Students

EDUC3730 – Literacy in a Multicultural Society

2021 – Session 2, Weekday attendance, North Ryde

Session 2 Learning and Teaching Update

The decision has been made to conduct study online for the remainder of Session 2 for all units WITHOUT mandatory on-campus learning activities. Exams for Session 2 will also be online where possible to do so.

This is due to the extension of the lockdown orders and to provide certainty around arrangements for the remainder of Session 2. We hope to return to campus beyond Session 2 as soon as it is safe and appropriate to do so.

Some classes/teaching activities cannot be moved online and must be taught on campus. You should already know if you are in one of these classes/teaching activities and your unit convenor will provide you with more information via iLearn. If you want to confirm, see the list of units with mandatory on-campus classes/teaching activities.

Visit the MQ COVID-19 information page for more detail.

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Convenor
Hua-Chen Wang
Contact via iLearn Dialogue
29WW 363
Please email for an appointment
Tutor
Lisa White
Contact via email
Please email for an appointment
Tutor
Jo Fitzgibbon
Contact via email
Please email for an appointment
Credit points Credit points
10
Prerequisites Prerequisites
130cp at 1000 level or above
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description

The aim of this unit is to extend knowledge of current theories, research and practice relevant to the teaching of literacy in global multicultural contexts. The emphasis is on learners of all ages from diverse social and cultural backgrounds, including those who are experiencing reading and writing difficulties. It is therefore relevant to the teaching of students using English as an additional language.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://students.mq.edu.au/important-dates

Learning Outcomes

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

  • ULO1: Demonstrate understanding of Second language acquisition.
  • ULO2: Demonstrate understanding of the cultural and social context of language learning in the Australian context.
  • ULO3: Demonstrate knowledge of key terms used in literacy in a multicultural society.
  • ULO4: Demonstrate understanding of reading and writing difficulties in EALD students.
  • ULO5: Demonstrate knowledge of strategies to support all learners in literacy success.
  • ULO6: Demonstrate understanding of issues of equity in literacy across the curriculum.

General Assessment Information

Online Discussion Forum Participation

Due: Dates nominated below

Weighting: 10%

What does online participation involve?

Online participation involves making posts on the Topic Discussion Forums of the unit website. Once a post is made in a Topic Discussion Forum, anybody in the unit can read or respond to it. Discussion questions for each topic will be included in the Discussion Forum for the topic available on the iLearn site. 

Online participation allows you to give feedback and receive feedback from other students and staff, to explore issues in discussion with other students and staff and to practice required skill competencies.

When can I contribute?

Topic discussion forums will close progressively through the semester. All forums will close at each Sunday 11.55pm of the week.

The content of each forum will remain accessible, but posts made after the closing date will not count towards your assessment.

Closing Dates for Discussion Forums

Topic

Closing Date

Week 3: Introduction: Culturally and linguistically diverse learners

End of Week 3

Week 4: Language attitudes and culturally responsive pedagogy

End of Week 4

Week 5: Theoretical models of literacy; teaching strategies for EAL learners

End of Week 5

Week 6: Teaching academic language

End of Week 6

Week 7: Teaching reading 

End of Week 7

Week 8: Teaching writing

End of Week 8

Week 9: Oral communication

End of Week 9

Week 10: Multiliteracies and Multimodality

End of Week 10

Week 11: Critical Literacy and World literacies

End of Week 11

Week 12: Aboriginal Education

End of Week 12

How much do I have to contribute?

You need to post in at least seven (7) of the eleven topics, otherwise you will receive 0 of the 10% mark.

Each student is expected to make ten (10) contributions to the topic discussions over the course of the semester. Each post should be a minimum of 50 words in length.

What posts count towards assessment?

Only contributions to Topic Forums are counted, social posts and general questions do not count towards your assessment. Discussion contributions are weighted at 10% of your final grade. If you make fewer than ten posts to topic forums, your maximum possible mark will correspond to the number of posts made.

 

Literacy needs analysis

Due: End of Week 9, Oct. 10th, 2021

Weighting: 45%

Critical analysis of specific literacy needs for a specific content area, design of pedagogical strategies. (Approx. 2000 words)

More information on this assignment will be available on the unit iLearn site from Week 4.

