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Lifting literacies

The development of literacy skills is of fundamental importance for all students. This is increasingly so as employment shrinks in trades and manufacturing, but grows in the service sector where highly developed communication and interpersonal skills are in demand.

The relative literacy achievements of boys and girls on basic skill tests have received extensive media coverage, creating a popular perception that there is a crisis in boys' literacy. For most boys this is not the case. Many develop strong literacy skills, but some boys (and girls) are struggling.

Gender alone is not a strong predictor of literacy achievement, but it acts in concert with other factors, increasing risk for particular individuals or groups. Australian research shows that while there is a small, systematic disadvantage shown by boys on many tests, it is greatest among students from low socioeconomic and Indigenous backgrounds.

Schools are also recognising that new times demand new literacies. As technology creates forms of communication not dreamed of in the print-based past, many students, particularly boys, are using computer-based literacy practices not traditionally taught at school. We need to embrace multiliteracies so that our students are well prepared to be active and informed citizens in a diverse and changing world.

How are boys doing in literacy?
Worries about boys' literacy have a long history.
What are boys saying about English?
Some questions for literacy teachers.
How do gender theories link with boys and literacy?
Masculinity versus literacy - is it a battle?
What counts as literacy at school?
Productive pedagogies help teachers address gender.
Encourage students to start questioning gender in texts.
An integrated approach works best.
Some advice for school action on literacy.

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