English Literacy for Educators (9871.4)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | ||
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Education |
| Discipline | Study level | HECS Bands |
| Academic Program Area - Education | Level 2 - Undergraduate Intermediate Unit | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
On successful completion of this unit, students will be able to:1. Identify and articulate a range of theoretical perspectives on literacy learning;
2. Understand the importance of using a variety of texts as part of an effective literacy program;
3. Apply the Four Resources Model to critique written, spoken and multimodal texts in print and digital/online forms; and
4. Use a range of information and communication technologies (ICT) to effectively communicate understanding and knowledge of literacy teaching and learning to families, parents and other stakeholders.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - evaluate and adopt new technology
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
Prerequisites
Students enrolled in the Bachelor of Secondary Education (HPE) must have passed 9863 Core Literacy.All other students must have passed 9882 Linguistics for Educators AND 9863 Core Literacy.
Corequisites
None.Incompatible units
None.Equivalent units
None.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
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Required texts
Required text
You do not need to purchase a text for this unit. An online version of Tompkins, Gail, et al. Literacy for the 21st century will be available to each student at no cost on our Canvas website.
Recommended References:
Bull, A., & Anstey, M. (2010). Evolving pedagogies: Reading and writing in a multimodal world. Carlton South: Education Services Australia.
Cazden, C., Cope, B., Fairclough, N., Gee, J., & et al. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.
Cope, B., & Kalantzis, M. (2009). "Multiliteracies": New literacies, new learning. Pedagogies: An International Journal, 4(3), 164-195. doi:10.1080/15544800903076044
Edwards-Groves, C. (2011). The multimodal writing process: Changing practices in contemporary classrooms. Language and Education, 25(1), 49-64. doi:10.1080/09500782.2010.523468
Fang, Z., & Wang, Z. (2011). Beyond rubrics: Using functional language analysis to evaluate student writing. Australian Journal of Language & Literacy, 34(2), 147-165.
Ivanic, R. (2004). Discourses of writing and learning to write. Language and Education, 18(3), 220-245. doi:10.1080/09500780408666877
Kalantzis, M., & Cope, B. (2012). Literacies. Port Melbourne: Cambridge University Press.
Kerin, R. (2017). Knowing and planning: A framework for planning in English. Literacy Learning: The Middle Years, 25(2), insert, i.
Lapp, D., Moss, B., & Rowsell, J. (2012). Envisioning new literacies through a lens of teaching and learning. Reading Teacher, 65(6), 367-377. doi:10.1002/TRTR.01055
Lopez, A. (2011). Culturally relevant pedagogy and critical literacy in diverse English classrooms: A case study of a secondary English teacher's activism and agency. English Teaching: Practice and Critique, 10(4), 75-93.
Mackenzie, N. M., & Scull, J. (2015). Writing. In S. McLeod & J. McCormack (Eds.), Introduction to speech, language and literacy (pp. 396-444). South Melbourne: Oxford University Press.
Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? Australian Journal of Language & Literacy, 33(10), 211-239.
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2014). Literacy: Reading, writing and children's literature (5th ed.). South Melbourne, Victoria: Oxford.
Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). Melbourne: Oxford University Press.
Additional resources will be made available on the unit Canvas site.
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Special assessment requirements
An aggregate mark of 50% is required to pass the unit.
Note. It is a requirement that all components/parts of each assessment task are submitted. Assessment parts 2A and Part 2B must be submitted simultaneously.
Academic integrity
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be
valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension
and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for
Education (ADE) as a prescribed authority for investigation.
Learner engagement
A proposed breakdown of the workload for this unit is as follows:
On campus sessions: 24 hours
Online tasks/sessions: 12 hours
Weekly readings and additional online activities: 64 hours
Assignment preparation: 50 hours
Participation requirements
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory
Required IT skills
- Regular access to and knowledge of Canvas and academic search engines.
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Ability to use software including Microsoft Word, PowerPoint and other digital software such as Vimeo, iMovie, etc.
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Familiarity with YouTube and ability to upload content (as 'unlisted') onto YouTube.
In-unit costs
Students are responsible for obtaining access to appropriate ICT devices for the completion of Asessment Task 2A. (e.g. access to audio and video recording and editing software on digital devices).
Work placement, internships or practicums
None.
Additional information
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
For any communication via email, students are required to use their student email account only. The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.
Theoretical foundations: The course seeks to introduce students to a number of theoretical foundations important to understanding contemporary literacy education in Australia, including The Four Resources Model.
Research-led Education: An active doctoral researcher in the field of literacy is delivering this unit who is able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.
