Eln402 Assess 1

Brenton Hawken 11538282 Due date: Friday 22nd December 2017
Assessment 1: Identity and develop literacy instruction Value: 40%
ELN402: Literacy Strategies for

Learning
Assessment 1
Report: Identity and develop literacy

instruction
Brenton Hawken 11538282
Value: 40%
Word count: 2152
Lecturer: Chris Edwards-Groves
Due Date: Friday 22nd December 2017
1
Table of contents
Introduction……………………………………………………………………………………3
Multiliteracy Pedagogy ………………………………..……………………………………...3
Situated Practice………………………………………………………………….……3
Overt Instruction………………………………………………………………………4
Critical Framing……………………………………………………………………….4
Transformed Practice………………………………………………………………….5
Four Resources Model………………………………………………………………………...5
Code Breaking………………………………………………………………………5-6
Text Participation……………………………………………………………...………6
Text Use…………………………………………………………………………..…6-7
Text Analysis………………………………………………………………………….7
Unit Evaluation……………………………………………………………………………...7-8
Conclusion……………………………………………………………………………………..8
References……………………………………………………………………………………..9
Appendix 1: Marking Rubric……………………………………….………………………..10
Appendix 2: Unit of Work………………………………………………………………..11-17
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Introduction
This report analyses the literacy practices of a food technology unit against two prominent
literacy frameworks. The multiliteracy framework (New London Group, 1996) comprises of
four practices: situated practice, overt instruction, critical framing and transformed practice;
whilst the four resources model (Luke & Freebody, 1999) identifies code-breaking, text
participation, text use and text analysis as four resources needed to participate in a literate
society. The report concludes with an evaluation of the unit’s effectiveness to teach literacy,
suggesting ways in which the unit could be modified to enhance student literacy outcomes.
Multiliteracy pedagogy
The multiliteracy pedagogy considers a range of different text types, including multimodal
and hybrid texts, as well as linguistic and textual design elements such as visual, audio,
spatial and gestural (Henderson & Exley, 2012, p. 22). There are four integrated components
of the multiliteracy pedagogy which are necessary to achieve strong literacy outcomes:
Situated practice
Situated practice allows students to experience and learn new concepts through what is
already known. Students become contributors of their own knowledge, as they bring their
prior experiences, interests and knowledge into the classroom to share with others
(Henderson & Exley, 2012, p. 23).
The ‘My Restaurant Rules’ unit consists of an integrated project which effectively uses
situated practice to enhance student literacy. Learning activities incorporate texts and
processes from the real world, including those that are similarly used in the design
industry. Task one asks students to brainstorm and collect examples of restaurant types,
names and logos from their out-of-school lives. They are then encouraged to discuss
these with other students, before conducting additional internet research to find new
examples. Students are also exposed to familiar (recipes and menus), and unfamiliar text
types (recipe cards and floor plans) throughout the unit to improve literacy capabilities.
Situated practices can be improved by using a greater variety of cooperative learning tasks,
brainstorming activities (class mind map), and digital tools (online Kahoot! quiz) to
identify students’ prior knowledge. This will allow the teacher to identify students who
may require extra assistance, and areas of content that may require extra time to teach.
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Overt instruction
Overt instruction involves teachers identifying the specific learning needs of their students
through observation and assessment. They are then able to assess these learning needs to
provide interventions and scaffold learning to conceptualise, theorise and develop explicit
generalisations, and enhance language and metalanguage (Henderson & Exley, 2012, p. 23).
There are many opportunities for the teacher to use observation and assessment to
identify the specific learning needs of students in this unit. Students constantly record
their progress and completed work in a folio, which provides the teacher with evidence
on how students are progressing throughout their learning. This allows for interventions,
scaffolds and extended learning to occur to enhance language, metalanguage and literacy
outcomes in the subject. Students set up and constantly revise and add to a ‘terminology
list’ throughout the unit, which is used to reinforce the metalanguage of the subject.
Overt instruction can be improved by focusing teaching on the elements of each of the text
types that students interpret and create (logos, business card, floor plan, menu, written letter).
As overt instruction includes collaborative interactions between teachers and students, further
modelling by the teacher on how to complete tasks would be beneficial (Mills, 2006, p. 29).
Critical framing
Critical framing encourages students to examine the impacts that social contexts such as
relationships, interests and perspectives; as well as the designs of meaning including interests
behind an action, motives for expressing a meaning and reasons for highlighting facts; have on
certain texts (Henderson & Exley, 2012, p. 24).
Students discuss and examine the purpose and audience of the texts they create, and while they
design their restaurant, they justify the design decisions made to achieve the purpose of
these texts. For example, a student may choose to develop a vegan friendly restaurant and
therefore, the purpose of their logo and menu is to convey this to potential consumers.
This will be achieved by creating texts that represent the vegan lifestyle.
Critical framing could be improved by including more cooperative learning tasks such as
jigsaw activities, think pair share or group work, to encourage students to share their knowledge
with others to better understand different perspectives and opinions. A greater emphasis on
peer and self-assessment would encourage students to be more critical of their own work.
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Transformed practice
Transformed practice involves students demonstrating their acquired knowledge by applying

