Cross-curricular priorities As part of the development of its framework for the common curriculum in Queensland schools, the Queensland

School Curriculum Council adopted four cross-curricular priorities: literacy numeracy lifeskills futures perspective. Council-endorsed position papers for each of these priorities have informed the development of all Council syllabuses and associated support materials.

ISBN 0 7345 2328 9 The State of Queensland (The Office of the Queensland School Curriculum Council) 2001 Copyright protects this publication. Except for purposes permitted by the Copyright Act 1968, reproduction by whatever means is prohibited. Queensland School Curriculum Council PO Box 317, Brisbane Albert Street, Q 4002 Level 27, 239 George Street, Brisbane, Queensland, Australia Telephone: (07) 3237 0794 Facsimile: (07) 3237 1285 Website: www.qscc.qld.edu.au Email: inquiries@qscc.qld.edu.au

Contents
1. 2. 3. 4. 5. 6. Rationale...................................................................................................................... 1 Literacy defined........................................................................................................... 2 Approaches to literacy education .............................................................................. 4 Literacy development in schooling............................................................................ 7 Literacy practices in the key learning areas ........................................................... 11 Literacy practices in English.................................................................................... 13 6.1 Code breaker ....................................................................................................... 13 6.2 Text participant .................................................................................................... 13 6.3 Text user .............................................................................................................. 13 6.4 Text analyst.......................................................................................................... 14 7. Literacy practices in Health and Physical Education ............................................. 14 7.1 Code breaker ....................................................................................................... 14 7.2 Text participant .................................................................................................... 14 7.3 Text user .............................................................................................................. 14 7.4 Text analyst.......................................................................................................... 15 8. Literacy practices in Languages other than English.............................................. 15 8.1 Code breaker ....................................................................................................... 15 8.2 Text participant .................................................................................................... 15 8.3 Text user .............................................................................................................. 15 8.4 Text analyst.......................................................................................................... 16 9. Literacy practices in Mathematics ........................................................................... 16 9.1 Code breaker ....................................................................................................... 16 9.2 Text participant .................................................................................................... 16 9.3 Text user .............................................................................................................. 17 9.4 Text analyst.......................................................................................................... 17 10. Literacy practices in Science ................................................................................... 17 10.1 Code breaker ....................................................................................................... 17 10.2 Text participant .................................................................................................... 18 10.3 Text user .............................................................................................................. 18 10.4 Text analyst.......................................................................................................... 18 11. Literacy practices in Studies of Society and Environment .................................... 19 11.1 Code breaker ....................................................................................................... 19 11.2 Text participant .................................................................................................... 19 11.3 Text user .............................................................................................................. 19 11.4 Text analyst.......................................................................................................... 20 12. Literacy practices in Technology ............................................................................. 20 12.1 Code breaker ....................................................................................................... 20 12.2 Text participant .................................................................................................... 20 12.3 Text user .............................................................................................................. 21 12.4 Text analyst.......................................................................................................... 21 13. Literacy practices in The Arts................................................................................... 21 13.1 Code breaker ....................................................................................................... 21 13.2 Text participant .................................................................................................... 21 13.3 Text user .............................................................................................................. 22 13.4 Text analyst.......................................................................................................... 22 Bibliography ..................................................................................................................... 23

Literacy: Position Paper

1. Rationale
The Queensland School Curriculum Council has identified the development of literacy as a priority of the P to 10 curriculum. This represents a commitment to the strengthening of literacy outcomes for all Queensland students and a commitment to the National Literacy Goal, namely: that every child leaving primary school should be numerate, and able to read, write, and spell at an appropriate level (MCEETYA 1997). The Council also acknowledges the extensive literacy demands of the curriculum as it responds to the changing societal demands on, and uses for, literacy. Literacy, along with numeracy, lifeskills and futures, has been identified as a cross-curricular priority of the P to 10 curriculum. All teachers, therefore, have responsibility for the development of literacy outcomes. This position paper seeks to align conceptions of literacy across key learning areas and year levels, to enable syllabus writers, schools and teachers to work collaboratively and coherently towards developing students literacy capabilities. These capabilities will provide students with a vital tool for learning in school, and a foundation for productive and fulfilling lives within our society. The challenge for schools is to develop students literacy so that it reflects the diversity of social, technological, cultural, linguistic, and economic contexts of which it forms a part. Recognition must also be made of the importance of providing for, building upon, and accommodating the diverse linguistic, cultural and learning needs of individual students, particularly with respect to gender, disability, socioeconomic disadvantage, race and geographic isolation. Towards defining literacy Educators and policy makers must be in a position, in curriculum and policy directions, largescale educational interventions and the details of daily teaching and learning, to give shape to the nature of literacy and what counts as literate performance. In order to do this a definition of literacy is required acknowledging that definitions are context-driven that is, tailored to particular features of the educational, institutional, and cultural context in which they need to be put to use. Furthermore, while definitions of literacy set limits to the imagination of educators and policy makers, they do suggest particular forms of educational and cultural intervention. Before committing to a definition of literacy, it is important to distinguish between language and literacy as these terms are frequently linked together and sometimes used interchangeably. Language is a system of signs script, gestures, images in which meaning and form have been brought together through the action of the maker of the sign. Signs are motivated conjunctions of meaning and form made by socially situated individuals out of their interest in representation and communication at the moment of the making the sign (Kress 1998). The sign, therefore, is used by a group of human beings to construct meaning and is learnt in a particular context within a social situation. Literacy refers to particular social practices. As such, literacy is not an independent variable producing effects outside itself [but] is inseparable from the practices and their effects. Literacy is always acted upon as well as acting upon elements within contexts of practice. [Literacy always comes] in association with practical purposes and is always embedded 1

Literacy: Position Paper

within larger practices, for example, running a home, completing an assignment, organising an event, giving orders, exchanging information, and being at leisure (Bigum et al. 1998). To this extent, literacy cannot be neutral, since, as a social practice, it is necessarily bound up with, and integrates, talk, action, interaction, values, beliefs, goals, purposes, aspirations, ideals, ways of behaving, and so on. That is, reading and writing as meaningful practice is always inherently bound up with some way or ways of being in the world. Language is, therefore, the system of signs that are used, whereas literacy refers to the ways in which socially situated individuals use sign systems in the practices of reading, writing and talk. Students, therefore, not only need to develop a knowledge of how language works in particular texts but also need to gain power and cultural knowledge through the way they practise literacy (Anstey & Bull 1997). While the terms language and literacy can be distinguished in this way, it is not so easy to define literacy because literacy is a word that has many meanings and is inevitably tied into a range of social and cultural practices. For example, someone could be described as computer literate, politically literate or scientifically literate. In terms of being computer literate this means having an understanding of computers and their functions. Literacy, then, can exist in a range of contexts, each employing understanding and comprehension of a particular context. Literacy, therefore, can be defined and conceptualised in many ways, ranging from a functional definition, to more comprehensive definitions that embrace critical literacy, and that recognise the notion of multiple literacies the multiplicity of communications channels and media, and the increasing agency of linguistic and cultural diversity (New London Group 1996).

