EDU5411 Contemporary Issues in Literacy Education

EDU	5411	75457	1, 2008	WEB	Contemporary Issues in Literacy Education	1.00	Toowoomba
Subject	Cat-nbr	Class	Term	Mode	Description	Units	Campus

Academic group:	FOEDU
Academic org:	FOE002
Student contribution band:	National Priority Teaching
ASCED code:	079999

Staffing
Other requisites
Rationale
Synopsis
Objectives
Topics
Reference materials
Student workload
Assessment details
Important assessment information
Assessment notes
Other requirements
Production date
PDF version

STAFFING

Examiner: Kathryn Young
Moderator: Shirley O'Neill

OTHER REQUISITES

State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland are required to possess a current suitability card (Blue Card). (See "Other Requirements" for further information.) Also see: http://www.childcomm.qld.gov.au/employment/bluecard/informationSheets.html

RATIONALE

Current conceptions of literacy are characterised by a multitude of different types of text, different constructions of text and different ways of analysing text. These current understandings and the consequent redefining of literacy within a socio-cultural context have meant that teachers and researchers have needed to consider their position and resulting practice, in relation to current and emerging literacy theory and issues. This course provides a link between literacy theory and practice and an opportunity to construct, deconstruct and reconstruct knowledge, by reflecting on current practice. This course will also require students to examine issues pertaining to student diversity, community literacies and assessment so providing an opportunity to prepare for an independent research project later in their program.

SYNOPSIS

This course will engage the student in a reflective critical analysis of their own position in relation to current and emerging literacy theory. Students will critically examine their existing knowledge and practice in relation to multiliteracies pedagogy and compose a position statement about literacy and their professional practice, which addresses current literacy theories and approaches. They will also be required to apply their position statement in a practical classroom context and demonstrate the change in their professional practice, with justification for the changes. This will highlight the links between theory and practice, and will incorporate such issues as student diversity, community literacies and assessment. NOTES: 1. This course is available through INTERNET (WEB) DELIVERY ONLY. 2. There are NO print materials for this course. 3. For details of the technical requirements and accessing Internet study materials, please consult the following URL: http://usqconnect.usq.edu.au.

OBJECTIVES

The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:

engage theories of literacy in order to redefine the concept of literacy (Assignment 1)
develop a position statement about literacy and/or literacy pedagogy (Assignment 1)
apply their knowledge about literacy theory to the planning and teaching of literacy, utilising current models of literacy practice (Assignment 2)
reconceptualise their views about pedagogy to align with a multiliteracies pedagogy (Assignment 2)
identify and explore contemporary issues in literacy practice. (Assignment 1 and 2)
demonstrate competence in written languate and scholarly writing including correct spelling, grammar and bibliographic referencing. (Assignment 1 and 2)

TOPICS

	Description	Weighting (%)
1.	Defining literacy	20.00
2.	Comparing previous and current theories of literacy teaching and learning	40.00
3.	Implications for current approaches	40.00

TEXT and MATERIALS required to be PURCHASED or accessed

ALL textbooks and materials are available for purchase from USQ BOOKSHOP (unless otherwise stated). Orders may be placed via secure internet, free fax 1800642453, phone 07 46312742 (within Australia), or mail. Overseas students should fax +61 7 46311743, or phone +61 7 46312742. For costs, further details, and internet ordering, use the 'Textbook Search' facility at http://bookshop.usq.edu.au click 'Semester', then enter your 'Course Code' (no spaces).

REFERENCE MATERIALS

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Baker, CD & Luke A (eds) 1991, Towards a critical sociology of reading pedagogy, Benjamins, Amsterdam.

Carrington, V 2001, Emergent home literacies: a challenge for educators, Australian Journal of Language and Literacy, Vol 24, no.2, pp88-100.

Cope, B & Kalantzis, M (eds) 2000, Multiliteracies: literacy learning and the design of social futures, Routledge, London.

Gee, JP 1996, Social linguistics and literacies: ideologies in discourses, 2nd edn, Falmer Press, London.

Harris, P, Turbill, J, Fitzsimmons, P & McKenzie, B 2005, Reading in the primary school years, 2nd edn, Social Science Press, Katoomba.

Hill, P & Crevola, C 1998, Characteristics of an effective literacy stragegy, Unicorn, Vol 24, no.2, pp74-85.

Lankshear, C, Snyder, I with Green, B 2000, Teachers and technoliteracy: managing literacy, technology and learning in schools, Allen & Unwin, St Leonards.

Luke, A & Freebody, P 2000, Report of the literacy review for Queensland state schools (Available: http://education.qld.gov.au/curriculum/learning/literate-futures/pdfs/lf-teacher-summary.pdf) [Accessed 22 06 2004]

Luke, A & Freebody, P 1999, Further notes on the four resources model (Available: http://www.readingonline.org/research/lukefreebody.html) [Accessed 22 06 2004]

Semali, LM 2001, Defining new literacies in curricula practice (Available: http://www.readingonline.org/newliteracies/semali1/index.html) [Accessed 22 06 2004]

Taylor, T & Ward, I (eds) 1998, Literacy theory in the age of the internet, Columbia University Press, New York.

