The Six Guiding Principles for teaching reading and writing in the twenty-first century are used to categorise literacy resources in this blog (Seely-Flint, Kitson, Lowe, & Shaw, 2014). Amy Seely-Flint and her co-authors set out to define these guiding principles by taking a broad perspective of literacy development.
The guiding principles are further complemented by the Four Roles of Literacy Learners (Freebody, 199), also known as the Four Resources Model (Luke, 2000). The four resources describe the four roles of effective readers, including: (1) code breaker, (2) text participant, (3) text user, and (4) text analyst.
Explicit reference is also made to the Six Language Modes or language macroskills (Barrot, 2016), including the three receptive (listening, reading and viewing) and the three productive (speaking, writing and creating) modes of communication, as detailed by the Australian Curriculum, Assessment and Reporting Authority (2017).
- Australian Curriculum, Assessment and Reporting Authority. (2017). Home/ F-10 Curriculum/ English/ Structure.
- Barrot, J. (2016). Key concepts in teaching macroskills. Available at SSRN 2728876.
- Freebody, P. (1992). A socio-cultural approach: Resourcing four roles as a literacy learner. In A. Watson, & A. Badenhop (Eds.), Prevention of Reading Failure. Lindfield, NSW: Scholastic Australia. 48-60.
- Luke, A. (2000). Critical literacy in Australia: A matter of context and standpoint. Journal of adolescent & adult literacy, 43(5), 448-461.
- Seely-Flint, A., Kitson, L. A., Lowe, K., & Shaw, K. (2014). Literacy in Australia: Pedagogies for engagement. John Wiley & Sons.