2.

Literacy defined

The National Literacy Goal implies a definition of literacy which focuses on the development of skills of reading, writing and spelling. There is extensive evidence, however, to demonstrate the interdependence of speaking and listening, and reading and writing, and so oral language must be taken into account. Viewing must also be considered as a component of, if not integral to, reading. A definition of literacy that accommodates this interdependency is the definition developed by the Ministerial Council for Education, Employment, Training and Youth Affairs: Literacy is the ability to read and use written information and to write appropriately in a range of contexts. It also involves the integration of speaking, listening, viewing, and critical thinking with reading and writing and includes the cultural knowledge which enables a speaker, writer or reader to recognise and use language appropriate to different social situations (MCEETYA 1997). This adaptation of the definition developed in the Australian Language and Literacy Policy (1991) includes reference to viewing and was used for the purpose of developing Literacy Benchmarks: Years 3, 5 and 7 Writing, Spelling and Reading (Curriculum Corporation 2000). The uptake of this definition has not been restricted to the national literacy benchmarking project. Prior to the project, it was prominent in Australian curriculum development and literacy education research. For example, it appears in English A Statement on English for Australian Schools (1994) and English A Curriculum Profile for Australian Schools (Curriculum Corporation 1994) though without reference to viewing, and has guided several national research projects including those funded by the Department of Employment, Education, Training and Youth Affairs (DEETYA) under the National Childrens Literacy Project. 2

Literacy: Position Paper

While the definition does not explicitly refer to literacy as a social practice or use the term literacies, it is adequately inclusive so as to be read as encompassing rather than excluding these notions. Additionally, as Council syllabuses are to take account of the literacy benchmarks by providing sufficient opportunities for students to achieve at least the minimum standards identified in the benchmarks, the Council will adopt the MCEETYA definition. In so doing, intersections can be made between literacy, curriculum and classroom practice. Given this definition, it will be necessary to develop some coherent understanding of literacy that reflects the many demands of the literate society of the future. These demands necessitate an interrelated set of knowledges and skills which learners employ as they meet the literacy needs of the society in which they operate. To develop these interrelated capabilities requires an integrated view of literacy in curriculum and pedagogy. Bill Green conceptualised a way of viewing literacy more holistically in terms of three interlocking dimensions the operational, the cultural, and the critical (Green 1988). This provides a useful elaboration of the MCEETYA definition of literacy. The operational dimension refers to the means of literacy in the sense that it is in and through the medium of language that the literacy event happens. It involves competency with the language system (Bigum et al. 1998). The emphasis is on the language system and how adequately and appropriately individuals are able to read, listen, view, write and speak/sign in a range of contexts. This language aspect of literacy includes the ability to recognise and use the systems of signs (codes) and patterns of codes (conventions) which are part of language and literacy. These are increasingly complex in our society and include an understanding of the way in which combinations and patterns of script, number, diagram, visuals, nonverbals and sound convey a message. The cultural dimension involves the meaning aspect of literacy. It involves, by contrast with the operational dimension, competency with regard to the meaning system. This is to recognise that literacy acts and events are not only context specific but also entail a specific content (Bigum et al. 1998). This cultural aspect of literacy necessitates understanding texts in relation to contexts to understand what it is about given contexts of practice that makes for appropriateness or inappropriateness of particular ways of reading, viewing, writing, speaking and listening. This meaning aspect of literacy includes the ability to engage in purposeful use of genres to discover and exchange meaning and the ability to use the various modes for communication such as books, letters, electronic mail, complex logs and signs, traditional and modern art forms, electronic and print media, or the Internet. The critical dimension of literacy is concerned with the socially constructed nature of all human practices and meaning systems. In order to be able to participate effectively and productively in any social practice, humans must be socialised into it. [However] social practices and their meaning systems are always selective and represent particular interpretations and classifications. Unless individuals are given access to the grounds for selection and the principles of interpretation they are merely socialised into the meaning system and unable to take an active part in its transformation (Bigum et al. 1998). This dimension of literacy is the basis for ensuring that participants cannot merely participate in a practice and make meanings within it, but that they can, in various ways, develop competency in transforming and actively producing a practice. This transformational aspect of literacy includes the capacity to understand the many meanings that messages can convey and interpret and shape messages with several possible meanings.

Literacy: Position Paper

3.

Approaches to literacy education

Literacy education in Australia has been influenced by many and varied theories of literacy, and the literacy practices developed in schools are necessarily selections from available approaches based on these theories. To discuss ways of teaching literacy to young students, a range of categories has been developed by teachers, curriculum writers, policy makers and researchers. Lo Bianco and Freebody (1997) provide a useful summary of the most prominent of these categories, namely: literature-based learning, which emphasises the role of literature in literacy acquisition natural learning, sometimes called holistic learning, which emphasises the personal construction of meaning with skills being acquired naturalistically within whole texts experience-based learning, which emphasises the provision and recall of real world experiences in and out of the classroom skills-based learning, which emphasises the analytic approach of breaking up holism of reading and writing activities as they are experienced into teachable elements genre-based learning, which emphasises the relationship between the social functions of particular texts (text types), their structure, and the patterns of vocabulary and functional grammar that make the particular text effective for its social purpose critical literacy approaches, which emphasise the fact that being an effective reader and writer involves understanding and using the points of view expressed and silenced in a text cultural-practice-based approaches, which emphasise the language and cultural patterns of the immediate surrounding community to develop texts and embed students capabilities in the social routines as well as the appropriate language of the community. As there is constant pressure on teachers to adapt their practices for different learner groups and to changing departmental positions and community expectations, teaching rarely amounts to pure expressions of any of the approaches. They are often acted out imperfectly because they are interpreted within histories of meaning and practice, built on professional and cultural ideas that emphasise different aspects of reading and writing practices. At the present time, it is possible, convenient and useful to classify schools of thought about literacy and literacy education into four large generic categories, namely: skills approaches, emphasising the perceptual and technical procedures of decoding (for reading) and encoding (for writing) personal growth approaches, emphasising the private, personal, and individual ways in which people use reading and writing, and grow through reading and writing cultural heritage approaches, emphasising the transmission of historical and cultural knowledge and perspectives and the significance of reading and writing as offering access to the valued literacy heritage of a culture the critical cultural approach, emphasising the variability of everyday literacy practices from culture to culture and setting to setting, and the importance to everyday social experience of critically analysing literate communication underlying belief systems and their cultural and political consequences. (Adapted from Gilbert and from Christie et al. in Freebody, Ludwig & Gunn 1995) Each of these approaches has been actively promoted in Australia in recent decades. As suggested categories for describing literacy, they provide different propositions about the nature of literacy and are associated with different ways of knowing about social and educational practice. Decisions that are made about the very nature of literacy and the appropriate approach to be taken to literacy teaching and intervention give shape to what it means to be a participant in a particular literate society and to what counts as literate performance.

