FET3551 Workplace Literacy

FET	3551	78466	2, 2008	EXT	Workplace Literacy	1.00	Toowoomba
Subject	Cat-nbr	Class	Term	Mode	Description	Units	Campus

Academic group:	FOEDU
Academic org:	FOE003
Student contribution band:	National Priority Teaching
ASCED code:	070109

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

STAFFING

Examiner: Shirley O'Neill
Moderator: Alison Mander

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

The advent of the 'information age', development of sophisticated communication technologies and increasing cultural diversity and spread of globalisation, place greater demands on us to develop more complex literacy capabilities in our personal, civic and working lives. As society embraces the lifelong learning concept, it is essential that all citizens are adequately prepared for effective participation in their workplaces and in their communities. Development of language, literacy and numeracy capability is fundamental to achieving this vision. Demands on workplaces to undergo change that enables them to reach and maintain high levels of productivity and remain competitive, have created an urgent need for a well-trained, highly competent workforce. Workers are increasingly asked to use a wider range of communication skills to perform workplace tasks where perhaps once language, literacy and numeracy were not an issue. Recognising that language and literacy underpin and influence performance of workplace and learning tasks and industry competencies, greater importance is being placed on understanding and addressing the language, literacy and numeracy demands in learning and in the workplace. Vocational teachers, workplace trainers and assessors are being asked to consider the language, literacy and numeracy requirements of their training programs, learning materials, assessment methodologies and teaching delivery. They are also being asked to consider the English language, literacy and numeracy skills of their learners. The capacity of vocational teachers, trainers and assessors to support the language, literacy and numeracy needs of learners often requires significant adjustments in learning facilitation strategies, specifically those relating to the focus on theory, instruction and repertoire of practices needed in the field.

SYNOPSIS

This course will explore an expanded definition of literacy in today's society; investigate aspects of literacy in relevant learning contexts; and then examine issues and practices related to language, literacy and numeracy and communication in teaching, learning, and work settings. The focus will be on providing teachers/trainers with the knowledge and skill to particularly plan for and support the language, literacy and numeracy needs of learners in vocational and workplace environments; implement workplace literacy audits; and develop effective strategies for teaching and assessment that considers the demands of language, literacy and numeracy. Students engage in online discussion forums that contribute to literacy learning and assessment.

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 successful completion of this course students will be able to:

demonstrate an awareness of the current status of literacy skills of adults and the relationship between literacy capability and socio-economic factors (Assessments 1 and 2)
define key concepts in the area of literacy (Assessments 1 and 2)
understand the changing contexts for language and literacy use and demonstrate an awareness of the increasingly high levels of literacy competencies required in the workforce and in learning (Assessments 1 and 2)
analyse job-related skills together with identified literacy skills and demonstrate an awareness of the instructional implications of this (Assessments 2 and 3)
demonstrate a knowledge of a range of assessment procedures, select appropriate assessment procedures and interpret assessment responses related to target learners and specific workplace competencies and tasks (Assessments 2 and 3)
demonstrate a knowledge of a range of literacy support strategies and structure training programs which are appropriately responsive to the learning characteristics of either the adolescent learner or of the adult learner (Assessments 2 and 3)
evaluate the effectiveness of teaching/training programs and modify or restructure programs where necessary (Assessments 2 and 3)
demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assessments 1, 2 and 3)

TOPICS

	Description	Weighting (%)
1.	Towards a more literate society: rationale and arguments for provision of language, literacy and numeracy skills	10.00
2.	Whose literacies? Which practices? Focus on theory	20.00
3.	Contexts for literacy in use	20.00
4.	Unpacking training packages and related competencies	20.00
5.	Planning to support learner needs	20.00
6.	Assessment, evaluation and review	10.00

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).

There is no set text in this course, however students are advised to read widely on the subject including those texts and online materials recommended in the Reference Materials. Students are advised to access the websites and download the texts in preparation for their use in the course.

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.

The following references can be downloaded from the web and it is recommended you access them or alternatively you may find hard copies in libraries: *The National Reporting System (Available: http://www.nrs.detya.gov.au) [Accessed: 12/12/2005]; *Built in Not Bolted On (Available: http://antapubs.dest.gov.au/publications/publication.asp?qsID=318 [Accessed 12/12/2005]; *A New Assessment Tool, (Available: http://antapubs.dest.gov.au/publications/publication.asp?qsID=28) [Accessed: 12/12/2005].

Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library/ . The gateway to education resources is here... http://www.usq.edu.au/library/faculties/education/default.htm

Gee, J, Hull, G & Lankshear, C 1996, The new work order: behind the language of new capitalism, Allen & Unwin, St Leonards, NSW.

Lo Bianco, J & Freebody, P 2001, Australian literacies: informing national policy on literacy education, 2nd edn, Language Australia, Melbourne, Vic.

STUDENT WORKLOAD REQUIREMENTS

ACTIVITY	HOURS
Assessment	45.00
Directed Study	120.00

ASSESSMENT DETAILS

Description	Marks out of	Wtg(%)	Due date
ASSESSMENT 1	10.00	10.00	21 Jul 2008
ASSESSMENT 2	35.00	35.00	29 Aug 2008
ASSESSMENT 3	55.00	55.00	31 Oct 2008

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 satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted 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:
As there are no examinations in this course, 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 may be required to provide a copy of assignments submitted for assessment purposes. Such copies should be dispatched to the USQ within 24 hours of receipt of a request to do so.
3.	In accordance with University Policy, 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.
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.	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).
8.	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.
9.	Marking criteria are provided in course material as mark sheets/guides or as part of assignment specifications.
10.	Summative assessment items will receive a numerical score. Any ungraded assessment requirement will receive a Pass, Fail or Incomplete.
11.	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 day. Students are to note on the assignment cover the date of the public holiday for the Examiner's convenience.
12.	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. Students who do not qualify for a Passing grade may, at the discretion of the examiner, be assigned additional work to demonstrate to the examiner that they have achieved the required standard. It is expected that such students will have been assessed as close to a grade of C- on any summative assessment item that was failed.

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.
Participation in online discussion forums forms part of assessment of this course.
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 18 Aug 2008.