Students should be prompted to understand the influence of family, friends, community, education, spirituality/religion, gender identity, age, sexual orientation, land/place, settlement patterns, traditional First Peoples teachings, economic factors, political events (local and beyond), and colonial policies; to understand that authors write from a perspective influenced by such factors; and to understand the relationship between text and context.

Students may consider the relationship between form and function (e.g., considering the role in various texts of elements such as negative space in graphic novels, advertisements on websites, lighting and camera angles in film and photography, use of music, paragraph length, line breaks in poetry, silence and intonation in spoken word, and use of colour).

Strategies used will depend on purpose and context. These may include making predictions, asking questions, paraphrasing, forming images, making inferences, determining importance, identifying themes, and drawing conclusions.

includes independent and collaborative settings, and formal and informal situations

includes print, digital, visual, artistic and diverse cultural sources from multiple perspectives

Consider the extent to which material has credibility, currency, and significance for the purpose, and whether it resonates with personal experience.

Consider point of view, bias, propaganda, and voices omitted or misrepresented.

includes citing sources in appropriate ways to understand and avoid plagiarism and understanding protocols that guide use of First Peoples oral texts and other knowledge