Literacy: Position Paper

In order not to pre-empt a particular theory or approach, and therefore privilege a particular set of practices to literacy and literacy learning, a set of specifications could be used that was developed by Freebody and Luke (1990) in an attempt to outline the kinds of resources that any theory of literacy education and any pedagogy aimed at that education should address (see below). The set of specifications was developed by using an anthropological lens to see how theories look in practice and so the set is in essence a taxonomy of the kinds of capabilities required to be fully and functionally literate. The proposition, therefore, is that to learn to employ the set of literacy capabilities required for students to become participating members of a literate society, they must develop this repertoire of resources or practices for interacting with text an all-encompassing term that relates to a coherent stretch of spoken, written, nonverbal, visual and auditory language produced in an interaction to exchange meaning in a social context. This repertoire of resources or practices, therefore, enables students to move beyond decoding and encoding print to understanding and using texts on several levels for a variety of purposes. The four kinds of literacy resources or practices that contemporary societies require of their members for effective literacy include: CODE-BREAKING resources or CODING PRACTICE
Entails knowing about and using the nature and contents of the relationship of spoken sounds in the language to the graphic codes and symbols used to represent those sounds (including punctuation and formatting conventions). The emphasis is on decoding and encoding the codes and symbols of written, spoken and visual texts in response to contextual factors, which includes: recognising and using the alphabet, sounds in words, whole words, letter/sound relationships spelling accurately and understanding the functions of spelling recognising and using grammar and vocabulary including punctuation and intonation and rhythm recognising and shaping patterns of letter, sound, word, clause, sentence and text structure recognising and shaping visual, nonverbal and auditory codes.

TEXT-PARTICIPATING resources or SEMANTIC PRACTICE

Entails knowing about and using the meaning patterns operating in written and spoken texts (including vocabulary and clause meanings and the conventions and components of various genres). The emphasis is on comprehending and composing or making meaning from written, spoken and visual texts, which includes: drawing on background and prior knowledge to construct meaning from texts comparing own experiences with those described in the texts relating previous experiences with similar texts seeing own interests and lifestyles reflected in texts interpreting and using literal and inferential meanings of words, clauses, sentences and texts interpreting and using literal and inferential meanings of visual, nonverbal and auditory texts attending to the way texts are constructed to make meaning recognising and constructing concepts and processes that characterise different ways of constructing knowledge.

Literacy: Position Paper

TEXT-USING resources or PRAGMATIC PRACTICE

Entails knowing about and using the functions of various kinds of literacy practices (including the form-function relationships of various genres and the socio-cultural expectations associated with different kinds of written and spoken communications). The emphasis is on understanding the purposes of different written, spoken and visual texts and using texts in different ways for different cultural and social functions, which also includes: understanding that different cultural and social contexts shape the way texts are structured using appropriate text types for particular purposes recognising that each text type has particular structures and features understanding the options and alternatives for using a text to convey particular meanings effectively.

TEXT-ANALYSING resources or CRITICAL PRACTICE

Entails knowing about and using the cultural and ideological bases on which texts are written and spoken and put to use (including how texts differentially influence and position readers, viewers and listeners).

The emphasis is on understanding that written, spoken and visual texts are not neutral but represent particular points of view and silence others, which includes: recognising the author or speakers purpose in creating a text and that texts influence peoples ideas recognising opinions, bias and points of view and missing points of view in a text understanding how texts are crafted according to the views and interests of the author or speaker identifying the ways in which information or ideas are expressed to influence reader, viewer or listener perceptions presenting an alternative position to the one taken by a text or deciding to endorse the position taken by a text. (Adapted from Freebody & Luke (1990) and Freebody, Ludwig & Gunn (1995))

When using such a taxonomy, Freebody and Luke called for an appreciation of the necessity for integration of these four resources but also drew attention to the need for the pedagogic space for explicit teaching of the various resources. The underlying assumptions of the taxonomy are that the resources are not hierarchical or developmentally based: the acquisition of knowledges and skills in the taxonomy is not to be considered in a linear manner. The taxonomy asks educators to move beyond psycholinguistic and cognitive versions of literacy development, and to view literacy as a socially constructed practice. The position is that seeing critical practices as being advanced or higher order cognitive skills does not do justice to the complexity, diversity and essentially social origins of literacy practices in homes and schools. Literacy practices, therefore, include making meaning, skills of decoding, and skills related to the use of language to communicate for a variety of purposes and to different audiences. From the earliest years, effective literacy learning will also entail skills of critical reading, which develop a conscious awareness of the language and idea systems that are brought to play when a text is used. These skills are always interlinked and interdependent, rather than being learnt in a linear sequence.

Literacy: Position Paper

4.

Literacy development in schooling

Processes of curriculum development and implementation involve careful planning for the development of literacy. As students learning moves forward through sets of activities, a cumulative growth in understanding evolves, with old understandings refashioned into new ones. This is an evolutionary process and should be incorporated into curriculum in a spiralling way. In order to do this, teachers need to have an understanding of the way that students literacy development can be characterised as they move through schooling and that literacy development may be viewed as a continuum that reflects students experiences and knowledge. Children first learn language in the contexts of home and community orally, through interaction with siblings, peers and caregivers. They learn to use language as a tool for exploring and learning about experience of diverse kinds, for developing a sense of identity and for establishing social relationships. They are thus learning how to fashion the meanings of the immediate cultural group, and how to value the meanings of their own and other groups. It is here that issues of gender, disability, class, ethnicity, geographic isolation and generation are of special importance, particularly with respect to valuing the diverse perspectives on language and learning that students bring with them to school. The transition from home to school involves learning to use written forms of language in special ways as students respond to teacher talk and are inducted into patterns of classroom discourse and learning. This spoken interaction introduces them to a great deal of the culture of schooling. In addition, because a great deal of the knowledges and skills of schooling are made available in written discourses, teaching literacy for specialised learning becomes a responsibility of schooling. Level 1 Learners demonstrating Level 1 outcomes are moving from the informal learning atmosphere of home and pre-school and are introduced to the more structured environment of formal schooling. Students use the spoken language of their home and immediate community, which may be a variety of English or a language other than English. They will have had varying experiences with spoken, written and visual texts and have used them in familiar contexts. At this level, students are usually dependent on support from the teacher and other competent language users such as parents and caregivers, older siblings and peers in doing activities. Being literate at Level 1 means that learners typically: show a growing awareness of the many purposes for using spoken, written and visual texts inside and outside the classroom and school use spoken language to mix informally with teachers, peers and known adults in the classroom use their home variety of English to ask and respond to questions and contribute to class or group discussions try to express themselves clearly using various forms of communication to interact with others and correct themselves or indicate when they cannot understand use spoken language effectively as required for the formal learning environment of the school recount events and describe and explain their ideas and actions clearly to others demonstrate a growing understanding of the reading process, which involves integrating a range of skills and strategies while independently reading and viewing texts respond to and discuss factual and imaginative texts read aloud by the teacher and relate what they know about the world and their own experiences to the ideas, events and information in texts 7

Literacy: Position Paper

comprehend print conventions such as para-text features: book format, the leftright print direction of English, the interaction of picture-text, character and narrator language show an emerging awareness of the nature, purposes and conventions of written language experiment with using written symbols for conveying ideas and messages know letters of the alphabet and most of the sounds these letters represent produce texts of one or more sentences, using appropriate upper-case and lower-case letters appropriately recognise some common computer icons and use them to perform elementary tasks.

