The four resources model by Luke and Freebody (1999) includes:
i. Breaking the code of texts (code breaker);
ii. Participating in the meanings of text (meaning maker or text participant);
iii. Using texts functionally (text user); and
iv. Critically analysing and transforming texts (text analyst or text critic).
Based on the four resources model by Luke and Freebody, (1999), I would conclude by saying that whenever a teacher is engaging his/her students in a reading activity or other literacy activities, the teacher must ask himself certain questions. These are but a few of them:
i. Am I using a range of texts or sources in my classroom?
ii. Am I imposing the meaning of the text on the students or allowing them to come out with their own interpretations?
iii. Are the students allowed time to analyse everyday texts?
iv. Do I use a context in my teaching that is actually relevant to the needs of my students today?
v. Am I providing support to ensure that students engage with all the four resources model?
The four resources model by Luke and Freebody (1999) includes:
i. Breaking the code of texts (code breaker);
ii. Participating in the meanings of text (meaning maker or text participant);
iii. Using texts functionally (text user); and
iv. Critically analysing and transforming texts (text analyst or text critic).
Based on the four resources model by Luke and Freebody, (1999), I would conclude by saying that whenever a teacher is engaging his/her students in a reading activity or other literacy activities, the teacher must ask himself certain questions. These are but a few of them:
i. Am I using a range of texts or sources in my classroom?
ii. Am I imposing the meaning of the text on the students or allowing them to come out with their own interpretations?
iii. Are the students allowed time to analyse everyday texts?
iv. Do I use a context in my teaching that is actually relevant to the needs of my students today?
v. Am I providing support to ensure that students engage with all the four resources model?
Ace Intercultural Dimensions Of Task Based Learning For Authentic CommunicationDavid Brooks
Rationale Part I: A paper presented at ACE 2009, the inaugural conference of the Asian Conference on Education in Osaka (Ramada Hotel), Oct 24-25, 2009 by David L. Brooks, Associate Professor, English (Foreign Language Dept), Kitasato University, Sagamihara, Japan
Enriching Vocabulary to the Students of English as Second Language Learners (...Naresh Arruri
This paper focuses on enriching vocabulary to the students of the English as Second
Language learner (ESL) through the approach Content–Integrated–Language–Learning
(CILL). Previously many approaches have been developed, such as language across
curriculum, task based instruction, activity based communicating (ABC model) instruction,
content based instruction and immersion programmes etc. In this paper I shall present a
model for learning Vocabulary of English as Second Language Learner through his/her
preferred content.
This presentation looks at applying multiliteracies to TEFL (teaching English as a Foreign Language). Multiliteracies was a language learning concept based on semiotics that allowed for and included new media modes of communication in the 1990s. Whilst the language learning situation has changed considerably since that time, the concept of multiliteracies is still relevant in terms of opening up and supplementing TEFL practice.
Using Music Technologies for Foreign Language Development David Brooks
Using Music Technologies for Foreign Language Development, a paper presented by David L. Brooks, Associate Professor, English Department, Kitasato University, Sagamihara, Kanagawa, Japan
Presentation at The Hawaii International Conference on Education from January 4-7, 2018 is pleased to inform you that your submission, “USING MUSIC TECHNOLOGIES FOR FOREIGN LANGUAGE DEVELOPMENT”, has been accepted for presentation at the 16th Annual Hawaii International Conference on Education to be held from January 4 to January 7, 2018 in Honolulu, Hawaii. The decision to accept your submission was based on a peer review process.
The exact time and room of your session will be specified in the final program. The final program will be available at http://hiceducation.org/program/ in early December 2017.
There are two types of English teachers in a higher education, English teachers who have English Language Teaching (ELT) background and those who do not have it. It brings about some problems in the teaching instruction and the achievement of the students, as well. This is a theoretical view used as a preliminary study to develop the model to improve English teachers’ competences in a higher education. A modular model proposed by Kumaravadivelu, with his KARDS model seems appropriate to be applied for the English teachers who are assigned to teach higher education students. This model is at first intended for the prospective teachers of L2 (TESOL), but with some modifications, it can be used to improve the competences of in-service English teachers.
Competency-based English Teaching and Learning: Investigating Pre-service tea...Haksa Vanholick
English competency is known as one of the crucial skills in various social
contexts in Hong Kong. In tertiary educational setting, English courses do not focus
solely on the development of the four language skills. Rather, they put emphasis on the
application of English Language for academic use or instrumental use
Ace Intercultural Dimensions Of Task Based Learning For Authentic CommunicationDavid Brooks
Rationale Part I: A paper presented at ACE 2009, the inaugural conference of the Asian Conference on Education in Osaka (Ramada Hotel), Oct 24-25, 2009 by David L. Brooks, Associate Professor, English (Foreign Language Dept), Kitasato University, Sagamihara, Japan
Enriching Vocabulary to the Students of English as Second Language Learners (...Naresh Arruri
This paper focuses on enriching vocabulary to the students of the English as Second
Language learner (ESL) through the approach Content–Integrated–Language–Learning
(CILL). Previously many approaches have been developed, such as language across
curriculum, task based instruction, activity based communicating (ABC model) instruction,
content based instruction and immersion programmes etc. In this paper I shall present a
model for learning Vocabulary of English as Second Language Learner through his/her
preferred content.
This presentation looks at applying multiliteracies to TEFL (teaching English as a Foreign Language). Multiliteracies was a language learning concept based on semiotics that allowed for and included new media modes of communication in the 1990s. Whilst the language learning situation has changed considerably since that time, the concept of multiliteracies is still relevant in terms of opening up and supplementing TEFL practice.
