Necessary but not Sufficient: Literacy Pedagogies for Changing Times

Joanne O'Mara,Glenn Auld,Narelle Wood

doi:10.20360/langandlit29522

Abstract

This paper argues the case for expansive and inclusive models of literacy pedagogy that can be applied to curriculua more generally. Literacy pedagogy in Australia has benefitted from using Freebody and Luke's (1990) Four Roles of the Reader Model. We analyse the Paul Kelly song video, Sleep, Australia, Sleep, using this model. Underpinning this model is the concept that each role is necessary but not sufficient. We discuss the benefits fo pluralism in language and literacy pedagogy in an age of standards-based reforms and shifting repertoires of literacy practices in pedagogies that speak back to the Anthropocene.

Highlights

As settler Australians we acknowledge that this paper was written on Wurundjeri and Boon Wurrung Country in Melbourne, Australia
In this paper we focus on the influence of Freebody and Luke’s (1990) Four Roles of the Reader model, and how this model has enabled Australian teachers, school leaders, academics and policy writers to work successfully with young people and to innovate in their practice
At that time there was a divisive approach towards literacy pedagogy in Australia, where practitioners and theorists were positioned in different camps—phonics, whole language, genre, and critical literacy

Summary

Introduction

As settler Australians we acknowledge that this paper was written on Wurundjeri and Boon Wurrung Country in Melbourne, Australia. In this paper we focus on the influence of Freebody and Luke’s (1990) Four Roles of the Reader model, and how this model has enabled Australian teachers, school leaders, academics and policy writers to work successfully with young people and to innovate in their practice. We want to acknowledge the work of Luke and Freebody who coined the term “necessary but not sufficient” in literacy pedagogy in Australia in 1990, and the contribution that they have made, individually, and together, to our own and our country’s understandings of literacy. At that time there was a divisive approach towards literacy pedagogy in Australia, where practitioners and theorists were positioned in different camps—phonics, whole language, genre, and critical literacy.

Language and Literacy

Conclusions