it to typical and new practical situations (Henderson & Exley, 2012, p. 24).
This unit provides many opportunities for students to demonstrate their knowledge by
transforming theory into practice. At the beginning of each task, a PowerPoint presentation is
used to deliver the curriculum content to students before allowing them to connect with and
practice what they have learnt on a design task (creating a logo, menu, persuasive letter etc).
This allows students to apply their knowledge of texts creatively, by choosing their own
product to develop, and offering students a chance to apply their own areas of interest to tasks.
Students are engaged in ‘acts of imagination’ while showcasing what they have learnt,
promoting higher-order problem solving and thinking (Kalantzis & Cope, 2008, p. 186).
The final assessment item is the folio containing all the students work throughout the term.
This is where the students demonstrate their knowledge and deep understanding of the topics
covered, providing the teacher with the chance to revisit any area that may need further
explanation (Killen, 2005, p. 13). No improvement needs to be made to this component of the
framework, as the unit effectively achieves strong literacy outcomes.
The four resources model
The four resources model identifies four resources that students need in order to function and
participate in a literate society (Henderson & Exley, 2012, p. 24). Each resource is necessary
to promote effective literacy learning and maintain a balanced literacy program:
Code-Breaking
Code-breaking involves recognising that messages can be hidden in oral, print and multimodal
texts. Having the skills and ability to “crack the codes and symbols of particular semiotic
systems used in texts, whether they be linguistic, auditory, visual, gestural or spatial”
(Henderson & Exley, 2012, p. 25), is an important aspect of being a literate citizen.
Code-breaking is achieved through discussion, which is used to introduce metalanguage and