Using Music Technologies for Foreign Language Development David Brooks
Using Music Technologies for Foreign Language Development, a paper presented by David L. Brooks, Associate Professor, English Department, Kitasato University, Sagamihara, Kanagawa, Japan
Presentation at The Hawaii International Conference on Education from January 4-7, 2018 is pleased to inform you that your submission, “USING MUSIC TECHNOLOGIES FOR FOREIGN LANGUAGE DEVELOPMENT”, has been accepted for presentation at the 16th Annual Hawaii International Conference on Education to be held from January 4 to January 7, 2018 in Honolulu, Hawaii. The decision to accept your submission was based on a peer review process.
The exact time and room of your session will be specified in the final program. The final program will be available at http://hiceducation.org/program/ in early December 2017.
There are two types of English teachers in a higher education, English teachers who have English Language Teaching (ELT) background and those who do not have it. It brings about some problems in the teaching instruction and the achievement of the students, as well. This is a theoretical view used as a preliminary study to develop the model to improve English teachers’ competences in a higher education. A modular model proposed by Kumaravadivelu, with his KARDS model seems appropriate to be applied for the English teachers who are assigned to teach higher education students. This model is at first intended for the prospective teachers of L2 (TESOL), but with some modifications, it can be used to improve the competences of in-service English teachers.
Competency-based English Teaching and Learning: Investigating Pre-service tea...Haksa Vanholick
English competency is known as one of the crucial skills in various social
contexts in Hong Kong. In tertiary educational setting, English courses do not focus
solely on the development of the four language skills. Rather, they put emphasis on the
application of English Language for academic use or instrumental use
Highlights a bunch of different Python tricks and tips - from the stupid to the awesome (and a bit of both).
See how to register a 'str'.decode('hail_mary') codec, call_functions[1, 2, 3] instead of call_functions(1, 2, 3), creating a "Clojure-like" threading syntax by overloading the pipe operator, create useful equality mocks by overloading the equality operator, ditch JSON for pySON and put together a tiny lisp based on Norvig's awesome article.
Presentation given by Peter Achterstraat, Auditor-General of New South Wales, in Moscow to EURORAI (European Organisation of Regional External Public Finance Audit Institutions).
Covers area such as:
IT Tools that assist with CAATs
Computer Assisted Audit Technique(s):
“Applications of auditing procedures using the computer as an audit tool” (IAASB Glossary)
CAATs tool Audit Command Language (ACL) in Australasia
Team of 5 “hand-picked” IS auditors for developing CAATs (“techies”)
40 financial audit “champions” to run CAATs
ACL Analytics Exchange (AX) server software
Data stored on server
A standard set of tests for different accounts
Users restricted to running tests
Centralised test creation by “techies”
Create a senior management champion
Involve IT early
Ensure security of data
Engage users and demonstrate benefits
Beware required script/test amendments
The role of multiple literacies in developing interdisciplinary research 1Dr.Nasir Ahmad
The classification of knowledge into different disciplines is not to distinct knowledge of one domain from the
other as these are the parts of a whole but to make it easy, and to provide space for development and
promotion of knowledge. Interdisciplinary research provides the opportunity to study different domains of
knowledge from single perspective so that to reach to an eclectic picture of the phenomenon. Results showed
that interdisciplinary research contributes a lot in promoting interdisciplinary faculty’s relationships and joint
ventures in exploring the unseen facts. Multiple literacies are powerful indicators in promoting
interdisciplinary research culture and disciplinary literacy of faculty. Multiple literacy theory emphasize on
the componential development of language development which is corner stone for multiple literacies.
Faculty’s literacy in Information Communication Technology (ICT), Statistics and critical thinking/ problem
solving skills are foundational for multiple literacy of faculty.
KEY WORDS: Multiple Literacies, Interdisciplinary Research, Statistical Literacy, ICT
The Impact of Culture and Language Sensitive Physics on Concept Attainment ......................................................... 1
Marie Paz E. Morales
The Effect of Explicit and Recast Feedback on the Intermediate EFL Learners’ Listening Self-efficacy ................... 30
Samane Naderi
The Role of Community-Based Information Centers in Development: Lessons for Rural Zimbabwe ..................... 44
Shadreck Ndinde and Webster Kadodo
Influential Factors and Their Correlation on Student Imagination................................................................................ 54
Chao-Tung Liang and Chaoyun Liang
Investigating the Relationship between English Language Anxiety and the Achievement of School based Oral
English Test among Malaysian Form Four Students ....................................................................................................... 67
Lim Hooi Lian and Mardziah Bt Budin
Influencing Tax Compliance in SMEs through the Use of ICTs .................................................................................... 80
Edison Wazoel Lubua (PhD)
Strategic Intervention Material-Based Instruction, Learning Approach and Students‘ Performance in Chemistry
................................................................................................................................................................................................. 91
Edwin I. Salviejo, Fidela Q. Aranes and Allen A. Espinosa
The Perceived Influence of Learning Environment on Design Student Imagination ................................................ 124
Ju-Sen Lin and Chaoyun Liang
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Home assignment II on Spectroscopy 2024 Answers.pdf
Assignment 4
1. 1 – LITERACY PREPARATION FOR TEACHERS
(HSC BAND 4)
UNIT COORDINATOR: LISA WARD
ASSIGNMENT FOUR
COMPLETED BY JULIE PAPPS
STUDENT NUMBER: 220076557
2. Assignment 4a) Write a report on the need for teaching of literacy, including
English grammar, in Australian schools. The report should cite evidence obtained
from research, in the form of at least FIVE (5) reliable sources of information.
