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The text is a list of things to buy which does not follow a specific layout. There aren't any explicit rules as to how the list needs to be made, what type of language needs to be used as long as it's understandable. There are no rules for grammar and punctuation as single words are used in bullet points or very short sentences. There isn't much interaction other than  having to read and understand what needs to be bought. As Barton and Hamilton mention, "People have noticeboards for details of appointments and social activities; also calendars and appointment diaries, address books and lists of phone numbers" (2012, p. 248). As such, it's important for me to write quick lists where I can note down what needs to be done or bought at the supermarket.

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As Barton and Hamilton (2012) mention in Cliff's Literacy Practices, it's important to research the city and the area and how much typically people travelling spend in a day. This is an example of a transaction receipt which was given after ordering food at a fish & chips restaurant. This was kept so I could record how much money I was spending each day.

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There are online menus I can check before going into the restaurant. This is an example of a menu with deals available which I chose my meal from. The language is usually very simple and formal so that it reaches wider audiences.

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When travelling, numeracy and literacy practices appear when eating out and shopping. This has to do with deciding how much I should spend and what my budget is. In terms of literacy practices, I must understand texts such as sales and offers.

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This literacy event occurs when planning to visit an attraction. Myself and my partner are involved in this literacy and digital event as we both need to check the best suitable time, ticket price, date which meets our needs. Phone call conversations take place alongside this event and contribute to the outcome as we're able to discuss more the details of the booking. I'm involved in this practices whenever I visit him in the summer and my purpose is solely for enjoyment and learning more about the history of a place. As Barton and Hamilton mention, "Literacy is essentially social, and it is located in the interaction between people" (2012,p.3). For example, here nobody holds power when deciding what time  we should enter the museum or which day we should go on. This happens as a result of mutual agreement, so I am comfortable with the way I am positioned in engaging in the event.

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In this literacy event, there's a share of texts between myself and my partner who lives in Belfast. He and I usually make plans about which tourist attractions to visit together. Not just texts but also phone calls are exchanged when planning. I'm involved in this literacy practice once a year during summer when I plan on visiting Belfast. My purpose is to visit different areas within the region and explore its attractions. When undertaking these activities I can be anywhere, such as my bedroom or outside in a park. There's on strict rules as to the choices I make regarding this literacy practice and the power is shared between my boyfriend and I, although I often make suggestions and later on we negotiate our ideas. As such, Mace (2005) mentions that texts are very important in terms of literacy events and when exploring literacy we are actually studying texts and how they are produced and utilised in various contexts.

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When planning any holiday, there's always a plan and this can be noted down anywhere, usually on a piece of paper or even on the phone. It helps to be organised and give a sense of what needs to be done.

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This email is sent a few days before the flight as a confirmation and reminder about the trip. The text is usually formal and friendly, however, the layout on the page may make it confusing for certain readers.
In this digital and literacy event, only I am involved because I am the passenger travelling. This is a lone activity for me as I am travelling by myself, although, a lot of conversations happen as I travel to the airport (bus driver, train conductor, staff at airport). In this case, there's a set way to undertake this activity - that is, to follow the instructions in the email in terms of my travels. Otherwise, this can cause problems, such as missing my flight by not getting at the airport on time (after reading the email). Here the power is held by the airline company - there are sets of rules I must follow to make the journey as easy as possible.

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This text is used to keep track of important information and as reminder of where the passenger must be at a certain time/date. It is simple but the layout doesn't seem to be following a specific design. Words are short and clear, however, there are too many symbols and boxes which may make reading challenging. Previously this information would be on a piece of paper, but with time, practices change and new ones are often acquired through processes of informal learning and sense making (Barton and Hamilton, 2012).

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Airbnbs are useful when planning accommodation and the expansion of internet (Lankshear and Knobel, 2011) makes these places accessible for people around the world. The layout and font of the text are simple to read so contacting hosts who rent their apartments/rooms is made accessible for everyone. Arrangements and extra help can be asked directly through messaging the host in the app. There is also translation incorporated for people who do not speak the language of the host. The words are everyday terms and often emojis can be used too.

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When planning a holiday, it is a must to think about the basics such as accommodation and transport.

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Barton, D., & Hamilton, M. (2012). Local Literacies: Reading and Writing in One Community (1st ed.). Routledge. https://doi.org/10.4324/9780203125106  [chapter 1 pp3-22]

Barton, D., & Hamilton, M. (2012). Local Literacies: Reading and Writing in One Community (1st ed.). Routledge. https://doi.org/10.4324/9780203125106  [chapter 8 pp129-146]

Barton, D., & Hamilton, M. (2012). Local Literacies: Reading and Writing in One Community (1st ed.). Routledge. https://doi.org/10.4324/9780203125106 [chapter 14 pp247-262]

Lankshear, C. & Knobel, M. (2011) New literacies everyday practices and social learning. 3rd ed. Maidenhead: Open University Press.

Mace, J. (2005) Events, practices and values. In: FOWLER, E. and Mace, J. eds., Outside the classroom: researching literacy with adult learners. Leicester: NIACE, pp. 1-23.