EDS4250 Literacies Across the Curriculum
|Semester 2, 2013 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||21 July 2014|
Examiner: Stewart Riddle
Moderator: Robyn Henderson
Literacies are social and cultural practices integral to life and learning in the 21st century. All teachers are teachers of literacies and it is the responsibility of teachers to ensure that their students are able to engage successfully in the reading and writing required in each of their key learning areas of study. Pre-service teachers, then, require opportunities to understand the relationships between literacies and learning, to reflect on the literacies that are embedded into their teaching areas, to recognise the literacy practices that they will need to teach and to develop deep knowledge and understanding about how to facilitate literacy learning.
This course explores the links between literacies and learning and focuses on the embedding of literacies into the planning and implementation of learning opportunities in all curriculum areas. Pre-service teachers will learn about a range of appropriate frameworks and pedagogies for developing students' literacies capabilities and will learn how to design and plan curriculum units as well as focused and appropriate learning/teaching episodes for diverse learners. Specific attention will be paid to language forms, features and textual structures of written, visual and multimodal texts, as well as to authentic assessment and pre-service teachers' abilities to evaluate and critique planning for teaching literacies across the curriculum.
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 significance of the learning of literacies in relation to the other key learning areas and apply this understanding (Assignment 1 and 2)
- demonstrate an understanding of the current contexts of literacy learning and teaching within relevant education systems. (Assignment 1 and 2)
- audit and analyse the literacy demands relevant to the learning of their particular teaching area/s. (Assignment 1)
- use appropriate and effective pedagogies when planning content area learning and literacy learning for diverse learners. (Assignment 2)
- design and plan integrated, authentic and inclusive learning opportunities for literacies within key learning areas. (Assignment 2)
- demonstrate the capacity to plan effective learning experiences for individuals and groups and to select appropriate texts and resources, including print-based and multi-mediated texts. (Assignment 2)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (Assignment 1 and 2)
|1.||Contemporary issues relating to curriculum literacies and the relationship between literacies and learning.||10.00|
|2.||Frameworks and pedagogies for embedding the teaching and learning of literacies into planning for content area learning, e.g. multiliteracies pedagogies, knowledge processes, four resources model, ERICA model, auditing tools.||20.00|
|3.||Repertoires of learning/teaching strategies for curriculum literacies; Catering for diverse learners (e.g. ESL); Working from learnersí strengths and ensuring equitable learning outcomes.||20.00|
|4.||Unit planning for effective content learning and literacy learning in key learning areas, including considerations relating to text and resource selection.||20.00|
|5.||Focused learning/teaching episodes to cater for diverse learners||20.00|
|6.||Authentic assessment for literacies learning||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=2013&sem=02&subject1=EDS4250)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Henderson, R (2012), Teaching literacies in the middle years: Pedagogies and diversity, Oxford University Press, South Melbourne, VIC.
Comber, B., & Kamler, B. (Eds.) (2005), Turn-around pedagogies: Literacy interventions for at-risk students, Primary English Teaching Association, Newtown, NSW.
Derewianka, B (2011), A new grammar companion for teachers, e-lit, Primary English Teaching Association, Marrickville, NSW.
Healy, A., & Honan, E. (Eds.) (2004), Text next: New resources for literacy learning, Primary English Teaching Association, Newtown, NSW.
Wing Jan, L (2008), Write ways: Modelling writing forms, 3rd edn, Oxford University Press, South Melbourne.
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||19 Aug 2013|
|ASSIGNMENT 2||60||60||28 Oct 2013|
Important assessment information
There are no attendance requirements for this course. However, it is the studentsí 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.