Introduction:
The Background:
In the past, literacy was defined as the combined skills of reading and writing. The
following skills: Reading, writing, spelling, handwriting, speaking, listening and literature
were all considered as separate subjects (Holliday, Ljungdahl, Johnston, March, Winch,
2010, p.xxvii). In recent years there has been an ongoing debate in Australia regarding
the teaching of literacy in schools. The focus of the debate has been on whether or not
literacy should be taught through ‘phonics’ or ‘whole-word language’ approaches
(Burrows, Allison & Savina, 2007, p.1).
The Purpose:
These days literacy is defined by Holliday et al (2010, p.xxxvi) as the ability to read, use
written information and to write appropriately in a range of contexts, using traditional
and new communication technologies. Literacy is used to develop knowledge and
understanding. It allows people the ability to achieve personal growth and to function
effectively in our society. It also includes the recognition of numbers and basic
mathematical signs and symbols within text (Holliday et al., 2010, p. xxxvi).
Furthermore, grammar also forms an important part of literacy. Oxford University Press
(2012) defines grammar as ‘the way in which words are put together to form proper
sentences’. The purpose of this report is to discuss the needs of teaching literacy,
including English grammar, in Australian schools. In order to do this teachers and
students need to change their attitude toward literacy.
3. The Scope:
There are a few limitations that could jeopardise the teaching of appropriate literacy in
Australian schools. First of all, teachers must have superior skills and professional
knowledge in order to put together a superior literacy program that best suits the needs
of the particular children in their classroom at any particular time (Makin, Jones-Diaz,
McLachlan, 2007, 44). Second of all, the government needs to spend the money on first
class resources and teachers, so students can be taught this revolutionary form of
literacy.
Body:
It is essential that literacy be taught in Australian schools because literacy is a human
right, a means of personal empowerment, and an opportunity for social and human
development. A persons potential in society depends on literacy (UNESCO, 2011, para.
4). The Department of Education, Science & Training (DEST) (2005, p.31) demonstrate
that literacy under-achievement has high social and economic costs in terms of both
health and crime. According to the Royal Australasian College of Physicians, ‘an
increasing number of parents are seeking help form health professionals for children
whose self esteem and behaviour problems have arisen as a consequence of learning
difficulties and failure to acquire adequate literacy skills’.
Literacy for children begins as soon as a child starts to speak. The presence of books,
and print media in and around the home, and the attitude of parents and carers, are
important influences on a child’s literacy development. What happens in a child’s home,
community and culture shapes their early literacy learning (Holliday et al., 2010, p. 286).
This author points out that the role of the teacher should be to try and build on the
knowledge and skills that children bring from home. In this way schools can achieve
success with children from all backgrounds.
4. International assessments conducted in 2000 and 2003, point out that twenty percent of
Australians aged 15-74 years are considered to have poor literacy, while, an additional
28 percent could be expected to have difficulties in using printed material encountered
in everyday life (DEST, 2005, p. 26). Professor Geoff Masters states on ABC news
(2010, December 8) ‘when it comes to education, especially literacy, research suggests
that on the world stage Australia is described as ‘average’ in terms of equality in
education.’ There are big gaps between lowest and highest socio-economic levels and
between Indigenous and non-Indigenous students. In addition Paul McClintock from the
Council of Australian Government Reform Committee (ABC news, 2010, June 8) says
when it comes to year nine students, five out of eight states and territories in Australia
failed to meet literacy goals for Indigenous students. DEST (2005, p26) reports that
during the international assessments in 2000 and 2003, thirty five percent of Indigenous
students were not developing the literacy skills needed for further education, training
and work.
A lot is going to change for students learning literacy in the next decade. Cairney
(Cairney, 2009, as cited in Holliday et al, 2010, p.xxix) confirms that literacy will more
often be distinguished by the use of digital texts and multimedia to form meaning. The
boundaries between written, visual and real-world texts will continue to be distorted as
we seek to make sense of our worlds, using every resource available to us. For that
reason, teachers must ensure that they are fully aware and up to date, not just on the
changes in literacy, but the developing technologies to ensure students are engaging in
these technologies and do not fall behind. Holliday et al. (2010, p. xlii - xliv) recommend
that literacy educators should not be content with simply identifying, describing and
making students familiar with new multimodal text types. Students require the
opportunity to achieve the highest competence in all the varied modes of
communication available. The challenge is to create curriculum frameworks in literacy
5. education that are suitable for present conditions, but also seek to provide students with
their place in the new global system, with the capacity to view that system critically.
Conclusion:
Literacy is at the centre of the entire concept of basic education. Literacy plays an
essential role in improving the lives of individuals by ensuring students are adequately
skilled both socially and economically. Australian students are the most valuable
resource of Australia’s future, and literacy plays an essential role in ensuring this. As a
result the teaching of literacy, including English grammar, in Australian schools is an
obvious importance to society.
While many children reach basic early childhood literacy milestones, typical literacy
experiences are as diverse as the literacy habits of each and every family, community
and culture. Children are facing a new world of literacy, a world in which the literacy
skills of the paper based text are no longer enough. Along with traditional literacy skills,
we must now include schools with the many multimodal literacy practices that are made
possible by new technologies.
