Teaching Literacy in Content Areas

This assignment requires students to examine various literacy approaches used in teaching specific content areas. Students must analyze different frameworks, describe their application, and provide examples from a unit of work demonstrating these approaches in practice. The evaluation focuses on the depth of understanding of literacy concepts, critical analysis of theoretical perspectives, and the ability to connect these ideas to real-world teaching scenarios.

IDENTIFY AND DEVELOP LITERACY INSTRUCTION IN A CONTENT
AREA
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Abstract:
Unit of work:
http://syllabus.nesa.nsw.edu.au/assets/global/files/english_s3_sampleu1.pdf
The purpose of this report is to identify and suggest modifications to further develop literacy
instruction in relation to the unit of work ‘Global Connections’ from now on referred to as ‘the unit’. A
discussion of multiliteracies pedagogy is provided, which is followed by the four resource model,
which helps in identifying and evaluating the literacy strategies. The multiliteracies frameworks used
are situated practice, overt instruction, critical framing, and transformed practice. The resource models
described in the paper are a reader as a code breaker, the reader as text participant, the reader as text
user, and reader as an analyst. The effectiveness of teaching literacy is evaluated along with its linkage
to the unit ‘Global Connection.’ Provide additional suggestions for strategies to address each.
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Table of Contents
Abstract:.....................................................................................................................................................2
Introduction................................................................................................................................................5
Content Area:.............................................................................................................................................5
Multiliteracy Framework...........................................................................................................................6
Integrating Multiliteracy in Teaching:.......................................................................................................7
1. Situated Practice:............................................................................................................................7
2. Overt Instruction.............................................................................................................................7
3. Critical Framing:.............................................................................................................................8
4. Transformed Practice:.....................................................................................................................8
Identification of the literary resources.......................................................................................................9
EFL Teaching:.......................................................................................................................................9
Digital Story Telling (DST):..................................................................................................................9
Digital Story Telling and English Language Learning:.........................................................................9
Multiliteracy and the teaching pedagogies:.........................................................................................10
The Four-Resource Model of Literacy....................................................................................................11
Reader as Code-Breaker......................................................................................................................11
Reader as Text Participant...................................................................................................................11
Reader as Text User.............................................................................................................................11
Reader as Text Analyst........................................................................................................................11
Evaluation of the project:.........................................................................................................................12
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Challenges:...............................................................................................................................................13
Conclusion...............................................................................................................................................14
References:...............................................................................................................................................15
Appendix:.................................................................................................................................................17
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Introduction
The report provides an analysis of the strategies of literacy that are used in the teachings of the
unit for Year 5, which is Level 3 of the NSW syllabus. The day-to-day activities involve the usage of
several tools of communication like email, chat as well as the various types of social media platforms.
These tools of communication play an important role in the development of communication skills and
also highlight the strengthening of global communication. The discussion of resource model is the text,
which is also a platform to communicate. The details about the text and its usage will help in
developing an understanding of how text are received and understood which will ultimately help in
understanding the global connections. The report will include range of resources that may help in
developing English literacy in students. Study will include Overt Instruction Situated Practice, Critical
Framing methods.
Content Area
As per the view of Neuendofr, (2016) Different kinds of educational experiences supports the
educational institutes in increasing literacy performance of their learners. Students are required to
provide several resources that can assist in increasing knowledge of them. Enhancement in knowledge
is the first priorities of teachers. The primary educational institutions always prefer to adopt new
systems and strategies so that they can contribute well in enhancing teaching, knowledge and academic
programming of students in different subjects (Neuendorf, 2016). In order to develop an understanding
of global connections, it is important to recognise the techniques used by writers to position a reader
and influence their point of view, usage of vocabulary, expressions, text, images, etc.
Multiliteracies Framework
Multiliteracies framework is essential for getting success in incorporating literacy.
Multiliteracies framework deals with conceptions of multiliteracies practices and pedagogies. This
discussion throws light on identifying and analysing the literacy instructions given by group of English
language teachers for students of 5th grade. Multiliteracies is an approach that highlights key aspects of
literacy – multimodal forms of linguistic expression, representation and linguistic diversity (Kurek &
Hauck, 2014). It can be used as framework that can support in development of students and their
grooming.
