Literacy, a debate for the literate? A critically ‘literate’ look at the portrayal of literacy in the current media environment.

‘The concept of developing ones own ‘critical media literacy’ although focused on school students, in Kellner and Share (2005), can be seen as no less relevant when engaging with current media texts on the topic of ‘literacy’ today. Within the current media environment surrounding literacy education, it is easy to become confused, or to fall prey to the ever-constant bombardment of ‘culturally dominant’ views perpetuated by media sources, many of which have become naturalised in common understanding, and characterise how we relate current literacy trends, with those of the past.’

If ‘YOU’ are reading this text right now, then you are engaged in a ‘discourse’ with a form of media (in this case an internet Blog), and as an active user of modern media outlets (demonstrated by your use of the internet) it is undeniable that you are bombarded with hundreds of similar textual influences throughout your day.

Within this discourse, I as the creator of the text am empowered by my position as the active presenter, and using my predetermined understanding of the issue to be discussed, subject selectivity, as well as the availability of countless symbolic codes, language and techniques (naturalised as appropriate for a Blog), I am seeking to in someway influence your understanding of the world, based on my own. This means that as a natural process of persuasion, the message I convey, and what information I choose to include is subject to my own predisposed prejudices, ideals, ideologies, values and experiences, all of which cumulate to influence your experience as a reader.

In this power play, you as the receiver are likewise in a unique position, as while I can present information to you in particular ways, it is ultimately up to you, to interpret what message is being conveyed to you. According to Luke and Freebody (1990), this process is entirely dependent on your prior understanding not just of concepts and topic content (as a ‘text participant’), but also of persuasive technique and of symbolic codes (as a ‘code breaker’). Take for example the bolded words above. Though I have placed them in the text to emphasis certain key words, and illustrate this point, your recognition of their significance is entirely subject to your understanding of their symbolism, developed through exposure and ‘breaking of their code’ meaning in earlier text experiences, and as such it is up to you to make the connection and interpret what message is being conveyed in their use (Luke & Frebody, 1990).

With all this in mind, I hope to have emphasised that we all have a role in engaging with the countless media texts, for which we are exposed to everyday, and that not only do texts arise with specific intended purpose, based on the prejudice and empowered position of their creator, but likewise that each of us, hold within our own capacity, the ability to decode, critically analyse and interpret texts in a manner through which we can empower ourselves, rather than simply accepting a place as a passive audience (Morrell, 2002; Thomen, 2003).

This ethos, which I hope to have transmitted to you, is that which I have gained through my own interpretation of the ideas of Kellner and Share (2005) and Thomen (2003) in regards to the concept of becoming an effective practitioner of what has been termed ‘critical media literacy’. Within their discussion of this particular form of multi-literacy, Kellner and Share emphasised the growing need for school students to be accounted the skills, awareness and mindset necessary to use/engage with expanding media more intelligibly, and that through these traits, students could be better empowered in their engagement with such texts, and in the process of deciphering and desiring their own beliefs. This would represent a large step towards the disillusion of the subconscious dominance for which media hold over our minds, and serve to aid such students to come to more comprehensive and informed views about key world issues, beyond the yoke of dominant cultural prejudices, and their monopoly of media power (Kellner & Share, 2005).   

The concept of developing ones own ‘critical media literacy’ although focused on school students, in Kellner and Share (2005), can be seen as no less relevant when engaging with current media texts on the topic of ‘literacy’ today. Within the current media environment surrounding literacy education, it is easy to become confused, or to fall prey to the ever-constant bombardment of ‘culturally dominant’ views perpetuated by media sources (Kellner & Share, 2005). Many of these views have become naturalised in our common understanding, and characterise how we relate current literacy trends, with those of the past. As such I would like to use the remainder of this Blog to breakdown three relatively current media texts on the issue of literacy, so as to emphasise and help develop an understanding of ‘critical media literacy’ and its usefulness in assessing the presentations of literacy education in media today.



