Humanizing Literacy Learning Dr Kaye Lowe, UWS Nepean. Abstract This paper is directed at supporting literacy success in contexts that value the uniqueness of every learner. Literacy learning does not start at the level of print but is embedded in the self perception the individual holds about him/herself as a learner. Taking a wholistic regard for the learner's past experiences, relationships with significant others, attitudes, beliefs and environment can only teachers in creating the best possible opportunities for the learner. Traditionally, teachers have focussed on teaching literacy rather than placing literacy in the context of the learner's life. Literacy is a perspective on how the learner views him/herself and often reflects the relationships he/she has with significant others. Critical incidents in learning and literacy that live on in the experiences of the learner need to be confronted if success is to be forthcoming. Crucial to all learning is a trusting relationship established between teacher and learner. The concern for relationships that promote learning is sadly overlooked in the literature. The role of the teacher in creating a learning context is considered. The importance of negotiated curriculum, the essential need for literacy users to assume responsibility and make choices regarding what is learned and how learning occurs is made explicit.

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