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Literacy and Numeracy: Teaching across all disciplines

A literate individual can apply and understand language in a variety of forms, across a range of contexts (Connolly & Giouroukakis, 2016). Similarly, an individual is numerate when they can identify and apply appropriate mathematical strategies across a range of settings to participate effectively within society (Goos, Dole, & Geiger, 2012). Both literacy and numeracy require the individual to not only master a set of skills, but also have the willingness and self-assurance to apply those skills in varying circumstances. Identified as essential skills for everyday life, literacy and numeracy have been incorporated into the general capabilities of the Australian Curriculum (ACARA, n.d.a).

(ACARA, n.d.a)

Literacy is not simply the ability to read and write. It involves a range of interrelated skills such as speaking, listening, writing, viewing, creating texts, and adapting one’s language to suit different settings (ACARA, n.d.b). Literacy is also not strictly related to books. Language surrounds students in almost every aspect of their lives from mobile phones, to advertisements, to the supermarket; and they require the specific literacy skill set related to each of those domains (Burke, Butland, Roberts, & Snow, 2013). The Australian Curriculum addresses literacy in each learning area through developing students’ capabilities with their receptive and expressive language skills, as well as their text, grammar, word, and visual knowledge (ACARA, n.d.b).

As literacy is not merely the ability to read and write, numeracy is not just the ability to answer a
(Geralt, 2018a)
mathematical question. Numeracy involves the individual being able to apply their mathematical knowledge to appropriate situations, to understand the mathematical elements in the world, and to use mathematics effectively in their everyday life (Goos, Dole, & Geiger, 2012). Numeracy requires a person to have knowledge of mathematical concepts, as well as the knowledge of when and how to apply those concepts (Hurst, 2013). With many mathematical skills required in a wide range of settings, the Australian Curriculum has chosen to include the teaching of six different capabilities within the general capability of numeracy. These are estimating and calculating with whole numbers; recognising and using patterns and relationships; using fractions, decimals, percentages, ratios and rates; using spatial reasoning; interpreting statistical information; and using measurement (ACARA, n.d.c). 

It is the responsibility of all teachers to incorporate discipline specific literacy and numeracy in their respective learning areas (ACARA, n.d.a). Disciplinary literacy involves an understanding of the distinctive literacy used in the discipline that aids in the understanding of the knowledge related to that discipline (Shanahan & Shanahan, 2012). Disciplinary numeracy can be described as the mathematical skills required to understand a certain discipline, for example an understanding of measurement is a mathematical skill required to understand the processes in chemistry. Disciplinary literacy and numeracy are essential in a teacher’s pedagogy as students acquire a greater understanding of the content being taught when they are instructed on how concepts are created and when to use them (Johnson, Watson, Delahunty, McSwiggen, & Smith, 2011).
(Kidaha, 2018)

As each discipline is inherently different, so too are the literacy and numeracy used in them (Shanahan & Shanahan, 2012). It is then only natural that teachers provide explicit instruction of the literacy and numeracy skills required to have a full understanding of the topic (Shanahan & Shanahan, 2012). The Australian Curriculum requires all teachers to educate their students on the literacy and numeracy requirements of their discipline, for example a Year Nine History teacher must teach their students spatial reasoning when analysing and interpreting maps (ACARA, n.d.d). It is important that teachers not only think of themselves as just teachers of their discipline, but also teachers of literacy and numeracy as well (Bennison, 2014).

With literacy and numeracy playing such integral parts of students’ lives, as well as being a major focus within the Australian Curriculum, it is imperative that teachers give them as much focus and respect as they do the teaching of their discipline specific content. Student’s knowledge on the ideas of a discipline are greatly enriched when they are taught how to analyse the subject texts in a way specific to the discipline (Johnson, Watson, Delahunty, McSwiggen, & Smith, 2011). Similarly, students are better able to apply mathematical skills when they are taught them within the discipline’s in which they need to use them (Hogan, 2000). The development of a pedagogy that addresses the literacy and numeracy capabilities of a teacher’s subject area is therefore vital in providing a well-rounded education.