Level 2 Learners demonstrating Level 2 outcomes usually experience a period of great growth in language and literacy learning as they continue to be introduced to the rich world of texts and how language is used in making and responding to them. At this level, students are becoming increasingly independent learners. Being literate at Level 2 means that learners typically: use English language and literacy in ways that reflect their beginning knowledge of codes, conventions, and symbols for using spoken, written and visual texts through their familiarity with using English language for school purposes, mix with others in more confident and complex ways develop some awareness of how they and other people adjust their talking and listening to suit their purposes and audience draw on what they are learning about language to experiment with their own talking and listening and adopt new ways to improve their communication with others read, view and interpret short factual and imaginative texts produced for young readers and select reading material that suits their purposes recognise the structure and grammar of several types of written and visual texts interpret and discuss meanings they find in short written and visual texts understand that texts are produced by people for different purposes and different audiences and that texts represent real and imaginary experiences in different ways recognise stereotypical treatment of characters and people in written and visual texts write factual and imaginative texts (poems, stories, reports, recounts and procedures) showing a basic level of competence in two broad areas: in selecting information and expressing ideas, imagination and feelings that are appropriate for purpose and audience; and in handwriting, text organisation, grammar, spelling and punctuation produce brief written texts understood by others and include related ideas and information understand that writing can be planned, reviewed and changed, and discuss these processes use computer technology to construct texts attempt to use correct punctuation (capital letters, full stops) spell correctly many frequently used words using what they know about lettersound correspondences to help them spell. Level 3 Learners demonstrating Level 3 outcomes consolidate and build on the basic skills developed about texts and language. They are expanding the range and complexity of the texts that they read, write, speak, listen to and view. Being literate at Level 3 means that learners typically: interpret and communicate familiar ideas and information for particular purposes and known audiences explore the features of different types of spoken, written and visual texts and experiment with ways of shaping their ideas to suit topics, purposes and audiences 8

Literacy: Position Paper

plan, prepare and present spoken, written and visual texts on familiar topics with consideration of purpose and audience use spoken language that others can understand to interact confidently and effectively in a variety of contexts (home, class, school, community) and with a range of audiences (familiar, less familiar, small group of peers, whole class) listen attentively for both general ideas and specific detail operate effectively in small and large group learning activities and discussions read, view and interpret independently, with some critical awareness, a range of junior fiction and non-fiction texts, media texts and learning area texts on challenging topics recognise and discuss relationships between ideas, information and events in these texts have a grasp of simple symbolic meanings and stereotypes and of the purposes and characteristics of different types of texts and discuss different interpretations of written and visual texts use methods demonstrated by the teacher for finding information sources and researching a topic recognise discriminatory treatment of people and use of language in texts write, edit and present a variety of expository and imaginative texts, showing overall competence in two areas: the selection of ideas and information and the use of language to express these clearly; text organisation, handwriting, grammar, spelling and punctuation write longer texts with well-developed stages using ideas and information about familiar topics recognise, discuss and use many of the linguistic structures and features of a small range of text types experiment with ways of planning, reviewing and proofreading their writing demonstrated by the teacher use the edit functions of word processors to alter, format and organise their texts usually use correct punctuation (capital letters, full stops, quotation marks, commas) and spell familiar words correctly.

Level 4 Learners demonstrating Level 4 outcomes see the relatively rapid separation of areas of knowledge into school subjects, which make distinctive reading and writing demands and constitute, more or less, distinctive reading and writing domains. Therefore, learners are typically independent readers and writers who can undertake structured assignments and activities with some autonomy through their study and use of texts and language. Being literate at Level 4 means that learners typically: demonstrate a sound basic knowledge of how to use English language and literacy experiment with their talking, listening, reading, viewing and writing on different topics, for an increasing range of purposes and a variety of audiences show awareness of the ways in which the considered use of speech can entertain, inform and influence others plan, rehearse and reflect on ways they listen and speak operate effectively in small and large group learning activities and discussions using problem-solving skills read independently a wide range of texts with increasing complexity understand written and visual texts containing unfamiliar concepts and topics and which use language in relatively complex ways recognise points of view and justify their own views and interpretations of text by referring to the text and to their own knowledge and experience find ways of dealing with difficult texts, and work with peers on research tasks use informational texts for researching a topic, and interpret and report formally in speech and writing on their findings 9

Literacy: Position Paper

understand the effects of discriminatory use of language in texts on people independently write, edit and present a variety of expository and imaginative texts (including persuasive and argumentative texts), showing overall competence in two areas: the selection of ideas and information and the use of language to express these clearly and with effect; text organisation, handwriting, grammar, spelling and punctuation use familiar ideas and information in their writing, showing control over the way some basic text types are written structure their written texts coherently according to the social purpose of the text type write well-structured sentences and use a variety of grammatical structures effectively try to adjust their writing to meet readers needs and plan, review and proofread their writing construct texts for different purposes and audiences, using computer technology consistently use correct punctuation spell most common words accurately and use a variety of strategies to spell less common words.

Level 5 Learners demonstrating Level 5 outcomes are experiencing early adolescence. As their dependence on family and peer group begins to change, students need to be accepted by, and to identify with, new groups, generally based on common interests. A key aspect of this group identification is the development of a common language. Students often experience dilemmas caused by the conflicting demands of their loyalties to both established and new groups. They need to find ways to resolve these conflicts, and to understand how their behaviour is shaped, through language, by values, attitudes and beliefs of these groups. By developing a greater critical awareness of these issues in the texts they compose, comprehend and respond to, students are able to lay the foundation for more structured critical appreciation in Level 6. Being literate at Level 5 means that learners typically: have command of a range of standard text types and features experiment with longer texts that discuss challenging aspects of subjects and present justified views on them understand the important elements of how texts are constructed and experiment with these in their own talking and writing show explicit awareness of the needs and expectations of a designated audience when speaking and listening work well in formal groups where they take on roles, responsibilities and tasks show progress in planning and delivering spoken presentations to their peers systematically listen to and record spoken information give detailed accounts of texts in speech and writing, justifying them by referring to the text compare texts to examine their structures and ideas more closely show a sound understanding of the conventions in factual and imaginative texts understand the main themes, ideas and points of view in a variety of texts and compare these with other texts use a variety of text types to write at length and with some sense of complexity plan and write detailed and organised expository texts such as reports, reviews, formal essays, and arguments, developing a main idea or point of view clearly and logically and using suitable evidence write longer texts ensuring clarity by checking layout, cause and effect sequences and grammar show a sense of the requirements of readers and experiment with manipulating writing with effect.