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The report attempts to highlight the teaching methods used by the teachers to grow and develop
the skills of English language in the student. The English language skills are important as they help in
developing the global connections. The relationship between English language and the global
connection will be discussed later in the paper after the discussion of multiliteracies framework and
resource models.
The current study explores the teachings of multiliteracy in the digital storytelling project that is
presented by the group of English language trainers. The learners nowadays must prepare for different
literacy practices that involve visual, gestural, auditory and digital dimensions of communication.
Storytelling for the 5th-grade student is essential as it helps them in developing various concepts (Kurek
& Hauck, 2014). The story telling should be related to other countries so that the children can develop
an interest in it. An imagination process at the time of storytelling is important as it helps in
understanding the work in an efficient manner. Not only does it helps the student in their English skills
but also develops an interest in them about other countries, which leads to global connections.
In the project, the group of teachers helped the students to create digital stories. They developed
the interest of the learners through the techniques of story mapping, collecting pictures, digitising the
story, recording animation, discussing the story maps, and publishing. Audios, videos, and Symbols are
integrated into the digital framework, which helps in managing classrooms. Such activities are can be
shared on the Internet to ensure it reaches to the mass public and develop global connections.
Integrating Multiliteracy in Teaching
Newman (2008) suggested that teachers should integrate four components of Multiliteracies in
teaching as – situated practice, overt instruction, critical framing, and transformed action. The group of
teachers designed the digital story effect, which was beyond expectations (Keengwe, 2013). It helped
the students, as they were able to recognise music, texts, pictures, sounds, and animations while trying
to make meaning and presentation of the content using different resources. Multiliteracies framework
is important for the development of students because it helps in preparing the students in such manner
so that they can face realities of high-tech world. Many educational institutes designs various
educational programs that assists in minimizing gap between traditional literacy learning and
multiliteracies. With the help of multiliteracy students can improve their knowledge about English
language and how they can use it properly. That assists in development of learners and they become
able to communicate in the foreign persons as well. With the help of this, students can make global
connections (Kucer, 2014). The four components are discussed below.
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Situated Practice
The group of teachers, with the help of situated practice were able to motivate the students and
learners to share their thoughts. Situated practice is the great strategy in which students can improve
their knowledge by using their own experience in their learning process. Their are several ways that
can improve knowledge of students such as brainstorming activities, collaboratives activities etc
(Kovarsky, Maxwell, & Duchan, 2013). it can be defined as link between experience and learning, that
enables learners that link their opinions ad knowledge with their studies that can support in their further
learning.
1. Overt Instruction
Teachers here provide systematic instructions about Digital Story Telling using English
language and involvement between teachers and students, which potentially create multiple meanings
in the learning process (Ohler, 2013). The previous knowledge of the students is utilised by the teachers
to make sure that they are able to learn more while also enhance their skills. The skills developed in
this framework lead a student to develop good communication skills for global connections. It is the
way in which lecturers provides proper guidance to learners so that they can improve their
understanding about English language. Scaffolding of learning outcomes and explicit guidance
supports in creating meaning for them and develop understanding about various literacies. Inclusion of
resource 3 assists learners in developing their knowledge. In this they can ask questions related to
process of photosynthesis. By this way teachers can guide them well and can resolve their quarries.
This experimental scaffold learning is beneficial in building student's knowledge.
Critical Framing
Teachers framed guidelines to students to derive the meaning and incidents that happened in the
story from classroom activities. They encouraged the learners to think, understand, observe, and
interpret, negotiate, and apply their ideas in problem-solving through the English language, which is
linked to critical framing, as according to Kalantzis and Cope (2005) intertwines functional analysis
and critical analysis, enabling students to understand, interpret and critique meaning.
Transformed Practice
Through the Digital Story Telling, teachers combined texts with graphics, arts, music and other
visual elements in classroom activities (Gura, 2014). Transformed practice suggests how meaningful
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learning activities can design social futures (Cloonan, 2012, p175). Technology in education is very
important as it helps in the better processing of minds of the learners and influences them to learn more
about different things. It also gives an exposure about the things that occur outside the geographical
locations
The EFL teaching with digital storytelling is elaborated with the literature review below.
