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(2) EDF3034: Approaches to literacies
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Approaches to literacies
Didactic literacy pedagogy
Didactic literacy pedagogy
Was the founding approach to reading and writing when mass institutionalised education was first introduced in the 19th Century.
Still widely advocated for publicy, and applied in schools.
Involves learning the formal rules of what is presented as the one, correct way to write.
Focusses on comprehension, and learning to respect the high cultural texts of the literary canon.
Teachers follow textbook, students must give correct answers.
Authentic literacy pedagogy
First formulated as a direct counterpoint to didactic pedagogies.
John Dewey & Maria Montessori
Authentic literacy pedagogy
Promotes natural growth, a continuation of the processes of language learning that begins with learning to speak.
Focusses on process of reading and writing rather than the formalities of rules and adherene to conventions.
Learner-centred.
Focusses on students learning to read and compose the kinds of texts that enable them to succeed at school and to participate in society.
Aim is for learners to understand the reasons why texts exist and how this affects the shape of texts.
Functional literacy pedagogy
Focusses on analysis and applying.
Acknowledges that literacies are in the plural.
Recognises the many voices learners bring to the classroom, the many sites of popular culture and new media, and the differing perspectives that exist in text.
Supports learners as meaning-makers, agents, participants, and active citizens.
Critical literacies pedagogy
Uses learning of literacies as a tool to enable students to take more control over how meaning is made in, and about their lives.
Focus on texts that communicate student interests and experiences and address challenging social issues (e.g. discrimination & disadvantage)