Literacy and ICT

1. LITERACY AND ICT
NOVIARABBANI
SRI SUSANTI

2. Principles of a sociocognitive view of literacy
Shifting paradigms in language teaching
Multiple perspectives on literacy
Linguistic dimensions of literacy
Cognitive dimensions of literacy
Sociocultural dimensions of literacy
Conclusion
THE NOTIONS OF LITERACY

3. NOTIONS OF LITERACY
Merriam-Webster's Collegiate Dictionary online, literacy is "the quality or state of being
literate.”
The National Institute for Literacy
defines literacy as 'an individual's ability to read, write, speak in English,
compute and solve problems at levels of proficiency necessary to function on the job, in
the family of the individual and in society.

4. Richard Kern (2000), Literacy is the use of socially-,
and historically-, and culturally- situated practices
of creating and interpreting meaning through
texts. It entails at least a tacit awareness of the
relationships between textual conventions and their
context of use and, ideally, the ability to reflect
critically on those relationships. Because it is
purpose-sensitive, literacy is dy`namic – not static
– and variable across and within discourse
communities and cultures. It draws on a wide range
of cognitive abilities, on knowledge of written
and spoken language, on knowledge of genres,
and on cultural knowledge.

5. PRINCIPLES OF A SOCIOCOGNITIVE VIEW OF LITERACY
Communication
interpretation
Language use
collaboration
convention
Cultural
knowledge
Problem solving
Reflection and
self-reflection

6. Classical
Direct
Method
Grammar
Translation
Strategy-
based
Audio-Lingual
Method
HISTORY OF LANGUAGE TEACHING
Communicative
Approach
Shifting paradigms in language teaching
Designer
Method

7. Table 1.1: Shifts in Pedagogical focus from structural to communicate
frameworks
Language as autonomous structural system ----- Language as a social phenomenon
Product orientation ----- Process orientation
Focus on isolated sentences ----- Focus on connected stretch of
language
Focus on texts as displays of vocabulary ----- Focus on texts realized as
and grammar structures communicative acts (‘doing
things with word)
 Teaching of a perspectives norm ----- Attention to register and style variation
 Focus on mastery of discrete skills ----- Focus on self-expression
 Emphasis on denotative meanings ----- Emphasis on communicative value in
context

8. Multiple perspectives on literacy
Literay is an elastic concept.
 its meaning can be metaphorically extended beyond reading and writing to
other areas of knowledge or ability
- computer, science, visual, economic, geographic, TV, Junk food, Label,
Ecological, Religious, and of course cultural literacy

9. Linguistic dimensions of literacy
 The linguistic dimension focuses on how we communicate and make
meaning.
Semantic
Knowledge
Graphophonic
Knowledge
Syntactic
Knowledge

11. COGNITIVE DIMENSION
LITERACY
What is the meaning of
Cognitive Dimension of
Literacy???

13. COGNITIVE DIMENTION OF
LITERACY
How Children effectively and
efficiently construct idea
trough written language

14. HOW THE WAY IT WORKS???

15. WHAT IS IMPACT OF
KNOWLEDGE?
ON READING AND WRITING
SIMILIARITIES:
1. LOOKING FOR MEANING
2. ACTIVE USE OF LINGUISTIC
AND COGNITIVE ABILITIES
3. USE OF PREVIOUS
KNOWLEDGE
4. AIM & INTENTION
DIFFERENCES:
1. PASSIVE-ACTIVE
2. LESS-MORE US OF
COGNITIVE ABILITY
3. DISCOVER-CREATE
MEANING
4. DECODING-CODING

16. SOCIOCULTURAL
DIMENSION
CONCEPTUALIZATION OF WAYS IN
WHICH LANGUAGE INSTATIATES
CULTURE
( GOE,1996; HALLIDAY,1973)

17. MAJOR SOCIOCULTURAL
THEORIES OF LITERACY
Literacy as Social
Practice
Multiliracies
Critical Literacy

18. CONCLUSION
METACOGNI
TIVE

19. !!THANK YOU!!
BY
NOVIA RABBANI
SRI SUSANTI