EML309 Assessment One

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EML309
Primary English
Curriculum: Text
Construction, Pedagogy
& Processes

Assessment One:
Teacher as Text
Constructor

Teacher as Text Constructor

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Josie Morrow

Table of Contents
Introduction

p. 3
Literacy Learning and Teaching in the 21st Century ..
p. 3
Key Terms and Concepts for Literacy Learning ..
.. p. 4
Multiliteracies and Text Construction ..
...... p. 5
Texts and the Construction of Meaning...
.. p. 5
Conclusion

.. p. 6
References
..
..... p. 7

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Introduction
The purpose of this report is to discuss new and developing
understandings of texts and text construction in the 21st century.
Having completed all six portfolio tasks (portfolio task 1.1, 1.2, 1.3,
2.1, 2.2 and 2.5) my knowledge and understanding of literacy
learning and teaching has grown to acknowledge and comprehend
the role of the four Cs; creativity, collaboration, communication and
critical thinking as important 21st century skills. Significant to the
portfolio tasks, such skill acquisition has further broadened my
knowledge and understanding of how to grasp and prepare for the
constant of change. A common characteristic highlighted throughout
all tasks is the need for learners, educators, teaching frameworks
and pedagogies to remain active, flexible and innovative as best
practice is the constant mode of change. This report reflects on new
ideas of knowledge and the implications for teaching and learning,

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key concepts specific to literacy learning, the role of multiliteracy

pedagogy in text construction and the importance of critical literacy
skills in constructing and deconstructing texts
As educators, it is vital that we acknowledge and respond to the
rapid change being wrought by increasing globalisation,
technology, and social diversity(Anstey, 2006, p. 20).The most
obvious and significant to teaching and learning practices is the
changing nature of texts and text construction that has been
influenced by the advances in technology and as a result literacy;
this report will explore and illustrate the reasons why.
Literacy Learning and Teaching in the 21st Century (Leu and
Gilbert)
This portfolio task explored the demand for a shift in thinking,
theory and practices toward a Knowledge Age of education whereby
new literacies are principal to learning as they emerge from the
Internet and use of other Information Communication Technologies
(ICTs), moreover, these new literacies change regularly as
technology opens new possibilities for communication and
information (Leu, Kinzer, Coiro & Cammack, 2004, p. 1570). I chose
to reflect on this task as a key asset to literacy and text construction
as it extended my view and understanding of how ideas and beliefs
of education have evolved and transformed overtime to adapt to our
rapidly changing society and in turn the implications for teaching
and learning in the 21st century.
Whilst technology advancements have introduced a range of new
literacy practices and opportunities for communicating, for example
communicating on a live web forum and accessing and talking to
one another through the use of a web cam, such developments
enhance the concept of multimodality and present a new approach
to teaching and learning. It also highlights the impact of the
practices on our conceptions of literacy and ultimately influences

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definitions of literacies within the classroom (Leu et al. 2004). The

need to redefine literacy practices is ever so apparent in the 21st
century as the way in which individuals engage with and use new
technologies to communicate shapes how we view and use
language and literacy. As new technologies transform current
literacies and literacy practices, teachers must continue to utilise
and integrate teaching practices from several strategies for a
balanced literacy approach to student learning. By adopting a
multiliteracy pedagogy, teachers are not reliant upon one single
approach, instead they value students knowledge and encourage
them to collaboratively share and use what they know about
technology and literacy to shape classroom literacy practices.
Key Terms and Concepts for Literacy Learning (Write ways,
Harris)
This portfolio task placed great emphasis on developing and
establishing a comprehensive glossary of key terms and concepts
exploring the language used when referring to literacy and literacy
practices and more specifically text construction. Whilst researching
and developing definitions of a range of key terms (e.g. scaffolding)
and their contextual information (e.g. providing sequential support
throughout the learning process with a common goal of reaching
greater independence by offering a variety of instructional
techniques; templates, prompts, manipulatives etc.), a deeper
understanding for the metalanguage used when referring to literacy
teaching could be gained and expressed.
As literacy practices are shaped by culture, society and situation
(Wing Jan, 2015), it is important for educators to develop an
understanding of what influences students shared literacy
experiences and how they play a role in shaping learners attitudes
and behaviour toward their learning and overall development.

