Introduction The conventional meaning of literacy is the capability to read and write. However, the meaning of literacy has changed over time to the point where it involves the ability to observe, interpret, and use visual methods of communication such as gestures, postures, maps, videos, diagrams, and pictures. Due to technological advancement, electronic texts have also become part of the literacy concept. The most important aspect of literacy is the ability to understand the meaning of some form of a text through proper interpretation (Christie, & Misson, 2002). Literacy acquisition starts with perfecting the style of reading and ends with text comprehension. This paper analyses the literacy process using the Australian English Syllabus for the foundation level. Syllabus Analysis The Australian English syllabus expects learners to perform certain actions to demonstrate their literacy. Among the expectations is understanding that different people in Australia can speak different languages, and English is only one of them. The term “understanding” is the outcome indicator ( ACARA , n.d.). It implies that learners must read texts and comprehend them. They should study the languages they meet in their daily lives and acknowledge fellow citizens who use those languages. In addition, learners should understand that some reading materials contain standard Australian English while others use its varieties and other languages. Multiliteracies discourage focusing on Standard English alone (Nutta, Bautista, & Butler, 2010). The syllabus also requires learners to “recognize that stories originate from authors who share experiences that may be similar or different from the students’ own experiences” ( ACARA , n.d.). The term “recognize” implies that learners have to read or watch many stories from different authors. According to the syllabus, learners should know that orators exist in every culture. Students should explore online stories and compare the events to their experiences to realize this objective. The curriculum also requires learners to “explore the difference in the use of English both at home and school, depending on the relationship between the speakers” ( ACARA , n.d.). The term “explore” means that learners must read or pay attention to digital sources of information. Such sources are very many, and Christie and Misson propose the term multi-media to cover all of them (2002). This literacy demand expects learners to note how parents address their children, how teachers talk to their students, and how students speak to each other. Learners also need to know how to use language for academic purposes. Susan Ranney observes that the language that people use in the social context is different from the language they use in academic contexts (2012). Another outcome requires learners to “identify, reproduce, and experiment with rhythmic, sound and word patterns in poems, chants, rhymes, and songs” ( ACARA , n.d.). The Indicators of literacy outcomes are “identify, reproduce, and experiment. “Identify” may involve reading or watching live or recorded performances before picking out particular aspects. “Reproduce” may imply writing, role-playing, or imitation of sound patterns after watching or reading them, while “experimen