What are the subject-specific literacies and numeracies used in English?

First, let us define what is English as a learning/subject area in literacy. English has a direct impact on a student and their overall development of literacy skills (Australian Curriculum, Assessment and Reporting Authority, n.d.). The primary concern and goal of English educators are to prepare and support the development in abilities of students to become more sophisticated readers and writers (Alsup, 2005). How is this achieved? Teachers will focus on preparing individuals to become literate and numerate by studying the English language in all forms; spoken, written and visual (ACARA, n.d., p. 2).

Each subject has its own specific literacy and numeracy skills associated with it, therefore, all teachers are responsible for teaching subject-specific literacy and numeracy skills, English teachers inclusively (Alberta Education, n.d.; Meiers, 2015, p. 18; The University of Auckland, n.d.). Further elaborated by Meiers (2015), English teachers need to have a clear understanding of what the literacy and numeracy demands/opportunities are for their subject (p. 18).

Applying to all areas across the curriculum, including English, Koehler et al. (n.d.) states that disciplinary-specific knowledge is a fundamental skill that will help students and their goals to pursue employment in a specific job profession related to that of which was taught (p. 1). English will help a student pursue multiple different types of careers, such as; editorial assistant, magazine/newspaper journalist, writer, etc. (Graduate Prospects, 2016). Utilising the two aspects of learning called epistemology and pedagogy, the educational system will be able to ensure that the teaching of English-specific knowledge can be effectively conveyed (Koehler et al., p. 1). To achieve this purpose, it is important for tool makers to construct relevant and meaningful knowledge. They must have a deep understanding of English subject is, so that they can develop the most appropriate tools to assist students in their learning (Johnson et al., 2011).

There are multiple examples of literate knowledge that apply to the English classroom – two examples are as followed. (1) Word meaning and vocabulary knowledge, an individual’s capability to understand the extensive word vocabulary that increases upon complexity in various ways (Munro, 2007). (2) Morphemic knowledge, learning to spell with the ability to identify patterns and syllables in words, by playing with prefixes and suffixes (NSW Department of Education, 2016).

There are three types of numerical knowledge that are used within and outside of the English curricula; contextual, mathematical and strategic knowledge (Hurst, 2007, p. 442). These knowledge-based types are made specific and extended by English teachers (Meiers, 2015, p. 18). Further elaborated by Hurst (2007), mathematical knowledge focuses on an individual’s capacity to understand and perform mathematical equations and tasks. Contextual knowledge highlights an individual’s capacity understand and construct meaning that is based on their own experiences. Strategic knowledge refers to a reader’s ability to ask and decide what actions to perform next (p. 441).

You may wonder, numeracy is about numbers and not words, do not be blind to the thought that numeracy is just numbers. Students can apply numeracy skills and understanding of mathematics from the early years of the English curricula whilst they explore rhythms, syllables and sound patterns in stories, songs, and poems (ACARA, n.d.). As an example, you may realise that people often create logical texts that present facts, these are mainly backed up by statistics that the publisher has gathered or researched.

In conclusion, the subject English relies on literacy and numeracy because both general capabilities play significant roles across the whole curriculum, English inclusively (ACARA, n.d.). 

Reference

Alberta Education. (n.d.). Numeracy in Subject Areas. Retrieved from https://education.alberta.ca/alberta-education/contact-us/?searchMode=3

Alsup, J., Alvine, L., Blau, S., Calder, R., DeBlase, G., DeStigter, T., . . . Yagelski, R. (2005, July 31). What Is English Education? Retrieved from http://www2.ncte.org/statement/whatisenglished/

Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). General capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Graduate Prospects. (2016, November). English. Retrieved from https://www.prospects.ac.uk/careers-advice/what-can-i-do-with-my-degree/english

Hurst, C. (2007). Mathematics: Essential Research, Essential Practice - Volume 1. (p. 440-449). Retrieved from https://www.merga.net.au/sites/default/files/editor/documents/ECAHurst.pdf