Recommendation/s arising from the conclusion:
Teaching literacy is a complex task and requires a high level of professional knowledge
and skill, so teachers can successfully teach high level literacy skills to students. This is
why the Australian Government needs to develop a more specialised national
curriculum that holds literacy as the utmost importance in education.
The recommendations arising from the conclusions are as follows:
The Australian Curriculum will be a national document that will be taught by
every school, and to every student in Australia. This will enable the gap
between lower socioeconomic and higher socioeconomic societies to narrow,
6. giving all Australian students the chance to learn the same content in the same
way.
The Australian Curriculum enables students to become literate as they develop
the skills to learn and communicate confidently at school, which assists them
to become effective individuals, community members, workers and citizens
(Australian Curriculum Assessment and Reporting Authority, n.d., para. 1).
These skills include listening, reading, viewing, writing, speaking and creating
print, visual and digital materials accurately, grammatically and purposefully
across all learning areas.
In order for students to develop excellent literacy skills, the Australian
Curriculum states that students must be taught comprehension, composition,
texts, grammar, vocabulary and visual information.
The English curriculum should use a combination of ‘phonics’ and ‘whole word
language’ approaches to literacy. The initial building block to literacy should be
phonics. This involves an awareness of the different sounds in words, which
allows students to break words up into sounds. Once this step is achieved,
students can then move onto learning whole word approaches to literacy.
8. Assignment 4b) Using the findings of the report written for Assignment 4a, write
the script for a short speech on the importance of teaching literacy, including
English grammar, in Australian schools. The speech should be:
- Of three to four minutes duration (approximately 400 words)
- Suitable for delivery in an Australian school setting.
Identify (either before or after the speech itself) the school setting that would be
appropriate for the presentation of the speech (for example, the position of the
person who would deliver the speech, the type of school and occasion, and who
would be in the audience).
9. NOTES:
LITERARY 4TH ED. 2010. OXFORD UNIVERSITY PRESS, MELB – AUTHORS:
- Marcelle Holliday
- Lesley Durrell Ljungdahl
- Rosemary Ross Johnston
- Paul March
- Gordon Winch
- FORWORD: Pg: xxvii – there is still much to learn about literacy and the way it is used and
developed as part of life.
- Literacy previously defined in 1960’s as the combined skills of reading and writing. Reading,
spelling, writing, handwriting, speaking, listening and literature we all thought of as separate
entities.
- Pg: xxviii: Teachers and students of literacy need to expand our literacy horizons.
- Pg: xxix: Prof Trevor Cairney: Literacy offers the power to inform or deceive, to express love or
hate – to have an impact on the human condition and finally open up other worlds.
- The next decade will be one in which literacy will increasingly be characterised by the use of
multiple sign systems (digital texts and multimedia) to make meaning. The boundaries between
written, visual and real-world texts will continue to blur as we seek to make sense of our worlds,
using all that we have available to us.
- Introduction: Pg xxxvi:
WHAT IS LITERACY: Literacy is the flexible an sustainable mastery of a repertoire of practices with
texts of traditional and new communications technologies via spoken language, print, and multimedia
– by Allan Luke & Peter Freebody – www.readingonline.org/research/lukefreebody.html)
Old version states: Literacy is the ability to read and use written information and to write appropriately
in a range of contexts. It is used to develop knowledge and understanding, to achieve personal growth
and to function effectively in our society. Literacy also includes the recognition of numbers and basic
mathematical signs and symboks within text.
Literacy involves the integration of speaking, listening and critical thinking with reading and writing.
Effective literacy is intrinsically purposeful, flexible and dynamic and continues to develop throughout
an individual’s lifetime.
10. All Australians need to have effective literacy in English, not only for their personal benefit and welfare
but also for Australia to reach its social and economic goals.
- Pg: xxxvii: Literacy is integral to success in modern society. Report of the National Inquiry into
the Teaching of Literacy states: Skilled and knowledgeable young perple are Australia’s most
valuable resource for the future.
- PG: xxvii – xxviii: Literacy is crucial to young people’s success at school. Students with effective
literacy skills excel not only in English but also in other areas of the curriculum. Students’ overall
school performance and their successful transition from one stage of schooling to the next
depends on a well developed foundation of literacy skills and on the positive attitudes to
learning that accompany these skills. Students need to have the necessary knowledge, skills,
attitudes, and understandings to engage with the literacy demands of the curriculum to
participate effectively in society.
- Denise Lievesley and Albert Motivans state: Literacy plays an essential role in improving the
lives of individuals by enabling economic security and good health, and enriches societies by
building human capital, fostering cultural identity and tolerance, and promoting civic
participation.
- Pg: xxxviii: Literacy is a way of operating with a variety of texts and is embedded in the
practices of our everyday lives. When we buy a car, do the shopping, visit the Dr or pay a bill we
engage in social practices in which literacy is embedded.
- Pg: xxxix: The aim of any literacy program, therefore should be to teach students to construct a
wide range of texts, and to interpret a wide range of texts constructed by others within and
beyond the social and cultural contexts in which they live.
- Pg xxxix – xl: Students need to understand that:
o Different types of texts exist.
o Texts serve different social purposes
o Texts are typically structured in particular ways
o We make choices from the resources of the language system to construct texts to
achieve particular social purposes.
o We choose how to present our texts depending of our purpose and audience.
o We interpret texts constructed by others by understanding how and why particular
texts have been constructed.
o We use our knowledge of oral, written, and audiovisual text structures when we
interpret texts constructed by others.