Turbill, J 2002, The four ages of reading philosophy and pedagogy: a framework for examining theory and practice (Available: http://www.readingonline.org/international/turbill4/index.html) [Accessed 22 06 2004]

Unsworth, L 2002, Changing dimensions of school literacies, Australian Journal of Language and Literacy, Vol 25, no.1, pp62-77.

STUDENT WORKLOAD REQUIREMENTS

ACTIVITY	HOURS
Assessment	40.00
Directed Study	125.00

ASSESSMENT DETAILS

Description		Marks out of	Wtg(%)	Due date	Notes
POSITION STATEMENT		50.00	50.00	21 Sep 2007	(see note 1)
APPLY THEORY TO PRACTICE		50.00	50.00	02 Nov 2007	(see note 2)

NOTES

1.: Position statement due in week 9.
2.: Apply theory to practice due in week 15.

IMPORTANT ASSESSMENT INFORMATION

Attendance requirements:
There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To complete each of the assessment items satisfactorily, students must obtain at least 50% of the marks available for each assessment item.
Penalties for late submission of required work:
If students submit assignments after the due date without prior approval then a penalty of 20% of the total marks gained by the student for the assignment will apply for each week late.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must complete and submit all of the summative assessment items and achieve at least 50% of the available weighted marks for the aggregate of those items.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for each of the summative assessment items in the course.
Examination information:
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There will be no Deferred or Supplementary examinations in this course.
University Regulations:
Students should read USQ Regulations 5.1 Definitions, 5.6. Assessment, and 5.10 Academic Misconduct for further information and to avoid actions which might contravene University Regulations. These regulations can be found at the URL http://www.usq.edu.au/corporateservices/calendar/part5.htm or in the current USQ Handbook.

ASSESSMENT NOTES

1.	The due date for an assignment is the date by which a student must despatch the assignment to the USQ. The onus is on the student to provide proof of the despatch date, if requested by the examiner.
2.	Students must retain a copy of each item submitted for assessment. This must be produced within twenty-four (24) hours of receipt of request being made by the examiner. The student must retain this copy until the grade for this course has been finalised.
3.	In accordance with the University's assignment extension policy (Regulation 5.6.1), the examiner may grant an extension of the due date of an assignment in extenuating circumstances.
4.	The Faculty will normally only accept assessments that have been written, typed or printed on paper-based media, except for ONLINE courses.
5.	The Faculty will NOT accept submission of assignments by facsimile.
6.	Students who do not have regular access to postal services or who are otherwise disadvantaged by these regulations may be given special consideration. They should contact the examiner of the course to negotiate such special arrangements.
7.	In the event that a due date for an assignment falls on a local public holiday in their area, the due date for the assignment will be the next working day. Students are to note on the assignment cover the date of the public holiday for the examiner's convenience.
8.	Students who have undertaken all of the required assessments in a course but who have failed to meet some of the specified objectives of a course within the normally prescribed time may be awarded the temporary grade: IM (Incomplete - Make up). An IM grade will only be awarded when, in the opinion of the examiner, a student will be able to achieve the remaining objectives of the course after a period of non-directed personal study.
9.	Students who, for medical, family/personal, or employment-related reasons, are unable to complete an assignment or to sit for an examination at the scheduled time may apply to defer an assessment in a course. Such a request must be accompanied by appropriate supporting documentation. One of the following temporary grades may be awarded IDS (Incomplete - Deferred Examination); IDM (Incomplete - Deferred Make-up); IDB (Incomplete - Both Deferred Examination and Deferred Make-up).
10.	When there is more than one marker for a single item of assessment, the distributed patterns and means for the different markers will be compared and marks adjusted if necessary.
11.	Marking criteria are provided in course material as mark sheets/guides or as part of assignment specifications.
12.	All assessment items must be submitted with a pass overall gained.
13.	Summative assessment items will receive a numerical score. Any ungraded assessment requirement will receive a Pass, Fail or Incomplete.

OTHER REQUIREMENTS

Students will require access to e-mail and Internet access to USQConnect for this course.
Students are to use a recognised referencing system as specified by the examiner.
Students enrolling in WEB courses MUST have ongoing convenient and reliable access to the Internet in order to access course materials and participate in activities that will affect assessment. The levels of equipment required may change from time to time, with the most recent specification listed at http://www.usq.edu.au/currentstudents/computingstandards/default.htm. You can check whether your computer system meets these requirements from USQAssist (http://usqassist.usq.edu.au/).
IMPORTANT NOTE: Working with Children: State law in Queensland requires that all adults (including university students, pre-service educators, trainers, vocational teachers, industry educators) working with children under the age of 18, in the state of Queensland*, obtain approval before commencing such work. Many education courses include a practical component (professional experience, project work, research, assessment etc..) that may require engagement with children under the age of 18. It is your responsibility to ensure that you possess a current suitability card (Blue Card) before commencing any practical components of this course. DO NOT PARTICIPATE IN ANY PRACTICAL EXPERIENCE WITH CHILDREN UNDER 18 UNLESS YOU POSSESS A CURRENT 'BLUE CARD'. For further information: http://www.childcomm.qld.gov.au/employment/bluecard/informationSheets.html. *If you are undertaking practical experience outside the state of Queensland, Australia you should check local requirements.

This version produced 27 May 2008.