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EDUC 1707 Introduction to the Four Resources Model

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Louise Phillips

on 22 August 2017

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Transcript of EDUC 1707 Introduction to the Four Resources Model

EDUC 1707 Introduction to the Four Resources Model
Text usage
Awareness of what text is for here and now (Freebody & Luke, 1990)
Knowing how to use relevant texts to the social context/ purpose
Knowing how functions of texts shape texts (Freebody & Luke, 2003)
Awareness of pragmatics of texts
To complete task associated with the text (Anstey, 2002)
Text analysis
Awareness of how texts are shaped by author's position/ perspectives and our own ideological position/s (Freebody & Luke, 1990)
Texts are never ideologically neutral
Critique the design and discourses (identify stereotypes of gender, race, or class discourses) of texts
Re-design texts to make visible different perspectives (Freebody & Luke, 2003)
What it means to be socially aware and active citizens (Knobel & Healy, 1998)
Text participation
Use of code breaking resources and prior social, cultural and reading experiences to make meaning of a text
"know how to infer, evaluate, generalise, make predictions, sequence, compare, classify, recount and summarise information from both texts and their social, cultural and reading experiences in order to make meaning" (Anstey, 2002, p. 33)
The processes of comprehension (Anstey, 2002)
Understanding and composing meaningful texts (Freebody & Luke, 2003)

Code-breaking/ Decoding
Awareness of characteristics & technologies of texts:
knowledge of the alphabet
directionality of reading
grapheme/ phoneme relationships
understand how parts work individually and in combination
layouts and formats
cracking code of semiotic systems (aural, gestural, spatial, visual & linguistic)
How to teach reading? ....

What are the multi- literate requirements for reading effectively in a multimodal world?
Anstey, M. (2002).
Literate futures: Reading
(pp.27-48). Brisbane, Queensland Department of Education.
Barad, K. (2012). On touching— The inhuman that therefore I am.
Differences: A journal of feminist cultural studies
, 23(3), 206-223.
Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context.
Prospect: Australian Journal of TESOL
, 5(7), 7-16.
Freebody, P. , & Luke, A. (2003). Literacy as engaging with new forms of life: The 'Four roles' model. In M. Anstey & G. Bull (eds).
Literacy lexicon
(2nd ed) (pp. 51-66). Australia: Prentice Hall.
Knobel, M., & Healey, A. (1998).
Critical literacy
. Newtown, Australia: Primary English Teaching Association

Debates over which approach to literacy education fruitless.

Each approach is necessary but not sufficient

Doing theory requires being open
to the world’s aliveness, allowing
oneself to be lured by curiosity,
surprise, and wonder…
Theories are living and breathing reconfigurings of the world
(Barad, 2012, p. 207).
The four resources model
A successful reader needs to
develop and sustain resources to adopt four related roles:
(how do I crack this?)
text participant
(what does this mean?)
text user
(what do I do within this text?)
text analyst
(what does all this do to me?) (Freebody & Luke, 1990)
The four resources model in literacy education
"The Four Resource model focuses us as teachers on the
practices of reading, and on the resources readers need
to engage in these practices" (Anstey, 2002, p. 39).
FRM facilitates connections between reading in real life and school.
All four resources to be applied at all levels of schooling in all learning areas.
FRM supports and addresses multimodal literacy
FRM provides a framework for planning
FRM provides a platform for assessing literacy education programs, so that some practices are reaffirmed, or adequately located and others challenged to be developed
FRM offers a framework to address the diversity of cultures, languages and ideas of learners today (Freebody & Luke, 2003)
“Literacy failings due to ideology”
(The Australian, 30/9/2013)
“Go back to basics and give literacy teaching more of a chance”
(The Australian, 13/5/2006)
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