EDM8007 Literacies Learning in Diverse Contexts
|Semester 2, 2019 Online|
|Short Description:||Literacies Learn Diverse Cont|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070103 - Teacher Education: Primary|
|Grading basis :||Graded|
Examiner: Elizabeth Curtis
Literacies are social and cultural practices integral to life in the 21st century. Literacies are embedded in students’ daily activities and they form the basis for learning in all curriculum areas throughout schooling. One of the principal tasks for all teachers is to develop the depth and breadth of their students’ literacies to enable them to be active citizens in an increasingly global, multi-mediated community. It is therefore essential that teachers have extensive understanding about the place of literacies in today’s world and can plan and implement effective literacy teaching to cater for diverse groups of students, including EAL/D learners and Aboriginal and Torres Strait Islander students, using a diverse range of texts. To do this, teachers also need to develop an understanding of contemporary issues including current education reforms and major contemporary drivers of change, thus considering the implications for literacies education.
This course focuses on the integration of literacies learning into the planning and implementation of learning opportunities for students from diverse sociocultural contexts, including English as an Additional Language or Dialect (EAL/D) learners and Aboriginal and Torres Strait Islander students. Drawing on a range of literacies frameworks, including multiliteracies pedagogy, this course will enable pre-service educators 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 contemporary issues and current reforms in literacies education, how to cater for diverse learners, including strategies for identification of and support for EAL/D students, 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 successful completion of this course students should be able to:
- demonstrate complex understandings of current education reforms and major contemporary drivers of change in the educational environment and implications for literacies education, through the development of research question/s and literature review (Assignments 1 and 2)
- demonstrate advanced understandings of the place of literacies in learning across curriculum areas (Assignments 1 and 2) (Australian Professional Standards for Teachers (APST) 1.2, 2.1, 2.2, 2.3, 2.5)
- demonstrate advanced understanding and use of appropriate and effective pedagogies when planning literacies learning for students from diverse backgrounds, including EAL/D, Aboriginal and Torres Strait Islander students (Assignments 1 and 2) (APST 1.3, 1.5, 1.6, 2.1, 2.2, 2.3, 2.5, 3.2, 3.3)
- demonstrate an ability to develop a broad repertoire of flexible teaching/learning strategies suitable for the focused and explicit teaching of literacies (Assignment 1) (APST 1.2, 1.5, 3.1, 3.3, 3.4)
- demonstrate an ability to design and plan integrated and inclusive learning opportunities for literacies across curricular areas (Assignment 2) (APST 1.3, 1.5, 2.1, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4)
- demonstrate the capacity to plan effective, focused learning experiences (especially in relation to language forms and features and textual structures of written text
- demonstrate an ability to design and plan authentic assessment opportunities for literacies learning across the curriculum (Assignment 2) (APST 5.1, 5.2)
- demonstrate expert cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing (Assignments 1 and 2).
|1.||Literacies pedagogies and frameworks, including a pedagogy of multiliteracies and ACARA’s literacy as a general capability||10.00|
|2.||Developing research questions and research literature reviews to address contemporary issues, current education reforms and major contemporary drivers of change in the educational environment and implications for literacies education||10.00|
|3.||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||20.00|
|4.||Authentic assessment - formative and summative, including the use of data to inform teaching||15.00|
|5.||Designing focused and inclusive learning/teaching episodes about language forms and features and textual structures of written, visual and multimodal texts||20.00|
|6.||Learning/teaching strategies for reading and writing||10.00|
|7.||Catering for literacies learning in diverse contexts, including EAL/D, Aboriginal and Torres Strait Islander student needs||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://omnia.usq.edu.au/textbooks/?year=2019&sem=02&subject1=EDM8007)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||27 Aug 2019|
|ASSIGNMENT 2||60||60||24 Oct 2019|
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 for that item. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.)
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
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 items for the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
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.
Referencing in assignments must comply with the APA referencing system. This system should be used by students 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. This guide can be found at http://www.usq.edu.au/library/referencing.
Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at http://www.usq.edu.au/current-students/support/computing/hardware.
2. Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes knowledge contained in pre-requisite courses and appropriate communication, information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect the same grades as those students who do possess them.