Reconceptualizing Literacy in Primary Education: A Pedagogical Approach to Reading and Writing

In an effort to explore the pedagogical practices of teachers regarding the teaching of reading and writing in primary education, a series of questions were posed to first, third, and fifth-grade Spanish teachers at Institución Educativa Distrital del Barrio Simón Bolívar, located in the southeastern commune of Barranquilla. The following questions were asked:

1. How do you develop the processes of reading and writing within the specific content of the subject you teach?
2. Could you share, provide, or give evidence of the activities you carry out to develop reading and writing processes? If this is difficult, could you narrate a specific event where you consider these processes to be present in your teaching practice?
3. What do you understand by literacy?
4. What differences do you perceive between literacy and basic literacy?
5. Do you think literacy development is present in your academic activities in the classroom? If so, in what way?

Responses from Teachers

Lucia García Crescente – First Grade Teacher
In most cases, I develop reading and writing processes based on the interests of the children. I allow them to choose their reading materials, presenting them with short readings that support their comprehension and interpretation. One of the activities I engage in with them is reading proverbs, which strengthen reasoned discussions. Given their age (6 to 7 years), I choose short yet meaningful texts that provide the opportunity for argumentation—both orally and in writing—thus helping to expand vocabulary, foster reasoning, and develop critical thinking skills.
I understand literacy as the set of skills and competencies that allow a person to read and write. In my view, the difference between literacy and basic literacy is that the former refers to a more contextual process, driven by a deeper desire to go beyond the basics, whereas the latter is more technical, essential for reading and writing.

Ana Barrios Castro – Third Grade Spanish Teacher
The reading process I develop with third graders is based on short, simple texts, as the students tend to read slowly. Initially, I model reading aloud, and then they read mentally (which is challenging for them, as they still spell words out). At other times, students take turns reading aloud, attempting to continue from where their peers left off. I encourage them to predict the content of the text based on its title. The comprehension questions I use are simple, and in writing activities, I assist them by showing images and asking them to describe what happens, eventually guiding them to write simple sentences. These skills develop as they progress through their lessons.
Literacy is a relatively new term for me, but based on what I’ve learned, it relates to reading comprehension, the assimilation of the material read, and applying it in a sociocultural context. It’s applied to daily life. I see basic literacy as simply reading and understanding, whereas literacy involves applying that understanding in personal growth and learning, especially with today’s technological advancements.

Rosa Hamburger – Fifth Grade Spanish Teacher
The reading process involves silent reading and reading aloud. After reading, we engage in group analysis, where students actively participate. Writing tasks depend on the structure of the text, and we discuss the author’s message or communicative intention.
For me, literacy is much more than reading—it’s about using the text to transform oneself and, in turn, transform the world around us. Literacy is the analysis of an author’s intention, which aligns with my own, helping me to evolve and make a broader impact.

Analysis

The reading and writing processes described by the teachers in these interviews largely reflect traditional views of literacy, focusing on decoding and encoding written language. In the first and third grades, reading comprehension activities primarily address literal comprehension, meaning that students are expected to understand directly stated facts. Similarly, writing tasks emphasize mastering grammatical structures, particularly spelling and agreement, but do not delve deeply into developing students' ability to express their thoughts critically.

The teachers’ definitions of literacy reflect an evolution from basic technical skills to a broader, more sociocultural understanding of literacy. Their varying definitions highlight different aspects of literacy:

• Lucia García Crescente defines literacy as a set of competencies for reading and writing.
• Ana Barrios Castro sees literacy as the ability to comprehend and apply reading in daily life, emphasizing sociocultural relevance.
• Rosa Hamburger views literacy as a transformative process, wherein the text helps change the individual and the world.

Although these teachers may not have had formal education on contemporary literacy frameworks, they incorporate aspects of sociocultural literacy in their practices. Their perspectives align with global understandings of literacy, such as those put forth by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Australian Department of Education. According to UNESCO (2023), literacy is defined as "the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials in various contexts," highlighting literacy as a multifaceted skill that goes beyond reading and writing alone. The Department of Education, Employment and Workplace Relations (DEEWR) (2009) emphasizes the importance of developing literacy skills through diverse modes of communication, including music, dance, visual arts, and digital media, further demonstrating the broad scope of literacy in the modern world.

In practice, literacy evolves through grade levels:

• Lucia (first grade) uses proverbs to foster argumentation and critical thinking, helping students develop vocabulary and reasoning skills.
• Ana (third grade) focuses on predicting text content, simple comprehension tasks, and basic writing exercises, gradually building writing skills.
• Rosa (fifth grade) encourages group analysis of texts, focusing on the author’s intent and fostering a deeper understanding of the text's message.

These approaches can be enhanced through strategies like collaborative reading and writing, which promote shared learning and diverse perspectives. Furthermore, integrating digital literacy skills will allow students to critically engage with various sources of information. Engaging in these broader literacy practices helps students not only gain academic skills but also fosters critical thinking, social engagement, and the ability to apply knowledge meaningfully in their lives.

References

Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, being & becoming: The early years learning framework for Australia. Australian Government Department of Education and Training for the Council of Australian Governments. https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia_0.pdf

UNESCO. (2023). Literacy. http://uis.unesco.org/en/glossary-term/literacy