10

Literacy: Position Paper

Level 6 Learners demonstrating Level 6 outcomes are experiencing the effect of growing subject abstraction whereby school subjects, ranked along an internal hierarchy, generate specialised and intensified literacy demands. Learners are also experiencing a wide variety of literacy activities, from strictly school literacy in increasingly abstracted contexts to literacy activities that approximate with various workplaces and employment-related literate practices. In meeting with the increasingly distinctive demands of the literacy of each of the learning areas, learners examine more closely the critical and cultural dimensions of language. Being literate at Level 6 means that learners typically: meet the literacy demands of the outside world grapple with complex social issues they encounter in texts read, viewed and listened to and talk and write about what these issues mean to them and their world take part confidently in both formal and informal situations where people speak listen for ideas and information and are alert to the way others speak to influence audiences convey ideas and information themselves showing they are mindful of suiting their language to purpose and audience use spoken language that demonstrates awareness of the influence of certain linguistic features on how texts might be interpreted speak confidently and appropriately in situations such as reporting formally to an audience, exploring ideas in a group, welcoming visiting speakers, debating issues, and interviewing members of the public use their growing understanding of the world and their increasing ability to interpret texts to read and view a variety of texts recognise that texts have points of view, even when these are not explicitly stated, and with teacher assistance identify and comment on them compare and contrast learning area texts and media texts, and have some awareness of the relationship between medium and message use some understanding and appreciation of the deliberately constructed nature of texts to interpret other texts within the same text type and across text types write detailed, unified expository and imaginative texts that explore challenging and complex ideas and issues use written language that demonstrates awareness of the influence of certain linguistic features on how texts might be interpreted recognise the importance of making their meanings clear for readers by using correct punctuation, spelling and grammar and by manipulating words and the structure of texts. (Adapted from Curriculum Corporation 1994)

5.

Literacy practices in the key learning areas

Literacy is fundamental to curriculum areas in that it is involved in all teaching and learning activities. Teaching literacy is in particular a function of schooling and hence all teachers should be prepared to teach literacy in all learning areas of the curriculum. In each key learning area, literacy is critically involved in building knowledges and skills. Therefore, learning outcomes need to be designed with a clear sense of the particular discourses, genres, registers and textual resources that play an important part in constructing the knowledge of the subject areas. Thus, for example, the literacy required for learning Mathematics differs from that required for Studies of Society and Environment, and this is different again from that required of English. The differences between the literacy patterns in the subject areas need to be integrated into outcomes precisely, so that those differences are explicitly taught to students in school. 11

Literacy: Position Paper

This means that all teachers have responsibility for the development of literacy knowledges and skills. This position does not imply the need for extra curriculum space for literacy but rather a need for the development of teaching practices that deal with literacy issues in the context of the different key learning areas. The traditional organisation of primary schooling means that literacy learning can take place in all key learning areas, with teachers being alert to the literacy learning opportunities available in integrated programs that draw together a number of learning areas, or in specific learning areas, when explicit instruction in composing and comprehending texts relevant to that learning area can be provided. Secondary schools are structured in ways that often separate the learning areas, which are taught by different teachers, thus increasing the number of teachers interacting with individual students and spreading the responsibility for ongoing literacy learning. Literacy needs to be thought of in two broad senses in the curriculum. It is both an instrument for all teaching and learning, and it is itself an object of overt teaching and learning. Principles of curriculum development will involve planning for teaching and learning language and literacy in both senses. Issues to be addressed with regard to the overall planning of literacy curricula and literacy in the learning areas include: analysing the ways in which different subject areas are constructed in speech and writing, developing a consciousness of the technical and abstract language used in different subject areas, as well as consciousness of the genres used programming for language and literacy in and across all areas of the curriculum developing sequences of lessons in which there is cumulative growth in students control of literacy designing sequences of lessons in which there is a deliberately planned movement between teacher-led and independent literacy learning assessing students progress in control of literacy evaluating the success of programs, redirecting and refocusing teaching and learning activities where necessary selecting and constructing appropriate resources for literacy learning, such as books, charts, posters, videos, films and CD-ROMs. (Adapted from Christie et al. 1991) Literacy is to be viewed as a responsibility of all key learning areas. Each key learning area places its own literacy demands on literacy learners and each key learning area makes unique contributions to the development of an individuals literate capacity. Many literacy experiences and all of the literacy capabilities are common to all key learning areas. This literacy position paper primarily seeks to provide direction in matters of literacy for interpretation by syllabus writers in their development of syllabuses and syllabus support materials in all learning and subject areas. This section of the paper is intended to provide examples only of literacy practices in the eight key learning areas, using the taxonomy of four literacy resources or practices as an architectural framework. Therefore, the examples of literacy practices described below are essentially work in progress with a view that they could be considered, and further refined, when developing learning outcomes for key learning areas. They could also be considered in advice to schools and teachers about scope and sequence and teaching considerations in syllabus support materials.

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Literacy: Position Paper

6.
6.1 Code breaker

Literacy practices in English

Decoding and encoding the codes and symbols of written, spoken and visual texts for example: using appropriate technical terms during shared reading activities for example, letter, word, title, page, cover, illustration, author recognising pronouns that refer to preceding nouns for example, My goats have soft fleece and they are my pets using voice and body language for example, gestures, posture, facial expression to engage or distract audience using camera angle and viewer position in a visual text for example, the camera angle and viewer position from a short childs eyes up to a tall adult recognising linking words that express logical relationships for example, due to, however, consequently recognising symbolic use of music or sound effects for example, a heartbeat, a squeaking chair.

6.2

Text participant

Comprehending and composing written, spoken and visual texts for example: describing distinguishing characteristics of a scene, animal or person in a broad description for example, in a wanted poster or a character portrait interpreting causes and effects in an explanation for example, about the physiological effects of drugs interpreting imaginative relationships through imagery for example, similes, metaphors interpreting features that indicate personal opinions about issues for example, implicit point of view conveyed by tone of voice and facial expression in a television interview narrating real or imagined events in logical sequence attending to the main elements of story-line comparing and contrasting to argue for and against an issue in a written discussion.

