Units
Learning Literacy by Design
Unit code: CLB007
Credit points: 12
Information about fees and unit costs
unit is to provide you with socio-critical and inclusive principles and practices relating to language and literacy education that are each crucial to your meeting QCT Standard 2. Therefore, you will design learning experiences within a multiliteracies, community of learners framework, catering for student diversity and a range of contexts. You will also examine how strategic practice is linked to particular theories of language and literacy, producing artifacts relevant to your professional portfolio.
Availability
| Semester | Available |
|---|---|
| 2013 Semester 1 | Yes |
Sample subject outline - Semester 1 2013
Note: Subject outlines often change before the semester begins. Below is a sample outline.
Rationale
This unit is a companion to CLB006. In CLB006 the focus is primarily on basic print literacy skills, whereas in this unit it shifts to more advanced capabilities with both print and multimodal texts. The unit develops understandings of literacy education for a world in which teachers must respond to societal demands for an increasingly diverse student population to acquire high level capabilities with both traditional and digital literacies.
Aims
The aim of this unit is for you to acquire theoretically grounded and empirically based approaches to instruction in: i) comprehension and ii) multiliteracies education. You will build a repertoire of strategies and planning skills that will assist you to meet the needs of a diverse cohort of literacy learners using a syllabus relevant to your future teaching context.
Objectives
On completion of this unit you should be able to:
1. demonstrate knowledge and skills pertinent to literacy education by selecting and developing strategies and resources that meet literacy education learning goals that address students' prior learning, interests and learning needs and styles [QCT Standard 1].
2. demonstrate a capacity for life-long learning by developing a variety of ways of gathering and using student information in the design of multiliteracies learning experiences aimed at primary students [QCT Standard 1].
3. apply critical and analytic thinking and effective problem-solving by exhibiting a scholarly understanding of literacy theories and their application to literacy instruction and curriculum frameworks and learning opportunities in school, classroom and community contexts [QCT Standard 2].
4. effectively communicate by exhibiting acceptable academic, professional and personal literacies [QCT Standard 2].
Content
The unit includes the following topics:
Comprehension
Multiliteracies
Approaches to Teaching and Learning
This unit is studied through a combination of online lectures, guided readings, tutorials and assignment production. Tutorials will provide opportunities for demonstration of instructional strategies and discussion. You will be encouraged to question, problem-solve and justify opinions on the grounds of theory and empirical research. Your learning will be enhanced by weekly reading and activities posted online. The learning activities are designed to help build your personal and professional knowledge, skills and understandings of literacy and quality literacy programs.
Assessment
You will complete three pieces of assessment during the semester: i) an overview for a multiliteracies project; ii) a plan for a comprehension episode linked to your multiliteracies project; and iii) an examination.Formative assessment is provided in two ways: i) through feedback on your tutorial activities (in-class contingent formative assessment); and ii) through opportunities for you to raise questions about your assignment in class and discuss your understandings of the marking criteria (planned, integrative formative assessment). Detailed criteria sheets will be used to provide feedback on your written assignments.
Assessment name:
Professional Plans
Description:
An English Unit.
Relates to objectives:
1, 2, 3 & 4.
Weight:
50%
Internal or external:
Internal
Group or individual:
Individual
Due date:
Mid-Semester
Assessment name:
Examination (Theory)
Description:
The examination will assess your knowledge of language, pedagogy and development for English units.
Relates to objectives:
2, 3 & 4.
Weight:
50%
Internal or external:
Internal
Group or individual:
Individual
Due date:
End-Semester
Academic Honesty
QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.
A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.
Resource materials
Text
Tompkins, G.E. (2010). Literacy for the 21st Century: A balanced approach (5th Ed). Boston: Allyn & Bacon.
Risk assessment statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply. You should be aware that when using computers, you will need to take care that you are working in a safe and ergonomically-sound environment (that is, avoidance of eyestrain, headaches, and physical stress on neck, back, arms and hands). Please consider your seating (heights, angles and distances) and the lighting in your work area (to avoid glare). The physical placement and organisation of peripheral devices, cables and extension cords should be managed to reduce danger to persons or property. Do not use unsafe electrical cords.
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.
Last modified: 10-Jan-2013
