Recent government initiatives have required universities to include specific literacy and numeracy targets for the students. The authors – both members of the English discipline at Charles Sturt University – were invited to develop and run a two-semester program for all students studying to become early childhood, primary, and secondary teachers. This article outlines the nature of the two subjects which comprise the program: the first focused on reading and comprehension, the second on writing and composition. These subjects were conceived from collegial dialogues between academics in education and the humanities, and then developed from these different assumptions and starting points. Over the last five years, the shared experiences of teaching these prospective teachers has grown into a strongly coherent first year of study. This article seeks the describe the experiences of teaching literacy to first-year education students, and it is by turns hypothesising and speculative, reflective and qualitative, in its approach. In the process, this article offers colleagues across the country a reflection on the hypotheses of literacy education, some new ideas for teaching literacy, and some optimism for the future of the teaching profession, and the dignity of those who aspire to be a part of it.

中文翻译：

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教大学生读写

政府最近的举措要求大学为学生提供具体的识字和算术目标。作者都是查尔斯斯特大学英语学科的成员，他们被邀请为所有学习成为幼儿，小学和中学教师的学生制定和运行一个为期两个学期的课程。本文概述了组成该程序的两个主题的性质：第一个主题是阅读和理解，第二个主题是写作和写作。这些主题是通过教育与人文学科之间的大学对话而构思的，然后从这些不同的假设和出发点发展而来。在过去的五年中，教这些准教师的共同经验已发展为高度一致的第一学年。本文寻求对一年级教育学生进行识字教学的描述，在其方法上依次是假设性和推测性，反思性和定性的。在此过程中，本文为全国各地的同事们提供了关于扫盲教育假说的思考，一些关于扫盲教学的新思想，对教学职业的未来抱有乐观态度以及渴望成为其中一员的人的尊严它。