Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Emilia Djonov
Contact via emilia.djonov@mq.edu.au
X5B276
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
(39cp including (ECH231 or ECH214)) or admission to GDipAdvStEc
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
Offered with ECH433 external offerings (shared recorded lectures)
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Unit description |
Unit description
This unit builds on knowledge gained in ECH231 and furthers students' knowledge of children's language and literacy development and the role of English across the curriculum in prior-to-school and primary school (K-6) settings. Taking a multiliteracies research-informed perspective, students have opportunities to analyse children's reading and writing processes; explore, design, implement and evaluate strategies for assessing and promoting children's literacy development through a range of literary and factual (multimodal) texts; and examine literacy programming options in both prior-to-school and school-based settings. The unit emphasises the role of literacy education in promoting social justice for children experiencing difficulties in literacy learning, Indigenous and EAL-D (English as an additional language or dialect) learners.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
---|---|---|
Study groups | 50% | 2 part submission |
Literacy profile | 50% | week 13 |
Due: 2 part submission
Weighting: 50%
Study group members share resources and ideas, establish positions on key topics, and meet with a tutor to refine thinking. Summary submissions and annotated bibliographies are individual.
Due: week 13
Weighting: 50%
Students will construct a literacy profile of one learner, identify a focus area for literacy support, plan and implement a literacy program. Strategies, formative and summative evaluations will be presented to peers and submitted for asessment.
Delivery, resources and technologies are summarised below:
The unit is taught through lectures, large group tutorials and small study groups in which students research assigned topics and meet for discussion with staff. Scenario based planning, assessment tasks and workshop sessions are included in tutorials. Assignments enable the development of the ability to position oneself in current research-informed literacy debates as well as to teach effectively within diverse contexts. Research-literature searches are required to meet assignment criteria as is the contribution to a writing portfolio which is shared in tutorial writing circles. External students must listen to recorded lectures and contribute to on-line discussions as well as participating in the mandatory on-campus sessions.
Texts: Required
Flint, A. S., Kitson, L., Lowe, K., & Shaw, K. (2014). Literacy in Australia: Pedagogies for Engagement. Milton, Queensland: John Wiley & Sons Australia, Ltd.
Hill, S. (2012). Developing early literacy: Assessment and teaching. (2nd ed).South Yarra, Victoria: Eleanor Curtain Publishing.
NSW Board of Studies (2012). English K-10 syllabus and support materials. Sydney: NSW Board of Studies.
Highly Recommended:
Australian Government: Department of Education, Science & Training. (2005). Teaching reading: Report and recommendations of the National Inquiry into the Teaching of Literacy. Canberra: DEST.
Callow, J. (2013). The Shape of Texts to Come. Sydney: iLit/PETA.
Christie, J., Enz, B., Vukelich, C., & Roskos, K. (2013). Teaching language and literacy: Preschool through the elementary grades (5th ed). Boston: Pearson.
Education Department of Western Australia (2006). First Steps [any two of Maps of Development and Resource books for Reading, Writing, Speaking and Listening]
Fellowes, J. & Oakley, G. (2010). Language, literacy and early childhood education. South Melbourne, Victoria: Oxford University Press.
Healy, A (2008) (Ed). Multiliteracies and diversity in education: New pedagogies for expanding landscapes. South Melbourne: Oxford University Press.
Kalantzis, M., & Cope, B. (2012). Literacies. Port Melbourne, Victoria, Australia: Cambridge University Press.
Makin, L., Jones Diaz, C & McLachlan, C. (Eds).(2007) Literacies in childhood: Changing views, challenging practice. (2nd ed). Sydney: MacLennan & Petty.
McLachlan, C., Nicholson, T., Fielding-Barnsley, R., Mercer, L., & Ohi, S. (2013). Literacy in Early Childhood and Primary Education: Issues, Challenges and Solutions. Port Melbourne, Victoria, Australia: Cambridge University Press.
NSW Department of Education and Training and NSW Department of Community Services (2001). Literacies, communities and under fives: the early literacy and social justice project. Sydney.
Power, K. (2005). Changing perceptions of literacy: Local literacies in Indigenous and early childhood communities. Journal of Australian research in early childhood education. 12 (1) pp11-21.
Winch, G, Johnston, R.R., March, P., Ljungdahl, L. and Holliday, M. (2010). Literacy: reading, writing and children’s literature (4th edition). South Melbourne: Oxford University Press.
Module 1: Establishing the frame for literacy learning
Module 2: Literacy Pedagogies
Module 3: Socially just implementation
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by: