Guidelines for Teaching Literacy

1. Focused instruction, goal-directed activities with a range of media and texts.

2. Reading, writing, listening, speaking and viewing that engages students in cognitively demanding and intellectually rich work.

3. Teachers, parents, elders and principals working together within whole school contexts to create learned and literate communities.

4. Connecting to the world.

5. Teaching students from diverse background about the plan, sustain life pathways in the face of uncertain economic conditions, mobile families and dynamic community cultures.

6. Helping students to be familiar with the transition from industrial to information-based cultures and economics.

7. Helping students to be familiar with the transition from print-based to multi-mediated education and schooling.

8. Blending traditional reading and writing with new technologies, literacies and new ways of expression and interpretation.

9. Making sure the learned literacies are used in their communities and homes so as to enhance their life pathways and opportunities.

10. Focus on schools’ curriculum and materials, administrators and specialist advisers, classroom teachers’ aides on the improvement of pedagogy for better and more equitable student outcomes.

11. Improving educational results by focus on instruction, time on task high levels of student engagement.

12. Encourage whole-school approaches; balancing and coordinating the components of literacy.

13. Renew and focus on the teachers’ professional practices and development by carefully analysing and perspective about school responsiveness and practices are informed.

14. Keep an eye on or assess on the community’s needs, cultural background and linguistic and assess on diverse students’ aspirations and community groups.

15. Shared vision of the repertoire of literacy practices such as basic and advanced, early and late, low tech and high tech to enhance students’ life chances.

16. Schools move beyond stereotypes about communities and focus on how to deal with economic change, migrant and mobile populations, new family formations, cultural and linguistic diversity and shifting patterns of unemployment and underemployment.

17. Design sophisticated evaluation, heightened the capacities of analysing and critically in engagement.

18. Understanding the simplistic in basic reading skills such as phonemic awareness, grammatical mastery and correct spelling are not enough; only through understanding the kinds of literate communities that exist now and that student will inhibit in the future.

19. Conduct debate on future-oriented terms on literacy and define literacy in broader.

20. Focus on emphasising on sustainable maintenance, high achievement and repertoire options of complex performance of literacy practices.