Within this illustration not created by me, Media Literacy can be seen as one of multiple literacy’s (multi-illiteracies), that make up students information literacy. Perhaps with some irony, Media Literacy is located at the top of the diagram, with 'Traditional Alphabetic Literacy’ (which mainstream media is so often fixated on) relegated at the bottom. Not likely intentional, and completely non-symbolic in its making, but nonetheless ironic that media literacy is AT THE TOP! Which in most of our traditional visual code experience symbolises highest importance, and in todays media world its not far from the truth.

Kellner and Share (2005) outlined a five-part process/framework, which an individual may utilise in order to develop their own critically literate inquiry into a given media text. These parts or ‘Core Concepts’ (referred to in analysis as ‘CC’) are as follows and each will be addressed in analysing our literacy texts using:

Core Concept 1. Principle of Non-Transparency: All media messages are “constructed”.

Core Concept 2. Codes and Conventions: Media messages are constructed using a creative language with its own rules.

Core Concept 3. Audiences Decoding: Different people experience the same media message differently.

Core Concept 4. Context and Message: Media have values and points of view.

Core Concept 5. Motivation: Media are organised to gain profit and/or power.

Media text 1:             ‘Science literacy at risk of extinction’

This text is an online article written for ABC news by Simon Santow and can be located via the following link: http://www.abc.net.au/news/stories/2010/07/30/2968669.htm (7/6/11)

As the text is composed for a mainstream news broadcaster, the purpose of the text can be seen to inform the general public about issues of science literacy in Australia, as they are highlighted by the cited study from the Australian Academy of Science (CC1 and CC5). However due to the nature of media reporting, motivations to grab attention can be seen in the deployment of powerful emotive words such as ‘risk’ and ‘extinction’ in the title, which parallel scientific literacy with that of endangered animals and extinct dinosaurs, presenting an eminent threat to Australian society (CC2 and CC5). This choice of attention grabbing words in the title is a direct attempt to attract and influence the reader, and a surface reading of this (one not critically analysing what is being said) can easily be characterised by the expectation the title creates about the direction of the article. That is to say that, without reflecting on the specific details within the body of the text, one could be led to believe that the article is suggesting that Australian Scientific literacy was in decline and threatened by ‘extinction’. This kind of interpretation could certainly spur on beliefs or ideology that the Australian education system is failing and declining in general, as is a commonly held trend in media reporting (CC4).

However a different interpretation of the article can be developed through reflecting on the specific wording, and on the data attached to the text (see link at right hand side of article or follow link http://www.fasts.org/images/News2010/science%20literacy%20report%20final%20270710.pdf ). Through using this information, in a process of critical reflection, one may reassess the message behind the text, and uncover a different interpretation, than that of a casual surface reader (CC3). Specifically, the body of the text, as well as the data, does not draw clear conclusions that Australia’s literacy system is in a decline per se, or that it is at risk of ‘extinction’, despite what the title may lead one to believe, rather it suggests we have ‘a long way to go before having good scientific literacy’. In complete contradiction to the decline interpretation, quick inquiry into the findings of attached data demonstrates that Australian scientific literacy is higher among young people, than in older generations, decreasing consecutively with each age group to its lowest point with that of 45-64 year olds, and as such it can be seen to be rising over time. This additional, but somewhat critical information is omitted from the article itself, and this may be a reflection of the authors own preoccupation with the need to emphasises the declining availability of science and mathematic teachers (as a result of the retirement of the baby boomers), and the need to promote a concern for science literacy as a means through which further support for this area can be attained (CC4 and CC5).

