Name: Angus Coates Student ID:11685869

ELN402: Literacy Strategies for Learning

Assessment item 2 – Folio of Multiliteracies Teaching &

Assessment Strategies

Student name: Angus Coates

Student number: 11658569

Subject coordinator: Ms Christina Davidson

Session number: 202290

Due date: 2/2/23

Submission date: 2/2/23

Word Count: 3450 (including references)

Name: Angus Coates Student ID:11685869

Contents
Introduction........................................................................................................................................3
Mind mapping....................................................................................................................................4
Mind Mapping Example...............................................................................................................4
Case Study Analysis........................................................................................................................5
Case Study Analysis Example...................................................................................................6
Business Interview...........................................................................................................................7
Business Interview Examples....................................................................................................7
Competitive debate..........................................................................................................................8
Competitive Debate Example.....................................................................................................9
Advertisement making..................................................................................................................10
Advertisement making example..............................................................................................10
Case study writing..........................................................................................................................11
Case Study Writing Example...................................................................................................12
Conclusion.......................................................................................................................................13
References.......................................................................................................................................14
Name: Angus Coates Student ID:11685869

Introduction
Literacy is one of the most crucial aspects of teaching within all stages of primary and high
school, as it allows students to interact with the environment and those around them to ensure
their educational and professional lives (Kalantzid & Cope, 2001; Henderson, 2019). Within
modern years, however, multiliteracies such as spoken word, visual analysis and written
mediums are becoming more prevalent within our society due to technological developments
and the changing job markets (Freebody & Luke, 1990; NESA, 2010). Due to these changes
teachers are continually having to evaluate and utilise different multiliteracy teaching
strategies to effectively develop relevant skills within their students. Due to this, Literacy is
one of the primary developmental aspects within modern day education, with the Australian
Curriculum, Assessment and Reporting Authority including it as one of its general
capabilities that is developed across multiple subjects (ACARA, 2014). Literacy is especially
important in the HSC years and in Business studies subjects, with key literary focusing
heavily on professional style writing, such as business reports and case studies, as well as
multiliteracy strategies through the development and analysis of marketing campaigns and
advertisements (Marsh, 2008; Cloonan, 2019). By analysing various literary strategies that
can be used in the Business Studies Marketing unit, the multiple ways that students’ literary
abilities can be developed in an authentic manner can be clearly seen (Fehring, 2019;
Edwards-Groved & Davidson, 2017). These literacy strategies include:

Mind mapping

Case Study Analysis

Competitive debate

Business Interview

Marketing Campaign

 Personal Business Case Study

Name: Angus Coates Student ID:11685869

Mind mapping
Mind-mapping in a business studies context is a visual-centric multiliteracy tool that involves
students creating a diagram connecting various aspects of a topic, such as a business, its
products and target markets, and connecting them based on their flow on effects (Logie &
Marchetti, 1991; Mills, 2010). Utilising mind mapping allows students to deconstruct the
aspects of a given topic, such as a businesses marketing strategy or different types of
marketing campaigns and explain and connect different aspects and their influences through
written text (Freebody & Luke, 1990; Gibbons, 2002). As a visual literacy tool, mind
mapping allows students to express their information in a way that allows students to connect
their existing information on a given subject, while adding new details and additional
information as their knowledge evolves (Henderson & Exley, 2019; Mills, 2010).This
utilisation of mind-mapping also allows students to develop and utilise their creative and self-
expression, allowing for a more open and free understanding of content to be investigated and
explained by students (Luke & Freebody, 1999; Gilbert et al., 2020). With Visual tools such
as mind mapping, it also assists in the development of EAL/D students literacy skills, as they
can connect the ideas from images, which are a non-verbal, universally understood language,
so they can recognise and contextualise their learning in multiple languages (Mitchell &
Sharpe, 2005; Gibbons, 2002). As mind-mapping utilises students’ personal expression and
understanding of relevant syllabus content in an easy to interpret manner, it actively supports
construction-based learning within the classroom (references), which focuses on students
creating a new “object” through their learning, which increases their engagement in their
learning, whilst ensuring written and visual literacy skills are developed (Gilbert et al., 2020;
Henderson, 2019).