Johnson , H., Watson, P., Delahunty , T., McSwiggen, P., & Smith, T. (2011, October). What It Is They Do: Differentiating Knowledge and Literacy Practices Across Content Disciplines. (p. 100-109). Retrieved from http://onlinelibrary.wiley.com.dbgw.lis.curtin.edu.au/doi/10.1002/JAAL.00013/epdf

Koehler, N., Thyer, E., Hains-Wesson, R., De Fazio, T., Tsindos, S., & O’Brien, K. (n.d.). Discipline-specific knowledge and capabilities. Retrieved from http://teachassist.deakin.edu.au/wp-content/uploads/2015/06/GLO1-discipline-specific-knowledge-capabilities.pdf

Meiers, M. (2015, June). Meeting the challenge of disciplinary literacies. (p. 17-20). Retrieved from http://search.informit.com.au.dbgw.lis.curtin.edu.au/fullText;dn=208907;res=AEIPT

Munro, J. (2007). 8 Areas of Literacy Knowledge. Retrieved from https://students.education.unimelb.edu.au/selage/pub/readings/literacyld/8areas.pdf

NSW Department of Education. (2016, November 8). Identifying patterns and syllables in words, morphemic knowledge. Retrieved from https://education.nsw.gov.au/teaching-and-learning/student-assessment/smart-teaching-strategies/literacy/language-conventions/stage-3/spelling/identifying-patterns-and-syllables-in-words,-morphemic-knowledge

The University of Auckland. (n.d.). Guidelines for Subject Specific Literacy. Retrieved from http://www.education.auckland.ac.nz/en/about/research/starpath-home/StarpathToolkit/literacy/subject-specific-literacy/guidelines-for-subject-specific-literacy.html

How can authentic practice be used to teach the literacy and numeracy aspects of learning for the subject English?

In education, there are various terminologies that define different teaching styles used in modern English classrooms. Authentic practice, otherwise known as authentic learning practices, is a pedagogical approach that involves a classroom environment whereas students are given increased ownership for what they learn (Maina, n.d., p. 2; Peterson et al., 2011). Further elaborated by Maina (n.d.), authentic learning begins once a teacher provides meaningful opportunities and appropriate support to students, in turn encouraging them to; “engage in self-directed inquiry, problem-solving, critical thinking and reflection in the real world and creative contexts” (p. 1.). 

Unlike didactic teaching, focusing on the traditional classroom environment which is all about formality, rote learning (memorization), rules and doing what you are told (New Learning, n.d.; College of Education at the University of Illinois, Urbana, 2016; Room 241 Team, 2012). Authentic learning defines a wide variety of educational and instructional techniques that enhance one’s knowledge and evokes deep understanding that focuses on preparing individuals for the real world (Glossary of Education Reform, 2013; Revington, n.d.; Fuller, 2013).

ETEC510 (2016) has recognised numerous authentic learning practices that an educator can employ from their teaching arsenal to help students learn literate skills – two examples are as followed. (1) Simulation-based learning, effective in developing both literacy and numeracy skills across the curriculum, this teaching technique will help students enhance valuable communication, collaboration, and leadership skills through replacing and amplifying an individual's real experiences with guided ones (ETEC510, 2016; Lateef, 2010). This can be displayed in an English classroom via role-play events, online simulation games, debates, etc. (2) Working with research data, Lapp et al. (2005) asserted the following, when a teacher extends and enriches the English curricula with valuable authentic resources, such as; narrative and information books, newspapers and magazine articles, or any other real-world texts. Students develop valuable literacy skills, such as reading, writing and listening, as they learn to understand that what they are researching is applicable knowledge for the real-world (p. 402-3). This can most commonly be found in English classrooms through researching for an assignment, conducting a survey, etc.

