As well as knowing what we mean when we use words like embedding and literacy or numeracy, we also need to know what kind of thinking sits behind these concepts.
Getting to this is like popping the bonnet or hood of your car and having a look at what’s underneath. You can drive a car without knowing much about the engine. But it helps if you know a little bit.
In fact, there are at least a couple of times when you do want to know a bit more about how things work. Every car needs a service from time to time. The more you know about how your car works, the more likely you’ll be able to keep things running smoothly. And that brings us to the second thing.
Sometimes, you need to change things. This might be to make things run better or to stop things from breaking down. Either way, teaching better means looking at how things run beneath the surface.
This means your personal approach at the end of the day. More on that in the next module. But first, we need to dig into the different kinds of thinking that underpin our ideas about literacy and numeracy.
These different ways of thinking about teaching and about literacy or numeracy are called frameworks. And we’re going to look at five of them.
I’ve started writing new course content for the new NZCALNE (Voc) – the latest version of our course. I want to revise the definitions that we use to talk about the Learning Progressions for Adult Literacy and Numeracy.
The terminology is confusing for most people. And some of the existing definitions are not very helpful either.
Here’s a list of the literacy progressions below, with my plain English explanations. If this is something that you’re involved with using, either as a tutor or manager, I’d like some feedback.
I want to know if these make sense below. This is still a specialised area, but I’ve tried to use a limited vocabulary, active voice, and no adverbs.
Have I missed any critical aspects of the meanings? If yes, how can I add these without making it sound like rocket science? The audience is trades and vocational tutors who are non-experts in literacy and numeracy.
Here’s the list. Please direct any feedback to the comment section. Thanks…!
Knowing the meanings of words, how to use them, and how they relate to each other.
Language & Text Features
Using and understanding language, texts, and parts of texts including speech.
Understanding the messages, making connections with what you know, inferring meanings.
Understanding who is speaking and why. Aware of speakers’ purposes and points of view
Interactive Listening & Speaking
Taking part in conversations and discussions. This includes taking turns, interrupting in a way that is appropriate and checking meanings.
Using Strategies to Communicate
Getting ideas and information across to others in a way that is effective.
Knowing how to say written words out loud
Understanding who wrote something, why, and for whom.
Purpose & Audience
Having reasons and goals for writing. Knowing who you are writing for.
Writing words in a way that is correct and consistent.
Planning & Composing
Deciding what to write about. Then recording ideas.
Revising & Editing
Making changes and corrections to writing. The aim is that the writing is clear, meets your purpose and engages with the audience.
Here’s your mission: Start an underground viral advertising campaign for learning. In particular, adult learning. And by adult learning I mean something that includes foundational skills such as literacy and numeracy.
Share these images. Print them out and give them to people. Particularly those doing the education part.