EFL Teaching
In the current era, there are numerous techniques and approaches that help the teachers to
provide their students with advanced methods of teaching so that the learners are able to develop skill
easily. But such approaches are not restricted and the teachers mix and match traditional approaches
with the new ones. The mixture in the approaches in not necessarily pre-planned but is made for a
particular set of learners just to make it easier for them to understand. It is important to dwell the
English learning teaching with the existing situation of the world as it helps them to develop an
understanding of the world, which also promotes global connection. It is important to make sure that
the teachers focus on the global connection and make sure that the students develop an interest in it.
This will lead towards the better future of the learners (Cook, 2013).
Digital Story Telling (DST)
The advancement in technology is helpful and is an important resource for teaching. The young
learners are very much attracted towards smartphones and tablets. Therefore, learning through these
instruments allows the learners to develop a higher interest, which increases their ability to learn and
develop new skills (Lambert, 2013). The teachers must develop short stories so that they can be viewed
through the screens of tablets and smartphones. This will not only allow the learners to learn at school
but they can also develop their skills at home and their parents can also take part in developing the
English language skills. Another benefit of these kinds of teachings is that such activities can be spread
all over the world, which helps in developing the global connections.
Multiliteracy and the teaching pedagogies
As the current practices prevail, it is important for all the teachers to develop and prepare such
classroom activities that are helpful for the analytical mind and are creative. These activities should be
designed according to the age group of the students. The actual meaning of multiliteracies is to provide
information by different modes especially media.
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The Four-Resource Model of Literacy
In literacy for the readers, four resources are very essential. The resources are mentioned below along
with their description.
Reader as Code-Breaker
The reader as a code breaker in literacy is a handy approach to get the context of any written
message regardless of the fact that if it is written in English or not. Its purpose is to decode any
symbolised message” (Serafini, 2012). It is the effective resource that supports learners in developing
their knowledge about metalanguage and using this in appropriate manner. This explains that learners
need to first understand term of particular word and then they have to complete their task. Learners
those who have no knowledge about the term, they get guidance so that they can improve their
understanding.
Reader as Text Participant
This particular resource is used for the reader to derive a sensible meaning out of any written
text. The reader evaluates and discovers the actual message behind the text. It evolves around “The
resources to engage in the technology of the text itself – its meaning and structure” (Serafini, 2012; p.
53). It is also known as Meaning-Maker.
Reader as Text User
This ability of the reader develops a sense of using a particular text among reader. The reader
goes into the deeper meanings of the text and interprets that it can be used in any other way or not. It
develops a poetic sense among readers (Serafini, 2012).
Reader as Text Analyst
It is a reader as an interrogator. By this resource, the reader is able to make a critical analysis of
any given text or statement. It broadens the knowledge and viewpoint of the reader (Serafini, 2012).
Evaluation of the effectiveness of the project
The project that is developed for this work is effective in its own way. The project included the
involvement of all the students and their participation was important to help them develop an
understanding of English language skills and how they can be used to develop global connections. The
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project included all the activities like speaking, listening, reading and writing and also included the use
of advanced technology to learn these things; the main reason for using the technology in developing
the learning is to make sure that the students are able to develop global connection skills. The student
must have these four skills so that he or she can actively participate in the different activities. Speaking
skills helps him to communicate in the proper way and properly address what he wants to say by the
clear message, with the good speaking skills, he can attract listener towards him and influence the
listener to listen him in the attentive manner. Listen skills means when the person is able to understand
what the speaker want to say, a student should have good listing skills so that he can able involve
himself and understand the message properly. Reading skills helps him to read fast and understand
everything what is written, with that he can enhance his vocabulary. And writing skills helps him to
write in the proper way with no grammatical errors and proper sentence formation and linkage so that
reader understand what is written.
The Four-Resource Model of Literacy theory framework can be translated into instructing
multilingual adolescent at the same time. The studies that mostly include media are used only to attract
the student and gain their attention. The media helps in keeping the learners attentive and is presented
in such a way that is developing an understanding of the content area.
There were some issues that prevail in the teachings, which led to a slow success rate. It was
assumed that the learners will become proficient in the language and will develop an understanding of
the importance of global connection. Moreover, the content to indulge into global connection was also
low to attract the children more towards it. Overall, a new pedagogical practice widens up to create
opportunities for future teaching and learning process. Although the study describes the teaching-
learning situations in an elementary school, but analysing the factors involved in the process and
broadening the area of discussion the larger community of educators and learners can be recommended.
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REFERENCES
Arola, K. L., Ball, C. E., & Sheppard, J. (2014). Writer/designer: A guide to making multimodal
projects. Macmillan Higher Education.