 
(Geralt, 2018b)

References
Australian Curriculum, Assessment and Reporting Authority (n.d.a). General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Australian Curriculum, Assessment and Reporting Authority (n.d.d). History. Retrieved from         https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/history/
Australian Curriculum, Assessment and Reporting Authority (n.d.b). Literacy. Retrieved from         https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/
Australian Curriculum, Assessment and Reporting Authority (n.d.c). Numeracy. Retrieved from         https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/numeracy/
Bennison, A., (2014). Understanding Identity as a Teacher of Numeracy in History: A Sociocultural Approach. Retrieved from https://espace.library.uq.edu.au/data/UQ_352743/BENNISON_14.pdf?Expires=1515070043 &Signature=N6yu5KkCW0oTqYpzFb7A1xrTLiqnC4MiR9be1PDAk6wrsKCB8bBriMMOB1NK9e GQFLPDM- anixlHMkLwW8dCulC3Lgg0eqOE1eRKKOoD3w9~3AEOIGZpYmQY9L91jjayjY6Nk47ivE0A6J2YWe- 5gkvnixL6~5j8o4w5yoHwnfbxkKh1VoQLS5KCbznIE3GVdY7UOUOuYOQhSsCQWjran0             ZyckfKeOPJ7SXigjf4m-fCZc2ZTIZqxJrI- GZkpfFh5Aviynd2akD84hJIOHJBJQNFrm0M0ywuTbZ5ZMdCmZomereG0uIpWMMNonX      kqRpRagsS2J4Tv38hG5eepEjqPA_&Key-Pair-Id=APKAJKNBJ4MJBJNC6NLQ
Burke, A., Butland, L., Roberts, K., & Snow, S., (2013). Using Multiliteracies to “Rethink” Literacy Pedagogy in Elementary Classrooms. Retrieved from https://link.library.curtin.edu.au/ereserve/DC60272075/0?display=1
Connolly, M., & Giouroukakis, V., (2016). What is a Literate Individual? Retrieved from http://www.ascd.org/publications/books/116023/chapters/What-Is-a-Literate-     Individual%C2%A2.aspx
Geralt. (2018b). Alphabet [image]. Retrieved from https://pixabay.com/en/abc-alphabet-alphabetically-letter-3014146/
Geralt. (2018a). Numbers [image]. Retrieved from https://pixabay.com/en/pay-digit-number-fill-count-mass-2446669/
Goos, M., Dole, S., Geiger, V., (2012). Numeracy Across the Curriculum. Retrieved from           https://lms.curtin.edu.au/bbcswebdav/pid-4969212-dt-content-rid-27010530_1/courses/EDSC1006-DVCEducatio-  1707573343/Goos%2C%20Dole%20and%20Geiger%2C%20Numeracy%20across%20the%20Curriculum.pdf
Hogan, J., (2000). Numeracy Across the Curriculum. Retrieved from https://search-informit-com- au.dbgw.lis.curtin.edu.au/fullText;dn=103894;res=AEIPT
Hurst, C., (2007). Numeracy in Action: Students Connecting Mathematical Knowledge to a Range of Contexts. Retrieved from https://www.merga.net.au/sites/default/files/editor/documents/ECAHurst.pdf
Johnson, H., Watson, P., Delahunty, T., McSwiggen, P., & Smith, T., (2011). What Is It They Do: Differentiating Knowledge and Literacy Practices Across Content Disciplines. Retrieved from https://lms.curtin.edu.au/bbcswebdav/pid-4969246-dt-content-rid-27010559_1/courses/EDSC1006-DVCEducatio-1707573343/Johnson_Watson_et%20al.pdf
Kidaha. (2018). Book [image]. Retrieved from https://pixabay.com/en/book-read-lesson-2814035/

Shanahan, T., & Shanahan, C., (2012). What is Disciplinary Literacy and Why Does It Matter? Retrieved from https://crlp.ucsc.edu/resources/downloads/Shanahan%20What%20is%20Disciplinary%20Literacy.pdf

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