Overall through this quick analysis using the framework outlined by Kellner and Share (2005), it is easily observable that without critical reflection, through an understanding of ‘critical media literacy’ one can be misled or have difficulty negotiating their way through the different points of view on literacy projected by the media today (CC3 and CC4). Specifically, within this article at least two differing, and contradicting interpretations can be created, depending on the level of reflective practice employed by the reader, and of their understanding of critical modes of inquiry (CC3). It is also apparent that, without reflection and reassessment of the text, individuals may be captivated by the significant features emphasised by the text creator (in this case the powerful title language), and become predisposed to an interpretation that was not strongly supported by the available text body, or data (CC1 and CC2). Also significant to note, is that this disposition of Australia’s literacy as ‘in decline’ is a key point of view, perpetuated by the media, and captivating for society, and with this in mind, such an interpretation of the text (driven by the title) can be seen as an extension of a dominant cultural belief, which appears to be eternally repeated almost every generation in the media (CC5).   

Small wonder why 1/3 of Australians believe humans existed at the same time as dinosaurs! Could the popularity of this media phenomena explain their confusion in the cited data? If only we were all a little more critically media literate!

Media text 2: ‘Writing is on the wall for underperforming schools’

An article from the Herald Sun, located via the following link: http://www.heraldsun.com.au/opinion/writing-is-on-the-wall-for-underperforming-schools/story-e6frfhqf-1226067507923 (8/6/11)

The authorship of the article can be attributed to Miranda Devine, who is a regular columnist for the Sydney Morning Herald and Herald Sun and has been noted for her conservative views on a number of issues, both social and political (Media Watch, 2007). This has significant implications for the text itself, which shows clear preference for conservative solutions to the problems of literacy in Australia, such as a back to basics approach, with repeated positive emphasis on the apparent efficacy of ‘rigorous phonics-based reading programs as a solution to literacy woes (CC1 and CC4). This conservative point of view, or value can likewise be seen to manifest itself in a number(CC2 and CC4).

Also offering insight into the intended purpose and message of the example text, is the omission of oppositional considerations, often proponed by these apparent ‘militant teachers unions’. Examples of omitted discussions include the importance of other literacy forms (ICT, critical and creative literacies, etc), which may compete for learning time in schools, the ‘teaching to the test’ phenomena that could arise from the undue threat of NAPLAN to teachers, students and schools reputation and funding, as well as the failure of similar policy programs in the USA (CC1 and CC4). These are just some examples of discussions, which the author has left out in creating their text, and readers unaware of such alternate arguments, or not active in the use of ‘critical media literacy’ (by making self initiated connections) may find themselves highly influenced by the subliminal persuasive techniques incorporated by the text creator (CC3 and CC5). This is important as the text adopts a very strong, wholesale approach towards support for both the NAPLAN and phonics programs, for which it suggests have ‘empowered parents and teachers to demand better from their schools’ (in regards to NAPLAN) and ‘has been a success wherever its used’, ‘genuinely closing the gap’ (in regards to phonics approach). The promotion of such points of view without the provision of further evidence could have adverse effects upon the interpretations of different readers. For example a political or educational conservative may be inclined to empathise with the texts focus on ‘basics’ and ‘rigorous’ type approaches to literacy, while some teachers may reject the texts blanket assumptions that non-progressive NAPLAN results correlates wholly with ‘lessons that teach nothing of value’, knowing full well that other skills, knowledge and literacies not tested under NAPLAN also hold importance both within the classroom learning and in student development (CC3). Parents may sympathise with these or any other number of sentiments, for example those holding familiarity with drilling, basics and factual learning may respond favourably (CC3).

Whether or not the contained arguments hold promise is not the object of this discussion, however what is clear using the ‘core concepts’ outlined by Kellner and Share (2005) is that, the cumulative purpose/effect of employed techniques and the admittance or inclusion of particular arguments, can be seen as a determined attempt to persuade the reader of the efficacy of both NAPLAN and phonics based learning. 

Media text 3: 'Knowledge is power' 

For this final example I will be breaking the analysis down into a short, format remicent of Kellner and Shares (2005) outlined framework. The object of this exercise is to demonstrate the process of deploying the framework, to gain a more critically literate view of the media text. Each title question in the model has been designed to address the core concepts suggested by Kellner and Share, and they may be helpful when conducting your own media inquiries.

