Unit convenor and teaching staff |
Unit convenor and teaching staff
Ingrid Piller
Margaret Wood
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MAppLing or PGDipAppLing or MAppLingTESOL or MTransInterMAppLingTESOL
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
In this unit you will be introduced to the theory and practice of literacy studies from a social perspective. The subject draws on social theories and research in literacy and linguistics, with a particular focus on the sociolinguistics of language learning and multilingualism. The unit explores the nature of literacies, schooled and grassroots literacies, and literacies in their social, global, historical and technological contexts. Throughout the unit, participants are encouraged to reflect on literacies in their own fields of experience and how these relate to fair and equitable access to social goods such as education, employment, welfare or community participation.
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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:
Submission dates are non-negotiable. Late submissions will not be accepted and will attract a mark of 0 on the assessment task unless you have received special consideration.
How to apply for special consideration for a late submission of an assignment
All requests for special consideration, including extensions, must be submitted via ASK@mq.edu.au and provide suitable supporting documentation.
For more information on Special Consideration, see the university website: https://students.mq.edu.au/study/my-study-program/special-consideration
Name | Weighting | Hurdle | Due |
---|---|---|---|
Participation | 15% | No | 05/11/2018 |
Quiz 1 | 10% | No | 26/08/2018 |
Quiz 2 | 10% | No | 07/10/2018 |
Quiz 3 | 10% | No | 04/11/2018 |
Presentation | 20% | No | 05/11/2018 |
Research blog post | 35% | No | 16/11/2018 |
Due: 05/11/2018
Weighting: 15%
Participation will be measured by 15 small homework tasks to be undertaken throughout the term. Each task will consist of a comment of 70-100 words in response to research blog posts on Language on the Move. One or two tasks will be released each week and each task will be valued 1%.
Due: 26/08/2018
Weighting: 10%
This is an online quiz consisting of multiple-choice and closed questions based on the content covered in Weeks 1-4. The quiz will open in ilearn on August 24 and close on Aug 26 at 11pm. During that period, the quiz will need to be undertaken within a 45 minutes time limit. Late submissions will not be possible.
Due: 07/10/2018
Weighting: 10%
This is an online quiz consisting of multiple-choice and closed questions based on the content covered in Weeks 1-8. The quiz will open in ilearn on October 05 and close on October 07 at 11pm. During that period, the quiz will need to be undertaken within a 45 minutes time limit. Late submissions will not be possible.
Due: 04/11/2018
Weighting: 10%
This is an online quiz consisting of multiple-choice and closed questions based on the content covered in Weeks 1-12. The quiz will open in ilearn on November 02 and close on November 04 at 11pm. During that period, the quiz will need to be undertaken within a 45 minutes time limit. Late submissions will not be possible.
Due: 05/11/2018
Weighting: 20%
You will be required to make a 10-minute individual oral presentation in class or on video. Presentations will be scheduled throughout the term will be on assigned topics and dates.
Due: 16/11/2018
Weighting: 35%
For your research blog post you will write about the same topic you covered in your oral presentation. This time, you will be required to communicate the topic in writing to a broad professional audience.
The task consists of two parts: an actual blog post (1,200 words) and a reflection (600 words). Detailed guidelines and a marking rubric will be made available on ilearn.
Research blog posts of particularly high quality will be considered for publication on Language on the Move.
In order to make optimal use of feedback received on the presentation, your research blog post will be due within two of your oral presentation date. The last possible submission date is November 16. There will be no extensions.
There is a set reading for each session except Weeks 1, 12 and 13. It is your responsibility to read the set reading PRIOR to attending class and to come to class prepared. The list of set readings can be found in the unit schedule below and is accessible on MQ Library's virtual unit shelf via ilearn.
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Week |
Date |
Topic |
Reading |
1 |
31 |
July 30 |
Introduction |
- |
2 |
32 |
Aug 06 |
History of writing 1 |
Gnanadesikan, A. E. (2009). The First IT Revolution. The Writing Revolution (pp. 1-12). Malden, MA and Oxford: Wiley-Blackwell. |
3 |
33 |
Aug 13 |
History of writing 2 |
Gnanadesikan, A. E. (2009). The Alphabet Meets the Machine. The Writing Revolution (pp. 249-272). Malden, MA and Oxford: Wiley-Blackwell. |
4 |
34 |
Aug 20 |
Key debates in literacy studies 1 |
Heath, S. B. (1982). What No Bedtime Story Means: Narrative Skills at Home and School. Language in Society, 11(1), 49-76. |
5 |
35 |
Aug 27 |
Key debates in literacy studies 2 |
Hull, G. A., & Hernandez, G. (2008). Literacy. In B. Spolsky, et al. (Eds.), The Handbook of Educational Linguistics (pp. 328-340). Malden, MA and Oxford: Wiley-Blackwell. |
6 |
36 |
Sep 03 |
Literacy education in diverse schools: key issues |
Piller, I. (2016). Linguistic Diversity in Education. Linguistic Diversity and Social Justice: An Introduction to Applied Sociolinguistics (pp. 98-129). New York: Oxford University Press. |
7 |
37 |
Sep 10 |
Literacy education in diverse schools: self-study [no class] |
Li, G. (2003). Literacy, Culture, and Politics of Schooling: Counternarratives of a Chinese Canadian Family. Anthropology & Education Quarterly, 34(2), 182-204. Li, G. (2010). Race, Class, and Schooling: Multicultural Families Doing the Hard Work of Home Literacy in America's Inner City. Reading & Writing Quarterly, 26(2), 140-165. |
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38 |
Recess |
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- |
|
39 |
Recess |
|
- |
8 |
40 |
Oct 01 |
Academic literacies 1 |
Chang, G. C.-L. (2014). Writing Feedback as an Exclusionary Practice in Higher Education. Australian Review of Applied Linguistics, 37(3), 262‐275. |
9 |
41 |
Oct 08 |
Academic literacies 2 |
Wang, X. (2017). Spatial and Literacy Practices of Chinese International Students across a Bridge Writing Classroom and Wechat. Language and Education, 1-19. |
10 |
42 |
Oct 15 |
Literacy and globalization 1 |
Adejunmobi, M. (2008). Intercultural and Transcultural Literacy in Contemporary Africa. Language and Intercultural Communication, 8(2), 72-90. doi:10.1080/14708470802270828 |
11 |
43 |
Oct 22 |
Literacy and globalization 2 |
Street, B. V. (2011). Literacy Inequalities in Theory and Practice: The Power to Name and Define. International Journal of Educational Development, 31(6), 580-586. |
12 |
44 |
Oct 29 |
Revisiting key issues 1 |
- |
13 |
45 |
Nov 05 |
Revisiting key issues 2 |
- |
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