6.3

Text user

Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different cultural and social functions for example: constructing timelines, story maps, semantic webs or flow charts to represent events or the organisation of information in printed and visual texts using narratives for example, to write an imaginative story with a story-line in which interrelated events clearly solve a problem using transactions for example, to negotiate goods and services through print media advertising such as catalogues, billboards, signs, magazine and newspaper advertisements using procedures for example, to follow a series of interrelated steps according to written and visual instructions such as a cooking video or a recipe to make a pizza using reports for example, to follow an accident report which requires close attention to sequence and detail using expositions for example, to synthesise information from different sources and to express points of view.

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Literacy: Position Paper

6.4

Text analyst

Understanding how texts differentially position readers, viewers and listeners for example: discussing varying reactions to narrative texts in which male and female roles are reversed differentiating the emotive effects and cultural meanings of images and symbols in commercial advertising considering the interests, needs and backgrounds of potential readers for example, anticipating the response of readers to sexist or racist language and subject matter comparing political allegiance evident in a speech or an interview analysing divergent interpretations of the same facts presented in different texts for example, documentaries, current affairs programs, interviews, reports, brochures, newspaper articles discussing the various ways that people may be represented in texts for example, discussing activities in which males and females, older and younger people might engage.

7.
7.1

Literacy practices in Health and Physical Education

Code breaker

Decoding and encoding the codes and symbols of written, spoken and visual texts for example: spelling technical terminology for example, processed food, additives, adolescence, puberty, movement, locomotion recognising words that describe the additives on processed food packaging for example, sugar, flavour enhancers, anticaking agents, colour using verbs at the beginning of commands in a set of instructions using simple present tense in a report for example, puberty occurs when recognising explicit conjunctions which express cause and effect relationships for example, because, so.

7.2

Text participant

Comprehending and composing written, spoken and visual texts for example: interpreting technical terminology for example, choreography, routines, sequences, space, time, force, flow scanning a text to locate specific information for researching effects of smoking and alcohol describing the functions of an exercise machine attending to the generic structure of a description interpreting the process of reproduction described in a flow chart interpreting cause and effect relationships in explanations of issues relating to health giving reasons for using tactics in a game situation sequencing instructions related to a variety of movement sequences and performances.

7.3

Text user

Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different cultural and social functions for example: using transactions for example, to negotiate relationships in a group problem-solving activity using procedures for example, to follow steps involved in a jazz ballet sequence using reports for example, to describe changes to the body during adolescence using explanations for example, to explain how the different energy systems work

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Literacy: Position Paper

using expositions for example, to present an argument about legalising drug use in the community using discussions for example, to discuss the pros and cons of using condoms as a means of contraception.

7.4

Text analyst

Understanding how texts differentially position readers, viewers and listeners for example: forming opinions based on an examination and analysis of relevant information growth and development explaining and justifying the consequences of a variety of lifestyle decisions and choices arguing effectively from an informed viewpoint about alcohol advertising recognising viewpoint, bias and stereotyping in explanations about the social changes that occur during adolescence critically analysing media articles relating to diet, nutrition and weight loss.

8.

Literacy practices in Languages other than English

In Languages other than English (LOTE), the text structures and features may be quite different to those that relate to the English language system. The culture in which the text has evolved will determine the language patterns and conventions used. Students will need to be explicitly shown how to organise their texts in the target language.

8.1

Code breaker

Decoding and encoding the codes and symbols of written, spoken and visual texts for example: using tense markers when retelling a series of events recognising the structures of questions, statements and commands using pace, volume, pronunciation and stress appropriately in a speech recognising the abbreviated style of writing in advertisements recognising words that express probability and frequency using cues arising from written symbols (graphophonic) when reading correcting word constructions using understanding of word usage, including visual and phonic patterns, word derivations and meanings.

8.2

Text participant

Comprehending and composing written, spoken and visual texts for example: identifying the main idea and supporting details in an explanation predicting meaning by using title, illustrations and text format scanning electronic media to locate specific information for research purposes inferring word meanings from context interpreting requests for information using the format of a letter to locate information interpreting information from a timetable describing the features, appearance, behaviour and feelings of a character in a story matching graphic information such as symbols or diagrams to textual information interpreting emotive words in an argument.

8.3

Text user

Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different cultural and social functions for example: using narratives for example, to tell a story using transactions for example, to interview others in order to exchange information and ideas 15

Literacy: Position Paper

using procedures for example, to follow instructions and to instruct others to do things using recounts for example, to retell a series of events from an experience using reports and descriptions for example, to find information about places in a brochure using explanations for example, to explain how things are done using exposition for example, to argue an issue.

8.4

Text analyst

Understanding how texts differentially position readers, viewers and listeners for example: analysing and making comparisons between two reports about a cultural event recognising the effect of persuasive language in advertisements identifying bias and missing points of view in a newspaper article comparing the cultural conventions of transactions in different languages identifying ways in which ideas are expressed to influence the listener in a discussion recognising the transferability of literacy skills from language to language understanding the literacy practices of other languages.

9.
9.1 Code breaker

Literacy practices in Mathematics

Decoding and encoding the codes and symbols of written, spoken and visual texts for example: recognising different types of content words belonging to the subject (e.g. cosine, rhombus); used in mathematics and in everyday English with different meaning (e.g. ray, product, term, concurrent); meaning different things in mathematics (e.g. square, simplify); having a consistent meaning in mathematics (e.g. calculate, find, work out, compute) using symbols: numerals conveying different meanings in different spatial positions (e.g. 3 + ; 3); the symbol = can be for equations and identities; different symbols conveying the same mathematical concept (e.g. ///, ~ for similar to) recognising adjectives that carry a high load of conceptual and abstract meaning (e.g. rational/negative/mixed/prime/even number), and denoting quantity (e.g. greater, less, more) using prepositions to take on different meanings for example, 10 is divided by 5, 10 is divided into 5, 10 is divided into 5 equal parts; the temperature increased to 5 degrees, the temperature increased by 5 degrees, the temperature increased from 5 degrees using different ways of expressing information: symbolic (e.g. 3 + 4 = 7); formal (e.g. the sum of three and four is seven); informal (e.g. three apples and four apples makes seven apples) recognising that the order in which information is presented is often at odds with the order in which it is processed in mathematics for example, take 6 from 12; the number 5 is less than what number?

9.2

Text participant

Comprehending and composing written, spoken and visual texts for example: interpreting questions that are often more complex than the underlying number facts for example, Mary is 35 years older than Tom. Fred is half the age of Mary. Judy is 17 years older than Fred. If Judy is 35, how old is Tom? interpreting statements coding multiple concepts for example, the number in the difference column is added to the right-hand end of the figure interpreting the same words that mean different things because they are used in different ways for example, which number is three more than 5?; five is how many more than 3?; five is three more than which number? 16

Literacy: Position Paper

interpreting the meaning of syntactic patterns used in different ways for example, sixty is half of what number?; half of sixty is what number? interpreting information by linking symbol, prose and diagram interpreting sections of peripheral writing which include introductions, summaries, reminders, comments interpreting headings, exercise numbers, boxed or shaded areas, logos in exercise books interpreting graphic information in diagrams, tables, charts and graphs comparing and ordering populations of different countries in terms of number classifying different shapes according to features stating principles as applied to theorems hypothesising to solve estimation problems identifying groups and sets of numbers.

