It is never just about 'literacy' and 'oracy': Different ways of communicating is the key to 'making meaning'

Research output: Book chapter/Published conference paperConference paperpeer-review

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How do we strike a balance for our students between knowing what, knowing how, knowing why and knowing whether to? This is one of the tensions that exists when we debate the importance of foundational learning/ studies on developing students' capacity and capability, as well as its inclusion in our formal university programs. There are competing dialogues about the privileging of 'oracy' and/ or 'reading and 'writing' as the most useful means of communicating in an intercultural W'nanga setting, and they both have traditions in ideological discourse. Or do they?In this Paper, government rhetoric concerning strategic emphasis needed by tertiary institutes to improve and stabilise literacy, language and numeracy capacity in students, is used as a background to explore aspects of the practice of oracy and literacy. The isolation of one before the other, or the dominance of one over the other serves as minimalist terrain that overshadows the importance of multiple ways of communicating to demonstrate literate capabilities.
Original languageEnglish
Title of host publicationSixth Biennial Conference
Subtitle of host publicationIntercultural communication across university settings: Myths and realities
Place of PublicationAuckland NZ
Number of pages6
ISBN (Electronic)9781877371509
Publication statusPublished - 2008
EventCommunication Skills in University Education (CSUE) Conference - Auckland, New Zealand
Duration: 29 Nov 200801 Dec 2008


ConferenceCommunication Skills in University Education (CSUE) Conference
Country/TerritoryNew Zealand


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