Students can develop valuable numeracy skills from the early years in the English curricula, whilst they explore valuable authentic resources, such as stories, songs, surveys and poems (Australian Curriculum, Assessment and Reporting Authority, n.d.). ACARA (n.d.) also mentions that students can either respond to or create a compelling authentic text that involves quantitative and spatial information from the real world, such as directions, measurements, numbers and statistics. Utilising their numerical skills, they can identify, analyse and synthesise information.

Further reinforcing the ideals that authentic learning has to offer, Revington (n.d.) provides a fantastic quote; “education has but one main purpose – to prepare students for the world.” The seven general capabilities are fundamentally important in achieving this goal, literacy and numeracy inclusive (ACARA, n.d.). Suffice to reinforce, authentic learning also involves preparing individuals for the real world.

Reference

Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). General capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

College of Education at the University of Illinois, Urbana. (2016, February 1). 5.1 Authentic Literacy Pedagogy: An Overview [Video File]. Retrieved from https://www.youtube.com/watch?v=vT9psWTGXwY

ETEC510: Design Wiki. (2016, January 11). Authentic Learning Environments. Retrieved from http://etec.ctlt.ubc.ca/510wiki/Authentic_Learning_Environments#Types_of_Authentic_Learning_Environments

Fuller, T. (2013, March 28). Authentic Learning Series: 15 Classroom Literacy Ideas for Early Childhood. Retrieved from https://www.nwea.org/blog/2013/authentic-learning-classroom-literacy-ideas-early-childhood/

Glossary of Education Reform. (2013, September 16). AUTHENTIC LEARNING. Retrieved from http://edglossary.org/authentic-learning/

Lapp, D., Flood, J., & Farnan, N. (2005). Content Area Reading and Learning : Instructional Strategies. (p. 355-402). Retrieved from https://ebookcentral.proquest.com/lib/curtin/detail.action?docID=227488

Lateef, F. (2010, Dec). Simulation-based learning: Just like the real thing. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2966567/

Maina, F. (n.d.). Authentic Learning: Perspectives from Contemporary Educators. Retrieved from https://dspace.sunyconnect.suny.edu/bitstream/handle/1951/389/maina.pdf?sequence=1&isAllowed=y

New Learning. (n.d.). Didactic. Retrieved from http://newlearningonline.com/learning-by-design/glossary/didactic

Peterson, L., Gillespie, E., Long , J., & Collins , P. (2011). Authentic Learning Environments. Retrieved from http://etec.ctlt.ubc.ca/510wiki/Authentic_Learning_Environments

Revington, S. (n.d.). Defining Authentic Learning by Steve Revington. Retrieved from http://authenticlearning.weebly.com/

Room 241 Team. (2012, November 6). What is Rote Learning? A Battle Between Memory and Intelligence. Retrieved from https://education.cu-portland.edu/blog/classroom-resources/what-is-rote-learning/

What is the difference between numeracy and mathematics, and why is numeracy a necessary skill for the 21st century?

Numeracy is a vital skill for any individual and their goal to become a successful person in the 21^st century and in life (Priest, 2013, p. 3). However, what differentiates numeracy and mathematics from one another? In the past, numeracy and mathematics were once thought to be the same, however, they aren’t. Although similar in a sense, both definitions can be differentiated (Priest, 2013, p. 4).

Some countries classify numeracy as a synonym for mathematical literacy. This includes certain areas of the mathematics curricula that go beyond numbers, for instance; algebra, geometrical properties and logical reasoning (Baker et al., 2008, p. 9). Numeracy is the ability to understand mathematical ideas, applying the knowledge obtained into daily life, within homes, employment and society (Baker et al., 2008, p. 9; State of New South Wales, Department of Education, n.d.).

Fig 2. Mathematics v Numeracy (source: Priest, 2013, p. 7).

As displayed (Fig. 2), mathematics is a formal area of teaching that operates with numbers and measurements that are used beyond the realm of numeracy (Difference Between, 2012; Moursund, n.d.; Priest, 2013, p. 4). Further elaborated by Priest (2013), this may involve; calculus, quadratic equations, statistical analysis, etc. (p. 7).