Image was extracted on the 9/6/11 from http://zegsyd.blogspot.com/2010/01/knowledge-is-power-i-suspect-this.html and all rights belong to the illustrator


I have chosen a visual cartoon image for the last media text to be examined, to emphasise the significance of images as an alternate form of media influence in our lives. The image although not from a formal media outlet, nor of primary written format is no less important than those previously examined, as it represents the kind of image media one is likely to encounter on a daily basis when reading cartoon segments of a newspaper, or surfing the web for information. For commentaries on the image, see the creators Blog here: http://zegsyd.blogspot.com/2010/01/knowledge-is-power-i-suspect-this.html (9/6/11)

1) Who created this message and why are they sending it (CC1 and CC5)?

The creator is an amateur Blogger and cartoonist. According to their commentaries, the primary motivation for the image is to highlight the need for transparancey about literacy and numeracy in schools, and that the 'power' of knowledge (about student performance) is a fundamental part of effective democracy.

2) What techniques are being used (CC2)?

The techniques used by the illustrator can be divided into visual and written. In regards to the visual techniques, the creator uses a picture of a protesting teacher (probably a union member), wearing a Fidel Castro shirt, in order to parallel or link their objections with that of communists. This is consistent with his expressed beliefs (in the commentaries) about the need for transparancy in regards to literacy performance as a cornerstone of democracy. The old plump looking figure,wearing dress reminiscent of a protester in by gone era's of moritoriam marches, could also reflect the baby boomers still dominant in the teaching profession, perhaps trying to cling to their old ways. 

In regards to the written component the creator uses irony to saterise the apparent concerns of teachers, which in the image is depicted as an attempt to conceal their own lack of performance in teaching literacy and numeracy.

3)What lifestyles, values, and points of view are represented in the message (CC4)?

The image demonstrates a strongly opinionated interpretation of the debates surrounding the literacy, numeracy test, and as such a number of lifestyle values and points are view are evident both in the image and in its attached commentaries. The creator notes that his experience of school have been with the independent system, and as such the image is coloured by this experience. Notably he suggests that independent schools need to be transparent, so that it is clear when 'shopping around' that they are high performing. This lifestyle value appears to have had important implications in the image, where he suggests that public schools are the only ones trying to hide from accountability (demonstrated by the left sign).  

Workplace experience can also be seen to influence the creators decision, where he notes in his commentaries that 'Just about every workplace has some kind of testing and assessing criteria that sorts out the wheat from the chaff'. This manifests itself in the images push for accountability and the conception that protesting is only an attempt for individuals in the teaching profession to protect themsleves.
  
4)How might different people understand this message (CC3)?

Targets public school teachers and teacher unions, but recently similar concerns have been expressed by independent schools in regards to NAPLAN's adverse effects. As such teachers from both schooling systems are likely to interpret the images as an attack or saterisation of their objections and concerns about NAPLAN as attempts to cover up what the image proponeds 'They (the students) have not been taught'.

The communist connontations are less likely to be interpreted by someone unfamiliar with the Fidel Castro image, and as such people with less global awareness or education may be limited in their understanding of the message. Likewise others may not interpret the irony of the written language and take it literally, and thus the image could for some have the opposite to the intended message. 

5)What is ommited? and how does this reflect the nature of the media source (CC5)?

The image omits much of the real concerns teachers have put forward about NAPLAN (such as the threat of the need to 'teach to the test' created by its combination with the MySchool website), choosing rather to satirise their concerns with a ironic written message in which the teachers are depicted as trying to avoid accountability. As the image has been created for free media (an internet Blog), the primary motivation of the text is to influence or spark awareness of his message, and in this light it is an attempt to admit a form of power.

