Archived material
Some aspects of the documents in this section no longer apply, however they have been archived for reference.
Teaching teachers of early literacy: the use of
modelling
by Rhonda Brill
From the proceedings of a forum conducted by the Board of Studies NSW on 26 October 1995
Return to the Nature of the Learner Forum Table of Contents
Becoming literate is a complex process influenced by various linguistic, psychological, socio-cultural and emotional factors. Although library shelves bow under the weight of tomes about the acquisition of literacy, the exact role the various factors play in the acquisition process is still not definitive. Much has been written about the types of skills children need to master in order to become literate (Adams, 1988; Clay, 1991) and there is much evidence of the positive contribution made by a language-rich, literate home environment (Holdaway, 1979; Meek, 1982, 1991; Wells, 1986; Strickland & Morrow, 1989). In more recent times the work of Luke (1993) has alerted us to how culture shapes and defines literacy, its use by different groups, and how this impacts on children who are learning school literacy. However, despite the minefield of information about literacy, there remains a dimension to the process of becoming literate that is not clearly articulated -- the affective dimension.
How significant are affective factors such as positive attitude, confidence and perceptions of self in the process of becoming literate? How important is it that young children are excited and enthusiastic about becoming readers and writers, that they believe that reading and writing are things that they can do and that they see themselves as (emerging) readers and writers? At UTS we believe strongly that these attitudes, beliefs and perceptions are very important in the process of becoming literate.
In English curriculum classes in the Teacher Education program it is not difficult to introduce students to the various theories of literacy development and the pedagogies that align with these various views, to provide them with lists of skills of early literacy, to alert them to the types of contexts that foster literate practices and to build up their repertoire of teaching/learning activities. In other words, a well-structured, well-sequenced series of English curriculum subjects can turn most teacher education students into technically competent teachers of literacy. Such programs can and do produce teachers who are well versed in literacy teaching and learning strategies. But, if we believe that literacy is more than a set of measurable outcomes, then we need teachers of literacy who are more than just competent technicians.
The challenge for teacher educators is how to ensure that all graduates are themselves avid, committed readers and writers who will make the teaching and learning of literacy not merely a technical pursuit of measurable outcomes but, rather, an exciting, successful and rewarding journey for the children in their classes. At UTS we want our students to be confident and competent members of the Literacy Club (Smith, 1988) so that, in turn, they will create in their classrooms communities of avid, committed readers and writers who share, support, respond and learn with enthusiasm and excitement (Cairney, 1990). This challenge is even greater when one realises that many teacher education students, although literate, are not avid or committed readers and writers. The English program, then, is charged with the responsibility of dealing with the affective dimension of the students' literacy. It is one aspect of the UTS response to this challenge that is the focus of this brief presentation.
One of the strategies that has been incorporated into the English program at UTS specifically to deal with the affective dimension of the students' literacy is modelling. In particular, reading aloud to students is used to demonstrate to students that reading is much more than lists of skills and worksheets. Every class begins with a reading of a text by the lecturer -- a poem, short story, extract of a novel, picture book or traditional tale. There is no follow-up task nor any expected response to, or discussion of, the text. Texts are chosen on the basis that they are favourites of the individual lecturer since we believe that one shares most exuberantly those texts about which one is passionate.
Why modelling?
Modelling can convey attitudes and values
By reading aloud to students, lecturers are demonstrating their enthusiasm for reading, sharing their enjoyment of poems or stories, showing the usefulness of reading, enhancing the students' exposure to texts, indicating the worth of allocating time to reading and conveying to students their love for, and commitment to, reading.
Modelling can enhance the relationship between learner and teacher
By reading aloud to students, lecturers are providing a relaxed, enjoyable, non-threatening situation in which the main focus is shared pleasure. There are no demands placed on the learner to perform in any way. The sharing, the freedom from demands and the enjoyment of the text combine to create a special bond between the reader and the listeners.
Modelling can demonstrate skills, techniques and strategies
By reading aloud to students, lecturers are showing how to share books with others. So, although the main emphasis is on shared pleasure, reading aloud highlights, implicitly, technical aspects of presentation such as book handling, eye contact and use of voice for effect.
Modelling can provide a basis for analysis and critique
By reading aloud to students, lecturers are exposing students to a range of literary genres and styles, thereby providing an opportunity for students to develop and refine their literary tastes. Short stories, poems, extracts, picture books and novels by many different authors are shared with students. And, although there is no requirement for students to respond to the texts, the students soon express their preferences and establish their favourites.
Evidence of the success of reading aloud in turning students into avid and committed readers is not easily measured. However, there have been many incidents which signal that the modelling component of the English program has been successful in developing in students enthusiasm for, and engagement with books, reading, language and literacy. For example: when third-year students who have been read to throughout five semesters of their course beg to be read another Anthony Browne book; when an ex-student phones to ask the name of a book that was read so friends can give her children's literature as gifts for her 21st birthday so that she will have a good personal library with which to begin teaching; when students excitedly bring to class the latest Jon Scieszka book, thrilled that they have managed to purchase it before the lecturer; when an ex-student sends from London a book which the lecturer had tried (in vain) to purchase in Australia; when students clamour to report which books they successfully shared with their classes on practicum.
These scenarios are indicators that the students have become members of the Literacy Club. It follows that these students will be not merely technically competent teachers of literacy content with skill worksheets but that they will be creators of exciting literate communities in their classrooms. The children in these classrooms will have a sound knowledge of how to read and, as well, they will experience the power of story, the humour and sadness of literature, the excitement of the discovery of factual information, the joy of personal response and the challenge of critique. In these communities attention will be given to both the cognitive and the affective dimensions of becoming literate.
References
-
Adams, M J, 1988, Beginning to Read: Thinking and Learning about Print, MIT Press, Cambridge, Mass.
-
Cairney, T, 1990, Other Worlds. The Endless Possibilities of Literature, Nelson, Melbourne.
-
Clay, M, 1991, Becoming Literate. The Construction of Inner Control, Heinemann, Auckland.
-
Holdaway, D, 1979, The Foundations of Literacy, Ashton Scholastic, Sydney.
-
Luke, A, 1993, 'The social construction of literacy in the primary school', in Literacy Learning and Teaching. Language as Social Practice in the Primary School, ed L Unsworth, Macmillan, Melbourne.
-
Meek, M, 1982, Learning to Read, The Bodley Head, London.
-
Meek, M, 1991, On Being Literate, The Bodley Head, London.
-
Strickland, D & Morrow, L (eds), 1989, Emerging Literacy: Young Children Learn to Read and Write, International Reading Association, Newark, Delaware.
-
Smith, F, 1988, Joining the Literacy Club. Further Essays into Education, Heinemann, Portsmouth, NH.