How can we observe the difference from one from another? For example, when trying to identify the budget for a holiday trip, both mathematics and numeracy will be involved. Math’s can be observed through the; calculation of numbers and using formulas to identify the estimated cost of the trip (Priest, 2013, p. 8). Whilst numeracy is identifiable by; having the ability to comprehend the overall budget for the trip and apply mathematical knowledge into real-life situations, such as find out what the estimated remaining balance will be at a certain point in time (Priest, 2013, p. 8).

There is a belief in the school's that many children dislike the idea of learning mathematics, and that they perceive the skills it has to offer largely useless (Kukaswadia, 2013). Under the knowledge that the world is now transitioning into a heavy knowledge-based society, the ever-increasing lack of numerical knowledge is a great concern for our future advancements (Kukaswadia, 2013).

Goos (2012) mentions that numeracy within the 21^st century needs to adhere to the rapidly evolving nature of knowledge, technology, and work (p. 4). Despite the undeniable fact that a numerate person requires mathematical knowledge, they must also have positive dispositions, which include; willingness and confidence in engagement with tasks, correlate well with others, ability to work independently, and utilise their mathematical knowledge and skills adaptively and flexibly within society (Goos , 2012, p. 5).

21st-century skill is a concept used to encompass a broad set of charter traits, knowledge, skills and work habits. These critical set of learning skills are believed to be required for an individual to effectively participate in today’s modern society and achieve success in life (Glossary of Education Reform, 2016). Saving a solid understanding of numeracy, a 21st-century skill, will prove to be a fundamental asset used in every aspect of our daily social life, education pathway and career prospects (Kangan Institute, n.d.; National Numeracy, n.d.).

Reference

Baker, D., Street, B., & Tomlin, A. (2008). Navigating Numeracies. Retrieved from https://link-springer-com.dbgw.lis.curtin.edu.au/content/pdf/10.1007%2F1-4020-3677-9.pdf

Difference Between. (2012, September 13). Difference Between Numeracy and Mathematics. Retrieved from http://www.differencebetween.com/difference-between-numeracy-and-vs-mathematics/

Glossary of Education Reform. (2016, August 25). 21ST CENTURY SKILLS. Retrieved from http://edglossary.org/21st-century-skills/

Goos, M., Dole, S., & Geiger, V. (2012). Numeracy across the curriculum. (p. 3-7). Retrieved from https://files.eric.ed.gov/fulltext/EJ974975.pdf

Kangan Institute. (n.d.). The Importance of Literacy and Numeracy Skills. Retrieved from https://www.kangan.edu.au/students/blog/importance-literacy-and-numeracy-skills

Kukaswadia, A. (2013, February 11). Mathematical Literacy: A necessary skill for the 21st century. Retrieved from http://blogs.plos.org/scied/2013/02/11/mathematical-literacy-a-necessary-skill-for-the-21st-century/

Moursund, D. (n.d.). What is Mathematics? Retrieved from http://pages.uoregon.edu/moursund/Math/mathematics.htm

National Numeracy. (n.d.). Why is numeracy important? Retrieved from https://www.nationalnumeracy.org.uk/why-numeracy-important

Priest, T. (2013, November 30). Maths v Numeracy. Retrieved from https://prezi.com/eq3vcugoln64/maths-v-numeracy/

State of New South Wales, Department of Education. (n.d.). What is Numeracy? Retrieved from https://numeracyskills.com.au/what-is-numeracy

What are the Literacy and Numeracy Capabilities in the Australian Curriculum and how do they affect teaching in learning areas/subjects other than English and Mathematics?

Stair (2017) asserted that literacy and numeracy both are a part of the seven ‘General Capabilities’ that expand across the Australian Curriculum. The other five ‘General Capabilities’ are; critical and creative thinking, ethical understanding, Information and Communication Technology (ICT) capabilities, intercultural understandings, and personal and social capabilities (Freebody et al., 2014, p. 6; Australian Curriculum, Assessment and Reporting Authority, n.d.).