 

Online exam

Due: Exam Period

Weighting: 45%

More information about the exam will be available from Week 11. 

 

This section below provides students with general information about assessment tasks and how to submit them.

Assessment Presentation and Submission Guidelines

Please follow these guidelines when you submit each assignment:

  • Allow a left and right-hand margin of at least 2cm in all assignments.
  • Please type all assignments using 12-point font and 1.5 spacing.
  • All assessments must be submitted through Turnitin in .doc or .pdf format
  • It is the responsibility of the student to ensure that all assessments are successfully submitted through Turnitin.
  • Faculty assignment cover sheets are NOT required.

Draft Submissions & Turnitin Originality Reports

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
  • Generally, one Originality Report is generated every 24 hours up to the due date.

Please note:

  • Students should regularly save a copy of all assignments before submission,
  • Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.

Assignment extensions and late penalties

  • In general, there should be no need for extensions except through illness or misadventure that would be categorised as serious and unavoidable disruption according to the University definition of same, see:  https://students.mq.edu.au/study/my-study-program/special-consideration
  • Applications for extensions must be made via AskMQ according to the Special Consideration policy. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained.
  • Late submissions: Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply - 10/100 marks of credit (10% of the total assessment weighting) will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted seven days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessment - e.g. quizzes, online tests. A zero result for the assignment will be recorded after the late submission period has ended if no task has been received.
  • If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.
  • Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.

Requesting a re-assessment of an assignment

If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.

Note:

  • Please do not request a re-mark for a Failed assessment as they are all double-marked as a part of the moderation process.
  • The outcome of a re-mark may be a higher/lower or unchanged grade.
  • Grades are standards referenced and effort is NOT a criterion.

University policy on grading

Criteria for awarding grades for assessment tasks

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.

Descriptive Criteria for awarding grades in the unit

In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45.

Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016

The following generic grade descriptors provide university-wide standards for awarding final grades.

Grade

Descriptor

HD

(High Distinction)

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.

D

(Distinction)

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.

Cr

(Credit)

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.

P

(Pass).

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes

F

(Fail)

Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

 

Note: If you fail a unit with a professional experience component, the fail grade will be on your transcript irrespective of the timing of  the placement.

Withdrawing from this unit

If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree.

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Assessment Tasks

Name Weighting Hurdle Due
Participation: 10% No End of each week (from Week 3)
Literacy needs analysis 45% No End of Week 9, Oct. 10th, 2021
Online exam 45% No Exam period

Participation:

Assessment Type 1: Participatory task
Indicative Time on Task 2: 10 hours
Due: End of each week (from Week 3)
Weighting: 10%

 

Demonstration of participation in flipped learning tutorial activities, online forums

 


On successful completion you will be able to:
  • Demonstrate understanding of Second language acquisition.
  • Demonstrate understanding of the cultural and social context of language learning in the Australian context.
  • Demonstrate knowledge of key terms used in literacy in a multicultural society.
  • Demonstrate understanding of reading and writing difficulties in EALD students.
  • Demonstrate knowledge of strategies to support all learners in literacy success.
  • Demonstrate understanding of issues of equity in literacy across the curriculum.

Literacy needs analysis

Assessment Type 1: Essay
Indicative Time on Task 2: 40 hours
Due: End of Week 9, Oct. 10th, 2021
Weighting: 45%

 

Critical analysis of specific literacy needs for a specific content area, design of pedagogical strategies. 2000 words

 


On successful completion you will be able to:
  • Demonstrate understanding of Second language acquisition.
  • Demonstrate understanding of the cultural and social context of language learning in the Australian context.
  • Demonstrate knowledge of key terms used in literacy in a multicultural society.
  • Demonstrate understanding of reading and writing difficulties in EALD students.
  • Demonstrate knowledge of strategies to support all learners in literacy success.
  • Demonstrate understanding of issues of equity in literacy across the curriculum.

