Another useful framework for teaching literacies is the Four Resources Model:
I’ll use my own educational experiences to explore each of these four resources, and while this is certainly not a developmental model (Bourke, 2010), I will use my own development as a platform to explore each resource progressively.
Code Breaker
Code breaking involves decoding and encoding text in order to gain or communicate some kind of meaning (Santoro, 2004). Beginning Kindergarten, this is where we learn letters every day, where I remember sound letters together with the class, spelling games, where my understand of the letters, new words, and their basic grammatical and syntactic placement allowed me to begin reading and writing.
Now, while the Literacy Learning Triptych and Four Resources Model are structured differently, we can certainly say that this resource reflects learning of semiotic systems. There is also an emphasis on functional literacies.
Text Participant
Participating in text involves the students reading and interpreting texts (Santoro, 2004). Recalling the comprehension audio / reading groups in Year One, I believe this was an emphasis on text participation, with an emphasis on cultural, personal, and functional literacies. We can also say that this resource can be related to the learning through aspect of semiotic systems.
Text User
Using texts is all about the student becoming aware of the specific audience and context of the text (Santoro, 2004). My personal literacy development as a writer can be used to illustrate my educational development that allowed me to draw on this resource. I’ve always been interested in writing. However, in Year Seven, I couldn’t even write a paragraph. I would write whole scenes in blocks of text. It was my English teacher of that year who scaffolded my understanding that each paragraph was to represent an idea, or present dialogue, and so forth. Over the course of two years, he took my ability from being restricted to code breaking and participating in text, developing my functional literacy until I was able to use text for specific purposes in appropriate contexts for a selected audience. Reflecting back on it, my reading studies back then formed personal literacies in relation to my writing, as well as cultural literacies specific to the epic fantasy genre.
Also, in relation to the Literacy Learning Triptych, this resource certainly reflects learning through semiotic systems, and also learning about them to an extent.
Text Analyst
To demonstrate that the Resource Model truly isn’t developmental, I can recall text analysis early into history studies in seventh grade, long before I had a grasp on texting using in English classes. Text analysis involves recognising that texts are not neutral but serve to position and influence readers (Santoro, 2004). To achieve text analysis, students must draw on personal, cultural, critical, and functional literacies. Moreover, this relates strongly to learning about semiotic systems in the Literacy Learning Triptych.
I’ll use my own educational experiences to explore each of these four resources, and while this is certainly not a developmental model (Bourke, 2010), I will use my own development as a platform to explore each resource progressively.
Code Breaker
Code breaking involves decoding and encoding text in order to gain or communicate some kind of meaning (Santoro, 2004). Beginning Kindergarten, this is where we learn letters every day, where I remember sound letters together with the class, spelling games, where my understand of the letters, new words, and their basic grammatical and syntactic placement allowed me to begin reading and writing.
Now, while the Literacy Learning Triptych and Four Resources Model are structured differently, we can certainly say that this resource reflects learning of semiotic systems. There is also an emphasis on functional literacies.
Text Participant
Participating in text involves the students reading and interpreting texts (Santoro, 2004). Recalling the comprehension audio / reading groups in Year One, I believe this was an emphasis on text participation, with an emphasis on cultural, personal, and functional literacies. We can also say that this resource can be related to the learning through aspect of semiotic systems.
Text User
Using texts is all about the student becoming aware of the specific audience and context of the text (Santoro, 2004). My personal literacy development as a writer can be used to illustrate my educational development that allowed me to draw on this resource. I’ve always been interested in writing. However, in Year Seven, I couldn’t even write a paragraph. I would write whole scenes in blocks of text. It was my English teacher of that year who scaffolded my understanding that each paragraph was to represent an idea, or present dialogue, and so forth. Over the course of two years, he took my ability from being restricted to code breaking and participating in text, developing my functional literacy until I was able to use text for specific purposes in appropriate contexts for a selected audience. Reflecting back on it, my reading studies back then formed personal literacies in relation to my writing, as well as cultural literacies specific to the epic fantasy genre.
Also, in relation to the Literacy Learning Triptych, this resource certainly reflects learning through semiotic systems, and also learning about them to an extent.
Text Analyst
To demonstrate that the Resource Model truly isn’t developmental, I can recall text analysis early into history studies in seventh grade, long before I had a grasp on texting using in English classes. Text analysis involves recognising that texts are not neutral but serve to position and influence readers (Santoro, 2004). To achieve text analysis, students must draw on personal, cultural, critical, and functional literacies. Moreover, this relates strongly to learning about semiotic systems in the Literacy Learning Triptych.
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