- Pg: xlii: We are facing a new work of literacy, a world in which the literacy skills of the paper-
based text are no longer enough. Along with traditional literacy skills, we must now include
facility with the many multimodal literacy practices that are made possible by the new
technologies.
- Literacy educators cannot be satisfied with merely identifying , describing and making familiar to
students the mew multimodal text types. We need to develop pedagogical and curriculum
frameworks that seek to endow students with their place in the new global system, but also
with the capacity view that system critically.
- The authors in this book take the view that there is no sudden literacy crisis in Australian
school but that there are certain problems, particularly in specific areas where students are
not achieving to their potential. This must be addressed.
11. - Have a look at OECD report about PISA survey.
- Pg: xliv: Students require the opportunity to achieve the highest competence in all the varied
modes of communication now available. The challenge is to create pedagogical and curriculum
frameworks in literacy education that are suitable for present conditions bit that are also
attuned to the multiple communication possibilities that an uncertain future may yield.
- Pg: xlv: Australian curriculum: Has three strands Language, literature and literacy. The goal of
the curriculum is for students to learn to be highly literate individuals, capable of using language
effectively and purposefully in all aspects of their lives.
- WEBSITES USED: UNESCO, OECD, curriculum corporation, dept education, Ministerial council on
education, ACARA.
- Pg: 1- Reading is a integral part of literacy. Linked with listening, speaking, writing, viewing and
critical thinking it establishes the essential basis for literacy learning and literacy practice as they
operate in the digital age.
- Pg; 13 - A successful language program is one which reading, writing, speaking and listening are
integrated in a supportive and stimulating environment in which independant and reflective
cirtical thinking is fostered. Children learn how language works when they are able to use it for
purposes that are clear to them. They need to know that the purpose for reading is to make
meaning.
- Pg 33 – Grammatical information relies on the readers knowledge of language and the way it
works. Grammatical knowledge includes knowing how texts are constructed to achieve their
purpose, how different types of sentences are structured, and how different types of words
work to achieve meaning in a text. Grammatical knowledge helps readers maintain fluency
when reading, and predict the word that is likely to come next in a sentence.
- Pg 50: Before children start school they learn the spoken language of theur social group and
develop understandings of everyday spoken registers. Language development continues at
school, involving vocabulary and access to more written-like language, which will lay a
foundation for learning to read.
- Pg 244: Managing the literacy classroom requires understanding and coordinating a range of
elements uncluding programming and planning, recognising the neesa of the individual
students, grouping students, the selection of resources and the development of an effective
literacy session.
- Pg 247: Writing is an act of communication and an expression of culture. From hieroglyphics to
email, people have recorded ideas, information, thoughts and feelings in a more permanent
form that the speaking mode. Children learn most effectively when writing is used for real
purposes: to inform, entertain, persuade, and clarify thinking. Texts are any meaningful acts of
communication, in any medium, not restricted to the written text. This means that language can
be used in many forms: spoken, visual, multimodal or written.
- Pg 274: The role of the school should be to try and build on the knowledge and skills that
children bring from home. In this way schools can achieve success with children from all
backgrounds.
- Pg. 286: Literacy begins well before the child comes to school. The presence of books and print
media in and around the home, and the attitude of parents and carers, are important influences
on the child’s literacy development.
- Pg. 291: the reasons for teaching grammar are varied. A knowledge of grannar helps us to make
judgements about appropriate use of English; improves literacy skills, enriches understanding of
literature; assists in learning foreign languages and provides a metalanguage that allows
students to talk about their reading and writing.
12. - Pg: 453- Australian curriculum literacy strand: Students apply their English skills and knowledge
to listen, view, speak, write and create a growing repertoire of texts. They learn to comprehend,
interpret and create spoken, written and multimodal texts, and use the English language
fluently, critically, creatively and confidently.
-
Literacies in Childhood – changing views, challenging practice 2nd ed. Authors Laurie Makin, Criss Jones
Diaz, Claire McLachlan. 2007 Elsevier Aust Chatswood NSW ISBN: 9780729537834
- Forward Pg: viii – Early childhood educators have a special role to play in enhancing the many
languages of children and helping refine them so that children accumulate a rich array of tools
for effective communication. That children can symbolically represent the ideas they have and
the knowledge the acquire is critical to effective participation in today’s world.
- Pg 10 – There are clear correlations between low literacy levels and a range of social problems
such as school drop-out rates, unemployment, substance abuse and incarceration.
- Pg 44 – No research has ever proved that there is one best way for children to learn to read and
write. When schooled in large groups, children need to receive a ‘balanced’ literacy program,
drawing on a range of learning opportunities that emphasise different aspects of spoken,
written and visual language.
- Teachers have the responsibility of putting together literacy programs that best suit the needs
of the particular children in their classroom at a particular time. How well they do this depends
of their own particular professional knowledge and skill.
- The confidence and willingness to use reading, writing and technology to communicate, think
and express themselves are the ‘basics’ that will support young children’s performance as
literate members of their community.
- There will often be children who do not connect with the experiences such pedagogies provide,
and who will struggle to learn to read and write. Or use technologies to communicate. Teachers
must rethink their pedagogical decisions and choose other approaches until they find those that
suit the particular child.
- We must be knowledgeable about the whole range of literacy pedagogies available to us if we
are to do our jobs well, and not just be satisfied to support ‘most’ of the children.
- Pg 45 – Historically, children did not learn to read and write in primary schools. In Europe,
reading was taught (usually the alphabet method of learning letters and sounding out words)
wither at home or at local ‘dame’ or ‘nursery school’. Teachers were not concerned with
pedagogy; they worked from textbooks, and mostly by rote, as still occurs in many countries
today.