9.3

Text user

Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different cultural and social functions for example: using procedures for example, to follow instructions and to instruct others on how to do operations or activities with examples using descriptions for example, to define and describe shapes using reports for example, to find an account of the history of number using expositions for example, to explain concepts and methods using arguments for example, to justify a strategy for solving a problem using discussions for example, to argue for and against different ways of approaching a proof.

9.4

Text analyst

Understanding how texts differentially position readers, viewers and listeners for example: devising alternative ways for resolving mathematical problems identifying ways in which mathematical data can be analysed and represented to influence peoples ideas comparing and contrasting ways in which different cultures approach mathematical problem solving recognising opinions and points of view in historical accounts of the development of mathematical concepts.

10.
10.1 Code breaker

Literacy practices in Science

Decoding and encoding the codes and symbols of written, spoken and visual texts for example: spelling scientific terminology for example, solution, solvent, dehydrated, anhydrous using conjunctions, adverbs, prepositional phrases and verbs to express cause and effect relationships (e.g. so, therefore, because, since, thus, hence, consequently, as a result, cause, form), sequence (e.g. after, before, then, next, finally), comparison and contrast (e.g. like, similarly, just as, resemble, however, whereas, although, on the other hand) recognising reference words for example, it, this, those (in a report about volcanoes) using simple present tense and passive voice for example, in an explanation of an experiment concerning oxygen depletion in water using abbreviations and symbols used in measurements, chemical equations and formulae

17

Literacy: Position Paper

using nominalisation (making nouns from verbs) to condense information and make it appear more authoritative identifying origins of scientific words.

10.2

Text participant

Comprehending and composing written, spoken and visual texts for example: describing component parts of an electrical circuit interpreting cause and effect relationships in the process of weathering, consolidation and erosion from a flow chart defining tides according to gravitational forces of the earth, moon and sun interpreting scientific terminology for example, trachea, alveoli, epiglottis, bronchioli, velocity, mass interpreting information in drawings, tables, charts and graphs using text organisation of headings, main ideas and supporting details to gather information from reference books predicting outcomes, generating hypotheses and explanations related to phenomena both within and outside their own experience organising information, ideas and arguments, using a variety of media selecting, summarising and organising ideas and information from a variety of sources including videos, slides, newspapers, books, magazines, multimedia and the Internet.

10.3

Text user

Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different cultural and social functions for example: using procedures for example, to follow instructions for decomposing water using descriptions for example, to describe observations of a chemical reaction using scientific reports for example, to compare, contrast, predict, suggest causes, state conclusions, inferences or principles using explanations for example, to follow the processes of precipitation, evaporation and condensation using expositions for example, to analyse specific issues related to sewage pollution using argument for example, to argue the benefits of mulching a garden.

10.4

Text analyst

Understanding how texts differentially position readers, viewers and listeners for example: assessing science reports in the media evaluating human activities which may impact on the environment, society and individuals critically analysing the ways in which water management is represented in scientific magazines recognising points of view and missing points of view in a discussion about space travel presenting an alternative position to one taken by an explanation of genetic engineering exploring silences in the history of science for example, the role of women in science.

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Literacy: Position Paper

11.
11.1

Literacy practices in Studies of Society and Environment

Code breaker

Decoding and encoding the codes and symbols of written, spoken and visual texts for example: using conjunctions, adverbs, prepositional phrases and verbs expressing cause and effect relationships (e.g. so, therefore, because, since, thus, hence, consequently, as a result, cause, form), sequence (e.g. first, after, before, then, next, finally), comparison and contrast (e.g. like, similarly, just as, resemble, however, whereas, although, on the other hand) using circumstances of time for example, in the nineteenth century, during this period, at this time recognising reference words for example, this, those, it (in an explanation of weathering); they we, she, he (in a report about cultural identity) spelling technical terminology for example, budget, price, mechanism, imperialism using simple present tense and passive voice in an explanation for example, of an experiment concerning oxygen depletion in water using nominalisation (making nouns from verbs) to condense information and make it appear more authoritative for example, nationalism, evaporation.

11.2

Text participant

Comprehending and composing written, spoken and visual texts for example: interpreting comparisons and contrasts of aspects of places, times, systems and cultures explaining the causes and effects of social and environmental conditions describing a process of deforestation or passing a bill through parliament interpreting technical terminology for example, cultivation, staple commodity, civilisation, parliamentary democracy naming and summarising abstract processes using nominalisation for example, exfoliation, deflation, evaporation, opposition, globalisation, irrigation predicting the probability of possible events using modality for example, certainly, unfortunately, generally, possibly interpreting attitudinal words in a discussion for example, overwhelming, significant, decline, protest retrieving information in drawings, tables, charts and graphs using text organisation of headings, main ideas and supporting details to gather information from primary and secondary sources in a variety of media.

11.3

Text user

Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different cultural and social functions for example: using narratives for example, to produce an account of a significant historical figure using transactions for example, to interview the local alderman about local town planning plans using recounts for example, to summarise current economic events; to account for events over time using descriptions for example, to describe architectural styles of the past; to describe traditions of a particular culture using reports for example, to classify and describe geographical features; to represent information taxonomically using explanations for example, to identify the reasons for current clothing choices; to explain the longevity of the Anzac tradition 19

Literacy: Position Paper

using expositions for example, to identify reasoned points of view or arguments about an environmental issue using television documentaries for example, to analyse and explore environmental impacts using discussions for example, to argue the case for two or more points about an historical issue.

11.4

Text analyst

Understanding how texts differentially position readers, viewers and listeners for example: analysing historical and contemporary sources in terms of who benefits from particular changes and continuities, which groups have been marginalised, and the consequences of holding particular values developing criteria for making judgments about whether a built or natural environment should be altered identifying how the unique rituals and customs of family identify people as a member of that group analysing the ways in which the media uses language and visual images to portray, implicitly or explicitly, the culture of different or marginalised groups predicting changing occupations and relationships between people in a resource industry due to globalisation and technology.

12.
12.1 Code breaker

Literacy practices in Technology

Decoding and encoding codes and symbols of written, spoken and visual texts for example: spelling terminology of technology for example, horticulture, decomposition, algae, fertilisers, salination using connectives to express cause and effect and time relationships in a discussion for example, because, so, therefore, as a result recognising a variety of print and script styles to emphasise or highlight parts of a text for example, underlined headings, capitals, bold recognising technical symbols using passive voice in an explanation of the preservation and storage of herbs.