Let’s first discuss literacy and how does it apply to a classroom if you aren’t an English teacher, and what is the importance of literacy across the curriculum? For an individual to become a literate person, it means a lot more than just being able to read and write (Connolly, 2016). Otherwise known as ‘traditional literacy’, although useful, today’s modern school society needs to address and support children in their development of other key learning literacy skills related to the 21^st century and beyond (21^st Century Literacy, n.d.).

Bromley (2017) offers a fantastic quote; “every teacher is a teacher of English because every teacher is a teacher in English”. English teachers aren’t alone when it comes to teaching literacy, it is essential that all teachers across the curriculum help them develop a child’s literate ability. Because today's modern society is far more demanding than of that of old, students must possess certain specific capabilities that adhere to the rapidly advancing world filled with diverse cultures, media, print texts and technologies (Connolly, 2016).

Fig 1. Literacy in 21^st Century (source: 21^st Century Literacy, n.d).

Referring to the above (Fig. 1), today's modern society insists that all students acquire knowledge of various other skills. The 21^st century literate person needs to understand how to; design and share information to cater for a variety of purposes of the global community, understand how visual elements work together in distinctive ways that differ for each curricular area, develop the ability to break down various texts or media to identify biased opinions that the publisher might’ve displayed, create, critique, analyse, and evaluate blog posts, journal articles, or any other form of multimedia text, understand how to operate tools of technology such as calculators or computers, and have the essential skills required to live, learn and work in society whereas the use of communication and access to information is rapidly advancing through digital technologies (Alber, 2013; O’Brien, 2017; The Audiopedia, 2017; Western Sydney University, n.d.).

Meiers (2015) states that not all the above skills can be taught standalone by English teachers. A few of the above skills can be taught within English learning area, however, they are strengthened, made specific and extended by other teachers across the curricula within other learning areas (p. 18).

How does numeracy apply to a classroom if you aren’t a math’s teacher, and what is the importance of literacy across the curriculum? Numeracy is understood as an individual’s confidence and competence in interpreting numbers in daily life, enabling them the ability to effectively solve problems, analyse and understand information, participate in the society, and produce knowledgeable decisions (Baker et al., 2008, p. 9; Mills, 2013, p. 3; Raising Children Network, 2016).

For a student to become a numerate person, they must develop skills to have the ability to apply mathematics knowledge both flexible and adaptively across all learning areas in school and in their everyday lives in a confident and willful manner (Goos, 2012, p. 4; ResourceLink Brisbane Catholic Education, 2012).

A child participates in everyday activities as they will begin to learn numeracy skills from the moment they are born (RCN, 2016). As the child grows older, mathematical teachers hold the responsibility of teaching most of the skills, however, many skills can only be developed once numeracy is implemented across the curriculum with the assistance from all teachers (Jebeile, 2017, p. 9). Students can learn simultaneously whilst they gain knowledge and skills during their engagement in learning literacy and numeracy throughout all curriculum units, such as arts, English, Technologies, Science, etc. (ACARA, n.d.).

Because the world is rapidly advancing with new technologies and other innovations, jobs are now becoming more complex and require a greater set of skills (Alexander, 2013). Poor literacy and numeracy skills have a significant impact on school transitions and employment opportunities which lowers the morale on an individual, producing poor health prospects and creates lack of social and political participation (Forgasz, 2015, p. 611). Both literacy and numeracy provide a set of valuable interrelated skills that will inevitably prove useful for an individual and their goals to achieve success in life (Kangan Institute, n.d.). 

