To Summarise

There are several converging situations and contexts informing this series of posts.

In the first instance it promotes a view that definitions of literacy itself is a multiliterate concept.

It invites us to reconsider preconceived ideas about what ‘Literacy’ is. Often, educators are encouraged to bring their focus to ‘teaching’ literacy as if it is a form of subject or content or a learning outcome in itself.

We are encouraged to consider our andragogical approaches and consider how our attitudes towards the  ‘teaching’ of literacy are sometimes subverted by such preconceived ideas.

It promotes a critically reflective stance about literacy. A fundamental here is that the ‘critical reflection’ involved is not a means to assert the educator’s narrow views and that literacy is not a vehicle for promoting a philosophical agenda.

The crucial difference is that the critical reflection is centred around diagnoses, not prescriptions. The idea being that both student and educator engage in enquiry-based dialogue about literacy as it features in their learning, in their situations and in their lives.