Who We Are
We are a group of 400+ literacy educators from all around Australia.
Most of us work as teachers, principals, consultants in schools, or lecturers in teacher education. Many of us are authors of children’s books and teacher reference books. We are sought as speakers at state, national and international conferences. Our members include presidents and past-presidents of ALEA (Australian Literacy Educators Association), PETAA (Primary English Teaching Association, Australia) and AATE (the Australian Association for the Teaching of English).
We believe that parents deserve accurate information about literacy standards and literacy teaching and learning.
We aim to provide information, and counteract misinformation.
What we believe
- Learning to read begins at birth as family members read aloud to their infants.
- Family members have an important role to play in their children’s literacy development by talking with them and demonstrating how print is used at home and out in the community.
- The only reason for reading is to construct meaning. (Reading does not require the production of sound, but it may.)
- Readers use a range of strategies to construct meaning. They draw upon the symbols (letters, signs, numbers, icons, etc) and the associated sounds of the language, the grammar of the language and the meanings of the language.
- Without meaning, the associations between letters and sounds can not be known.
- Meaning is required to make these associations clear. (For example, no-one can read the word ‘lead’ using phonics alone. Is it ‘leed’ or ‘led’? The word must be in a text which gives it meaning.)
- The teaching of phonics is closely related to the teaching of writing, and the teaching of writing is closely related to the teaching of reading.
- Reading and writing are interrelated and occur in every-day life practices. Readers read for many purposes: to be informed, delighted, challenged, amused, comforted, entertained and enlightened. In our teaching of literacy, the reasons for reading are highlighted, not forgotten.
- Reading and writing help children to understand their own world, but also introduce them to wider worlds, both real and imaginary.
- Real texts invite children to want to read. They foster curiosity, passion, joy and wonder.
- Real texts include print-based materials and texts on-screen (eg computers, mobile phones, automatic tellers). Print-based materials may include signs in the environment, greeting cards and many other forms of print as well as traditional books. On-screen texts may include still and moving images, voice and music as well as printed words.
- Reading requires an understanding that no text is neutral in its opinions. When authors create a text, their biases, points of view and prejudices are embedded.
- Readers need to be aware of how a text positions them or persuades them to the writer’s point of view. We call this critical literacy. (It is not ‘literary criticism’ with which it is sometimes confused.)
- Ready access to real texts in classrooms, school libraries and community libraries is crucial. We believe it’s essential for school libraries to be staffed by trained teacher-librarians.
- Decisions about classroom literacy programs and assessment are best made on-site by those working with the students. Only then can literacy instruction be tailored to students with different needs. Students learn in different ways – one size does not fit all.
- Valid, reliable assessment is a continuous process; not a single event. The main purpose of continuous assessment is to inform teaching and improve learning. It is the basis of the most effective communication with parents about their children’s progress.
- Teachers need to be involved in continuous professional learning. They need to be able to articulate their beliefs and explain their practices to parents and the wider community.
For more information please refer to this document: Response to Inquiry BC