This course examines current theories and issues in literacy education. There will be a focus on curriculum and pedagogy for literacies learning, and the English curriculum in particular, by studying a variety of approaches to the teaching of reading and writing and use of children's literature to develop a flexible repertoire of practices for planning for a balanced approach. This will contribute to the development of a literacies pedagogy for new times, which will necessarily reflect current research and recent initiatives in literacies education.
On successful completion of this course students should be able to demonstrate:
- knowledge and understanding of the major concepts, principles, theories and interrelationships in the relevant English curriculum documents (Assignments 1 and 2) (APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 5.1, 5.2, 5.3, 5.5)
- an ability to recognise and describe a flexible repertoire of approaches to the teaching and learning of reading and writing (Assignments 1 and 2) (APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6)
- an ability to plan using a flexible repertoire of approaches to the teaching and learning of reading and writing (Assignments 1 and 2) APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 5.1, 5.2, 5.3, 5.5)
- an ability to monitor and assess literacy progress of children (Assignment 2) (APST 5.1, 5.2, 5.3, 5.5)
- an ability to explain and justify their approach to the teaching and learning of reading and writing with reference to current and historical theories and approaches to literacies pedagogy (Assignment 1) (APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6)
- an ability to create literature rich environments for children (Assignments 1 and 2) (APST 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 5.1, 5.2, 5.3, 5.5)
- knowledge, understanding and application of course content using appropriate personal, professional and academic literacies (Assignments 1 and 2)
- competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assignments 1 and 2)
|1.||Current theories and issues in literacy education; literacy pedagogy for a balanced approach - multiliteracies pedagogy; the four resources model; introducing the relevant English curriculum documents - planning for English||20.00|
|2.||The concept of 'text' in a multiliterate world - literary texts, picturebooks including postmodern picturebooks; metafictive devices||10.00|
|3.||Explicit teaching; whole-part-whole contextualisation||20.00|
|4.||Learning to read - strategies for teaching reading||20.00|
|5.||Teaching writing - text types/genre||20.00|
|6.||Observing literacy learners - monitoring and assessment of early reading and writing||10.00|
Text and materials required to be purchased or accessed
- Winch, G, Johnston, RR, March, P, Ljungdahl, L & Holliday, M 2014, Literacy: reading, writing and children's literature, 5th edn, Oxford University Press, South Melbourne, Victoria.
- Wing Jan, L 2015, Write ways, 4th edn, Oxford University Press, South Melbourne, Victoria.
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=2017&sem=02&subject1=EDX2170)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
- Anstey, M & Bull, G 2006, Teaching and learning multiliteracies: changing times, changing literacies, International Reading Association, Newark, New Jersey.
- Cameron, S & Dempsey, L 2013, The writing book: a practical guide for teachers, S&L Publishing, New Zealand.
- De Silva Joyce, H & Gaudin, J 2011, Words and pictures: a multimodal approach to picture books, Phoenix Education, Putney, New South Wales.
- Derewianka, B 2012, A new grammar companion for teachers, 2nd edn, Primary English Teaching Association Australia, New South Wales.
- Ryan, D 2010, Reading and responding: a guide to literature in the primary classroom, Australian Literacy Educators' Association, Norwood, South Australia.
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||04 Sep 2017|
|ASSIGNMENT 2||60||60||18 Oct 2017|
Important assessment information
- Attendance requirements:
On-campus: 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.
Online: There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them including discussion fora 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:
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 assessment items in the course.
- Examination information:
- 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.
- 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 at http://www.usq.edu.au/library/referencing.
- Students will require access to e-mail and have Internet access to UConnect for this course.
- Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the ONLINE offering and advised of this change before semester commences.
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