What Are The Neo-Didactic Pedagogical Approaches To Teaching Literacy?

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Teachers who understand both how their students learn and the theories to teach them to read, and write will have a positive effect on how students master the skills to be considered literate. Teachers also need to account for the development of the Australian Curriculum in English and its implications for language, literature and literacy. These strands work symbiotically within the Australian Curriculum under the banner of multiliteracies which include listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes. In 2008 the then Minister for Education Julia Gillard announced that co-operation between states and territories “will see a …show more content…
While each of the authentic, functional and critical approaches to teaching literacy via student centered environments that look to build students ready for the workplace by being able to understand, interpret and produce a wide variety of literature, if a student cannot produce a simple e-mail with the correct punctuation, use of grammar or spelling their working future will not be a prosperous one. Understanding the rules that govern any aspect of our life is curial for a fully functional society. Thus a modern take using ICT and other tools to learn via the didactic approach is required. Used as a counter to the formalities of the neo-didactic approaches, will be to embrace the social constructs of authentic pedagogy. As important as the rules of literacy are, the authentic approach will remove the mundane, turning the classroom into a storybook, a faraway land, deep space or 20,000 leagues under the sea. These highly motivating ideas allow peer to peer literacy interactions, thus allow teachers more time to focus on students’ needs to further enhance the educational experience. Shakespeare (c1838), “all the world 's a stage and we are merely players” is an example of how the functional approach can be used for students to explore important elements of field, tone or mode within literacy. However the functional approach will not enforce set texts alone. It will be free flowing enabling students to examine the syntax or tone of films scripts such as this famous line from Star Wars “when I left you, I was but the learner; now I am the master” (Lucas, 1976), or the predictable way the weather is presented via the social interaction of radio or television. The counterpart to functional will be the critical approach. As diverse as students are they also share many common interests specific to their generation. Classroom debates, group colorations and

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