Students need to be taught the practical skills to decode written text particularly alphabetic awareness. Importantly, students need to draw inferences to make connections between their prior knowledge and the texts they read. Students then become text users to be able to engage and use critical literacy with the texts out of school contexts. As teachers, we can use the four resources model to "examine our teaching to find out if we are helping students to use all four repertoires of practices" (Honan, 2007, p. 616). As the four resources model not only provides ways of examining the content of teaching and assessment to ensure all four resources are being addressed and taught explicitly (New Literacies, 2014), but providing an overview of the particular resources that “participants in literacy events are able to use” (Freebody & Luke, 2003, p. 56, as cited in Honan, 2007). In addition, it encourages reading and writing always be situated in authentic contexts, purposes, and acknowledges that text goes beyond print and paper (New Literacies, 2014).