addressing literacy in context in learning design [email protected]

Addressing Literacy in context

in Learning [email protected]

Faculty of Edit this on the Slide Master The University of Adelaide

Research tell us

Peter Freebody - Myth that 'literacy' is pretty well done by Year 3 or Year 4. Comprehension gap widens for adolescents as texts become less commonsense, more abstract, more specialised

Students' existing knowledge not in a form easily aligned to curriculum texts - thus difficulty reading to learn (Munro 2007)

In addition, students needs explicit 'disciplinary' literacy instruction due to the differences in disciplinary literacy (Pearson/Scheppelgrell)

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AC Literacy Capability

The Australian Curriculum definition of literacy is informed by a social view of

language. This view recognises:

becoming literate is not just about knowledge and skills but also behaviours and dispositions

all learning areas use language and visual

elements in distinctive ways

the differences between 'spoken-like' and

'written-like ' language and the increasing

complexity of 'written-like' language as students progress

through school

language use varies according to context and situation - including learning areas

the centrality of visual literacy and the

impact of technologies on

meaning making in different contexts

Year 10 Geography Example

The purpose of the following sequence is to exemplify how the literacy demands of assessment evidence, identified in the process of Learning Design, can be addressed through:– Bringing the assessment task to the fore of the

teaching and learning process– Intentionally teaching demands at critical points

along the way– Recognising the 'inseparability' of literacy and

content 5

Learning design

• What language and literacy skills do they bring?• What language and literacy skills are required to

provide evidence of their new learning?• What opportunities are needed for students to engage

with and develop their language and literacy skills for this context?



What do we want them to learn?

Overview AC Geography: Handout 1

Geographical inquiry : What change has occurred on the banks of the local river and what are the management options for the local council to improve sustainability?

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What do we want them to learn?

Overview AC Geography: Handout 1

Geographical inquiry : What change has occurred on the banks of the local river and what are the management options for the local council to improve sustainability?

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Year 10 Geography - Literacy and Learning Design

How will we know if they've got it?

Assessment genre: Geographical Field Work Report (FWR) with recommendations for the local council

What does it look like at this level? What language and literacy skills are required?

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Why choose this genre for assessment?

Year 10 Geography Field Work Report for TTG CouncilHow can the management of the River Torrens be improved?

Overview of Assessment Comprehend/Compose Language features

1 • Overview of unit and assessment

• Engagement activities

• Introduce model text• Introduce 3 core texts (2

print/one video)

Text: Genre structure

2 Field work trip Joint construction of introductionCore text 1 activities

Grammar/word: Nouns/noun groups - topic specific language

3 Assessment 1: group presentation of data from field trip

Independently write method using model providedCore text 2 activities

Grammar/word:Sentences - using depersonalised language and/or passive voice

4 Independently write analysis of data/incorporate visualsCore text 3 activities

Text Cohesion:Language of analysis (eg text connectives to show cause/effect)Visual: Incorporating visuals

5 Assessment 2: draft field work report - peer assessment

Compose draft (minus recommendations) using language checklists/criteria

6 Assessment 3: Field work report -teacher ass

Final version with recommendations

Writing recommendations

Use SACE to inform the structure of assessment genres - adapt accordingly

Fieldwork Report Structure provided in SACE STAGE 2 Geography

– a hypothesis or clearly stated purpose– an outline and evaluation of methods used, including planning

and management– comment on geographical concepts, patterns, and processes

relevant to the fieldwork– the integration of evidence of field skills (e.g. maps,

photographs, sketches, graphs, and statistical information)– a summary and interpretation of findings and/or a justified

conclusion that outlines possible implications– suggests realistic possible future actions or makes realistic

recommendations– appropriate acknowledgment of sources.

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Explicit teaching: structure

Structure of the adapted Yr 10 Geography field work report

• Introduction– introduce question/s– identify the area of the fieldwork (include a map)

• Research methodology – List the methods used to collect primary and secondary data (dot

points/numbers may be used)

• Summary and analysis of findings – include visual evidence

• Strategies to manage the environmental change

• Recommendations for the Council – what needs to be done to improve the management of the river based

on your analysis

• Reference List

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Explicit teaching: model text

…..etc

ComprehendingDifferentiated reading strategies for 3 Core texts: • understanding how the text is structured• establishing purposes for reading/viewing • previewing and predicting• activating prior knowledge (text to self/text to text/text

to world)• monitoring, clarifying, and re-reading/re-reviewing• visualizing and creating visual representations (e.g.,

story maps, Venn diagrams, flowcharts).• drawing inferences• summarising and retelling.•






print/one video)


2 Field work trip 1 Joint construction of introductionCore text 1 activities


3 Assessment 1: group data from field trip 1










Explicit teaching: nouns/noun groups

• environmental management strategies

• field research• rate of erosion• the destruction of riparian

vegetation• impact of human activity• waste landfill• natural flows• river catchment area• key land uses• significant threat to water

quality• native vegetation

• loss of aquatic habitat• primary and secondary sources

of information• observation and recording• data collection• analysis of data• impermeable surfaces• storm water run off• species of grasses• pollution reduction• riprap revetment• creation of an understorey• education programs for river

care






print/one video)














Explicit teaching: depersonalisedSpoken language Written language

We went to the river to get field data. We observed the site and took photos.

We interviewed environment workers from the council

Explicit teaching: depersonalised

Spoken language Written language

We went to the river to get field data. We observed the site and took photos.

Field data collection included site observation and photography

We interviewed environment workers from the council






print/one video)











6 Assessment 3: Field work report - teacher assessment



Explicit teaching: text connectives

A further problem with this site is that it was formerly a waste landfill site and the increased rate of erosion is exposing rubbish and pollutants to be released into the water. Therefore, human land use has not only caused increased erosion but has also worsened the environmental effects of erosion.

Explicit teaching: Model text

A further problem with this site is that it was a former waste landfill site and the increased rate of erosion is causing rubbish and pollutants to be released into the water. Therefore, human land use has not only caused the problem of increased erosion but has also worsened the environmental effects of erosion.






print/one video)







4 Field work trip 2 Independently write analysis of data/incorporate visualsCore text 3 activities




6 Assessment 3: Field work report - teacher assessment



Explicit teaching: linking visuals

The issue that has been considered throughout the investigation is soil erosion at this site and the pollutants that are being released into the river from the former waste landfill as a result (see image1).

Image 1: photograph showing erosion and the release of rubbish at the study site






print/one video)














Literacy, Geography or Both?

• The overall purpose of this teaching and learning plan is

not to teach literacy

• It is primarily about geographical inquiry and learning to act/think/sound like a geographer

• Being a geographer in this particular context (field work/report ) has particular language/literacy demands

• In context, the literacy demands (the enablers)are explicitly taught in context at critical points so students have the language and literacy to achieve

addressing literacy in context in learning design [email protected]

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