Mind Mapping Example

As an introduction to the sequence, students will discuss as a class some ads that they
recognise and remember form their personal life, and what types of ads they were, as well as
why those ads were targeted towards them. Through the student’s independent research, and
utilisation of existing knowledge, they will individually create a mind map detailing the
different types of marketing strategies and tools that can be used, with an example of the
types of adverts investigated in Appendix 1. With this information, as well as from their own
personal research, student should also be detailing what each type of marketing strategy is, as
well as a popular example of it in our modern society. Once students have researched various
Name: Angus Coates Student ID:11685869

marketing strategies, definitions, and an example, students will rotate through eh room to
share a different marketing strategy, what it is and an example on an interactive whiteboard,
allowing other students to add new examples and types of marketing. With each advert
example, have a class vote on whether they believe the ad was effective, with the total
“positive votes” being ranked by the teacher to determine which type of adverts are most
effective against students, discussing whether they would typically agree/disagree. Utilising
visual literacy as a scaffold for students learning allows them to understand the different
interconnections between various content related language and terminology, allowing for
easier memory recall and personal connections to their learning (Gilbert et al., 2020; Fehring,
2019).

Case Study Analysis

Analysing a case study in a Business Studies class is a text, audial or visual literacy tool that
involves students investigating a particular business, based on some pre-determined
information, and analysing key aspects of said businesses functionality, imitating the analysis
and creation of case studies that will be required of them in their High School Certificate
assessments and exams (Taylor et al., 2019; Marsh, 2008). Utilising case studies as a research
and literacy tool allows students to interpret real world experiences from businesses that
students recognised from their personal life, building a deep interpersonal connection
between the various visual, audial and/or text-based mediums, developing a wide range of
literacies in ways that are relevant to their future lives (Henderson & Exley, 2019; Killen,
2016). Furthermore, development and analysis pf case studies allow students to understand
content-specific knowledge relevant to their contextual experiences, incorporating it into their
existing business studies and marketing schema, understanding the thought and logical
processes of (Gibbons, 2002; Edwards-Groves & Davidson, 2017). As Case Study analyses
involve students developing contextual knowledge through real-world experiences, it allows
for a deeper understanding of the content based on the students personal experiences, with the
teacher being able to cater the case study towards different students needs, personal interests,
key areas of development, as well as students preferred method of learning (Gilbert et al.,
2020; Edwards-Groves & Davidson, 2017).
Name: Angus Coates Student ID:11685869

Case Study Analysis Example

Once students have identified various marketing campaigns they recognise as effective and
why they bring in new consumers, watch the Appendix 2 YouTube Video “Coca-Cola Case
study” (Coca Cola, 2022), and discuss with the class how Coca Cola successfully made Coca
Cola more popular by using social media and personalised branding based on peoples’ names
to encourage consumers to purchase bottles and cans with their names on it. Ask students
whether they believe it would entice them to purchase Coca Cola, or to specifically look for
bottles with their own name, why/why not? After watching the above article and discussing it
as a class, students will answer the following questions by rewatching the video, as well as
through their personal investigation to develop their understanding of businesses and how
they create marketing campaigns:

1. What is the Marketing campaign, and how does it try to bring in new consumers?

2. How did Coca Cola make their marketing campaign stand out from their competitors

3. Who was the target market for the marketing campaign, and how is this shown in the ad?

4. Do you believe that this marketing campaign is effective? why or why not? Justify your
answer

5. How would you improve this marketing campaign in the modern day to bring in more
customers?

Utilising real-world examples of successful marketing campaigns and answering formal

questions akin to those in the HSC builds students content knowledge of terms relevant to
their learning, providing them with examples of how businesses can actively bring in new
consumers, as well as building students analytical abilities to assess and improve others
existing ideas (Taylor et al., 2019; Freebody & Luke, 1990).
Name: Angus Coates Student ID:11685869