Reference list:

Media sources: 

Devine, Miranda. (2011). Writing is on the walls for underpreforming schools. Herald Sun, June 2, 2011. Retrieved from http://www.heraldsun.com.au/opinion/writing-is-on-the-wall-for-underperforming-schools/story-e6frfhqf-1226067507923 (8/6/11)

Hammond, J., & Stolper, D. (2010). Science literacy in Australia. Canberra: Federation of Australian Scientific and Technological Societies (FASTS)., & Australian Academy of Science. Retrieved from http://www.fasts.org/images/News2010/science%20literacy%20report%20final%20270710.pdf (7/6/11)

Media Watch (Australia). (2007). Good Morning Iraq. Episode 28. 2007. Retrieved from http://www.abc.net.au/mediawatch/transcripts/s2029170.htm (8/6/11)

Knowledge is Power. (2010). Cartoon and Blog commentaries, posted 19/1/10. Retrieved from http://zegsyd.blogspot.com/2010/01/knowledge-is-power-i-suspect-this.html (9/6/11)

Santow, S. (2010). Science literacy at risk of extinction. ABC News [online article] 30/7/10. Retrieved from http://www.abc.net.au/news/stories/2010/07/30/2968669.htm (7/6/11)

Academic references:

Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect: Australian Journal of TESOL, 5(7), 7-16.

Morrell, E. (2002). Toward a critical pedagogy of popular culture : literacy development among urban youth.  "Journal of adolescent & adult literacy: a journal from the International Reading Association", Vol. 46, no. 1, Sep. 2002, pp. 72-77.

                       

Kellner, D., & Share, J. (2005). Towards Critical Media Literacy: Core concepts, debates, organizations, and policy. 'Discourse: Studies in Cultural Politics of Education', 26:3, 369 - 386.

Thomen, E. (2003). Skills & Strategies for Media Education: A pioneering media literacy leader outlines the core principles and key components of this new educational agenda. 'Center for media literacy', 1-4.

An exploration of video games and their childhood impact on myself as a growingly 'literate' historian and educator today

Don't laugh I wasn't that much of a nerdy child, honest :D

In the vast expanse of this world, and of all its great and fascinating features, one thing has stood out above the rest as an unwavering obsession, a source of both great enjoyment and educational drive within my life. This special something for me has always been 'history'. While other kids have enjoyed their own talents in sport, art, readings or any other of the countless interests that possess the childhood and adult mind alike, it has always been history that has motivated me as a person, to expand my knowledge and understanding of the world around me.  History is central to the way I interpret my surrounding, things that I read, things that I see, things that I do or think about doing. It informs me to act appropriately, or predict the actions of others, the causation of events and defines who I am. As such while some may see 'literate' to mean able to read and write in ones native language, it should come as no surprise that the concept of being 'historically literate' is of much greater interest to me.

So what is historical literacy? Well to put it one way, historical literacy is the ability to recognise, understand, interpret and utilise sources of historical information or texts appropriately within the course of historical investigation (NSW DET, 2007). While it maybe interconnected with traditional conventions of literacy, such as speaking, listening, reading and writing, it can be expanded out to include a greater focus on historically relevent skills or focyus, as as such can be seen as a literacy form in its own right under the idea of multiliteracies (Cazden, Cope, Fairclough, Gee, et al. 1996). Other features of historical literacy include the ability to construct and appoprietly utilise relevant historical texts/tools, understand historical codes (images, symbles and vocabulary), in addition to the ability to think critically, recognise subjectivity or bias, the sequential order of time and its relationship with space, empathise with the past as well as recogne the impacts of ones own beliefs on our assessment of history ( Freebody and Luke, 1990; Santoro, 2004). With that tongue twister in mind (sorry :D), it is clear that historical literacy is complex and incorporates an endless breath of skills, knowledge and understanding, and as such must be developed as a lifelong continuum of learning and change (NSW DET, 2007).

