The ‘Code breaker’ role includes basic skills associated with knowing the technology of the
written symbols of the language, and understanding the relationship between spoken and written
symbols.
The ‘Meaning maker’ role involves learners bringing their technology of code-
breaking to the different structures of the various types of texts they encounter and the
experiences portrayed in those texts. There is a matching up of the learners’ own knowledge of
the topic with a knowledge of textual structures.
The ‘Text user’ role means that, in addition to
participating in texts, learners must also assume the role of using texts in variety of situations,
each with a different socio-cultural purpose.
The ‘Text analyst’ role involves learning how to
examine texts critically in order to gain understandings about sub-surface influences and themes
and to find out why texts are written in particular ways to achieve particular effects.
As you read these descriptions and especially read the last two links below, you can see that we've been primarily stuck in the code breaker mode. We've started some of the Text Participation, but only to the level of what the story is about-- not really getting into the personal experiences or other textual connections. I think we've done well addressing Text Use as we have students look at different genres and the qualities and purposes of those genres. The major area we need to address is Text Analyst. Students need to make their own meanings from what they read or view. They should think about the meaning of what they read and not be told what something means or be influenced to believe there is one interpretation.
It seems like we are attempting to make progress in literacy instruction.
Freebody and Luke article
Reading Online Article on 4 Resources
Roles and Resources Model
4 Roles of a Literate Person
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