Business Interview
A business interview allows students to interact with a local business expert, such as a
manager or business owner, to explicitly and expertly explain information based on the
students’ personal interests and areas of investigation. This type of activity that focuses
heavily on verbal communication allows students to practice their conversational literacy
skills, while incorporating content-centric language, allowing them to practice their ability to
interact with others, develop their interpersonal skills, while gaining a personal and
professional connection to how businesses function (Sweller et al., 2007; Marsh, 2008). As
students are speaking within a business interview, it can assist EAL/D students with their
conversational literacy skills, helping them interact effectively with others in their personal
and professional lives once they finish school (Cross, 2019; Cloonan, 2019). Business
interviews allows students to work together and build off each other’s ideas to develop their
knowledge from a local expert, allowing them to gain a personal connection to their learning,
supporting the idea of Evidence based learning, based on Vygotsky’s research (Gilbert et al.,
2020; Michell & Sharpe, 2005). These ideas utilise a “more knowledgeable other”, who can
provide professional experience, which can be catered to the students’ personal interests in
business, allowing for diverse learning opportunities, and content-based development for
students from both their teacher and interviewed expert, but also through the peers
questioning (Michell & Sharpe, 2005; Mills, 2010).

Business Interview Examples

Before the lesson, the teacher will need to reach out to a local business owner to bring them
into the school or organise a zoom meeting. In the meeting, the business owner will explain
various personal experiences surrounding their business and marketing, including:
-Their personal experiences with the business and marketing to consumers
- How they have marketed in the past, strategies they are currently using, as well as what they
may use in the future
- How their business attempts to bring in new consumers through their marketing campaigns
- Difficulties when it comes to marketing
- Examples of successful marketing strategies and resources the business has used
Name: Angus Coates Student ID:11685869

During this time, students will be encouraged to ask questions to the business owner,
allowing the students to build their knowledge of real-world marketing based on their
personal interests, or areas they may not understand as much, reinforcing their learning.
Utilising real-world business owners with personal experiences in marketing allows students
to receive effective information from a local source, and more knowledgeable others,
ensuring students receive effective information surrounding local marketing strategies
(Killen, 2016; Marsh, 2008).

Competitive debate

Conducting a competitive debate in a Business Studies class is a verbal-based, collaborative

multiliteracy strategy that allows students to express their perspective and investigated
information to their peers, attempting to convince their peers and/or their teacher of a specific
viewpoint, based on a predetermined prompt. Utilising a competitive debate allows students
to interpret various sources of written and audio-visual information to create “arguments” to
support their debate and perspective they are defending, allowing them to engage in their
leaning actively and effectively (Derewianka, 1992; Logie & Marchetti, 1991). From this
research, students can investigate their perspectives, gaining relevant problem-solving and
interpersonal skills, as well as developing their relevant content knowledge, allowing for
further discussions based on different sources students investigate, while utilising official and
professional language that would be appropriate for the business world (Henderson, 2019;
Cloonan, 2019). Competitive debate can also develop EAL/D students and their
conversational literacy, interacting with their peers in a professional manner as they would
when they leave school (Cross, 2019; Gibbons, 2002) As students when engaged in a
competitive debate typically work together to create their arguments, collaborative learning
strategies supported by Vygotsky’s Zone of Proximal Development are heavily utilised, with
students working together and learning from various sources, investigating key aspects of
their debated perspectives based on their own interpretations of the prompt (Gibbons, 2002;
Michelle & Sharpe, 2005). This allows students to put their own personal interests and
perspectives into their own learning, becoming more passionate and engaged in their
learning, with students being able to explore the personal understanding of how businesses
may solve disagreements (Cross, 2019; Henderson & Exley, 2019).
Name: Angus Coates Student ID:11685869

