In light of the different literacy elements which appear to compete for
educator attention, and do so at the expense of the student, how might
educators reclaim situated literacy for the classroom?
In the first
instance, it could it be more fitting to visualise literacy as what ‘falls out’
of our teaching and learning moments.
Literacy is what ‘emerges’ a consequence of the discussions, the
reading, the writing and the texts. Literacy embedding is not something we ‘put into’ teaching
and learning, it was already there in the classroom, evolves as a social event,
is situated in shared discussions and environments?
Literacy emerges from the range of communication skills and
communication technologies that are engaged in in the learning environment. The
range of strategies available are so wide and available that it makes
evidencing literacy embedding daunting.
If literacy is there already and its existence is not dependent on
educators putting literacy ‘into’ the situation, what strategies might be used
to evidence literacy embedding and how it is situated in the learning
environment?
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