Cook, V. (2013). Second language learning and language teaching. Routledge.
Cloonan. A (2012). Multimodal Literacies: New Approaches and Traditional Concerns in the Suburban
Classroom. In Henderson. R (Ed.) Teaching Literacies: Pedagogies and Diversity in the Middle
Years (pp166-189). South Melbourne, Vic: Oxford University Press
Gura, M. (2014). Teaching literacy in the digital age: Inspiration for all levels and literacies.
International Society for Technology in Education.
Keengwe, J. (2013). Literacy Enrichment and Technology Integration in Pre-service Teacher
Education. IGI Global.
Kovarsky, D., Maxwell, M., & Duchan, J. F. (2013). Constructing (in) competence: Disabling
evaluations in clinical and social interaction. Psychology Press.
Kucer, S. B. (2014). Dimensions of literacy: A conceptual base for teaching reading and writing in
school settings. Routledge.
Kurek, M., & Hauck, M. (2014). Closing the “digital divide”–a framework for multiliteracy training.
CALICO.
Lambert, J. (2013). Digital storytelling: Capturing lives, creating community. Routledge.
Neuendorf, K. A. (2016). The content analysis guidebook. Sage publications.
Newman, M. & Wu, X., (2008). Engage and excite all learners through a visual literacy curriculum.
Online Submission. Retrieved October 8, 2015, from
http://eds.a.ebscohost .com.ezproxy2.drake.brockport.edu/host/detail/detail?vid=10&sid=3ef294be-
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b93d-49b1-924bb85acb62a189%40sessionmgr4005&hid=4103&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ
%3d%3d#db=eric&AN=ED502353
Ohler, J. B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning,
and creativity. Corwin Press.
Serafini, F. (2012). Expanding the four resources model: reading visual and multi-modal texts.
Pedagogies: An International Journal, 7(2), 150-164.
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Appendix:
Marking Rubric
Criteria Fail Pass Credit Distinction High Distinction
Can
identify literacy
practices and
resources using
frameworks
(Learning
experiences:
Ms 1, 2, 3)
2.5 / 5
0.00-2.25
Does not show
understanding of
literacy practices or
resources or
frameworks
2.5-3.00
Provides some
concrete examples of
components of
multiliteracies and
four resources
3.25-3.50
Establishes
knowledge of
components of
multiliteracies and
four resources but
with some errors
3.75-4.00
Mostly a
comprehensive
analysis of the unit
according to both
multiliteracies and four
resources
4.25-5.00
Detailed and highly
accurate analysis of
unit according to
multiliteracies and
four resources
Determines
strategies for
literacy
instruction and
their purposes
(Learning
experiences: MS 4
and 5)
3 / 10
0.00-4.75
Numerous errors
5.00-6.25
Identifies some
literacy strategies
used in the unit
6.50-7.25
Accurately identifies
a range of literacy
strategies and their
purposes
7.50-8.25
Accurately identifies a
range of literacy
strategies and their
purposes making
specific reference to
aspects of literacy
8.50-10.00
Comprehensive
analysis and
synthesis of the
literacy strategies
used in the unit
Able to modify
units for more
focused use of
literacy strategies
(Learning
experiences: Ms 2
and 3)
0 / 10
0.00-4.75
Unit not modified or
modifications are
incorrect or
inappropriate
5.00-6.25
Determines examples
of effective strategies
but limited
modification
6.50-7.25
Modifications
encompass a range of
strategies in the unit
7.50-8.25
Comprehensive
modification using
literacy strategies to
enhance unit
8.50-10.00
Explanation provides
comprehensive
consideration of
effective strategies
and unit enhanced
Can use
frameworks to
identify the how
and what of
effective
literacy
development in
relevant content
area instruction
(Learning
experiences: Ms 2
and 3)
5 / 10
0.00-4.75
Does not use
frameworks to
develop the how and
what of literacy
development in
content area
instruction
5.00-6.25
Can identify
and use some broad
components of
frameworks to
comment on the
effectiveness
of literacy
development in
content area
6.50-7.25
Identifies each broad
component provides
specific examples
from the unit to
illustrate
effectiveness of
literacy development
in own content area
7.50-8.25
Provides an evaluation
of the unit that shows
knowledge of
components of how
and why of literacy
developing in own
content area
8.50-10.00
Comprehensive
explanation provided
for how literacy
instruction may be
developing in own
content areas
Assignment is
clear, effectively
structured, error-
free and shows
accurate use of
APA (Subject
outline, M 1)
0.00-2.25
A unacceptable
number of errors in
each of these aspects.
