Alice Rose Dunn Educ3526 Assignment 2 2092936

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Select a definition of literacy, or develop your own definition. After you have stated your
definition of literacy discuss what this definition implies about literacy, and then outline
what you think it will mean for your work as a teacher of middle and secondary school
students.
The term literacy is often used narrowly to describe the skills of reading and writing, but this
definition is problematic as it fails to take into account the abilities students have in other
areas which are excluded from this broad description but which are still valuable (Cullip
1999). Literacy encompasses much more than the ability to decode, decipher and copy
symbols but also involves the ability to comprehend texts, critically analyse content and
synthesising theory with practise. These competencies do not rely exclusively on a students
capacity to read or write but rather their ability to think. Literacy practises and ways of
understanding are also affected by the societal values and the environment in which the
student is being educated (Vygotsky 1962). As a result literacy education becomes culture
specific and relies on the use of pedagogy and curriculum which will prepare students to
participate successfully within that particular society (Langer 1991). In a contemporary
context, the values of Australian society are reflected in the pedagogy and curriculum of
literacy teaching in the middle years through the expectations presented in the NAPLAN
tests and the national curriculum achievement standards (ACARA 2011).
Judith Langers definition of literacy is based on the idea that a students intrinsic ways of
understanding and thinking are of equal importance as their ability to read and write (Luria
1982). Her theory of literacy therefore incorporates such skills as; speech, comprehension
and discussion and she offers an example which epitomises this idea. She presents a
scenario in which students read a text and then consequently discussed its key ideas, issues
and implications as a group. The skills and outcomes displayed in this circumstance would
traditionally be considered engagement in critical thinking or a benchmark for literate
thinking in that context (Langer 1991). Contrastingly, if a student had the same critical
discussion of facts and objectives as a result of viewing a television program, this could still
be considered literate thinking even though reading and writing never actually occurred.
Judith Langer questions the traditional definition of literacy further by adding another
dimension to the scenario in which students read the text and prove comprehension by
answering closed questions and copying information from a single source. This could also be
considered a display of literacy skills however no engagement or literate thinking has taken
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place. This paradox raises the idea that reading and writing could be considered tools that
enable but do not exclusively ensure that a student engages with the text and uses literate
thinking skills(Langer 1991). It is with this in mind, Langer argues, that educators have to
question the types of literacy practices that are valuable and necessary for students to learn
in order to ultimately participate appropriately within their specific culture and society.
Langers definition of literacy echoes Lev Vygotskys theory that literacy practices depend on
the social conditions in which the students are taught. Therefore the skills that an individual
develops reflect the uses and approaches to literacy used by the society in which they are
raised and educated. On this issue of learning in the context of social constructs, Vygotsky
and Langer agree that literacy practises are deeper than the simply ability to read and write
but rather should reflect the culture-specific skills, concepts and ways of thinking that are
required in order for students to become active, successful members of their community in
adult life. In Australia for example, the values and societal expectations of literacy are now
prescribed explicitly by the Australian Curriculum Assessment and Reporting Authority
(ACARA 2011).
The educational implication of Langers definition of literacy and literate thinking is that
teachers and curriculum governing bodies such as ACARA need to examine the expectations
placed on students in a social context and ensure that these expectations reflect the values
and requirements of the culture and society in which the student will be a
participant(Vygotsky 1962) (Cullip 1999). ACARAs testing is concerned with ascertaining the
national benchmark of literacy and numeracy and the National Assessment Program of
Literacy and Numeracy tests consist of specific abilities that determine how a student
performs in relation to their peers (ACARA 2011). In these tests, specific skills are tested
such as the ability to comprehend, which is assessed by asking a series of questions based
on the content of a prescribed text (ACARA 2011). Language conventions are also tested
which involves assessing a students ability to spell, use correct grammar and select
appropriate words to complete a sentence(ACARA 2011). If Langer and Vygotskys culture-
specific view of literacy (Vygotsky 1962) is applied to an Australian context, the capabilities
which are assessed by ACARA in these NAPLAN tests should reflect the significance which is
placed on these skills by Australian society (Cullip 1999).
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However it could be argued that while there is an emphasis placed on the importance of
written language in Australian society, there is no current test for speaking and listening,
critical evaluation and analysis or creative thought (ACARA 2011) all of which are valuable
capabilities which therefore need to be taught by middle and secondary school teachers.
Traditional definitions and modern testing of literacy provide a limited insight into the
capabilities of students in a changing society. While some define literacy as the simple
ability to read and write (Henderson 2012), theorists such as Judith Langer suggest that
reading and writing are simply vehicles through which it becomes possible for a student to
develop literate ways of thinking which are required of them in their specific culture and
society(Langer 1991). While it is possible to test a students written communication skills
through testing such as the NAPLAN, it is still important to recognise that there are literacy
practises which are just as important to a students literacy development such as speaking
and listening, discussion of key ideas and multi-literacies, and it is these fundamental skills
which need to be acknowledge, not only what is contained within the NAPLAN(Langer
1991).

ACARA (2011). "NAPLAN: The Tests." Retrieved 27th April, 2013, from
http://www.nap.edu.au/naplan/the-tests.html.

Cullip, P. F. (1999). "Scaffolding Literacy Learning: Vygotsky in the Classroom." The English Teacher
28.

Henderson, R. (2012). Teaching Literacies: Principles and Practises. Teaching Literacies in the Middle
Years: Pedagogies and Diversity. R. Henderson. South Melbourne, Victoria: Oxford University Press: 1
- 17.

Langer, J. A. (1991). Literacy and Schooling: A Sociocognitive Perspective. Literacy for a Diverse
Society: Perspectives, Practices, and Policies. E. H. Hiebert. New York, Teachers College Press: 9 - 27.

Luria, A. R. (1982). Language and Cognition. United States, V.H Winston & Sons.

Vygotsky, L. S. (1962). Thought and Language. United States, M.I.T. Press.


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