EDX3270 Literacies Education
|Semester 1, 2012 On-campus Springfield|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||30 December 2013|
Examiner: Stewart Riddle
Moderator: Bradley McLennan
Literacies are social and cultural practices integral to life in the 21st century. One of the principal tasks of all teachers is to develop the depth and breadth of their students' literacies to enable them to be active citizens in an increasingly global community. Literacies are embedded in students' daily activities and they form the basis
for learning in all curriculum areas in early childhood through primary and middle schooling. It is therefore essential that teachers have extensive understandings about the place of literacies in today's world and can plan and implement effective literacy teaching to cater for diverse groups of students using a diverse range of texts.
This course focuses on the integration of literacies learning into the planning and implementation of learning opportunities for students in early childhood, primary and the middle years of schooling. Drawing on a range of pedagogies, including multiliteracies pedagogy and Designs for Learning, this course will enable pre-service teachers to design and plan integrated and inclusive learning opportunities and authentic assessment to ensure that the learning of literacies is embedded into learning across the curriculum. Specific attention will be paid to the planning of focused learning/teaching episodes about the language forms and features and textual structures of written, visual and multimodal texts. The course will also focus on how to cater for diverse learners and the development of flexible repertoires of learning/teaching strategies for teaching reading and writing across a range of educational contexts.
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:
- understand the place of literacies in learning across curriculum areas in early childhood, primary and the middle years. (e-portfolio and Unit plan)
- understand and use appropriate and effective pedagogies when planning literacies learning for students from diverse backgrounds. (e-portfolio and Unit plan)
- develop a broad repertoire of flexible teaching/learning strategies suitable for the focused and explicit teaching of literacies. (e-Portfolio)
- design and plan integrated and inclusive learning opportunities for literacies across curricular areas. (Unit Plan )
- demonstrate the capacity to plan effective, focused learning experiences (especially in relation to language forms and features and textual structures of written, visual and multimodal texts) for individuals and groups and to select appropriate texts and resources. (Unit Plan)
- design and plan authentic assessment opportunities for literacies learning across the curriculum. (Unit Plan)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (e-Portfolio and Unit Plan)
|1.||Literacies for learning: literacies across the curriculum.||10.00|
|2.||Literacies pedagogies: Multiliteracies pedagogy, Designs for Learning.||10.00|
|4.||Learning/teaching strategies for reading and writing, including locating, organising, extracting, comprehending and 'translating' information; co-operative learning strategies; top level structure; catering for diverse students (e.g. Indigenous, cultural and linguistic diversity).||20.00|
|5.||Integrated planning, longer-term multiliteracies projects/rich tasks, problem-based learning, including considerations relating to text and resource selection and balanced approaches to the learning of literacies.||25.00|
|6.||Focused and inclusive learning/teaching episodes about language forms and features and textual structures of written, visual and multimodal texts.||25.00|
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=EDX3270)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Department of Education, Science and Training 2002, MyRead: Strategies for teaching reading in the middle years [CD], Australian Government, Canberra.
Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M 2010, Literacy: Reading, writing and children's literature, 4th edn, Oxford University Press, South Melbourne.
MyRead materials may also be accessed at www.myread.org.
Comber, B. & Barnett, J. (Eds) 2003, Look again: Longitudinal studies of children's literacy learning, Primary English Teaching Association, Newtown, NSW.
Comber, B. & Kamler, B. (Eds.) 2005, Turn-around pedagogies: Literacy interventions for at-risk students, Primary English Teaching Association, Newtown, NSW.
Edwards-Groves, C 2003, On task: Focused literacy learning, Primary English Teaching Association, Newtown, NSW.
Healy, A. (Eds.) 2008, Multiliteracies and diversity in education: New pedagogies for expanding landscapes, Oxford University Press, South Melbourne.
Ludwig, C 2006, What's hot: A way into teaching critical literacties in the middle years, Curriculum Corporation, Carlton South, Victoria.
The New London Group 1996, A pedagogy of multiliteracies: Designing social futures, Harvard Educational Review, 66(1), 60-92.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||26 Mar 2012|
|ASSIGNMENT 2||60||60||11 Jun 2012|
Important assessment information
ONC: It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and 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.
WEB: 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.