The traditional definitions of literacy mentioned by Fitzgerland and Coombes (2018) are all more than twenty-five years old but critical thinking is still a feature of modern education systems (Australian Curriculum and Assessment Reporting Authority, 2016a). Therefore, although new formats and delivery modes may require students to develop advanced technical skills, understanding and critical thinking are at the centre of contemporary literacies.

As Barbara Combes has stated, ‘literacy is understanding…you have to be able to understand and interpret whatever it is you are reading, writing, listening, viewing or speaking about’ (2016). In other words, students must be able to use what they have learnt through their interactions with a text or process in order to demonstrate understanding, regardless of the mode. Comprehension is also highlighted as a significant component of the literacy capability within the Australian Curriculum (Australian Curriculum and Assessment Reporting Authority, 2016b). Visual literacy, for example, involves not only the ability to view or ‘read’ an image, but also the ability to understand the image (Baker, 2012).

Critical thinking is mentioned in various frameworks and plans associated with twenty-first century learning (P21, 2015; Glen Waverly Secondary College, 2014) and this reinforces its relevance in modern society. It is a way of developing and demonstrating understanding and is ‘at the core of most intellectual activity’ (Australian Curriculum and Assessment Reporting Authority, 2016b). It enables students to develop the skills they need to understand ideas and texts in the future. Interpretation is one such skill mentioned by ACARA (2016a) that can be applied to an image but also to multiple formats and concepts, including information.

International, national and local communities influence literacy and its meaning (UNESCO, 2006) but the processes and skills are still relevant in various contexts. For example, interpreting images is a process that occurs throughout the world, it’s only the end result that differs due to cultural and personal factors.

References

Australian Curriculum and Reporting Authority. (2016a). Creative and Critical Thinking. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/

Australian Curriculum and Reporting Authority. (2016b). Literacy. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/

Combes, B. (2016). Information change and issues [Video webinar]. Retrieved from https://connect.csu.edu.au/p46nev0a746/?launcher=false&fcsContent=true&pbMode=normal

Baker, F.W. (2012). Media Literacy in the K-12 Classroom [International Society for Technology in Education]. Retrieved from https://www.iste.org/docs/excerpts/MEDLIT-excerpt.pdf

Fitzgerald, L., & Coombes, (2018). B. ETL401, Module 5.1 [course notes]. Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_34577_1&content_id=_2060435_1

Glen Waverly Secondary College. (2014). 21st Century Skills Framework. Retrieved from http://www.gwsc.vic.edu.au/21st-century-skills-framework

P21. (2015). P21 Framework definitions. Retrieved from http://www.p21.org/storage/documents/docs/P21_Framework_Definitions_New_Logo_2015.pdf

UNESCO. (2006). Understandings of literacy. Education for all: Literacy for life. Retrieved from http://www.unesco.org/education/GMR2006/full/chapt6_eng.pdf