Reading and Writing as the Most Essential Literacy Skills Needed for Children Growing Up - Case Study Example

Name of student: Course name: Instructors name: Date: Critically evaluate whether reading and writing are the most essential literacy skills needed for children growing up in Australia in the 21st century. 1) Introduction Literacy is the fundamental to the outcomes of education and the life opportunities of people and to the economic and social development of the society. It is broadly agreed that literacy is a fundamental life skill and as such well-developed literacy skills works best to improve the life chances of the students (Jolliffe, Waugh, & Cars, 2012). The importance of literacy in an intricate and contemporary society cannot be overstated. (Carr , 2001) assert that Literacy seeks to equip the population with the current and future education thus aiding in effective participation in the society and workforce in particular. Literacy is composed of a number of fundamental skills; these are writing, speaking, listening and reading. This is contrary to the popular belief that literacy consist of just reading and writing skills. However since the emergence of digital and visual communication in the last quarter of 21st century, representing and viewing skills have now been incorporated into literacy. Reading and writing skills practised on the web usher in a completely new and different demand on writers and readers far from those acquired from traditional texts (Kress, G. , 2003). Although literacy comprises an intricate range of skills and knowledge that grow throughout school lives, its application is the centre of teaching and learning. Consequently, literacy desists to be a subject but a fundamental of all learning spheres. 2) Literacy teaching and learning in the early childhood Literacy in the early years, seeks to develop in the students, the knowledge, understandings and foundational skills in areas crucial in their initial and continuing literary development. For instance, in kindergarten, pupils are trained on how to link their knowledge to their budding written knowledge. This is achieved through, enhancement of listening skills, discussion and asks-respond-to question skills. According to (Whitehead, 2009), a common scenario is where a teacher reads aloud some texts and the pupils discuss the meaning through the use of skills and strategies learnt. According to (Ministry of Education, 2005). (McGee & Richgels , 2003 ) In reading and writing, the pupils make use of their newly learnt knowledge of letter- sound interaction to assist them in reading and writing. At this juncture, the pupils get the foundation for future learning and create the foundation of them to apply their developing knowledge, skills and eventual understanding in variety of contexts and across the learning realms (Whitehead, 2009). (Hill & Stremmel, 2005)As pupils advance to upper primary school, they learn how to respond to more complex visual, written and digital texts, thereby being in a position to communicate soberly and gather insightful information from conversations. In secondary schools, the students are guided on how to build literacy knowledge and ways of creating connections across curriculum areas. Literacy learning in the upper levels of learning At this stage, the student’s expand, polish and consolidate the literacy knowledge and skills acquired in the early and middle levels of learning. This includes the vital aspects of dynamic literary learning such as syntax, structure, punctuation, vocabulary and academic writing skills. Students also learn how to read, write and analyse more sophisticated and complex texts in different educational spheres such as social, historical, technical and cultural contexts (Jolliffe, Waugh, & Cars, 2012). 3) Contemporary Literacy and Multi-literacies Multi-literacy involves more than just the knowledge and skills of reading and writing. This includes the consideration a range of different audiences, different media and it is dynamic. For instance, people using blogs, instant messaging, social sites, to creative writing stories, and explore the literate around them. The idea of literacy is expanded to create a serial collocated suffix in new forms such as technological literacy, statistical literacy, medical literacy, critical literacy and many more (Unsworth, 2008). Multi- literacy creates a new form of learning which requires the reconceptualization and rethinking the learning opportunities for children in schools so as to assist them cope with the exactitudes of their daily lives. According to (Yelland, Libby, & Harrison, 2008), in order for the children to be assert that where teachers adopted a multi-literacies perspective facilitated their children in building literate practices and literacy identities in appropriate ways. Traditionally, literacy in schools has focused majorly on reading, writing, speaking and listening. The advent of computers and ICT in general has necessitated the expansion of this focus to include the interplay between and among the different communication modes such as aural, spatial, visual and gestural modes (Kress, & Leeuwen,, 1996). Although many curriculum developers and teachers are fully conscious of the rapid ICT and technological development that has occurred in the recent years, they are yet to amalgamate this with the contemporary view of literacy. To some extent this can be attributed to accountability regime where in which assessments for numeracy and literacy bank heavily on historically devised materials that constituted the old basics of writing, reading and arithmetic (Jewitt, , 2002). This means that in embracing multiliterate in contemporary times necessitates educators to consider literacy through the lens of semiotic theory (Kress,, 2003). According to (Unsworth,, 