EDLA264 Chapter Notes - Chapter 1-2: Numeracy, Morpheme, Phonemic Awareness
WEEK ONE READINGS:
Chapter One & Chapter Two
Chapter One Notes:
→ Due to new advanced technologies, the old way of teaching literacy
(writing reports, reading books) may not apply to the new generation as
they are much more involved in other forms of literacy (email, blogs,
websites, text, novels, picture books). This causes a gap.
→ Literacy within the classroom is often print based, linear perspective.
Literacy outside of the classroom seems to be flexible and
multimodality.
→ Ideologies: “yste of beliefs that people carry with them as they
avigate their daily livig.
→ Beliefs are cultural, gendered, religious, historical, political and social.
→ Ideologies regarding reading and writing are based on values and always
involve social context and histories. EG: for some, literacy development
should create productive citizens and members of the workforce. For
others, it should transform the world and value the experiences,
viewpoints and histories of those involved.
Models of Learning:
Industrial Model: This model focuses on efficient, competitive and
uniform learning. Standardisation.
Used throughout the twentieth century and now into the twenty-first,
meant to create s workforce that is compliant, punctual and
accountable.
In this model, uniformity is pushed, irrespective of the context. All
students should be supplied with the same content and curriculum that
focuses on the mastery of skills.
NAPLAN (national assessment program – literacy and numeracy) is a
driving force to keep this model within schools as the tests rely on
standardisation.
There is little consideration to those students who have difficulties
within the classroom as if they are not up to standard they are seen as
failing.
Inquiry Model: Suggests that learning is best achieved when students
make decisions about the learning process.
The goal of education should be to cultivate productive differences.
find more resources at oneclass.com
find more resources at oneclass.com
Developing curriculum with students interests in mind. EG: locating
topics and interests to study, choosing materials to use, finding ways to
represent their own learning.
Tasks and activities should be authentic and meaningful to its learners.
Reading and writing expands to include texts used outside the classroom
(newspapers, news magazines, and websites).
Teahe’s failitate studet’s leaig athe tha diet it.
Recognises the diversity and multiple ways of knowing.
Meanings are drawn from the text as well as from past experiences.
Critical Model: Raises questions about power, gender, social structures
and identity, offering a more global context for learning.
Focuses on how texts privilege and/or marginalise people. Teaching and
learning are seen as political acts.
Encourages students to interrogate the texts and the curriculum and
ponder whose voice is missing and how the story might be told from a
different perspective.
Empowers teachers and students to actively participate in a democracy
and move literacy beyond text and into social action.
Principles of teaching reading and writing:
˃ Literacy practices are socially and culturally constructed: Focus is on the
relationships that are established.
˃ Literacy practices are purposeful: reading and writing practices can be
organised in ways that are authentic and purposeful.
˃ There are abundant opportunities in classroom to engage students in
real life, social experiences (diary entries, journals, daily agendas help
children organise their day at school).
˃ Literacy practices contain ideologies and values: literacies practices are
not neutral; they carry values, ideologies and beliefs about how the
world should be organised and operate.
˃ Autonomous model: sets of literacy skills and competencies separate
from the situations in which they are used.
˃ Suggests literacy practices are cultural and context free; it effects social
and cognitive functions.
˃ Ideological model: takes into consideration the ideologies and values
that are associated with the people engaged in the literacy practices.
˃ Literacy practices are learned through inquiry: Positions the teacher as a
problem poser; asking questions about the ways children learn to read.
˃ Iuiy is’t alays just seekig the ight ase ut also seekig
resolutions to questions and issues.
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Literacy within the classroom is often print based, linear perspective. Literacy outside of the classroom seems to be flexible and multimodality. (cid:374)avigate their daily livi(cid:374)g(cid:863). Ideologies: (cid:862) yste(cid:373) of beliefs that people carry with them as they. Beliefs are cultural, gendered, religious, historical, political and social. Ideologies regarding reading and writing are based on values and always involve social context and histories. Eg: for some, literacy development should create productive citizens and members of the workforce. For others, it should transform the world and value the experiences, viewpoints and histories of those involved. Industrial model: this model focuses on efficient, competitive and uniform learning. Used throughout the twentieth century and now into the twenty-first, meant to create s workforce that is compliant, punctual and accountable. In this model, uniformity is pushed, irrespective of the context. All students should be supplied with the same content and curriculum that focuses on the mastery of skills.
