2. Teachers know the content they teach.
Know the importance of literacy and numeracy to their content area and can incorporate
strategies to support literacy and numeracy in their teaching.
In this standard it is important for the teacher to understand how different elements of education all fit into one. The teachers must understand the frameworks and foundations on which their classes are drawn as well as the knowledge behind it.
Literacy and numeracy while completely separate entities; are exposed to ever shifting definitions particularly in light of different eras and modification of curriculum. Personally, I believe literacy is very in line with the Luke & Carpenter (2003) definition of “It is the culturally appropriate way of thinking, not the act of reading or writing that is most important in the development of literacy. Literacy is about creating, comprehending, decoding and analysing a range of different multimodal texts. Literacy thinking manifests itself in different ways in oral and written language in different societies.” This shows that discussing literacy is able to be extended beyond just mere words on a page, but being able to read the words to connect the world. This demonstrates the high applicability of literacy and its appearance everywhere during our daily lives (Anstey & Bull, 2006). Whereas when approaching a definition of numeracy, Barwell (2004) places it in a practical day to day context, which I believe, is the most important way to define and approach numeracy. “To be numerate is to use mathematical ideas to make sense of the world. Numeracy incorporates the use of numerical, spatial, graphical and algebraic concepts and skills in a variety of contexts and involves the critical evaluation, interpretation, application and communication of mathematical information in a range of practical situations.” This is how I feel numeracy should be defined, going past just sums and numbers but examining a critical evaluation for its daily applicability.
During my time at university I have become very inline with the idea of multiliteracies. Multiliteracies is the ability to draw meaning out of something that may otherwise be static or mechanical in nature (Wilhelm, 1997). This means that students can draw meaning out of anything in my classes and place their own interpretation on the topic.
Below is an assignment I completed redesigning an Year 9 EAL lesson sequence (English as an Additional Language) where I incorporated a shifting look at literacies and it's modern applicability inline with multiliteracies.
Literacy and numeracy while completely separate entities; are exposed to ever shifting definitions particularly in light of different eras and modification of curriculum. Personally, I believe literacy is very in line with the Luke & Carpenter (2003) definition of “It is the culturally appropriate way of thinking, not the act of reading or writing that is most important in the development of literacy. Literacy is about creating, comprehending, decoding and analysing a range of different multimodal texts. Literacy thinking manifests itself in different ways in oral and written language in different societies.” This shows that discussing literacy is able to be extended beyond just mere words on a page, but being able to read the words to connect the world. This demonstrates the high applicability of literacy and its appearance everywhere during our daily lives (Anstey & Bull, 2006). Whereas when approaching a definition of numeracy, Barwell (2004) places it in a practical day to day context, which I believe, is the most important way to define and approach numeracy. “To be numerate is to use mathematical ideas to make sense of the world. Numeracy incorporates the use of numerical, spatial, graphical and algebraic concepts and skills in a variety of contexts and involves the critical evaluation, interpretation, application and communication of mathematical information in a range of practical situations.” This is how I feel numeracy should be defined, going past just sums and numbers but examining a critical evaluation for its daily applicability.
During my time at university I have become very inline with the idea of multiliteracies. Multiliteracies is the ability to draw meaning out of something that may otherwise be static or mechanical in nature (Wilhelm, 1997). This means that students can draw meaning out of anything in my classes and place their own interpretation on the topic.
Below is an assignment I completed redesigning an Year 9 EAL lesson sequence (English as an Additional Language) where I incorporated a shifting look at literacies and it's modern applicability inline with multiliteracies.