Reference

21st Century Literacy. (n.d.). What is 21st Century Literacy? Retrieved from https://sites.google.com/a/mail.csuchico.edu/21st-century-literacy/

Alber, R. (2013, January 21). Deeper Learning: Defining Twenty-First Century Literacy. Retrieved from https://www.edutopia.org/blog/twenty-first-century-literacy-deeper-learning-rebecca-alber

Alexander, H. (2013, November 4). Workplace productivity affected by low literacy and numeracy levels: Survey. Retrieved from https://www.smartcompany.com.au/business-advice/innovation/workplace-productivity-affected-by-low-literacy-and-numeracy-levels-survey-2/

Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). General capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Baker, D., Street, B., & Tomlin, A. (2008). Navigating Numeracies. Retrieved from https://link-springer-com.dbgw.lis.curtin.edu.au/content/pdf/10.1007%2F1-4020-3677-9.pdf

Bromley, M. (2017, June 7). Every teacher is a teacher of literacy: Literacy across the curriculum. Retrieved from http://www.sec-ed.co.uk/best-practice/every-teacher-is-a-teacher-of-literacy-teaching-literacy-across-the-curriculum-part-1/

Connolly, M., & Giouroukakis, V. (2016). Achieving Next Generation Literacy. Retrieved from http://www.ascd.org/publications/books/116023/chapters/What-Is-a-Literate-Individual%C2%A2.aspx

Forgasz, H., Geiger, V., & Goos, M. (2015). ZDM Mathematics Education. (p. 611-624). Retrieved from https://link-springer-com.dbgw.lis.curtin.edu.au/content/pdf/10.1007%2Fs11858-014-0648-1.pdf

Freebody, P., Morgan, A., Comber, B., & Nixon, H. (2014). Literacy in the middle years: learning from collaborative classroom research. (p. 1-14). Retrieved from https://link.library.curtin.edu.au/ereserve/DC60272049/0?display=1

Goos, M., Dole, S., & Geiger, V. (2012). Numeracy across the curriculum. (p. 3-7). Retrieved from https://files.eric.ed.gov/fulltext/EJ974975.pdf

Jebeile, N. (2017, November 27). Numeracy Skills Framework. Retrieved from http://numeracyskills.com.au/resources/NumeracySkillsFramework2017.pptx

Kangan Institute. (n.d.). The Importance of Literacy and Numeracy Skills. Retrieved from https://www.kangan.edu.au/students/blog/importance-literacy-and-numeracy-skills

Meiers, M. (2015). Meeting the challenge of disciplinary literacies. (p. 17-20). Retrieved from http://search.informit.com.au.dbgw.lis.curtin.edu.au/fullText;dn=208907;res=AEIPT

Mills, G. (2014). Responsibility of all Literacy Numeracy Health and Wellbeing. Retrieved from http://slideplayer.com/slide/783524/

O’Brien, A. (2017). Visual Literacy. Retrieved from https://creatingmultimodaltexts.com/visual-literacy/

Raising Children Network (RCN). (2016, December 09). Developing early numeracy skills. Retrieved from http://raisingchildren.net.au/articles/developing_early_numeracy_skills.html

ResourceLink Brisbane Catholic Education (RBCE). (2012, February 20). Numeracy Ideas for the Contemporary Classroom. Retrieved from https://resourcelinkbce.wordpress.com/2012/02/20/numeracy-ideas-for-the-contemporary-classroom/

Stair, T. (2017, December 14). RE: Discussion Topic - Literacy and Numeracy in the Australian Curriculum [Blog comment]. Retrieved from https://lms.curtin.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_79764_1&nav=group_forum&group_id=_200805_1&conf_id=_249396_1&forum_id=_589240_1&message_id=_8427793_1

The Audiopedia. (2017, August 10). What is CRITICAL LITERACY? What does CRITICAL LITERACY mean? CRITICAL LITERACY meaning & explanation [Video file]. Retrieved from https://www.youtube.com/watch?v=i2WyIkK9IOg

Western Sydney University. (n.d.). What is digital literacy? Retrieved from https://www.westernsydney.edu.au/studysmart/home/digital_literacy/what_is_digital_literacy