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e-Learning enables learning opportunities to be tailored to students’ individual needs and interests, improving achievement and increasing engagement. In Literacy, this may mean using e-Learning to raise literacy levels; using devices or software to engage reluctant learners with texts; or creating self managing learning opportunities to suit different learning pathways.
Pedagogy and e-Learning:
e-Learning and implications for New Zealand schools: a literature review (2010)
Stop motion animation to promote literacySue Martin uses stop motion animation with her students to promote narrative skills, particularly sequencing and retelling. After teaching them how, her students now work independently during reading time in the animation corner for about 10-15 minutes at a time. She encourages student self and peer reflection by asking questions at the end of each session. Parents provide positive feedback via the class blog.
Student ownership of reading goals supported by QR codesKonini School teacher, Vicki Pimenta shares her approach to using the literacy progressions for raising student achievement in reading. By including student voice and encouraging the students to know where they are and what their next step is going to be, students own their learning. In the classroom she uses QR codes to help them with this.
Using digital tools to build literacy skills across the curriculumAccess to tools that can support literacy across the curriculum are increasingly at student’s fingertips. As part of a Universal Design for Learning approach, choices and supports for all students are built into the learning design at the outset. Consequently, students should have access to tools that personalise learning and match their needs and preferences across the curriculum. Here are three ideas teachers and students can use to support this approach.
Literacy teaching and learning in e-Learning contextsThis report presents the findings of a research project on literacy teaching and learning in e-Learning contexts carried out by CORE Education and the New Zealand Council for Educational Research (NZCER) for the Ministry of Education in 2009.
Raising literacy levels using blended e learning: A design based approach in New ZealandThis paper reports on a design based intervention in urban primary and secondary schools serving culturally diverse students from low socio-economic (SES) communities. It creates further evidence about how new technologies and blended e-learning are being implemented in low SES classrooms and the relationships with valued student outcomes.
Enabling e-LearningView school stories, snapshots of learning, and resources that show how schools are using technologies to support collaboration, personalised learning, and authentic learning experiences within the English learning area.
Knowing about current developments in literacy
Maori resources
Pasifika resources
Align resource selection and allocation to support goals
Using The English Language Learning Progressions: professional support for leaders and teachers This provides professional development material that you can access in your own time, and in your own way.
Literacy Professional Development for Primary schools (LPDP) A national project conducted from 2004–2010. Provides links to key findings and research that literacy leaders, teachers, and principals may find useful to support their school’s literacy inquiry.
An integrated system of support for learners and schoolsThis system connects the everyday resources and tools available to learners, teachers, leaders, and schools for targeted and supplementary support.
National Library of New Zealand’s Services to SchoolsThe National Library of New Zealand’s Services to Schools is a detailed exploration of what it means to have a reading culture and the role adults play in creating, supporting, and extending reading in students' lives.
Knowledge of literacy learningThis module focuses on knowledge of literacy learning in relation to the reading and writing standards for years 1–8.
A student-led inquiry – Homai Primary SchoolThis video resource is centred around a student-led chemistry inquiry with a specific focus on the development of metacognition through the teaching of writing.
Literacy and learning coaches at Konini SchoolLiteracy coaches, Gill Aldworth and Denise Brown talk about their role in supporting teachers using the literacy progressions, refining what they are teaching, and being very specific in forming their next steps.
Effective Literacy Practice in Years 1–4 and Effective Literacy Practice in Years 5–8 These handbooks identify and describe the features of literacy teaching, at the respective year levels, that are clearly linked by research to improved outcomes for students. They are designed to help teachers to: build their professional knowledge; become more aware of what makes literacy teaching effective for students; become more strategic; examine their beliefs about themselves as teachers and about children as literacy learners; see themselves as part of a professional learning community and reflect critically on their practice.
Learning through Talk: Oral Language in Years 1–3 and Learning through Talk: Oral Language in Years 4–8 These texts have been developed to support the teaching of oral language in primary schools, recognising the link between oral language and achievement. They are companions to the earlier handbooks on Effective Literacy Practice (Ministry of Education, 2003 and 2005).
Literacy Learning Progressions This resource shows teachers what knowledge and skills their students need in order to meet the reading and writing demands of The New Zealand Curriculum.
The English Language Learning Progressions This resource can help teachers of English choose appropriate strategies and tasks to personalise learning for diverse learners, particularly those for whom English is a second language. It also helps teachers assess where their students are at in terms of English language acquisition and to plan the next steps.
Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis This report investigates research-based evidence linked to student outcomes to discuss what constitutes effective teaching for diverse groups of learners.
Pathways over the Transition to Schools: Studies in Family Literacy Practices and Effective Classroom Concepts for Māori and Pasifika children
Literacy Professional Development Project: Identifying Effective Teaching and Professional Development Practices for Enhanced Student Learning
Literacy Teaching and Learning in e-Learning Contexts This report presents the findings of a research project on literacy teaching and learning in e-learning contexts carried out by CORE Education and the New Zealand Council for Educational Research (NZCER) for the Ministry of Education in 2009.
Picking up the PaceThis research project delivered concentrated professional development in literacy instruction to groups of early childhood and new entrant teachers in decile one schools in Mangere and Otara. The outcome was a substantial lift in the reading and writing achievement of new entrants.
