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Literate Futures: Reading the Future (Video)Appendix 2: Outline of content of Literate Futures: ReadingPage(vii)Contentstimulate conversations about reading; development of a repertoire of skills; semiotic systems1–2 theme of change: Literacy is for lifelong learning, not just for the next year-level or secondary school.Compare contemporary workplace literacy requirements with those of the 1950s—then wasessentially alphabetic and print-based, but served the needs of the times. The only technologies ofmass media and communication were radio and print.3 citizens of globalised economies interact routinely with different groups, cultures, languages,communities, states and countries; therefore increased social diversity. Need to address homeschool-communityliteracies.4–5 technological changes: TV—free to air, digital, cable, satellite. Digital technologies widespread.Internet. Online gaming. CD-ROM. Video. Literacy demands of viewing still and moving images,symbols and icons, combination of verbal and non-verbal materials; hypertext, hypermedia.7 changes in workplace structures, organisation and literacy demands require collaborative socialbehaviours and a wide range of flexible literacy skills8 social change: growth in mass media systems and technologies, change in most population groups9 identity influenced by mass media and marketing10 uncritical consumption of consumerist products and ideas. Social complexities arising from culturaland linguistic diversity. Rich–poor gap widening, growing intergenerational unemployment with familytransience and diversity of personal experience, especially significant for teachers.13 multiliteracies, multimedia, technology and technoliteracies, critical literacy, cultural and linguisticdiversity14 hybrid and nonlinear texts. Transformation—reading requires critical literacy; the reader istransformed in the reading15 literacy a social act, not just cognitive and psychological; redesigning literacy; learning ‘how’, not just‘what’; repertoire of reading practices16–18 learning to be multiliterate; who constructs the meaning in texts? intertextuality20 variety of semiotic systems and symbols23–25 unpacking the reading definition for the teaching of reading27–37 unpacking the Four Resource model39–41 using the Four Resource model42–43 Figures 3 & 4—using the Four Resource model in planning; a procedure for analysing texts45–47 Table 1—current theories and approaches to teaching reading in terms of Four Resource model© State of Queensland (Department of Education, Literate Futures Project) 2003. Page 15 of 18