- Essentially, pedagogy is knowledge about how to teach, so that children will learn. Shulman
(1987) argued that teachers need a strong bank of pedagogical content knowledge (content
knowledge about what is to be taught and pedagogical knowledge about how children learn).
We need to understand what we are teaching, so we can break in down appropriately for
children, and we need to know how to present, demonstrate, give practice and assist children,
including those who do not speak English, r who have a learning disability.
13. - Because literacy pedagogy involves how and what we teach, it always reflects what is
considered appropriate literacy for young people. This is constantly changing over time. When
literacy was mainly used for reading the Bible and keeping financial records, that is what was
taught in schools. When it was needed to prepare students for office work, dictation and
formats for formal written connumication were taught. When we consider what we use literacy
for in today’s socient, we can see that these purposes are both broader and different. Few
people today need to take dictation. But almost everyone needs to engage with the multimodal
texts of cinema, video, advertising and television. The kids of texts we read and write with
children who are learning the literate practices of their culture are important because children
do not simply learn to read and write, they learn to read and write particular texts about
particular subjects. Understandings of literacy, which incorporate ‘operational, cultural, and
critical dimensions of practice’, underpin many state policies in Australia at this time.
- Pg 46 – Becoming and remaining literate within the context of a rapidly changing society is a life-
long process. Indeed, our understanding of literacy itself us changing. Reading and writing are
no longer the ‘basics’ for education and life success. Literacy is much more complex. There has
been considerable focus on literacy and the teaching of literacy. Literacy is a process: it is
something people do and learn by engaging in communicative interactions with other people in
social settings and activities.
- The experiences a child brings to school plays an important part in how they connect with what
the school provides and whiat it privileges. Some important research about children’s literacy
development has involved long-term observations of young children with different cultural and
linguistic resources as they engage with print.
- Pg 47 – Overall, the curriculum needs balance. He (McNaughton) claims that, for designing
curriculum and pedagogy, teacher knowledge of childrens out-of-school lives, practices and
expertise is essential. Without this, teachers may not recognise children’s emergent
understandings of written language and how these are embedded within activities outside of
school. Children can inform teachers by demonstrating what they can do, and talking about
their knowledge of community practices. McNaughton recommends planning common
experiences (excursions & communal activities) so that shared knowledge can be taken for
granted in designing related reading and writing activities.
- Pg 90 – Children’s literacy experiences begin in earliest childhood and continue throughout life,
as they encounter ever-widening social contexts for new literact practices. While many children
reach common literacy milestones in the early childhood years, their familiar literacy
experiences are as diverse as the literacy practices of individual families, communities and
cultures in which each child lives.
- From their earliest speech experiences through to contact with written language and
technologies, what happens in children’s homes and communities shapes their early literacy
learning. How, and whether, this early learning is taken up and extended through early
childhood educational practices has a considerable impact on the direction of children’s literacy
pathways. Continuity between home and school literacy practices is emerging as a critical factor
in literacy success for students. Central to achieving this continuity is the issue of how literacy is
defined and particularly how teachers define or understand literacy.
- It is imperative that early childhood teachers consider questions such as What is literacy? And
How do different beliefs about literacy affect children’s literacy learning? These are important
14. questions because teachers’ own practices will reflect their beliefs about literacy and literacy
learning, whether these are consciously acknowledged by the teacher or not.
- The broad definition of literacy adopted in this book is inclusive of diverse literacy practices and
encompasses listening, talking, reading, viewing, writing, visual and critical literaces.
- Pg 92 – Johnson & Kress argue that ‘The successful learner for the demands of today’s
economies needs to be an autonomous, self directed designer of their own learning experiences
who uses multiple modes through which to represent meaning.
- To consider the diversity of children’s literacy experiences we can identify features of home or
educational contexts which may offer differences for individual or groups of children. Pathways
into literacies are diverse because children experience literacies in a great variety of social
practices and through different modes (spoken, written, visual and multimodal). In their daily
lives, they encounter different types of texts and have different kinds of interactions with others
around the texts they encounter.
Reports and Recommendations – National Inquiry into the Teaching of Literacy – December 2005
http://www.dest.gov.au/nitl/documents/report_recommendations.pdf
Pg 1. The Committee for the National Inquiry into the Teaching of Literacy was reminded
throughout the Inquiry process of the considerable diversity in the life experiences of
children in Australian schools. Boys, girls, Indigenous students, students in urban,
rural and remote locations, students who are recent arrivals in Australia, other students
from non-English speaking backgrounds, children with vision or hearing impairment,
or disability, all begin school with the expectation that they will learn to read and write.
Their parents share this expectation.
Pg 7 - Equipping young people to engage productively in the knowledge
economy and in society more broadly is fundamental to both individual and national
prosperity, and depends primarily on:
the ability to speak, read and write effectively; and
the provision of quality teaching and learning by teachers who have acquired,
during their pre-service teacher education, and in-service professional learning,
evidence-based teaching practices that are shown to be effective in meeting
the developmental and learning needs of each child.
In Australia, learning to read and the teaching of reading is usually included within
the broader area of literacy. Literacy teaching focuses on written language, specifi cally
on the ability to read, understand and use written language, and on the ability to
write appropriately. Literacy involves the integration of speaking, listening, viewing
and critical thinking with reading and writing. Being literate involves the capacity to
deal with a wide range of written texts, in numerous formats and many different
contexts.
