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EDM8007 Literacies Learning in Diverse Contexts

Transition Semester 3, 2023 9W Online
Units : 1
School or Department : School of Education
Grading basis : Graded
Course fee schedule : /current-students/administration/fees/fee-schedules

Staffing

Course Coordinator:

Requisites

Pre-requisite: EDM5010

Overview

In Semester 3, 2023 this course will be delivered as a Transition (9 week) semester, commencing on 13 November 2023 and concluding on 12 January 2024.

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. This means that high quality literacy learning supported by parents/carers, families and the broader community. 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 as demonstrated through recent developments in key literacy policies e.g. OECD and Australia’s Mparntwe Declaration (AQF 9). It is therefore essential that teachers have extensive knowledge and skills relevant to the place of literacies in today’s world and can plan and implement effective literacy teaching to cater for all age groups (0-12 years), diverse groups of students including EAL/D learners and Aboriginal and Torres Strait Islander students and through the use of a diverse range of texts. To do this, teachers also need to have a good knowledge of contemporary issues including current education reforms and major contemporary drivers of change, thus considering evidence-based approaches in 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 helps enable preservice teachers 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 as well as students needing learning support. In addition the development of flexible repertoires of learning/teaching strategies for teaching reading and writing across a range of educational contexts and age groups (0-12 years).

Course learning outcomes

On successful completion of this course preservice teachers should be able to:

  1. 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 (Australian Professional Standards for Teachers (APST) 2.5);
  2. demonstrate advanced understandings informed by research into how students learn and the implications for teaching, and of the place of literacies in learning across curriculum areas (Australian Professional Standards for Teachers (APST) 1.2, 2.1, 2.2, 2.3, 2.5);
  3. 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 (APST 1.3, 1.5, 1.6, 2.1, 2.2, 2.3, 2.5, 3.2, 3.3);
  4. demonstrate an ability to design a broad repertoire of flexible teaching/learning strategies suitable for the focused and explicit teaching of literacies and plan integrated and inclusive learning opportunities for literacies across curricular areas (APST 1.3, 1.5, 2.1, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4);
  5. demonstrate the capacity to plan effective, focused learning experiences (especially in relation to language forms and features and textual structures of written, visual and multimodal texts) for individuals and groups and to select appropriate texts and resources. (APST 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4);
  6. demonstrate an ability to design and plan authentic assessment opportunities for literacies learning across the curriculum (APST 5.1, 5.2);
  7. demonstrate expert cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.

Topics

Description Weighting(%)
1. Critically engage with literacies’ pedagogies and frameworks, including a pedagogy of multiliteracies, ACARA’s literacy as a general capability, the Mparntwe Declaration, and Early Years Learning Framework 10.00
2. Developing a focused inquiry question based on the research literature to address contemporary issues, current education reforms, legislative requirements and teaching strategies 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 and responsive to students’ diverse learning needs including linguistic, cultural, religious and socioeconomic diverse backgrounds and varying abilities 20.00
4. Authentic assessment - formative and summative, including the use of data to inform differentiated instruction and teaching that incorporate the setting of appropriate learning goals for students of differing abilities and characteristics 15.00
5. Designing focused and inclusive learning/teaching episodes that draw on a range of teaching strategies about language forms and features and textual structures of written, visual and multimodal texts 20.00
6. Learning/teaching strategies for reading and writing including sequencing of learning from Early Years (before school) to upper primary 10.00
7. Catering for and creating authentic and inclusive literacies learning in diverse contexts, including legislative requirements for supportive diverse learners such as EAL/D, Aboriginal and Torres Strait Islander students 10.00
8. Professional and critically reflective educator 5.00

Text and materials required to be purchased or accessed

There are no texts or materials required for this course.

Student workload expectations

To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.

Assessment details

Approach Type Description Group
Assessment
Weighting (%) Course learning outcomes
Assignments Written Literature review No 50 1,2,7
Assignments Written Planning document No 50 1,2,3,4,5,6,7
Date printed 9 February 2024