 'appropriate' uses of
reading and writing that reflect and promote their values, beliefs, and conjectures which shape their lives. Can they use
reading and writing to promote their interests, express their interests and react to the interests of others in a 'real and
appropriate' way?
Now I think that while literacy and numeracy skills are explicit in English and mathematics, all learning areas require
literacy and numeracy knowledge and skills. I now know that the fundamentals of education will not change. Literacy
and numeracy are the foundations of learning for deep learning across the curriculum and the development of skills
essential to everyday life.

13. Future steps
Today’s society demands citizens who
cannot only read and write, but can use
these skills to evaluate and apply
information gained from across a range of
media. Literacy is also about developing in
each individual a positive attitude towards
lifelong learning and awareness of the
wider world. (Education for All; Global
Monitoring Report, UNESCO, 2006). Based
on my engagement with literature around
literacy and numeracy concepts, the future
steps I will embark on to support students
growth and attainment are demonstrated in
the following mind map.

14. Thank you for listening

15. References
Australian curriculum (2017). Australian Curriculum, Assessment and Reporting Authority [ACARA]
Miller, D. (2009). The Book Whisperer: Awakening the Inner Reader in Every Child. San Francisco,
CA: John Wiley & Sons, Inc.
Wink, J. (2005). Critical Pedagogy Notes from the Real World. Boston, MA. Pearson Education.
State of Victoria (Department of Education and Training) 2020, ISSUES IN THE TEACHING OF
MATHEMATICS: CRITICAL CONNECTIONS BETWEEN NUMERACY AND MATHEMATICS.
UNESCO, 2006. Education for All; Global Monitoring Report, Literacy for life.