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  2. Literacy in Teaching and Learning [EDU4120]

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Literacy in Teaching and Learning

  • Unit Code

    EDU4120

  • Year

    2015

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit considers how teaching and learning in secondary schools can be improved through better understanding of literacy and improved literacy practices. Pre-service teachers will learn to: identify the literacy challenges in specific curriculum areas and in the secondary curriculum generally; acquire practical classroom strategies to help students meet these challenges; and extend their own literacy skills for instructional and professional purposes.

Equivalent Rule

Unit was previously coded EDS4171, EDU4110

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply current instructional design principles to the design and production of learning resources.
  2. Assess the language and literacy demands associated with curriculum resource materials, content and tasks.
  3. Construct effective literacy support materials to assist students with reading, writing, talking and viewing tasks.
  4. Critically assess, implement and review the strategies they employ in their classrooms, in relation to language and literacy.
  5. Define literacy in operational, cultural and critical terms.
  6. Demonstrate personal competence inliteracies relevant to their teaching and learning contexts.
  7. Foster in their students a respect for, and proficiency in, language and literacies.
  8. Identify key literacies relevant to teaching and learning, and describe their various roles in schooling.
  9. Identify the literacy factors that affect student learning in specific curriculum areas.

Unit Content

  1. Data on the impact of student performance
  2. Definitions of literacy.
  3. Language development: strategies to improve vocabulary and usage.
  4. Literacy demands in secondary schooling: subject discourses; disciplinary knowledge and practices
  5. Reading and viewing: strategies to appraise and improve student information gathering and comprehension.
  6. School contexts and literacy policies.
  7. Talking, thinking and learning: technologies and strategies to improve learning through talk.
  8. Use of audio-visual media to support literacy and learning.
  9. Writing and production: strategies to appraise and improve student composition and content generation.

Additional Learning Experience Information

Lectures, tutorials and workshops.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
PortfolioPortfolio assignment: Literacy support70%
ExaminationWritten test: Theory and practice30%

Text References

  • Australian Curriculum and Reporting Authority. (2012). Australian curriculum general competencies: Literacy. Canberra, ACT: ACARA.
  • Bradley, A. (1996). Stepping out: Literacy and learning strategies. Perth: Dept of Education and Training.
  • Comber, B., & Kamler, B. (2005). Turn-around pedagogies: Literacy interventions for at-risk students. Norwood, SA: PETA.
  • Cope, B., & Kalantzis, M. (Eds). (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.
  • Winch, G. et al. (Eds.). (2006). Literacy: Reading, writing and children's literature. (3rd ed.). Melbourne: OUP.
  • Heller, R., & Greenleaf, C.L. (2007). Literacy instruction in content areas: getting to the core of middle and high school improvement. WA DC:Alliance for Excellence in Education.
  • Lankshear, C., et al. (2000). Teachers and technoliteracy: Managing literacy, technology and learning in schools. Sydney: Allen & Unwin.
  • Rush, L.S., Eakle, J., & Berger, A. (Eds.). (2007). Secondary school literacy: What research reveals for classroom practice. NCTE: Urbana Illinois.
  • Vacca, R.T., & Vacca, J.L. (2005). Content area reading: Literacy and learning across the curriculum. (8th ed.). Boston: Pearson.
  • Healy, A. (2008). Multiliteracies and diversity in education. Melbourne: Oxford UP.

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EDU4120|2|1

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Literacy in Teaching and Learning

  • Unit Code

    EDU4120

  • Year

    2015

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit considers how teaching and learning in secondary schools can be improved through better understanding of literacy and improved literacy practices. Pre-service teachers will learn to: identify the literacy challenges in specific curriculum areas and in the secondary curriculum generally; acquire practical classroom strategies to help students meet these challenges; and extend their own literacy skills for instructional and professional purposes.

Equivalent Rule

Unit was previously coded EDS4171, EDU4110

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply current instructional design principles to the design and production of learning resources.
  2. Assess the language and literacy demands associated with curriculum resource materials, content and tasks.
  3. Construct effective literacy support materials to assist students with reading, writing, talking and viewing tasks.
  4. Critically assess, implement and review the strategies they employ in their classrooms, in relation to language and literacy.
  5. Define literacy in operational, cultural and critical terms.
  6. Demonstrate personal competence inliteracies relevant to their teaching and learning contexts.
  7. Foster in their students a respect for, and proficiency in, language and literacies.
  8. Identify key literacies relevant to teaching and learning, and describe their various roles in schooling.
  9. Identify the literacy factors that affect student learning in specific curriculum areas.

Unit Content

  1. Data on the impact of student performance
  2. Definitions of literacy.
  3. Language development: strategies to improve vocabulary and usage.
  4. Literacy demands in secondary schooling: subject discourses; disciplinary knowledge and practices
  5. Reading and viewing: strategies to appraise and improve student information gathering and comprehension.
  6. School contexts and literacy policies.
  7. Talking, thinking and learning: technologies and strategies to improve learning through talk.
  8. Use of audio-visual media to support literacy and learning.
  9. Writing and production: strategies to appraise and improve student composition and content generation.

Additional Learning Experience Information

Lectures, tutorials and workshops.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
PortfolioPortfolio assignment: Literacy support70%
ExaminationWritten test: Theory and practice30%

Text References

  • Australian Curriculum and Reporting Authority. (2012). Australian curriculum general competencies: Literacy. Canberra, ACT: ACARA.
  • Bradley, A. (1996). Stepping out: Literacy and learning strategies. Perth: Dept of Education and Training.
  • Comber, B., & Kamler, B. (2005). Turn-around pedagogies: Literacy interventions for at-risk students. Norwood, SA: PETA.
  • Cope, B., & Kalantzis, M. (Eds). (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.
  • Winch, G. et al. (Eds.). (2006). Literacy: Reading, writing and children's literature. (3rd ed.). Melbourne: OUP.
  • Heller, R., & Greenleaf, C.L. (2007). Literacy instruction in content areas: getting to the core of middle and high school improvement. WA DC:Alliance for Excellence in Education.
  • Lankshear, C., et al. (2000). Teachers and technoliteracy: Managing literacy, technology and learning in schools. Sydney: Allen & Unwin.
  • Rush, L.S., Eakle, J., & Berger, A. (Eds.). (2007). Secondary school literacy: What research reveals for classroom practice. NCTE: Urbana Illinois.
  • Vacca, R.T., & Vacca, J.L. (2005). Content area reading: Literacy and learning across the curriculum. (8th ed.). Boston: Pearson.
  • Healy, A. (2008). Multiliteracies and diversity in education. Melbourne: Oxford UP.

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EDU4120|2|2