NZ Curriculum Update 23 (July 2012) – Literacy across the curriculum This Update focuses on the languages, texts, and literacy practices of the different curriculum learning areas.
New Zealand Literacy Association This site includes information about the association, its executive, and regional affiliates. It also includes subscription information, links to related associations, and information about conferences.
New Zealand Association of Teachers of English (NZATE)This site includes information about the national association and its regional affiliates, along with subscription information, and has links to other very useful English and media sites.
School Library Association of New Zealand (SLANZA)The School Library Association of New Zealand Aotearoa (SLANZA) supports teaching and learning by providing a national voice for school libraries throughout New Zealand and representing all school library staff.
International Literacy Association
Australian Association for the Teaching of English (AATE)
National Association for the Teaching of English – UK (NATE)
Primary English Teaching Association Australia (PETAA)
Mailing lists
The community mailing lists provide a connection between teachers and Literacy Online. Subscribers to the lists will receive weekly Literacy updates and all emails sent by the community.
Your school’s literacy focus can be described as ‘sustainable’ so long as there is continued improvement in valued student outcomes. It is important to start creating the conditions for sustainability from the beginning of your literacy intervention.
Indicators of a culture of student-focused inquiry
Indicators of a culture of student-focused inquiry include:
Embedding ongoing literacy inquiry
Ongoing literacy inquiry can be formally embedded by specifically requiring it to be a feature of:
Professional learning communities
Some characteristics of professional learning communities able to sustain ongoing improvements are that:
Leaders maintaining momentum
Some characteristics of leadership that sustains ongoing improvements are:
Lai, M. K., McNaughton, S., Amituanai-Toloa, M., Turner, R., & Hsiao, S. (2009). Sustained acceleration of achievement in reading comprehension: The New Zealand experience. Reading Research Quarterly, 44(1), 30-56.
Lai, M. K., McNaughton, S., Hsiao, S. (2010). Sustaining improvements in student achievement: Myth or reality? set: Research Information for Teachers, 1, 10-17.
Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration (BES) Wellington, New Zealand: Ministry of Education.
Download the Teacher Professional Learning and Development Best Evidence Synthesis.
Read more about professional learning communities:
Ka Hikitia - Managing for Success: The Māori Education Strategy 2008 – 2012
What literacy knowledge and skills do my students have in Mathematics?
Use multiple sources of information to determine the focus of your inquiry – student voice, assessment information, diagnostic tasks.
What literacy knowledge and skills need to be developed?
Learning about my students' needsWhat is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next.
What is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next.
What do we know about each student's:
Our two national curriculum documents The New Zealand Curriculum (NZC) and Te Marautanga Aotearoa place the learner at the centre of teaching and learning. In order to effectively "attend to the cultural and linguistic diversity of all students" (NZC p34), teachers need to develop a rich knowledge and understanding of who their students are, what they bring with them, and their learning strengths and needs.
Teachers as Learners: Improving Outcomes for Māori and Pasifika Students through InquirySeven case studies about teacher inquiry in New Zealand classrooms have been adapted as learning stories; these are included in this set of materials as springboards for thinking about the Teaching as Inquiry cycle, effective pedagogy, and cultural responsiveness and how they might connect to your own practice.
Teaching Secrets: When the Kids Don’t Share Your Culture An article from the New York Times which provides a number of practical ways to get to know students from different cultural backgrounds.
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Student Voice: Have we considered what our students would like from us? What helps them realise their potential?
[Video – Student voice]
Please note that in order to view this video you either need a web browser that supports HTML5 video or to ensure both JavaScript and Flash are enabled for your browser. Alternatively you can use the download link below to view the video in your player of choice
Making Language and Learning Work in Secondary Science and Maths: Know the Learner.
[Video – The importance of knowing the learner]
The purpose of this style of writing is to recall an event or experience for the reader's information or enjoyment. It differs from a narrative in that the events are portrayed in chronological order - in the order in which they occurred rather than manipulated for maximum impact or drama.
Writers should remember that while the purpose is to retell they still need to craft their retelling to be interesting to the reader. Rather than retelling every minor detail, the writer needs to select the important information or events, and expand on these in an interesting manner. If you were recounting a sports day, you could focus on the place, time, events and results (which may be appropriate for a report), but to interest the reader think about what would lift this above the dreary detail - What was the highlight of the day for you? How did you feel when you tripped just before the finish line? Did anything funny or surprising occur?
It is often a good idea to brainstorm all the things that happened in the event or experience, and then select and sequence those that you will use.
Popplet is a tool you could try for this - double click anywhere on the screen to add the events and then move into chronological sequence. You can then add title ideas and personal comments or anecdotes.
Planning
eBook tools
IllustrationsA recount does not always require illustration, but for some audiences or some formats, such as eBooks, illustrations could well enhance the retelling. Illustrations could be drawn freehand and then scanned or photographed for inclusion in a book or eBook, or they could be drawn on computer using free web 2.0 tools or apps.
PhotosAttendance at an actual event often yields good digital photos to add to the recount. These can be cropped, rotated and enhanced using free software or apps.
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