Element 1 - Describe adult literacy in Aotearoa

Recommended resources

 * Timeline of New Zealand's Adult and Maori Literacy Initiatives
 * Ashcraft, M. H., & Kirk, E. P. (2001). “The relationships among working memory, math anxiety, and performance.”
 * Benseman, J., & Sutton, A. (Eds.). (2008). Facing the Challenge.
 * Bishop, R., Berryman, M., Cavanagh, T. & Teddy, L. (2007). Te Kotahitanga Phase 3 Whanaungatanga
 * Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. (2003). Te Kotahitanga: The experiences of Year 9 and 10 Māori students in mainstream classrooms.
 * Bynner,J. & Parsons,S. (2005). “Does numeracy matter more?” Most people recognise that low literacy levels make it difficult to function in adult life but it is often assumed that numeracy is less important than literacy. This study was designed to test whether this is in fact the case.
 * Durie, M. (1998). Whaiora: Māori Health Development.
 * Hill, K. (1990). This Fragile Web: An informal history of the adult literacy movement in New Zealand 1974-1988.
 * History Group of the New Zealand Ministry for Culture and Heritage. (n.d.) “History of the Māori Language – Te Wiki o Te Reo Māori.”
 * Looney, J. (2008). Teaching, learning and assessment for adults. Improving foundation skills. This book contains a background chapter on NZ that could also be used in US21191.
 * Manly, M. (2008, May).”Numeracy matters.” This brief article summarises the ideas explored in depth in “Does numeracy matter more?”.
 * Māori Adult Literacy Reference Group. (2001). “Te Kawai Ora. Reading the world, reading the word, being the world.”
 * Pere, R. R. (1991). Te Wheke: A Celebration of Infinite Wisdom
 * Pihama, L., K, S., Taki, M., & Lee, J. (2004). “A literature review on kaupapa Māori and Māori education pedagogy.”
 * Porima, L. (2006). “Understanding the needs of Māori learners for the effective use of eLearning.”
 * Sharples, P., Dr (2006 and 2007). “Boys in Education”; “The power of „and‟.”
 * Tangaere, A.R. (1997). “Māori human development theory”.
 * Tertiary Education Commission. (2008a). Learning Progressions for Adult Literacy and Numeracy: Background Information.
 * Tertiary Education Commission. (2008j). Literacy, Language and Numeracy Action Plan 2008-2012.
 * Wevers, L. (1997). “Reading and literacy.”

Performance criteria
1.1	Description includes an outline of the development of adult literacy initiatives that relate to learners in the programme.

1.2	Description includes a comparison of three adult literacy definitions currently used in Aotearoa New Zealand.

Range	definitions to include one for Māori, one for integrated literacy, and one other.

1.3	Description includes a discussion of reasons for low adult literacy levels in Aotearoa New Zealand.

1.4	Description includes a discussion of implications of low adult literacy levels in Aotearoa New Zealand.

1.5	Description includes identification of literacy resources appropriate and relevant to learners within the programme.

1.6	Two adult literacy specialist organisations are identified, their services are described, and their contribution to the programme is outlined.

1.7	Description includes an outline of Māori literacy to the present.

Range	outline includes but is not limited to – Māori literacy pre-colonisation, Māori literacy initiatives and issues post-colonisation.

This page links to:
National Certificate in Adult Literacy Education
 * Element 1 - Describe adult literacy in Aotearoa
 * Element 2 - Describe Maori Literacy.
 * Element 3 - Identify the literacy demands of the training or education programme.
 * Element 4 - Identify the literacy strengths and needs of the individual learners in the training or education programme.
 * Element 5 - Integrate literacy skill development into the delivery of the training or education programme.
 * Element 6 - Use literacy teaching strategies to promote adult literacy skill development in the training or education programme.
 * Element 7 - Assess literacy progress in the training or education programme.
 * Element 8 - Evaluate effectiveness of literacy teaching strategies and learning activities and any specialist adult literacy support in the training or education programme.