GOALS
The goals of the project were:
1. To bring about an observable improvement in the literacy skills of the target group.
2. To improve student attendance and attitudes to learning.
3. To create an educational resource (website) that could be used by all schools in the Alice Springs region (and beyond).

Specific skills to be developed included being able to:

• independently read all materials produced during the project.
• independently write a report about a plant or animal using some technical language.
• use a word processor/text editor.
• use a web browser.
• use a digital camera.

THE TARGET GROUP
The project targeted male indigenous students at the upper primary level (years 5 and 6). A group of five students worked on the project in the afternoon for five hours per week.

APPROACH TO LITERACY
Traditional literacy skills and the use of information technology are increasingly difficult to separate in contemporary literacy practices. The project therefore took a broad view of literacy appropriate to this reality. In addition to emphasising basic reading and writing skills, the use of information technology was understood to constitute an integral part of contemporary literacy education.

PROCEDURE
Students commenced with the research and writing up of descriptions of five main habitat types, including photos and/or drawings and Aboriginal language names for these habitats. Students then researched bush food plants and animals, then drafted and edited texts about specific species. These texts were prepared in a Report genre (written language for informational purposes) which comprised:

• Names: Common, Scientific, Arrente, Luritja, (note we were not teaching Aboriginal languages, but simply recognising that the plants involved have multiple names and that the students involved had substantial knowledge of other languages. Cross-linguistic perspectives can assist in developing general language/literacy concepts).
• Description: description of physical appearance and characteristics of plant.
• Habitat: description of typical habitat of plant.
• Collection/Hunting/Cooking: how the food was collected, hunted, prepared and cooked.
• Photo and/or drawing of plant or plant parts (eg. fruits).

• Encourage the use of oral description using existing student knowledge.
• This was then shared as a group, where students could build on each other's knowledge and experiences.
• Written drafts were developed utilising this knowledge. Initially, the teacher modelled a draft with a groups or individuals. Later, students developed the skills and confidence to prepare drafts as individuals or in a group.
• These texts were edited first with teacher direction, then later students were able to work independently.
• Texts were shared with individuals and groups to confirm accuracy of information and presentation styles.
• Texts were then word-processed, formatted and edited, initially with teacher support and, later, independently by students.
• Completed texts were then cut and pasted by teacher to web page templates.
• Students took digital photos and selected other images for scanning for inclusion on the web pages.

SPECIFIC LITERACY TEACHING POINTS

• Report genre
  This project was largely based on the report genre (informational text about what things are, their physical properties, and how they are used). Students were provided with clear models and plenty of scaffolding to assist them towards the goal of being able to independently write reports about individual plants or animals by the end of the project.
• Grammar
  The grammar involved was that derived from the report genre. This was explicitly taught as needed during conferencing and editing of student texts.
• Spelling and Punctuation
  Good spelling and punctuation is part of good presentation. Core vocabulary was taught and revised, and students were encouraged to use wordlists, dictionaries and other resources when writing (eg. word processor spell checkers).

SPECIFIC I.T. LITERACY TEACHING POINTS

• Using a word-processor
  Opening, editing and saving files. Navigating a filesystem. Using a keyboard: capitals, back space, space bar, delete, punctuation, moving cursor. Using word processor features such as cut and paste and spelling checker.
• Using a web browser
  Opening a web browser and accessing a webpage. Website navigation. Saving and printing a webpage.
• Using a digital camera
  Using a digital camera to produce images.