Competitive Debate Example

Using this activity in a stage 6 Business Studies lesson focusing on marketing allows students
to engage in realistic scenarios that may occur in a business, providing real-world
opportunities, while allowing them to practice answering formal essay style prompts utilising
evidence essay writing skills in an engaging manner. Have students read the first portion
Marketing Week Article “KFC’s dancing chicken most complained about ad of 2017”
(Hammett, 2018) as a class, as well as watching the relevant YouTube clip in the article,
discussing the controversy of a dancing chicken in an advert for Kentucky Fried Chicken.
After both pieces of evidence have been analysed by students, ask the students whether they
believe that it is rightfully controversial, with students being prompted to move to the right if
they agree, or left if they disagree. In these groups, students will be given time to prepare
arguments supporting their perspectives, researching any relevant information they believe is
relevant, withs students being encouraged to give each member of their group a role like a
business would (researchers, speakers, defenders, script writers, task managers, etc.). Once
each group has their relevant arguments, the speakers will be prepared on their respective
sides of the room to present their points, with all students being reminded of the key features
of a debate (time limit for each speaker, no defamatory remarks to opposition/inappropriate
language, only relevant information used, etc). After a relevant side has presented
information, the opposition may prepare and present counterpoints to attempt to invalidate
the presented information. Once all prepared arguments have been presented, students will
revisit the initial question of whether they believe that the ad is controversial, with the
“winner” being determined by the teacher based on the quality of the students’ arguments.
Utilising real-world scenarios and controversies, as well as interpersonal connections and
verbal literacy allows students to work collaboratively and develop their knowledge from
their peers, constructing their understanding of the divisive nature of some advertisements,
and how businesses need to ensure that the way they market does not offend or harm anyone
(Gilbert et al., 2020; Gibbons, 2002).
Name: Angus Coates Student ID:11685869

Advertisement making
Creating a marketing campaign in a Business Studies class is a visual, verbal and audial
multiliteracy strategy that focuses on students analysing a type of advertisement (video, radio,
poster, etc) and examples of it, and creating an innovative new advertisement for a business
of their choice (either local, national or international). Creating a new advertisement utilising
a prompt, existing business or unique marketing style allows for various forms of
multiliteracy investigations into various types of advertisements, with students choosing to
design their own based on businesses and marketing strategies that are tailored towards them,
while also allowing for personalised representations of their interests, utilising themselves as
a target market (Gilbert et al., 2019; Kalantzis & Cope, 2001). This allows students to be
personally engaged in their learning both as the producer of their learning, as well as the
person that it is marketed towards. As students are actively making something based on their
personal interests and investigation, construction-based learning and pedagogies surrounding
it are crucial in this lesson (Henderson & Exley, 2019; Cloonan, 2019). As students can
choose the method of creation that they engage in, be it video, audial and/or written, various
forms of literacy can be developed, based on the students’ interests, while allowing them to
develop their creative literacy skills, while allowing for students to personally express their
own perspectives and emotions (Gibbons, 2002l Killen, 2016). Overall, advertisement
making allows for authentic engagement and investigation into the various literacies that are
used in businesses to market to consumers, creating a realistic product (Fehring, 2019).

Advertisement making example

Students are to be shown various posters and billboards for international brands (example in
Appendix 5), with students analysing and sharing what strategies the businesses are using to
cater towards consumers. With the knowledge of how businesses create posters to entice
consumers, they will investigate an existing business of their choice, analysing how their
chosen business utilises language to entice consumers, as well as visual strategies to make the
poster more engaging. Once students understand how their chosen business markets towards
consumers, they can create a poster digitally utilising Canva, Google slideshow or Adobe, or
with pen, pencil and paper to entice new customers to purchase their product, using the same
marketing strategies and tools the businesses uses. Afterwards, students may share their
created posters with their peers, allowing students to understand the various strategies used
by business, the overlapping strategies, as well as how businesses may attempt to
Name: Angus Coates Student ID:11685869

differentiate themselves to entice their specific target markets. Utilising entertainment and
personal connections to marketing ensures that students are connected to their learning, while
engaging in the visual literacy to create a new product from their investigation into marketing
strategies (Killen, 2016).

