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EDUC1707 The what & why of literacies

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Louise Phillips

on 1 July 2016

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Transcript of EDUC1707 The what & why of literacies

EDUC1707 Week One
The what & why of literacies in the 21st century
Dr Louise Phillips

What is literacy?
Two multi aspects of multiliteracies:

social diversity
– hence we should not focus on the standards of one single standard form of national language, we use different language styles for different contexts
- oral, visual, audio, linguistic, spatial, gestural & tactile (Kalantzis & Cope, 2012)

Today we are much more participatory in literacy practices.
We are no longer passive consumers but users who are active producers = produsers
Smart devices enable greater participation/ interaction.
We can be in electronic games.
We can respond through social media.
We make our own playlists.
Through these platforms we engage in just as much reading as writing.
Facebook is an example of produsing
(see Bruns, A. (2008). Blogs, Wikipedia, Secondlife and beyond: From production to produsage.New York: Peter Lang
Why is literacy fundamental in education?
personal enablement
civic-economic participation
social equity (access to education, access to resources) (Kalantzis & Cope, 2012)

So we need "a literacies pedagogy for active citizenship, centred on highly literate learners as agents in their own knowledge processes and capable of contributing their own ideas as well as negotiating the differences between one community and the next" (Kalantzis & Cope, 2012, p.52).

McKendry, J. (2011 - Dec). National Geographic, p. 30
Is it reading &
"there is
no single notion of literacy
as a skill which people
possess or not, but multiple literacies." (Richmond, Robinson, & Sachs-Israel, 2008, p. 17)
Literacy scholars (e.g., Barton, Hamilton & Ivanic, 2000) have recognised that literacy is shaped by the socio-cultural context of

"Texts vary enormously depending on social context" (Kalantzis & Cope, 2012, p. 1)

Ashton, J., Arthur, L., & Beecher, B. (2014). Multiliteracies: Embracing the multiplicity of experiences called ‘literacy’. In L. Arthur, J. Ashton, & B. Beecher (Eds.)
Diverse literacies in early childhood: A social justice approach
(pp. 1-21). Camberwell, VIC: ACER Press.
Barton, D. Hamilton, M., & Ivanic, R. (2000). Situated literacies: reading and writing in context. New York: Routledge.
Bradley, J., Yanyuwa families & Cameron, N. (2003).
Forget About Flinders: An Indigenous Atlas of the Southwest Gulf of Carpentaria
. J.M. McGregor Ltd Queensland (Limited Edition).
Kalantzis, M., & Cope, B. (2012).
. Melbourne: Cambridge University Press.
Li, G. (2001). Literacy as situated practice.
Canadian Journal of Education
, 26(3), Retrieved from http://search.proquest.com.ezproxy.library.uq.edu.au/docview/215375134?accountid=14723
Richmond, M., Robinson, C., & Sachs-Israel, M. (Eds.) (2008).
The global literacy challenge: A profile of youth and adult literacy at the mid-point of the United Nations Literacy Decade 2003 – 2012.
Paris: UNESCO.
UNESCO. (2005).
Aspects of Literacy Assessment: Topics and issues from the UNESCO Expert Meeting
, 10 –12 June, 2003. Paris,
‘Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve his or her goals, develop his or her knowledge and potential and participate fully in community and wider society’ (UNESCO 2005, p. 21).
"Literacy is about making and exchanging meaning." (Ashton, Arthur & Beecher, 2014, p. 2)
Dr Melissa Cain (Tutorials 1, 4 & 8)
Dr Bette Zhang (Tutorials 3 & 5)
(nearly Dr) Kate McLay (Tutorials 2 & 6)
Dr Louise Phillips (Tutorial 7)
Across the last few decades there have been enormous technological shifts in the way people participate in and make meaning. "Meaning is made in ways that are increasingly
." (Kalantzis & Cope, 2012, p. 2)

Reflect on the changes in your life time
Reflect on changes across social and cultural contexts that you engage in
Educators thus argue that it is necessary to understand students in relation to their contexts and master how learning is influenced by the many of forces in children's lives and in society (Li, 2001)
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