Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

In the current climate of demands for improved student outcomes, literacy educators require high level skills in analysing learners' needs and developing responses to these. To this end, this unit provides: i) a comprehensive overview of different theoretical approaches to literacy and social conditions that are shaping literacy education; and ii) an opportunity to develop an analysis of and recommendations for improving literacy instruction in a selected context. The work undertaken in this unit can be linked with other ED79 units providing advanced studies in grammar, reading and writing difficulties, and literacy for second language learners.

Aims

The aims of this unit are to provide you with an opportunity to: i) understand 'literacy' in coherent theoretical terms and in relation to policy and other demands in a professional field of interest to you; and ii) to analyse current approaches to literacy education in that field and make recommendations for improving student performance.

Objectives

On completion of this unit you should demonstrate:
1. deep understanding of different theoretical perspectives from which literacy is currently viewed in research, policy and professional practice [GC: A]
2. deep understanding of social and policy influences which are shaping literacy education in the early decades of the 21st century [GC: A]
3. high level skill in identifying, defining and making recommendations for solving literacy education problems in a professional context of interest to you [GC: B, G]
4. high level skill in communicating effectively about literacy development, performance and education in a professional context of interest to you [GC: C]

Content

The unit will cover the following content:

1. What is literacy? (Topics will include cognitive, sociocultural and critical theoretical perspectives)
a. Definitions of literacy
b. Approaches to literacy education
c. Oral language and literacy education

2. Literacy policies and testing in contemporary times

3. Curriculum management

4. Test data analysis

5. Current priorities in literacy education in different professional contexts

Approaches to Teaching and Learning

The unit entails guided discussion and other activities around readings selected to introduce key terms and theories. You will be encouraged to relate this work to a professional context of interest to you, but to participate actively with others to build understanding of theoretical and practical implications of the topics covered. You will have opportunities to seek out additional materials of relevance to your context of interest.

Assessment

You will complete two written assignments. One assignment is due at mid-semester and the other at the end of the semester. The two assignments can be linked to enable you to explore a literacy education development and performance challenge in a professional context of interest to you.Opportunities for formative feedback will be provided as you develop your assignments. Summative feedback will be provided through criteria sheets used for marking.

Assessment name: Essay
Description: You will write a critical position paper establishing: i) what 'counts' as 'literacy' in a professional context of interest to you; and ii) analysing social and policy conditions that are shaping literacy education in that context.

Length: (3000 words)
Relates to objectives: 1, 2 & 4.
Weight: 50%
Internal or external: External
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Report
Description: You will write a report analysing challenges of literacy development and performance in a context of professional interest to you. The report will make recommendations that are: i) theoretically coherent; ii) justifiable in terms of the research literature on literacy education; and iii) cognisant of the social and policy conditions and demands of the context.

Length: (2000 words)
Relates to objectives: 1, 2, 3 & 4.
Weight: 50%
Internal or external: External
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

You are not required to purchase a textbook. Set readings will be made available through: i) QUT library where possible; and ii) the CMD if necessary. You will be expected to use the QUT library to access additional readings as you develop your two assessment pieces.

Risk assessment statement

There are no out of the ordinary risks associated with this unit. Workplace health and safety protocols in relations to computer use will apply. You will be expected to comply with professional standards of confidentiality when discussing literacy education in contexts of professional interest to you.

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: 29-Oct-2012