Case study writing

Writing a case study is an assessment-centric, written based literacy tool in Business studies
that allows students to analyse a local business that students have a personal connection to,
and create a report based on the business’s functionality. As a formative assessment, Case
study writing allows students to gain a personal connection to their learning, being able to
choose the business they are investigating, allowing for a personal touch to be put into their
writing, increasing their engagement, writing quality, as well as sophistication of writing
(Freebody & Luke, 1990). With this written text format, it requires a significantly different
text format compared to traditional literacy writing strategies, with a formal and official
approach to be taken by the students (Fehring, 2019; Derewianka, 1992). In preparation for
their case study writing, students will often be required to personally investigate their chosen
business, often through a personalised interview with a person they know (family, family
friend, boss, etc), with formal language being required in the interview to ensure correct and
formal information appropriate for their case study (Marsh, 2008l; Henderson, 2019). As
students are actively making something based on their personal interests and investigation,
construction-based learning and pedagogies surrounding it are crucial in this lesson, allowing
them to be personally invested in their learning, with control over how they present their
information (Fehring, 2019; Edward-Groves & Davidson, 2017). Overall, writing a case
study based on businesses students have a personal connection to allows for a formative
assessment of students’ knowledge and understanding of formal writing strategies, concepts
surrounding businesses and their functionality, while allowing students to utilise their
existing and personal knowledge to increase their engagement (Gilbert et al., 2020;
Henderson & Exley, 2019).
Name: Angus Coates Student ID:11685869

Case Study Writing Example

Students will be required as to investigate a local business they have a personal connection to
prepare a report focusing on the marketing strategies and tools utilised by a local business. In
this investigation, students will need to research the marketing strategies and tools that the
business uses, how they connect to their target market, as well as how they have innovated
and adapted to new technologies and opportunities. This requires students to include the
following:

1. Explain what the business is and their goods and/or services, who their target market is, as
well as evidence that they are being catered towards.
2. Describe (with examples) the primary marketing strategies that are used by the business to
entice new customers, as well as to cater towards their target market.
3. The creation of a SWOT (Strengths, weaknesses, Opportunities and Threats) analysis
surrounding the businesses marketing strategies,
4. Justify at least two unique strategies and tools the business could use to improve the
marketing and public image of the business
5. Include an audio recording or text transcript of an interview with someone connected to the
business, using formal and business-centric language.

Through the use of students investigating businesses they are personally connected to, within
a formal written format, it allows students to build their essay writing and analytical skills,
utilising key terminology and language relevant to the content, as well as their potential
professional lives in business, connecting to prior learning of Marketing.
Name: Angus Coates Student ID:11685869

Conclusion
By analysing various business studies-centric Literacy strategies and how they can be utilised
to teach students key concepts surrounding marketing, the importance of multiliteracies
within a Business Studies context can be seen. This can be seen with the strategies allowing
for increased engagement and interaction between students, a more personalised connection
to their learning, as well as a utilisation of creative elements to allow students to learn in
different ways based on their personal needs (Kalantzis & Cope, 2001; Freebody & Luke,
1990). These strategies allow for strategies and literacy tools to be developed in students that
can build their communication and social interaction skills in their adult lives, allowing them
to interact and integrate into society effectively (Taylor et al., 2019; Freebody & Luke, 1990).
 Name: Angus Coates Student ID:11685869

References

Clear Channel Outdoor. (n.d.). https://clearchanneloutdoor.com/products/posters/

Cloonan, A. (2019). Activating multimodal approaches to literacy learning in the diverse suburban
classroom. R. Henderson (Ed.), Teaching literacies: Pedagogies and diversity (2nd ed., pp.
362-381). Docklands, Vic: Oxford University Press.