Literacy teaching and learning are core responsibilities of teachers and schools.
However, the teaching of literacy (reading and writing) is a complex and highly skilled
professional activity. Whereas children enter school with varying degrees of competence
in oral language, typically they have little knowledge about how to read and write.
Thus, the purpose of early and subsequent literacy instruction in school education is
to help children master the challenges of linking written and spoken language.
PG 9 - The Committee found that six key elements operate consistently in the successful
schools visited. These are:
1. a belief that each child can learn to read and write regardless of background;
15. 2. an early and systematic emphasis on the explicit teaching of phonics;
3. a subsequent focus on direct teaching;
4. a rich print environment with many resources, including fi ction and nonfi
ction books, charts and computer programs;
5. strong leadership and management practices, involving whole-school
approaches to the teaching of reading and writing; and
6. an expectation that teachers will engage in evidence-based professional
learning and learn from each other.
Pg 25 - Australia’s young people are the most valuable resource for the nation’s social and
economic prosperity. The key to such prosperity at both the individual and national
level is the provision of quality schooling.
- Nowhere is this more important than in the teaching of literacy (i.e., reading, writing,
speaking and listening, and viewing) since literacy competence is foundational, not
only for school-based learning, but also for children’s behavioural and psychosocial
wellbeing, further education and training, occupational success, as well as for productive
and fulfilling participation in social and economic activity
Pg 26 - These assertions are supported by the work of Nobel Prize winning economist
James Heckman’s literacy competence is an essential area of learning
investment in the young, being a ‘skill that begets many other skills’ (an index of
‘self-productivity’, as he calls it), because it constitutes a ‘key part of our capacity to
increase our capacity’.
International assessments of reading literacy during 2000 and 200313 indicate that
while 15-year-old students in Australian schools perform notably better (on average)
than the majority of their counterparts in other OECD countries, 12 per cent (ACT, WA)
to 28 per cent (NT) are not developing the literacy skills needed for further education,
training and work (defi ned as low achievers), particularly Indigenous students (35%)
and males (17%). Similar estimates have been reported for achievement in reading
comprehension of 14-year-old Australian students between 1975 and 1998, and, with
few exceptions, the estimates have remained constant during the period.14
Furthermore, approximately 20 per cent of Australians aged 15-74 years have
been identifi ed as having ‘very poor’ literacy skills, with an additional 28 per cent
who ’… could be expected to experience some diffi culties in using many of the printed
materials that may be encountered in daily life’ (ABS, 1997, p. 7). Evidence from the
1996 National School English Literacy Survey (Masters & Forster, 1997a,b) indicated that
the proportion of Year 3 and Year 5 students in Australian schools who did not meet minimum
performance standards of literacy required for effective participation in further schooling was found to be
as high as 27 per cent for Year 3 students and 29 per cent for Year 5 students.15
- Pg 27 - Literacy under-achievement has high social and economic costs in terms of both
health and crime. The Committee received evidence indicating that the overlap
between under-achievement in literacy (especially in reading) and poor behaviour,
health and wellbeing, is a major issue to the extent that what should be an ‘education
issue’ has become a major health issue (e.g., DeWatt et al., 2004). According to the
Royal Australasian College of Physicians, an increasing number of parents are seeking
help from health professionals throughout Australia for their children whose selfesteem
and behaviour problems have arisen as a consequence of (or are exacerbated
by) learning difficulties and failure to acquire adequate literacy skills.
Pg 31 - Literacy teaching and learning are complex tasks for both teachers and children and
require a high degree of professional skill.19 Although children enter school with
varying degrees of competence in oral language, typically they have little knowledge
about how to read and write.
16. UNESCO Website - http://www.unesco.org/new/en/education/themes/education-building-
blocks/literacy/
- Literacy is a human right, a tool of personal empowerment and a means for social and
human development. Educational opportunities depend on literacy.
Literacy is at the heart of basic education for all, and essential for eradicating poverty, reducing
child mortality, curbing population growth, achieving gender equality and ensuring sustainable
development, peace and democracy. There are good reasons why literacy is at the core of
Education for All (EFA).
A good quality basic education equips pupils with literacy skills for life and further learning;
literate parents are more likely to send their children to school; literate people are better able to
access continuing educational opportunities; and literate societies are better geared to meet
pressing development .
First posted December 08, 2010 00:18:00 - http://www.abc.net.au/news/2010-12-08/australian-
students-literacy-levels-declining/2366804
(Geoff Masters, chief executive of the Australian Council for Educational Research,) Mr Masters
says Australia is described as "high quality" in overall performance, but "average" in terms of
equity, which suggests more needs to be done to even out the system.
"One of the things that this study shows is again there are big gaps between our Indigenous and
non-Indigenous students," he said.
"[There are] big gaps between our lowest and highest socio-economic levels. These gaps are the
equivalent of more than two years of school.
"So we have big challenges in Australia, not only in maintaining our high performance and
continuing to improve it, but particularly to address the needs of disadvantaged students."
http://www.abc.net.au/news/2011-06-08/australia-falling-behind-on-indigenous-literacy/2751734 -
Council of Australian Government Reform Committee. The committee's chair, Paul McClintock, says
Five out of eight states and territories failed to meet literacy goals for Indigenous students in year
nine.
In New South Wales the number of Indigenous students meeting the national minimum standard
for reading declined significantly.
Dr Chris Sarra, an expert in Indigenous literacy, says it is difficult to pinpoint where things are
going wrong.
"We've got a long way to go and we've all got to keep working pretty hard at this," he said.
