EDV3551 Vocational and Workplace Literacies
|Semester 1, 2012 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||30 December 2013|
Examiner: Shirley O'Neill
Moderator: Deborah Geoghegan
Vocational and workplace literacies have become increasingly important as people move from school to further study and/or work and need to become lifelong learners if they are to be successful in our now globalised, knowledge-based, information rich world. There is also a broad diversity of people studying and/or working in all education sectors such that communities include members from a range of language and socio-cultural backgrounds and communication styles. With regard to those who have English as a second language (ESL) all participants need to understand their respective cultures, and develop intercultural literacy if communication is to be effective. Overall, the need to acquire, continually update as well as learn new skills for job survival places greater demands on people in their need to be successful in their personal, civic and working lives. At the core of this is the necessity for all citizens to be adequately prepared for effective participation in formal learning environments, in their workplaces and in their communities. This means that all pathways to vocational qualifications and workplace learning contexts should embed the necessary vocational and literacies' learnings including English as second language (ESL) and provide opportunities for participants to develop the knowledge and skills they require for successful citizenship, with regard to English language, literacy, numeracy (LLN) and information communications technologies (ICTs).
This course will develop awareness and understanding of the scope and depth of literacy skills that impact on learning and work in contemporary society. It considers current literature on the nature and impact of literacy demands on learners and workers and identifies the issues involved in the context of today?s complex and diverse learning and work contexts. Skills will be developed in the analysis of literacy competencies that underpin relevant jobs and identification of how they are reflected in industry training packages. The focus includes providing teachers/trainers with the knowledge and skill to particularly plan for and support the English language, literacy, numeracy(LLN), English as a second language (ESL) and information communications technologies (ITC) needs of learners in vocational and workplace environments; implement workplace literacy audits; and develop effective strategies for teaching and assessment as well as program evaluation and review. The course assessment allows for some flexibility to accommodate the wide range of teaching and training contexts in which students in the course may be involved. Assessment allows students to link their project work to their particular education or work environment.
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 a critical appreciation of the changing breadth and depth of competencies required in the workforce and in learning (Critical Review and Project)
- identify and discuss contemporary views, research and issues relating to literacy capabilities and socio-cultural influences and socio-economic impacts on learners (Critical Review and Project)
- understand and address the job-related LLN and ITC demands in teaching and instructional practices (Critical Review and Project)
- develop and use appropriate assessment procedures to assess specific competencies and workplace tasks (Project)
- design strategies to support the LLN and ICT needs of adolescent and/or adult learners in competency-based training and/or school and the workplace (Project)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Critical Review and Project)
|1.||Defining vocational and workplace literacies||10.00|
|2.||Contemporary views, issues and practices relating to the development of a literate society||20.00|
|3.||The importance of literacy to learning and workplace productivity||20.00|
|4.||Unpacking training packages and related competencies||20.00|
|5.||Strategies to support the acquisition of literacy skills for learning and work||20.00|
|6.||Assessment, evaluation and review||10.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=01&subject1=EDV3551)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
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.
Gee, J., Hull, G., & Lankshear, C 1996, The new work order: behind the language of new capitalism, Allen & Unwin, St Leonards, NSW.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|CRITICAL REVIEW||45||45||26 Mar 2012|
|PROJECT||55||55||04 Jun 2012|
Important assessment information
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.
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.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and have Internet access to UConnect for this course.