unfamiliar text formats to students. For example, students are introduced to recipe cards in
week five where they choose a recipe to modify and fill out on the recipe card accordingly.
They use subject specific metalanguage such as ingredients, method and utensils to
communicate the recipe they are going to cook in the practical lesson to the teacher. Students
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decipher a variety of codes such as C= cup, kg = kilogram and tsp = teaspoon that are located
within recipes to create meals. When using computer programs such as Adobe illustrator to
create their own restaurant logo, menu and uniform, students interpret a variety of symbols in
the software program to achieve this.
This unit could be improved by adding more specific metalanguage building activities such as
word bank and closed passage activities to give students more opportunity to develop language.
Text participation
Students draw upon a range of life and literary experiences to make literal and inferential
meanings of texts (Flint, Kitson, Lowe, & Shaw, 2014, p. 293). Text participation resources
recognise that we draw upon these prior experiences and our knowledge about content and
types of texts to create meaning (Henderson & Exley, 2012, p. 25).
Learning activities incorporate texts and processes from the real world, which allows
students to draw upon their own life and literary experiences. Students are given the task of
creating a floor plan for their restaurant. As there are many ways to set out a restaurant,
students will draw upon prior experiences of dining in restaurants outside of school to
complete this task. Students conduct research on restaurant layouts and locate images
using a search engine to add to their folios. To complete this activity, students will need
to understand the purpose of a floor plan and how it conveys meaning as a text.
The addition of prediction activities that give students the chance to predict the meaning of
certain texts based on their prior knowledge could improve this unit. For example, students
participate in activities such as reading a restaurant’s name or menu and predict the type of
establishment it is and the types of food it sells.
Text use
Text use helps students to understand and recognise that there are: “differences between texts
in purpose, structure, language and grammar; how to use different texts; and when to use texts
appropriately” (Flint, Kitson, Lowe, & Shaw, 2014, p. 308).
Students learn about and discover the purpose, structure and language of several texts including
logos, business cards, menus, floor plans and formal letters. Students experiment with a variety
of different methods of presenting information depending on the purpose, content and type of
information required; and how to best present this information. For example, the purpose of a
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letter is to communicate/persuade; it has a structure that begins with a salutation such as ‘dear
sir/madam’ and concludes with a signature; and formal language is used.
Additional strategies for text use could include more cooperative learning activities based on
the multi-text model. Working in groups, students are provided with examples of the text form
being studied. The texts are analysed on the effectiveness of their purpose and structure to
convey meaning. Texts are ranked from least to most effective based on the features of the texts
(Flint, Kitson, Lowe, & Shaw, 2014, p. 310).
Text analysis
Text analysis resources are used to construct critical views of texts, and to detect any bias,
ideologies or world views that may be present. All texts are “social and cultural constructs,
produced by specific authors at specific points of time” (Henderson & Exley, 2012, p. 25).
There is limited use of text analysis resources in this unit. Students conduct research on the
internet for their restaurant. Here, students analyse the reliability of certain websites for
information, detect any bias that may be present and make judgements on the quality of the
information being sourced.
This unit would greatly benefit from the inclusion of more text analysis strategies. This could
be achieved by reading online blogs or newspaper article reviews of local restaurants and food,
and then analysing these texts for any bias, ideologies or world views that may be present in
them. Once students have completed this activity, they could practice writing reviews on the
restaurants of their peers, and analysing these reviews using text analysis resources.
Evaluation
As indicated in the report above, there is solid evidence to suggest that the ‘My Restaurant
Rules’ unit of work has incorporated each component of the multiliteracy framework and
four resources model. The multiliteracy framework is consistently balanced throughout
the unit, providing ample opportunities for the teacher to develop and assess student
learning outcomes (Henderson & Exley, 2012, p. 23). However, the components of the
four resources model lack a similar balanced approach, as there is an over-saturation of
the text participation resource and limited opportunity to explore the text analysis
component. By balancing these components more evenly, this will ensure that students
receive the resources needed to function and participate in a literate society (Henderson &
Exley, 2012, p. 24).
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While some improvements can be made to this unit of work as suggested in the above report,
majority of the learning activities outlined effectively improve student literacy. The unit
consists of an integrated project which incorporates texts and processes from the real
world, including those that are similarly used in the design industry, allowing students to
draw on their prior knowledge and learning experiences to enhance their literacy. Students
record their work in a folio, which allows for interventions, scaffolds and extended