17. http://www.readingonline.org/research/lukefreebody.html - 1999, para. 5
- Literacy education is not about skill development, not about deep competence. It is
about the institutional shaping of social practices and cultural resources, about
inducting successive generations into particular cultural, normative ways of handling
texts, and about access to technologies and artifacts (e.g., writing, the Internet) and
to the social institutions where these tools and artifacts are used (e.g., workplaces,
civic institutions).
- Teaching and learning literacy, then, involves shaping and mastering the repertoire
of capabilities called into play when managing texts in ways appropriate to various
contexts.
http://www.acara.edu.au/verve/_resources/English_2012.pdf
The Foundation to Year 10 Australian Curriculum: English provides a solid basis for strengthening
literacy. Literacy involves the ability to listen, read and view, write, speak and create print, visual and
digital materials accurately and confidently to become effective individuals, workers and citizens.
- While literacy knowledge and skills are primarily built and consolidated through the English learning area,
they are reinforced and strengthened through all learning areas.
- The Literacy general capability is drawn from knowledge, skills and understandings of both the Language
and Literacy strands of the English curriculum. It also identifies language and literacy demands of learning
areas that the English curriculum does not specifically address. These demands include for example, the
language structures of mathematics questions, the particular requirements of writing a report of an
investigation in science, or the specialist vocabulary of history.
http://www.australiancurriculum.edu.au/GeneralCapabilities/Literacy
In the Australian Curriculum students become literate as they develop the skills to learn and
communicate confidently at school and to become effective individuals, community members,
workers and citizens. These skills include listening, reading, viewing, writing, speaking and
creating print, visual and digital materials accurately and purposefully within and across all
learning areas.
Literacy involves students engaging with the language and literacy demands of each learning
area.
As they become literate students learn to:
• interpret, analyse, evaluate, respond to and construct increasingly complex texts
(Comprehension and composition)
• understand, use, write and produce different types of text (Texts)
• manage and produce grammatical patterns and structures in texts (Grammar)
• make appropriate word selections and decode and comprehend new (basic, specialised
and technical) vocabulary (Vocabulary)
• use and produce a range of visual materials to learn and demonstrate learning (Visual
information)
http://www.sciencedirect.com.ezproxy.une.edu.au/science/article/pii/S0047272707001910
18. - Literacy matters. Many people in different countries fail to reach even basic levels of literacy.
This severely hampers their personal circumstances and lowers national productivity. The lower
tail of the adult literacy skills distribution is particularly pronounced in some developed
countries, notably the UK and the US.1 How can we ensure that future generations of adults do
not suffer from such problems? One way is by trying to provide a means whereby literacy levels
and, by association, overall pupil educational performance can be raised through government
education policy.
http://www.pisa.oecd.org/dataoecd/43/9/33690591.pdf
- Pg 17: The International Adult Literacy Survey (IALS) found that people with higher levels of
reading
literacy are more likely to be employed and to have higher average salaries than those with lower
levels
- Is this simply because they have better educational qualifications? If it is, then IALS (and PISA)
would, at best, be measuring competencies that help people to gain a better education and, through
it, better jobs. In IALS, adults who had completed some form of tertiary education scored, on
average, between one and two reading literacy levels higher than those who did not complete
secondary education.
- For a person who is between 26 and 35 years of age and working in the business sector, the
probability of working in a white-collar, highly skilled job rises rapidly with an increase in reading
literacy skills. The independent effect of reading literacy on labour-market outcomes is comparable
to the independent effect of educational qualifications. Someone with medium qualifications (upper
secondary only) has a two-in-five chance of being in a high-level job if their reading literacy level is
200 (at the low end of the scale) and a four-in-five chance if it is 400 (a high score). Conversely
someone with a medium level of reading literacy (a score of 300) has a two-in-five chance of
getting such as job with a low level of education (lower secondary education only) and more than a
four-in-five chance with a high level of education (a tertiary qualification).
- Figure
http://www.uq.edu.au/literacyprograms/docs/lfl-position-paper.pdf - School of Health and
rehabilitation Sciences – The Literacy Debate in Australia – A position Paper – May 2007 Author:
Carolyn Burrows, Heather Allison, Elizabeth Savina.
- This has centred on whether or not schools should teach children literacy through
the methodology of ‘phonics’ or through the deployment of ‘whole-word
language’ approaches.
- The National Reading Panel (USA) advises that most students need phonics
approaches and phonological awareness instruction for literacy acquisition, as
well as instruction aimed at developing vocabulary, comprehension and fluency
(the traditional domain of whole language approaches). The issue of
phonological awareness is often ignored in this debate.
- At least 10-16% (maybe up to 20%) of students have specific difficulties with
reading and writing. For most of those students, this is due to missing the first
building block to literacy - phonological (sound) awareness. Phonological
Awareness (PA) is the conscious awareness the different sounds in words, which
allows one to learn to break words up into sounds (sh-op) and substitute sounds
in words to make new words (swap /p/ in ‘shop’ for /d/ = ‘shod’). Students with
reduced PA skills pay less attention to these sound-letter associations, and may
spend a lot of time trying to recognise or guess words. These students have
difficulties reading and spelling new words independently and literacy does not
19. progress normally. With PA training, children start to notice the sounds in words,
and learn to accurately break words into individual sounds. For many students,
this is the ‘lightbulb’ moment, when they start to understand how they can play
with sounds, become more automatic with associating sounds with written letters,
and read or spell words in a strategic way.
http://oxforddictionaries.com/words/grammar