Thinking back today about what foundations lay beneath this lifelong obsession have lead me to one resounding, and perhaps surprising answer, PC games. Yes you heard that right, far from numbing the mind, it has been video game classic like Age of Empire, Civilization and the Total War series, that I now attribute to not only bringing great warmth to my youth, but to have also drove me on a lifelong educational endeavour that continues to shape me as a increasingly literate person today. For this reason I will be exploring my childhood memories in order to seek an understanding of the development of my earliest historical literacy, and how it intersects with both my formal educational development (school) and that gained (informally) through my exposure to historically based video games. To best highlight my literacy progression I will be utilising the 'Four Resources Model' outlined by Freebody and Luke (1990), which categorised literacy into the four components of 'code breaker', 'text participant', 'text user' and 'text analyist', to denote different significant moments in my historical literacy development (Anstey & Bull, 2004). 

Before looking at my own experiences, I would first like to make a note on video games as a mechanism in broader society. Perhaps most significantly video games, along with graphic movies have long been at the spearhead of a great international controversy predicting the decline of modern youths (a perpetually generation fear recognisable to any ‘historically literate’ person in sources beyond the introduction of rock and roll culture, to antiquity in Ancient Greece and Rome). This fear has given rise to the conception that video games are not only educationally damaging and brainless, but also lack the teachings of morality or the physical benefits of a childhood outdoors. For these latter points I will not discuss, but in regards to educational benefits, the blank cheque approach of dismissing video games as brainless busy activity has long struck a cord with me. As such whilst I would like to note that I am neither suggesting mainstream video games as an educational tool, nor that the information contained within supposedly ‘historical based games’ is even close to a good source of historical information for children, they have in my experience instilled me with both a passion and skills related to my greater development as a historically literate individual.

 

Through video games I feel I could (to a degree) better empathise with many of the tactical decisions and difficulties faced by personalities of the past.

 Workings backwards now, two key skills/tools critical to the development of myself as a literate historian can be attributed to my early exposure to them during my casual enjoyment of history based video games. These are the skills of map reading and timelines. Within most strategy games there is a clear sequential order in which era's of human history are mapped and played out. The games themselves often include detailed timelines structured identically to that which is used in formal historical inquiry, but simple playing of the games alone was more then enough to instill within my understanding the concept that history takes place in a specific order and that civilisations, technologies and events all developed as a consequence of those before them. Big deal right? Well it may not sound like a mean feat to you today, but it is perhaps the most fundamental realisations for a developing historian, and allows a historically literate person to recognise different times as both interrelated along a time continuum, as well as separated by their contexts in time. This is a realisation essential to operate as an effective historical 'text participant', as it allows one to both link contextually relevant events together as a chain and explain the causation's of certain historical decisions or events evident within texts being examined (Freebody & Luke, 1990). Similarly this understanding of the sequence of time allows a 'text user' to discern that other events, beliefs, etc, may likewise be separated by time or space, and thus not relevant to the particular context of the historical text, such as separating their contemporary beliefs from those within a historical text (Freebody & Luke, 1990).

In regards to functional timelines and mapping, it is evident that my exposure to both during my early PC game experiences allowed me to become familiar with the features and structures of these two tools of a literate historian. This awareness and understanding of the meaning behind the symbols and structure of maps and timelines is greatly reflective of what Freebody and Luke (1990) have termed a 'code breaker', whereby an individual becomes increasingly literate as they begin to recognise the meanings behind the codes and structures which make up a text (language, symbols, grammar, etc) (Anstey & Bull, 2004). As such it seems apparent that my experience using these texts through strategy games perpetuated growth in my historical literacy, aiding me to become a competent 'code breaker' when faced with the need to utilise or construct historical timelines or maps in my formal education (Freebody & Luke, 1990).

