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Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed. Languages and symbols are systems for representing and communicating information, experiences, and ideas. People use languages and symbols to produce texts of all kinds: written, oral/aural, and visual; informative and imaginative; informal and formal; mathematical, scientific, and technological.
Students who are competent users of language, symbols, and texts can interpret and use words, number, images, movement, metaphor, and technologies in a range of contexts. They recognise how choices of language, symbol, or text affect people's understanding and the ways in which they respond to communications. They confidently use ICT (including, where appropriate, assistive technologies) to access and provide information and to communicate with others.
From The New Zealand Curriculum
This key competency definition of using language, symbols, and texts opens our eyes to a broad view of texts.
For example, in a statistics classroom:
The written language diagram below suggests a wide variety of written text forms. If we overlay a cross-curricula lens to this mind map and add all other subject disciplines, we can see that text and written text forms are contextual, and depend on the audience and purpose.
This diagram was taken from " Effective Literacy Strategies in Years 9 to 10: A guide for Teachers (2004)" p. 162.
Once you have explored how written texts and non-written texts look different between and within different disciplines, the next step might be to co-create a school definition of text. Here is one example a secondary school literacy team created:
Writing is creating meaningful text for a specific audience and purpose that has specific style and conventions.
This cross-curricular literacy team wanted to be inclusive of all types of texts, so rather than keeping a focus on written texts only, they broadened this view to be all-encompassing depending on the sociocultural context, purpose, and audience. This deliberate change from written to meaningful helps teachers and learners decide what kinds of literacy are meaningful.
What does your school and classroom value as meaningful literacy and language skills, knowledge, and attitudes?
Key resource
NZC Update 23 - Literacy across the curriculum
This Update focuses on the languages, texts, and literacy practices of the different curriculum learning areas.
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He waka eke noa
A canoe which we are all in with no exception
Learning requires teachers to take risks in their practice. It is important to create a high level of relational trust between teachers. Without relational trust, teachers can resort back to practices that they have within their current kete. When professional learning is situated within the principles of ako, manaakitanga, whanaungatanga and wānanga then deep learning has an opportunity to thrive.
In te ao Māori, the concept of ako means both to teach and to learn. It acknowledges the way that new knowledge and understandings can grow out of shared learning experiences.
Embracing the principle of ako enables teachers to build caring and inclusive learning communities where each person feels that their contribution is valued and that they can participate to their full potential. This is not about people simply getting along socially; it is about building productive relationships, where everyone is empowered to learn with and from each other.From: The concept of Ako
Embracing the principle of ako enables teachers to build caring and inclusive learning communities where each person feels that their contribution is valued and that they can participate to their full potential. This is not about people simply getting along socially; it is about building productive relationships, where everyone is empowered to learn with and from each other.
From: The concept of Ako
Manaakitanga: to uphold the mana of each individual- show care, respect and integrity.
Whanaungatanga: build an inclusive and caring learning environment built on relationships.
Wānanga: engage in robust learning discussions.
Before we engage in a school-wide focus on improving literacy success outcomes, it is important to scope the current situation with the varying stakeholders. The more time spent identifying existing strengths and learning needs the more chance the professional learning will be ‘on time’ and ‘on point’.
Who are the stakeholders that need to be a part of the learning journey? At this point in time, what are the perceptions, beliefs, and practices that indirectly or directly affect student’s literacy and language outcomes?
This is a holistic look at literacy learning, rather than just focusing in the classroom. This can be summarised in the diagram below:
Accessed 5/3/18 from http://www.ascd.org/publications/books/107034/chapters/Develop-and-Implement-a-Schoolwide-Literacy-Action-Plan.aspx
Staff Survey/ Questionnaire:
Themes:
To gather formative data on:
This allows staff to have a voice in the learning.
A staff survey:
Walk-through Observations
Using Classroom Walkthroughs to Improve Instruction
This allows you to:
Survey/Interviews and/or Focus Groups:
Self-Evaluation Tool
Survey/ Interviews/ Focus groups Narratives
Gather formative data on their roles and perspectives. Finding out what they see as ‘added value’ in building learners’ agency around literacy. What they see as gaps in the school or identify the needs?
Qualitative and quantitative data
At a cohort level:
Whānau
The main role of whānau is to have a voice (that is listened to) and to work in partnership with the school for the benefit of their tamariki.
Various Pathway Providers
(Universities, tertiary institutions, pathway programmes, apprenticeships, community organisations)
The main role of various pathway providers is to have a voice of what types of literacy skills, knowledge and attitudes are valued in their institutions and organisations.
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