2006), the modern children are growing up immersed in multimodal symbol forms at home and in their society, with the ever increasing access of computers giving them an opportunity to access the symbol equipment and hence ‘multiple sign systems’. Therefore for a child to become educated in the contemporary times demands the educators to consider literacy through the technological viewpoint. Engaging in any economic, social and cultural practices involves the illustration of past knowledge and creating new connections and contextual associations. According to the conclusion done by (Kapitzke, 2006)This involves critical analysis and reflection so that resolutions can be carried out on the best method to communicate ideas or make conclusions or create meaning of the various communication forms. New contemporary tools and social practises need rethinking as to what constitutes foundational skills, knowledge, conventions of practise, and the fundamental structures and systems of various literate modes of practises; thus broadening of what is truly called ‘literacy’ to offer children with the necessary balance of relational, foundational, creative and critical literacy (Yelland, Libby, & Harrison, 2008). For so long, print literacy has been enjoying honoured position in literacy programmes in schools despite the growing dominance of other communication modes as access and affordability to digital technologies rise (Hunt, 2000). Schools are however still struggling with the implications of image, voice, gesture and movement which are now being efficiently recorded and transmitted through digital technologies. It is therefore necessary since contemporary school emphasis on print communication mode leads to a narrow definition of what indeed means to be literate. 4) Differences and similarities between literacy in the Early Years Learning Framework (Australian Government Department of Education, 2013) and Australian Curriculum (ACARA, 2013) Similarities The Australian Curriculum and the Early Years Framework have a lot in common. Both systems assume the challenge of the Melbourne Declaration, which presents an inspiring vision to move current educational reform within the school sectors: “As a nation Australia values the central role of Education in building a democratic, equitable and just society—a society that is prosperous, cohesive and culturally diverse, and that values Australia’s Indigenous cultures as a key part in the nation’s history, present and future (p. 4)” (Australian Government Department of Education, 2009) The two systems are also underpinned by the common understanding that education has the capacity to transform an individual and the society in general. This shows that there are some specific relationships between the two frameworks in terms of the learning content (McLachlan & Kumar, 2006). The two frameworks appreciate that personal and social competence, physical wellbeing, numeracy and literacy should be at the core centre of the young children’s education. Both recognize the young ones entitlement to quality education opportunity thus assisting them in developing, cognitive, sensory and affection interaction of the world around them through creative and exploratory learning (Australian Government Department of Education, 2009). Differences Early Years Learning Framework (EYLF) is majorly focused on understanding the function of the educator in an education system. It seeks to offer guidance to the complex interactive work of early childhood teachers that facilitates certain kinds of learning as well as nurturing particular needs of the learners. The learning framework gives much attention to essential elements of early childhood practice, involving strong family relationships, intentional teaching and play- focussed pedagogies (Sumsion, 2009). Australian Curriculum on the other hand establishes the skills and understanding that serves as a foundation for successful and perpetual leaning and participation of an individual in the Australian society. The Early Year Learning Framework and the Australian curriculum are not meant to compete against each other but rather are complementary to with the global goal of offering a well-articulated learning right from pre-school, into school and beyond. 5) Identify and evaluate reading and writing assessment Traditional considerations of literacy have often been accompanied by traditional assumptions concerning literacy assessment (Carr , 2001). If, however, literacy is placed in the bag of concepts involving communication as social practice, then approaches taking into considerations growth requirement to include multiple perspectives must be taken into account. There are a number of reasons for carrying children literacy assessment. This includes: i. The desires to understand the current knowledge, skills and altitudes regarding literacy and its components with each child and the class in general ii. Provide guidance to pedagogical and curriculum decisions iii. Record and monitor the learning process of the child. This provides the framework to communicate with the parent iv. Providing accountability to other external bodies such as government ministry in charge of education This clearly shows that different reasons for literacy assessment may spark off different approaches for collecting and recording the data. Criteria for carrying out literary assessment In order to achieve the aim of proving an informed assessment, it is crucial for the assessment process and procedure selecting to satisfy certain criteria. This includes: i. Is the assessment reliable: and will it ultimately accurately reflect the exact literacy levels within the child? ii. Is the assessment accurate? Is the assessment procedure entrenched in known literary practises of the child and the respective cultural context iii. Is it