Other important developments of my historical literacy can also be seen to intersect my game experiences, and though it is likely that I would have developed them irrespective of my fascination for history based games, I feel that it has been these games that have both prompted my great passion for history, and helped me reach levels of historical literacy earlier then many of my peers. Though it is for the most part forever shrouded in the fallibility of my distant memory, it is apparent that a time existed when all texts were accepted equally in informing my own mini inquires or attempts to develop a conception of history. Within this period it is likely that video games, movies and toys (including me beloved Lego, which featured its own depictions of historical societies such as Ancient Egypt, pirates and samurai among others) were in my mind just as good a source of information as a history book, or had I ever been exposed to one a primary source. From my reflections I have been able to narrow down a vague memory in which I realised that Roman legionary had squared shields, while Greek hoplites fought with round ones (naturally as a young boy I was more interested in the warriors, then the cultures themselves, but that's gender socialisation for you). So how is this significant? Well in the Age of Empires game the complete contradictory scenario is presented (ie Legionaries with round shields and hoplites with square), this is a huge historical error, and when it became apparent to me two significant literacy processes were evident. 1) I must have been utilising my own existing knowledge (that gained beforehand from the video game text Age of Empires) to compare and comprehend the incoming information drawn from the second text (evidence of a working 'text participant'). 2) I was able to recognise that the second source, being a formal historical text, was more reliable and accurate then the information contained within the video game as a mechanism for entertainment. This demonstrates a point in my development in which a discovery of contradiction within texts prompted me to look beyond the texts themselves, to the purpose of each to resolve the contradiction. Freebody and Luke (1990), outline that an effective 'text user' is aware of the purpose of the texts, and how this may influence the appropriate use of the text in certain contexts. In this case the text was recognised as a primarily entertainment mechanism (rather then educational), and as such not inherently appropriate for application to my formal understandings of history (context), without further support from more reliable texts, thus representing an important step I have taken as a 'text user' (Anstey & Bull, 2004; Freebody & Luke, 1990).

Historical legion

Age of Empires legion

   

I know this is not doing me any favours in regards to my 'not being a nerdy kid statement', however for my own somewhat odd desire, I have map this development of my early childhood history literacy into a little rip off of the Age of Empires 1 technology tree starting from the 'stone ages' of my interest in history to using tools in the 'tool age', to the development of a solid base of historical literacy in the 'bronze' and later 'iron ages' :P

Those discussed here in relation to the interconnection of my historical based video game experience and my initial developments in historical literacy represent much of my earliest memories of encounters with history, and though history occupies a small place in primary school, quite paradoxically it was video games, on the contrary to numbing my mind, that contributed at least equally greatly to my historical development in these early years. Whether this mixing of questionably factual entertainment information as background knowledge with my more formal development as a historically literate person is seen as a positive or negative is debatable, but I suspect that it is the natural process in which a majority of students of history begin their journey to historical literacy. As entertainment mediums are both accessible and enjoyable, I find that almost invariably peoples interest and knowledge have been sparked by such things as stories, video games and movies as a child. With this in mind I would like to conclude this topic by recognising that although an alarming amount of grown adults continue to hold such texts as the basis for their understanding of history, entertainments mediums are not in themselves inherently damaging or impeding to a child's historical literacy progression. On the contrary it is rather the development, or failure to develop the essential reflective skills central to becoming an effective and discerning 'text user' that will dictate how a historically literate person will interact with such texts, and the background knowledge absorbed from them subconsciously both as a child and adult (Freebody & Luke, 1990).

Reference List:

Anstey, M., & Bull, G. (2004). The Literacy Labyrinth (2^nd ed.). Frenchs Forest: Pearson Education Australia.

Cazden, C., Cope, B., Fairclough, N., Gee, J., et al. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.


Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect: Australian Journal of TESOL, 5(7), 7-16.


New South Wales Department of Education and Training (NSW DET). (2007). Teaching litracy in history in Year 7. New South Wales: Department of Education and Training. Retrieved from http://blackboard.newcastle.edu.au/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_1320122_1%26url%3d (24 march, 2010).

Santoro, N. (2004). Using the four resources model across the curriculum. In A. Healy & E. Honan (Eds.), Text Next (51-67). Newtown: Primary English Teaching Association.