learning to occur to enhance language, metalanguage and literacy outcomes in the subject.
The unit is project based which provides many opportunities for students to demonstrate their
knowledge by transforming theory into practice. It incorporates a variety of multimodal and
hybrids texts, and up-to-date digital resources. It also considers a wide range of student’s
literacy needs, including Aboriginal and Torres Strait Islander students, with the inclusion of
the Aboriginal 8-Ways of Learning model.
It is recommended that during future teachings of this unit, the additional suggested strategies
in this report are adopted to allow students to holistically become literate citizens of our society.
Conclusion
This report successfully identifies and develops literacy instruction in the food technology
subject area. The ability to read is no longer considered the only benchmark of being a literate
citizen, and today’s students now face the challenge of creating meaning in a society that has
become increasingly multimodal. Units of work that incorporate learning activities which align
with the multiliteracy framework and four resources model, will give students the best
opportunity to thrive in a literate society.
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References
Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2014). Literacy in Australia: Pedagogies for
Engagement. Milton: John Wiley & Sons Australia.
Henderson , R., & Exley, B. (2012). Planning for Literacy Learning. In Teaching Literacies:
Pedagogies and Diversity in the Middle Years (pp. 18-56). South Melbourne: Oxford
University Press.
Kalantzis, M., & Cope, B. (2008). New learning: Elements of a science of education.
Cambridge: Cambridge University Press.
Killen, R. (2005). Programming and Assessment for Quality Teaching and Learning. South
Melbourne: Ligare Pty Limited.
Luke, & Freebody. (1999). Four Resources Model.
Mills, K. (2006). "We’ve been wastin’a whole million watchin’her doin’her shoes” Situated
Practice within a Pedagogy of Multiliteracies. The Australian Educational
Researcher, 33(3), 13-32.
New London Group. (1996). Multiliteracy Framework.
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Brenton Hawken 11538282 Due date: Friday 22nd December 2017 Assessment 1: Identity and develop literacy
instruction Value: 40%
ELN402 201790 Assessment item 1 - Report: Identify and develop literacy instruction in a content area
Student name: Brenton Hawken (11538282)
Criteria FL PS CR DI HD
Can identify literacy Does not show Provides some concrete Establishes knowledge of Mostly a comprehensive Detailed and highly accurate
practices and resources understanding of examples of components components of analysis of the unit analysis of unit according to
using frameworks literacy practices or of multiliteracies and multiliteracies and four according to both multiliteracies and four
(Learning experiences: resources or four resources resources but with some multiliteracies and four resources
Ms 1, 2, 3) /5 frameworks errors resources
Determines strategies for Numerous errors Identifies some literacy Accurately identifies a range Accurately identifies a range Comprehensive analysis and
literacy instruction and strategies used in the unit of literacy strategies and of literacy strategies and synthesis of the literacy
their purposes their purposes their purposes making strategies used in the unit
(Learning experiences: specific reference to aspects
Ms 4 and 5) /10 of literacy
Able to modify units for Unit not modified or Determines examples of Modifications encompass a Comprehensive modification Explanation provides
more focused use of modifications are effective strategies but range of strategies in the unit using literacy strategies to comprehensive
literacy strategies incorrect or limited modification enhance unit consideration of effective
(Learning experiences: inappropriate strategies and unit enhanced
Ms 2 and 3) /10
Can use frameworks to Does not use Can identify Identifies each broad Provides an evaluation of the Comprehensive explanation
identify the how and frameworks to develop and use some broad component provides specific unit that shows knowledge provided for how literacy
what of effective the how and what of components of examples from the unit to of components of how and instruction may be
literacy development in literacy development in frameworks to comment illustrate effectiveness of why of literacy developing developing in own content
relevant content area content area instruction on effectiveness literacy development in own in own content area areas
instruction of literacy development content area
(Learning experiences: in content area
Ms 2 and 3) /10
Assignment is clear, Unacceptable number Small number of errors Some errors in two aspects Exceptional in most aspects Exceptional in all aspects of
effectively structured, of errors in each of in each of these aspects. of presentation (e.g. of presentation presentation
error-free and shows these aspects. structure and APA)
accurate use of APA
(Subject outline, M 1) /5
Total:
Comments:
10
Appendix 2: Unit of work
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Brenton Hawken 11538282 Due date: Friday 22nd December 2017

Assessment 1: Identity and develop literacy instruction Value: 40%

ELN402: Literacy Strategies for

Report: Identity and develop literacy

Brenton Hawken 11538282

Word count: 2152

Lecturer: Chris Edwards-Groves

Due Date: Friday 22nd December 2017

Multiliteracy Pedagogy ………………………………..……………………………………...3

Four Resources Model………………………………………………………………………...5

Appendix 1: Marking Rubric……………………………………….………………………..10

Appendix 2: Unit of Work………………………………………………………………..11-17

Transformed practice involves students demonstrating their acquired knowledge by applying

The four resources model

Code-breaking is achieved through discussion, which is used to introduce metalanguage and

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