Cross, R. (2019). An holistic approach for supporting written literacy skills for EAL/D learners. In
R. Henderson (Ed.), Teaching literacies: Pedagogies and diversity (2nd ed., pp. 280-303).
Oxford University Press.

Derewianka, B. (1992). Language assessment in primary classrooms. Harcourt Brace Jovanovich.

Edwards-Groves, C., & Davidson, C. (2017). Becoming meaning-makers. Primary English Teaching
Association.

Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context.
Prospect: An Australian Journal of TESOL, 5(3), 7-16.

Fehring, H. (2019). Literacies assessment: Theory and practice. In R. Henderson (Ed.), Teaching
literacies: Pedagogies and diversity (pp. 70-93). Oxford University Press.

Freebody, P. & Luke, A. (1990) Literacies programs: Debates and demands in cultural context.
Prospect, 5, 7–16.
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Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners
in the mainstream classroom. Heinemann.

Gilbert, R., Tudball, L., & Brett, P. (Eds.) (2020). Teaching Humanities and Social Sciences:
Teaching & learning across Australia. (7th ed.). Cengage Learning.

Hammett, E. (2018, January 31). KFC's dancing chicken most complained about ad of 2017.
Marketing Week. https://www.marketingweek.com/kfcs-dancing-chicken-complained-ad-
2017/

Henderson, R. (2019). Teaching literacies: Pedagogies and diversity Oxford University Press.

Henderson, R., & Exley, B. (2019). Thinking about planning for literates learning. In R. Anderson
(Ed.), Teaching literates: Pedagogues and diversity (2nd ed., pp. 20-33). Oxford University \
Press.

Kalantzis, M., & Cope, B. (2001). 'Multiliteracies' as a framework for action. In M. kalantzis & B.
Cope (Eds.), Transformations in language and learning (pp. 19-31). Common Ground
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Killen, R. (2016). Effective teaching strategies: Lessons from research and practice (7th ed.). South
Melbourne, Australia: Cengage Learning.

Logie, R. H., & Marchetti, C. (1991). Chapter 7 Visuo-spatial working memory: Visual, spatial or
central executive? Mental Images in Human Cognition, 105–115.
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Luke, A., & Freebody, P. (1999). A map of possible practices: Further notes on the Four Resources
Model. Practically Primary, 4(2), 5-8. https://search.informit.org/doi/10.3316/aeipt.96162

Marsh, Colin J. (2008). Studies of society and environment: exploring the teaching possibilities. (5th
ed). Pearson Education Australia: Frenchs Forest, NSW

Michell, M., & Sharpe, T. (2005). Collective instructional scaffolding in English as a second
language classrooms. Prospect, 20(1), 31-58.

Mills, K. (2010). Shrek meets Vygotsky: Rethinking adolescents’ multimodal literacy practices in
schools. Journal of Adolescent and Adult Literacy, 54(1), 35-45.
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Taylor, T., Fahey, C., Kriewaldt, J., & Boon, D. (2019). Place and Time: Teaching History,
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YouTube. (2022). COCA-COLA: SHARE A COKE (Case Study) . Retrieved January 23, 2023,
from https://www.youtube.com/watch?v=i8TMv5H_h2E.
Name: Angus Coates Student ID:11685869

Appendices

Appendix 1: Mind Map template

Name: Angus Coates Student ID:11685869

Appendix 2: Coca Cola Campaign

Name: Angus Coates Student ID:11685869

Appendix 3: Marketing Debate: https://www.marketingweek.com/kfcs-

dancing-chicken-complained-ad-2017/

Appendix 4: KFC Chicken Ad

Name: Angus Coates Student ID:11685869

Appendix 5: Pepsi Billboard