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

This unit develops understandings of literacy that are relevant for our current context. The implications of multimodality for how young children engage with texts and become literate are a key focus. In today's times literacy must be a priority area of teaching and learning across all education settings. This unit is early in the course so as to set a firm foundation for learning about literacy in subsequent units that deal with both literacy and other curriculum areas. Students will be encouraged to appreciate the diversity of literate competence and capabilities evident in young children and in their families and communities. The unit is based on the assumption that productive literacy learning and teaching occurs within a balanced approach to literacy, informed by theory, evidence-based research and practice.

Aims

The aim of this unit is for you to examine literacy from contemporary perspectives. You will be introduced to principles and practices about: 1) literacy; 2) how young children learn to be literate; 3) the diversity of young children and the implications of this diversity for teaching and learning literacy; and 4) how to provide young children with quality experiences and environments for learning literacy.

Objectives

On successful completion of this unit, you should be able to:

1. Demonstrate personal and professional understanding of the skills, processes, understandings and practices of literacy, especially in early childhood education, and demonstrate scholarly understandings of the socially, culturally and historically constructed nature of these understandings. [QCT Standard One; QCT Standard Two]
2. Demonstrate developing understandings of language and literacy and a sound fundamental knowledge of language forms and features and textual structures of spoken/ written/ visual multimodal texts; and provide evidence of attaining acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit. [QCT Standard Two]
3. Demonstrate knowledge of, and make links between, contemporary theory, research and practice in literacy learning and teaching in the early years, and analyse and evaluate challenges to a variety of perspectives about children and literacy learning. [QCT Standard One; QCT Standard Two; QCT Standard Four]
4. Demonstrate attainment of acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit and future career pathways. [QCT Standard Two]

Content

This unit introduces literacy as a concept and investigates significant theory, research and practice evident in our ways of understanding, learning and teaching literacy. There is a focus on literacy education of young children in prior to school settings and the early years of schooling. The unit encourages students to better understand how diversity is implicated in the provision of access to effective literacy education for all students. Understandings of multimodality and the variety of text forms that young children engage with today will also be developed in this unit.

Approaches to Teaching and Learning

This unit is studied through a combination of lectures which are podcast for external students, tutorials and discussion forums, online teaching and learning resources, personal research and reading, writing, observation and collaborative learning activities. Lectures, tutorials and discussion forums will encourage students to discuss, question, problem-solve and justify opinions. Student learning will be enhanced by weekly reading and activities as specified in the learning resources provided online. The learning activities are designed to help build personal and professional knowledge, skills and understandings of literacy and quality literacy programs for young children. First year experience principles will be applied as appropriate.

Assessment

Assessment in this unit is both formative and summative. Formative assessment is provided through opportunities to reflect, discuss and receive feedback in tutorials/study groups; and/or by participating in online activities to share and refine ideas. There are two items of summative assessment in this unit: an annotated bibliography and a text analysis.Students can expect formative feedback as part of engaging with tutors and peers in tutorials and on discussion forums.
Summative feedback will be provided in the form of assessment rubrics and comments on assignments. Students can expect feedback within 3 weeks of submission.

Assessment name: Annotated Bibliography
Description: A collection of annotated multimodal texts/resources.
Length: 1200 words
Relates to objectives: 1, 2 & 4.
Weight: 40%
Internal or external: Both
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Report
Description: An analysis of a text calling on frameworks studied in this unit.
Length: 2000 words
Relates to objectives: 1, 3 & 4.
Weight: 60%
Internal or external: Both
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

Makin, L., & Jones Diaz, C. (Eds). (2006). Literacies in early childhood: Changing views challenging practice (2^nd ed.). Sydney: McLennan & Petty.

References

Barrett-Pugh, C., Rivalland, J., Hamer, J., & Adams, P. (2006). Literacy learning in Australia: Practical ideas for early childhood educators. South Melbourne, VIC: Thomson/Dunmore Press.

Hill, S. (2006). Developing early literacy assessment and teaching. Prahan, VIC: Eleanor Curtain Publishing.

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.

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