2.5-3.00
A small number of
errors in each of
these aspects.
3.25-3.50
Some errors in two
aspects of
presentation (e.g.
structure and APA)
3.75-4.00
Exceptional in most
aspects of presentation
4.25-5.00
Exceptional in all
aspects of
presentation
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2 / 5
Total: 12.5 / 40 – Penalties for submitting the assignment 14 days after
the due date (14x4) = Recorded mark - 0/40
Comments:
Thank you Brittany for submitting your first task in ELN402, well done. I have some feedback to give
you for your assignment and I hope you will find this feedback useful in terms of understanding the
mark you have received for this assignment as well as supporting future improvement.
I can see that you have applied effort and time to completing your report for ENL402. Unfortunately,
your ability to correctly identify the task requirement and ultimately, address the marking criteria has
severely disappointed the overall outcome of this report and you have not met the marking criteria
sufficiently to achieve a Pass grade. Overall, your writing style is very disjointed. You included
information that were stand-alone statements and did not adequately link to the discussion or the
required task. There were many statements that were not adequately referenced. As outlined below,
there are quite a few areas that need addressing in a more detailed way for this report to have exceeded
expectations to pass the marking criteria.
Areas of improvement:
Firstly, the overall presentation of your report was disappointing for academic writing. There were
quite a few issues with presentation and English Literacy skills; considering this is a Literacy focused
subject this is unacceptable.
Secondly, you have not adequately addressed the task. There is absolutely no evidence of this
(highlighted aspects of the task) in your report:
Task
Report: Identify and develop literacy instruction in a content area
Select a teaching unit from a relevant content area
 Use the multiltieracies framework to examine the unit and select strategies that provide:
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 Situated use, overt instruction, critical framing and transformed practice.
 Provide additional suggestions for strategies to address each
 Use the four resources model to identify the literacy resources taught in the unit and
identify resources that might have been taught
 Evaluate the unit for its effectiveness in teaching literacy within the content area
addressing what was to be taught and how.
In future academic tasks, I’d like you to focus on identifying the task requirements. You will find
success with academic tasks if you carefully read the task description, marking criteria or any
other resources that are included on the Interact2 site and focus on incorporating information
that adequately addresses the marking criteria. If you have any doubts make contact with others to
clarify this. There are numerous ports of call; colleagues and peers, subject liaison
officers/tutors/coordinators or CSU student study skills at this site: http://student.csu.edu.au/study/skills
It is essential that you carefully read the task requirements to ensure that you have covered everything
in the assignment; student study skills can also assist with the written component of a task and ensure
that the final product is of an academic standard.
Your report was lacking in substance and depth with regards to the criteria for this task. The main text
for this subject –Henderson (Eds) (2012) was not used for this report and needed to be. Your report was
lacking in substance and depth with regards to the criteria for this task. I would have liked to see
greater analytical discussion linked to the readings in the modules, particularly in the descriptions of
each of the Literacy approaches and frameworks and discussion surrounding these. You also needed to
expand on these in greater detail; going that one step further and including examples from the unit of
work to support these would have greatly enhanced your report.
Lastly, it is obvious that there are many misunderstandings of basic concepts; wider reading based on
the Frameworks and Literacy development is needed. Subsequently because you lack a basic
understanding of the framework your evaluation is flawed. Much of the content of this report was very
confusing and was not relevant to the assessment task. I noticed you have been struggling to complete
the online journal entries and, whilst this is not compulsory it is a very important aspect of the learning
journey. It is also important to carefully read the task requirements to ensure that you have covered
everything in the assignment and to demonstrate your knowledge by linking the concepts discussed to
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the theoretical perspectives they relate to. I encourage you to continue your learning journey in this
area by delving more deeply into the resources and learning modules provided on Interact2 as well as
applying critical reflection to add depth to your knowledge and understandings. Most importantly, I
wish you all the best and hope that you take these comments seriously. I hope you will find this
feedback useful in terms of understanding the mark you have received for this assignment as well as
supporting future improvement.
Marker – Julie King
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