INTRODUCTORY ACTIVITY

INDIVIDUAL ACTIVITY: SMALL GROUP ACTIVITY

1. ¼ sheet of paper. Answer the 2. Share your answers to your groupmates
following:
1a. At what age, did you start
reading and writing? 2a. Graph the group members’
results/answers (1a-1c)
1b. Do you love reading books or
listening to podcasts? 2b. Discuss the variety or sameness of the
results
1c. Up to what age have you been
supervised or monitored by your 2c. Brief remarks based from your answers
parents in accomplishing 2d. Short presentation
assignments or tasks?
MODELS OF LITERACY Autonomous Model
Social Model
PED 204. 17- June 2019.
 MODELS OF LITERACY
Two Main Types:
1. Autonomous Models
 Identifies a person as “literate” if they have mastered a set of
discrete skills, of which foremost is the ability to relate spoken
sounds (phonemes) with symbols (graphemes) or such as alphabetic
characters.
 All writing is a visual representation of language and all languages
which have a writing system (orthography) rely on a shared
agreement that symbols and sounds stand in a systematic
relationship to each other.
 Sounds to letters = CODE
 MODELS OF LITERACY
Two Main Types:
1. Autonomous Models

 Identifies learning to read as a technical and neutral skill, based on

memorization and application of phonic patterns, and the irregular
exceptions, in order to crack the reading code.

 Literacy is essentially an individual cognitive process that takes place

within the learners’ own head.
 MODELS OF LITERACY
Two Main Types:
2. Social Models
 Much more than the ability to encode or decode text.
 Paolo Freire is a key figure in proposing socially and culturally inspired
alternatives to autonomous models of literacy.
 Reading (and writing) must be accompanied by critical reflection
developed through social interaction, before it can be truly defined as
“literacy”.
 MODELS OF LITERACY
Two Main Types:
2. Social Models

 Freire is particularly critical of the notion of functional literacy; the

ability to read and write sufficiently well to play a part in the social
environment and contribute to economic growth, but not well enough
to critique, challenge or change the existing social order.

 Freire would regard a reading test that includes sounding out groups of
letters, without regard for meaning and context, as an inadequate
indicator of literacy.
 For him, encoding and decoding alphabetic print must be integrated into a far wider context;
one that encourages learners to collaboratively make sense of their world.
MODELS OF LITERACY
During the 1990s, an integrated model of literacy
emerged, that took into account both autonomous and
social perspectives. This approach was perhaps most
clearly described by Freebody and Luke (1990) as the
Four Resources Model of Literacy, which defines literacy
as a linked repertoire of capabilities.
MODELS OF LITERACY
Four Roles as a Literacy Learner:

1. ODEC RAKBERE CODE BREAKER

2. XTTE YSAALNT TEXT ANALYST

3. MAGENNI ARKME MEANING MAKER

4. TTXE SERU TEXT USER

MODELS OF LITERACY

Fig 1. Model based on Freebody, P. (1992). A socio-cultural approach: Resourcing

four roles as a literacy learner. In A. Watson and A. Badenhop (Eds). Prevention of
Reading Failure (pp48-60). Sydney: Ashton-Scholastic.
MODELS OF LITERACY

*** it is important to note that Freebody and Luke do not intend their
model to be developmental; the roles of the learner described in the
model are not learned in any particular order but develop alongside each
other. All four resources are equally important and each
should be systematically integrated into planned learning
sequences at all levels of schooling.
 MODELS OF LITERACY
Activity
Consider a recent literacy lesson that you have taught or
observed or experienced. Reflecting on what you have
learned about models of literacy, can you identify any
features of the lesson that reflect autonomous, socio-
cultural or integrated approaches to literacy
development?
Thank you for listening.