Product or Process: Using explicit instructional design in literacy for the primary school to enhance reading, knowing and doing


  • Susan Richardson



The students of today and tomorrow, the digital natives, interface confidently with thetechnological demands of the multi-literate world. The “face” of literacy is “text” the “changing face” is the availability of these “texts” and the way that “texts” can be used to enhance learning experiences for our students if meaningful contexts and purposeful scaffolding for teaching and learning experiences are provided. The Dimensions of Learning Framework provides a model for explicit instructional design that can focus on knowledge cquisition and integration, and on using knowledge meaningfully. The focus of the work done with students can be on the development of knowledge and skills throughout the process, as well as on ensuring that the final product reflects meaningful learning. Process, product or both?