12.2

Text participant

Comprehending and composing written, spoken and visual texts for example: using terminology associated with design and technology from a range of contexts for example, dehydration, evaporation, database locating information from a range of sources, including people, reference material, other publications, the Internet and the media identifying main ideas and supporting details of a spoken report and summarising it for others interpreting text features to distinguish fact from opinion interpreting texts using organisational elements for example, main argument, supporting points and conclusion in an exposition interpreting graphic forms of information expressing effects of alternative compostable waste management systems expressing assumptions and conclusions about maintenance strategies in pest control hypothesising the impact of the use of various resources on environmental sustainability.

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Literacy: Position Paper

12.3

Text user

Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different cultural and social functions for example: using diagrams, sketches and drawings for making models and products using procedures for example, to follow instructions on how to set up the video editor using reports for example, to present information about a feature of the local environment using explanations for example, to explain how goods and services get from manufacturers to consumers using expositions for example, to analyse and persuade about the benefits of planting native trees in a playground using reviews for example, to describe and present an evaluation of a piece of work, design ideas or existing product using discussions for example, to examine the advantages and disadvantages of different computer applications and make recommendations.

12.4

Text analyst

Understanding how texts differentially position readers, viewers and listeners for example: detecting strategies that speakers use to influence an audience and recognising when an opinion is being offered in a spoken interaction identifying the ways in which different media treat the same event for example, newspaper, magazine, television news identifying ways a viewer can be positioned in visual texts for example, use of camera angles to make the viewer seem more powerful understanding the economic and social impacts that information processes and products can have evaluating the properties and performance of materials and considering the advantages and limitations from technical, social and ecological viewpoints understanding that systems have different impacts and benefits on different members of society.

13.
13.1 Code breaker

Literacy practices in The Arts

Decoding and encoding the codes and symbols of written, spoken and visual texts for example: recognising notational systems in dance and music using visual, aural, spatial and gestural symbols recognising gestures and movements spelling technical vocabulary in each of the arts, including commonly used words and phrases from languages other than English for example, glockenspiel, xylophone, choreography, isometric, storyboard, tableaux using voice, posture and movement to create a given role using focus, lighting and framing to draw attention to particular subjects in a frame for example, a close-up of a clenched fist using past tense and passive voice in a newspaper report.

13.2

Text participant

Comprehending and composing written, spoken and visual texts for example: naming the techniques and art media used in practical activities for example, drawing, painting, collage, printing, weaving, constructing, modelling

21

Literacy: Position Paper

interpreting literal and inferential meanings in gestures, movements, marks, images, notes, sounds, and words, including subtext and metaphor using structures such as introduction, exposition, climax and resolution in shaping drama performances notating short melodic and rhythmic patterns heard in musical context using various symbols systems of the arts for example, timbre, dynamics, rhythm, melodic contour and harmony to create mood contributing, following viewing a class video, to a group discussion about the use of space, time and energy in their own dancing and that of peers using stories from own lives as the basis for improvising in drama drawing on knowledge, experiences, interests and lifestyles to construct meaning from the various texts used in the arts.

13.3

Text user

Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different cultural and social functions for example: using narratives for example, to retell events in a television program from one characters point of view using transactions for example, to design a newspaper advertisement to promote a product to a particular audience using procedures for example, to follow instructions on the construction and decoration of a mask for a specific celebration using reports for example, to interpret how artists have used elements associated with three-dimensional work such as form, dimension, shape, space, organisation, balance and location using explanations for example, to explain how a composition was produced, giving reasons for choices in musical instruments such as tempo, instrumentation, dynamic range, form, and changes made during the process using expositions for example, to compare different drama performances and give reasons for preferred performance using discussions for example, to present arguments for and against particular statements or beliefs, such as Art is a reflection of cultural heritage, using contextual material and the work of selected artists to support the development of the argument using reviews for example, to review a dance seen live or on film, outline its form in terms of beginning, developments and end, and evaluate the work.

13.4

Text analyst

Understanding how texts differentially position readers, viewers and listeners for example: discussing the use of drama to persuade in television advertising describing gender differences in dance from different times and places, including contemporary dance forms discussing ways in which various sub-cultural groups use the media or media products to identify themselves for example, the adoption of particular dress, fashion, language or attitude codes from films, video clips and television programs contrasting different purposes of drama in society for example, to challenge, to question, to entertain, to inform, to educate, to sell showing awareness of the influence of cultural and social factors upon the status, value and function and design of art works made and designed in Australia discussing the way voice is used in music in different social and cultural groups for example, traditional and contemporary Aboriginal music, contemporary folk and popular music.

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Literacy: Position Paper

Bibliography
Anstey, M. & Bull, G. 1997, The Literacy Labyrinth, Prentice Hall, Sydney. Bigum, C., Durrant, C., Green, B., Honan, E., Lankshear, C., Morgan, W., Murray, J., Snyder, I. & Wild, M. 1998, Digital Rhetorics: Literacies and Technologies in Education Current Practices and Future Directions, DEETYA, Canberra. Christie, F., Devlin, B., Freebody, P., Luke, A., Martin, J. R., Threadgold, T. & Walton, C. 1991, Teaching English Literacy: A Project of National Significance on the Preservice Preparation of Teachers for Teaching English Literacy, vol. 1, Northern Territory University, Darwin. Curriculum Corporation 1994, English A Curriculum Profile for Australian Schools, Carlton, Vic. Curriculum Corporation 1994, English A Statement on English for Australian Schools, Carlton, Vic. Curriculum Corporation 2000, Literacy Benchmarks: Years 3, 5 and 7 Writing, Spelling and Reading, Carlton, Vic. Freebody, P., Ludwig, C. & Gunn, S. 1995, Everyday Literacy Practices in and out of Schools in Low Socioeconomic Urban Communities, Centre for Literacy Education Research, Griffith University, Brisbane. Freebody, P. & Luke, A. 1990, Literacies programs: Debates and demands in cultural context, in Prospect: A Journal of Australian TESOL, vol. 5, no. 3, pp. 716. Gilbert, P. 1989, Writing, Schooling and Deconstruction: From Voice to Text in the Classroom, Routledge, London. Green, B. 1988, Subject-specific literacy and school learning: A focus on writing, in Australian Journal of Education, vol. 32, no. 2, pp. 156179. Kress, G. 1998, Youve just got to learn how to see: Curriculum subjects, young people and schooled engagement with the world, commissioned paper for the report Literacy Demands of the Post-compulsory Curriculum, DEETYA, Canberra. Lo Bianco, J. & Freebody, P. 1997, Australian Literacies, Language Australia, Victoria. Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA) 1997, Improving the Literacy and Numeracy Skills of Young Australians A National Plan, DEETYA, Canberra. New London Group 1996, A pedagogy of multiliteracies: Designing social futures, in Harvard Educational Review, vol. 66, pp. 6092.

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