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A common characteristic recognised throughout the theories used to

understand and conceptualise literacy practices central to texts and
text construction, was the social and or cultural element that was
embedded within each one. This illustrates the importance of
acknowledging the diversity of students backgrounds and literacy
experiences when recognising how these factors influence their
learning and understanding ways of using prior knowledge as a
valuable resource for extending their learning through the means of
relevant, authentic and diverse literacy contexts and practices.
Multiliteracies and Text Construction
Portfolio piece, 1.3, was very useful in understanding the concept of
multiliteracies and what it looks like as a teaching pedagogy. Once
again emphasising the constantly changing and evolving nature of
our society, literacy must take on many different forms and
practices in order for individuals to make meaning of and
successfully operate within all sectors of life.
Significant to text construction, literacy is recognised as the
complex interaction between the learners background and
language and the context, purpose and discourse of the text
(Walsh, 2010, p. 215). Multifaceted in nature, literacy practices are
greatly influenced by a learners socio-cultural context. Furthermore,
when referring to literacy and text construction in the 21st century, a
multiliteracy approach to teaching and learning practices is integral
in supporting learners within a rapidly changing technological
society. By fostering students understanding and ability to
communicate, represent and make meaning from one context to
another means that as teachers we need to extend our range of
literacy pedagogy and introduce into the classroom a multimodal
approach that will make student learning more engaging and
relevant to social and cultural differences.

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Texts and the Construction of Meaning

The essential purpose of both reading and writing is to make
meaning. When constructing texts, effective writers use a range of
strategies in a variety of forms for both themselves and their
selected audience to interact, connect with and draw meaning from
the text. By thinking independently and using critical literacy skills,
students are able to identify the techniques and strategies required
to communicate, represent and make meaning from text. Fostering
students ability to use a range of strategies when interacting with
texts will support and enhance their critical literacy development as
they actively construct and deconstruct texts in a manner that
promotes deep understanding. Such literacy strategies consist of,
determining the structure, purpose, context, language features and
audience for writing. Furthermore, students visual literacy skills also
supports the meaning making process and increases student
comprehension as,
it is the ability to decode, interpret, create, question,
challenge and evaluate texts that communicate with visual
images as well as, or rather than, words. Visually literate
people can read the intended meaning in a visual text such as
an advertisement or a film shot, interpret the purpose and
intended meaning, and evaluate the form, structure and
features of the text. They can also use images in a creative
and appropriate way to express meaning (Board of Studies
NSW, 2012, p. 217).
As identified, the key processes of responding to and composing
texts are central to students using language purposefully and
meaningfully in the classroom. Teachers must explicitly introduce
and demonstrate these literacy strategies in a range of multimodal
contexts that provide students with plenty of opportunity to practise

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their skills as they embark on a meaning-making journey, exploring

and creating texts.
Conclusion
As an educator of lifelong learning, change is inevitable in all forms
of literacy and literate practices, as we are operating in a
constantly changing, socially and culturally diverse, globalised, and
technological world (Anstey & Bull, 2006, p. 19). Fundamental to
the growth and development of a 21st century learner is the shift in
thinking that views and understands knowledge as a process not as
a product. In order to support this understanding, educators must
seek to continually grow and develop their own knowledge and
teaching pedagogy to ensure that they can provide authentic,
relevant learning opportunities and experiences, supporting
students active participation, inquiry and knowledge production
within a range of literacy contexts. As teachers become agents of
change and facilitate learning, students knowledge of technology
and literacy will become central to the curriculum as they
collaboratively share and use what they know to shape classroom
literacy practices (NSW Department of Education and Training,
2010).

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References
Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies.
Newark, DE: International Reading Association.
Board of Studies NSW (2012). English K-10 Syllabus. Sydney, NSW:
Board of Studies NSW.
Gilbert, J. (2007). Knowledge, the disciplines, and learning in the
Digital Age. Educational Research Policy and Practice 6, 115122.
Leu, D, J., Kinzer, C, K., Coiro, J, L., & Cammack, D, W. (2004). Toward
a theory of new literacies emerging from the Internet and
other information and communication technologies.
Theoretical Models and Processes of Reading (5th ed.).
NSW Department of Education and Training (2010). Literacy learning
and technology. Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/literacy/as
sets/pdf/packages/tech_lit_learn.pdf
Walsh, M. (2010). Multimodal literacy: What does it mean for
classroom practice? Australian Journal of Language and
Literacy, 33(3), 211-239. Retreived from
https://www.alea.edu.au/documents/item/63

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Winch, G., Johnston, R. R., March, P. Ljungdahl, & Holliday, M. (2010).

Literacy. Reading, writing and children's literature (4th ed).
South Melbourne, VIC: Oxford University Press.
Wing Jan, L. (2015). Write ways. (4th ed.). South Melbourne, Vic.:
Oxford

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