Literacy Philosophy
Outlining the literacy teaching and learning goals for students who are aligned to professional situation and career stage significantly in relevance to Australian Core Skills Framework approach. Reflecting the level of engagement necessary for the growth and development of the students by providing them purposeful opportunities is the philosophical approach towards literacy (Mayer, 2016). My personal literacy philosophy is as follows:
1. Building relationship with the students is a distinct literacy philosophy that I maintain when teaching learners in the classroom.
2. Self-efficacy is also a significant approach that helps in the implementation of curriculum and guided teaching
The philosophy can be justified by mentioning the capacity of the students and identifying the behaviours identified in the students while learning. When reflecting on the performance of the individuals, towards establishing literacy, it is necessary to capitalizing on students’ interests. The necessary strategies that is necessary to help learners reflects on their future and employment considering an evaluation of Australian society informs of the need for improvement in the conditions of their skills. According to Australian government (2022), a program has been created called the Skills for Education and Employment that helps job-seekers who are eligible. The program is for them to learn about the required skills that is necessary to improve their reading, writing, maths and language skills to acquire the appropriate job. The literacy philosophy contributes to providing confidence to the learners as well as catering to diverse groups including the aboriginal and Torres Strait Islanders, adults, people with disabilities and others. Individuals with diverse linguistic and cultural backgrounds are also encouraged and welcomed into this programme and focusing on the significance of building a relationship between teachers and learners that is beneficial to both (Baker, 2020).
It is necessary to build a sustainable adult that contributes to growth in individuals in terms of their employment skills as well as an overall knowledge on adult language, numeracy and literacy. In recent times the ideas and perspectives in Australian language is supported through a wide range of literacy programmes that helps the individual to identify the challenges they experience in their educational and working context. It is a positive relationship between students and teachers that is promoted through well-being as well as the academic lives of students supported by the teachers (morganconsulting, 2009). The teachers must encourage and motivate young people in school and also must provide emotional support to the students to become more confident. This not only creates an effective academic environment but also helps the students to become more confident in their acquisition of knowledge. It is the teachers who provide a strong sense of relatedness to the students so that they can learn and achieve the necessary targets established in the process (Australian Government, 2022).
Scaffolding as a process means instructing children and adults as learners to self-regulates activities as well as implement skills that they have acquired throughout the learning process. This can be further encouraged by showing warmth, empathy and encouraging higher order of thinking by helping students a tap to diverse learning environment (morganconsulting, 2009). This further contributes to their employment opportunities and academic efficacy. The regulation strategies contribute to ensuring that the learners are experiencing Manaakitanga and Nga Whakapiringatanga where a supporting and loving environment is built and nurtured leading to the creation of a well-managed learning environment (Bak & O'Maley, 2015).
Reflection About Key Learnings
When reflecting on the key learnings, it is important to identify that context and the academic growth of literacy practises as significant in terms of identifying the strengths and weaknesses of the approach. We as teachers encourage an adult learner in the process of acquiring knowledge and skills when their own prior experience is developed from the embedded literacy framework. Learners who have already had a learning framework can be a complex process considering they required freedom to make their own choices in relevance to the academic growth (Mayer, 2016). As an educator, I need to allow them to make their own choices which will further contribute to their implementation of skills in their daily routines. Therefore, it is important to use their prior knowledge and experience to educate them in developing skills in vocational education. In my perspective, this will further contribute to implementation of ability tests that helps in designing remedial programmes and integrate interventions that are both sustainable and supportive. Equal literacy outcomes contribute to designing of pedagogical strategies that helps the learners to reconnect with their prior knowledge. In Australian education curriculum, there is a deficit in discourse used in the classroom settings as per my observations (Baker, 2020). Therefore, it is the responsibility of the teachers in terms of encouraging individuals, groups and schools to produce resources that are supportive of diversity in language and culture. It is also important to identify the problems that persist in the form of deficit discourse where the teaching profession is itself at a dead end not being able to address wider challenges in terms of shortage of teachers (Comber & Kamler, 2004). The intensive training that is given to teachers to educate the learners is often not relatable to the wider requirements of the learners. With a low socio-economic group of young learners, the standardised measures in terms of education catering are not enough. In my opinion, literacy must be encouraged in relevance to implementation of equal education outcomes for all.
The relation of the key learnings from the implementation teaching and learning in literacy and self-efficacy to philosophy statement is mentioned as the literacy crisis must be evaluated to implement effective protective measures. The philosophy statement of development of effective bonding between the teacher and the student is a necessity in terms of supporting a structure that will contribute to the overall growth of Australian curriculum. Not only that from the perspective of improvement, I think as a teacher it is our responsibility to implement motivation and encouragement to the learners. The social capital approach also helps workplace learning in relevance to embedding literacy in the form of developing skills to have a better opportunity in employment (Australian Government, 2022). The students’ needs or covered through implementing diverse skills in reading, writing, speaking and others. Criticising their approach towards learning can also impact their overall growth therefore it is important to encourage and motivate them to increase their professional skills through self-efficacy (Moraitis, Carr & Daddow, 2012). Their capacity was to execute behaviour which helps in specific performance attainment leading to development of the social environment, one’s own behaviour as well as reflecting confidence in their academic and professional performance.
References
Australian Government. (2022). Department of Education. Australian Government. Retrieved 31 July 2022, from https://www.dese.gov.au/early-childhood.
Australian Government. (2022). Department of Employment and workplace relations. Australian Government. Retrieved 31 July 2022, from https://www.dese.gov.au/skills-education-and-employment.
Bak, T., & O'Maley, P. (2015). Towards professional responsibility for language and literacy: Exploring vocational teachers' emerging language and literacy understandings and identities. Literacy and Numeracy Studies, 23(1), 50-72. https://search.informit.org/doi/abs/10.3316/INFORMIT.375793894751109
Baker, J. (2020). Writing wrongs: 'Our society is about to hit a literacy crisis'. Smh.com.au. Retrieved 31 July 2022, from https://www.smh.com.au/national/nsw/writing-wrongs-our-society-is-about-to-hit-a-literacy-crisis-20200917-p55wl7.html.
Comber, B., & Kamler*, B. (2004). Getting out of deficit: Pedagogies of reconnection. Teaching education, 15(3), 293-310. https://www.tandfonline.com/doi/abs/10.1080/1047621042000257225
Mayer, D. (2016). Exploring perspectives on adult language, literacy and numeracy. National Council for Vocational Education Research [NCVER], Foundation Skills Literature Review Project, Adelaide. https://www.ncver.edu.au/__data/assets/pdf_file/0015/83121/Exploring-perspectives-on-ALLN.pdf
Moraitis, P., Carr, A., & Daddow, A. (2012). Developing and sustaining new pedagogies: A case for embedding language, literacy and academic skills in vocational education curriculum. International Journal of Training Research, 10(1), 58-72. https://www.tandfonline.com/doi/abs/10.5172/ijtr.2012.10.1.58
morganconsulting. (2009). Interview with Today Tonight - Adult Literacy Issues in the job application process [Video]. Retrieved 31 July 2022, from https://www.youtube.com/watch?v=EgxGBFjymIg.