relevant? Will the selected assessment process offer information specifically relating to the on-going literary development of the child? The Australian National Assessment Program- Literacy and Numeracy (NAPLAN) refers to an annual literacy assessment carried every year in the second week of May by all students in years 3, 5, 7, and 9. This NAPLAN assessment is aimed giving information on the manner in which, students, schools and school systems fair against the Australian National standards (Australian Governemnet Department of education, 2008). This information collected offers a baseline in which schools system, schools and students’ progress can be monitored, consequently providing a longitudinal assessment of the achievement of both school and students, and can be adopted in the formulation of strategies aimed at improving the numeracy and literacy achievements of students. NAPLAN assessment results are usually passed at three Australian levels of governance i.e. national, state and territorial; with the final summary out by September. The Summary Report contains preliminary results, and the National Report released in December comprising all results by student subgroups (geo-location, parental education, and background other than English, sex, indigenous status and parental education). The validity and reliability of the tests carries out by NAPLAN is reflected by the manner in which the results are used to assist the teachers and students in discussing the student progress, thus identifying areas which require more emphasis as well as pointing out teaching program merits and demerits thus permitting the school to review and support its program. 6) Developing knowledge of the relationship between curriculum and policy Curriculum is basically the foundation of the process of teaching- learning. It also goes on to cover the study programs, lesson plans, student assessment, teaching and learning resources and even teacher education. (McKernan, 2008), defines curriculum as the “structured series of intended learning outcomes” that prescribes the results of instruction. Curriculum is, therefore, viewed as an output of the development process. Research in curriculum development has focused more on improving the process of curriculum than on curriculum theory, which aims to better understand the educational significance of what Students are learning”. According to (Tyler, 1949), curriculum development on the face appear to be the principal concern to government and parents, educators as it has a direct relevance and impact on national and social prosperity and development (Lunenburg, , 2001). However, with closer scrutiny it becomes evident that educational change is far more complex that a mere curriculum change. Ideally curriculum change and renewal has become part of the broader education strategy change and hence ‘the policy’. Curriculum development in the modern days offers both strategic process challenge and policy challenge as well. For instance, is the aim of policy is to teach substance with value (Walker, 1990). Bibliography Australian Governemnet Department of education. (2008). National Assessment Program - Literacy and Numeracy (NAPLAN). Retrieved April 03, 2014, from http://education.gov.au/national-assessment-program-literacy-and-numeracy-naplan Australian Government Department of Education, E. a. (2009). Belonging, Being & Becoming: The Early Years Learning. The Early Years Learning Framework for Australia. Canberra, . Carr , M. (2001). Assessment in early childhood settings: learning stories. London.: Paul Chapman,. Hill, T., & Stremmel, A. J. (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. Boston : Pearson. Hunt, P. (2000). Futures for children’s literature: Evolution or radical break. Cambridge. Cambridge Journal of Education . Jewitt, , C. (2002). The move from page to screen: The multimodal reshaping of school. Visual Communication. Jolliffe, W., Waugh, D., & Cars, A. (2012). Teaching Systematic Synthetic Phonics in Primary Schools. London : Sage. Kapitzke, C. a. (2006). Libraries: Changing Information Space and Practice. New Jersey: Lawrence Erlbaum Associates. Kress,, G. (2003). Literacy in the New Media Age. London: Routledge. Kress,, G., & Leeuwen,, T. (1996). Reading Images: A Grammar of Visual Design. London: Routledge. Lunenburg, , F. (2001). Curriculum development: Inductive models. Schooling,. McGee , L., & Richgels , D. (2003 ). Designing early literacy programs: strategies for at-risk preschool and kindergarten children. Guildford Press : NewYork. McKernan, J. (2008). Curriculum and imagination: Process theory, pedagogy and action research. New York, NY: : Routedge. McLachlan, C. J., & Kumar, L. (2006). Emergent literacy in early childhood settings in Newzealand. Australian Journal of Early Childhood, 12. Ministry of Education. (2005). Kei Tua o te Pae Assessment for learning: early childhood exemplars. Learning Media: Wellington. Sumsion, J. (2009). Insider perspectives on developing Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Australasian Journal of Early Childhood, 34. Tyler, R. W. (1949). Basic principles of curriculum and instruction. . Chicago, IL : University of Chicago. Unsworth, L. (2008). Multiliteracies, E-literature and English Teaching. Centre for Research in English and Multiliteracies Education (CREME),University of New England, Armidale, Australia. Unsworth,, L. (2006). E-Literature for Children: Enhancing Digital Literacy Learning. London and New York: Routledge Falmer. Walker, D. F. (1990). Fundamentals of curriculum. . Fort Worth. TX: Harcourt Brace College. Whitehead, M. R. (2009). Supporting language nd Literacy Development in the early years. Maindenhead: McGraw-Hill. Yelland, N., Libby, O., & Harrison, C. (2008). Rethinking Learning in Childhood. Maindenhead: McGraw- Hill Education. Read More