EDX1170 Foundations of Language and Literacies
|Semester 1, 2013 On-campus Fraser Coast|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||24 April 2014|
Examiner: Shirley O'Neill
Moderator: Deborah Geoghegan
An educator's knowledge of the development of multiple literacies from birth through schooling provides a framework for planning supportive literacy environments. Sound appreciation of the emergent nature of literacy also offers pathways in primary school for negotiating multilingualism and supporting progress in students with immature literacy development. Educators' awareness of the influence of socio-cultural contexts and the significance of continuity between the educational environments of the home and school provides a focus for appreciating children's purposes in communicating and their search for meanings as they develop effective use of language.
This course will explore how the development of oral language forms the basis of literacy learning by examining how emerging literacies are influenced by experiences with speaking, listening, viewing and symbolic representation in the social contexts of home and schooling. There is also a focus on the importance of oral language experiences, developing knowledge and understanding of skills and resources required for effective literacy teaching and learning, the effective use of teacher talk and the understanding of the relationships between context and text in the creation of environments for engaging children in authentic literacy practices.
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:
- recognise features of language acquisition and oral language development (Online quiz, Project 1).
- understand context/text model (Online quiz, Project 1).
- understand socio-cultural contexts for language and literacies learning (Online quiz; Project 2).
- identify various approaches to language and literacies learning (Online quiz; Project 1; Project 2).
- analyse teacher talk and understand the implications for effective literacy teaching (Project 2).
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Online quiz; Project 1; Project 2).
|1.||Socio-cultural contexts for language and literacies learning.||10.00|
|2.||Nature of language - language acquisition (0-12 years.)||10.00|
|3.||Oral language development; connecting oral and written language.||15.00|
|4.||Understanding text - context/text model of language in use.||10.00|
|5.||Approaches to language and literacies learning.||10.00|
|7.||Skills and resources for teaching and learning literacy.||15.00|
|8.||Rich literacy and literacy environments.||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=01&subject1=EDX1170)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Campbell, R & Green, D (eds) (2006), Literacies and learners: current perspectives, 3rd edn, Pearson Education Australia, Frenchs Forest, NSW.
Faigley, L (2010), The Little Penguin Handbook, Pearson Education, Australia.
(Companion to Cambell & Green - package text.)
Bull, G., & Anstey, M (2003), The literacy lexicon, 2nd edn, Pearson Education Australia, Frenchs Forest, NSW.
Comber, B., & Barnett, J. (eds) (2003), Look again: longitudinal studies of children's literacy learning, Primary English Teaching Association, Newtown, NSW.
Emmitt, M., Komesaroff, L., & Pollock, J (2006), Language and learning: an introduction for teaching, 4th edn, Oxford University Press, South Melbourne.
Harris, P., McKenzie, B., Fitzsimmons., P., & Turbill, J (2006), Reading in the primary school years, 2nd edn, Thomson Learning, Southbank, Vic.
Pahl, K., & Rowsell, J (2005), Literacy and education: understanding the new literacy studies in the classroom, Paul Chapman Publishing, London.
Winch, G., Johnston, R., March, P., Ljungdahl & Holliday, M (2007), Literacy: reading, writing and children's literature, 3rd edn, Oxford, South Melbourne, Vic.
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|
|PROJECT 1||35||35||15 Apr 2013|
|ONLINE QUIZ||30||30||20 May 2013||(see note 1)|
|PROJECT 2||35||35||03 Jun 2013|
- Further details available on StudyDesk.
Important assessment information
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.
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. If students submit required assignments late without approval of Examiner they can expect to be given a Fail grade for the course.
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.