Online exam

Assessment Type 1: Examination
Indicative Time on Task 2: 40 hours
Due: Exam period
Weighting: 45%

 

An examination of key concepts and principles addressed in the unit (1.5 hour exam)

 


On successful completion you will be able to:
  • Demonstrate understanding of Second language acquisition.
  • Demonstrate understanding of the cultural and social context of language learning in the Australian context.
  • Demonstrate knowledge of key terms used in literacy in a multicultural society.
  • Demonstrate understanding of reading and writing difficulties in EALD students.
  • Demonstrate knowledge of strategies to support all learners in literacy success.
  • Demonstrate understanding of issues of equity in literacy across the curriculum.

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Learning Skills Unit for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

This unit will be taught using a blended mode, or fully online, with online lectures, face to face or online tutorials, readings and online activities. Under each week you will find the learning objectives, any preparation activities, including readings, required to be completed prior to on campus or online sessions, and any consolidation activities you need to compete after these sessions. You are expected to approach this unit with a degree of autonomy and self-motivation. What you put into the unit, will correspond with what you take away from it. 

This unit has a full web presence through iLearn.

Students will need regular access to a computer and the Internet to complete this unit.

Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials, including a reading template and guide to lecture note taking to assist your studies.

Various activities and materials for discussion and critical reflection are included and external students especially are encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly.

 

Lectures

Weekly lectures are available on the web through the ECHO360 lecture component. You must listen to all lectures if you do not attend these ‘live’.

PowerPoint slides are available in iLearn.

 

Access and technical assistance

Information for students about access to the online component of this unit is available at ilearn.mq.edu.au/login/MQ/. You will need to enter your student username and password.

Please do NOT contact the Unit Convenor regarding iLearn technical help.

No extensions will be given for any technical issues. Allow enough time for your submissions.

Assistance is available from IT Helpdesk ph: 1800 67 4357, or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff.

This unit requires students to use several ICT and software skills:

·      Internet access: The iLearn site contains materials for this unit; it is also required for the online submission of all Assessment Tasks, and for the use of Turnitin submission for ALL tasks.

·      Word processing, visual representations, and document formatting: You are required to use an appropriate form of software to present your assignments.

·      Uploading of assessment tasks to iLearn.

Structure

The unit comprises two one-hour lectures and a one-hour tutorial. In the tutorial students will discuss issues and questions arising from the lectures and prescribed readings. They are expected to base their arguments/discussions on evidence from published research and other relevant material. Attendance at all tutorials is expected. Attendance at on campus days for external students is also expected. There will be a supporting website for the unit providing additional readings, links and materials. Lectures will also be available through Echo in iLearn from the following website link: http://ilearn.mq.edu.au

Students are required to participate in small group activities, whole class discussion, to read the weekly material in advance, and to complete brief tasks either as individuals or in pairs. The weekly program for the course with the accompanying readings/ preparation is available on the following pages or on the unit ILearn site.

Unit Schedule

Week Topic
1 No lectures or tutorials
2 No lectures or tutorials
3 Introduction: cultural and linguistic diversity in Australian society
4 Multilingual approaches and culturally responsive pedagogy
5 Theoretical models of literacy and language learning; teaching strategies for EAL learners
6 Teaching academic language
7 Teaching reading
8 Teaching writing
9 Oral communication
10 Multiliteracies and multimodality
11 Critical literacy and world literacies
12 Aboriginal education

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to help you improve your marks and take control of your study.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Enquiry Service

For all student enquiries, visit Student Connect at ask.mq.edu.au

If you are a Global MBA student contact globalmba.support@mq.edu.au

Equity Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Department Procedures

In addition, the following policies and procedures of the Department of Educational Studies are applicable in this unit.

Attendance for undergraduate units

All Iectures begin Week 3 of Session.

Activities completed during weekly tutorials (internal) or on campus days (external) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit and to meet the AITSL Graduate Teacher Standards. Attendance at all tutorials or on campus days is expected and the roll will be taken.

Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.

Unit Expectations

●          Students are expected to read weekly readings before completing tasks and attending tutorials

●          Students are expected to listen/attend weekly lectures before completing tasks and attending tutorials

Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments. If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.

Electronic Communication

It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:

●          Official MQ Student Email Address

●          The Dialogue function on iLearn

●          Other iLearn communication functions

 

External Students

1.  The on-campus sessions (dates tbc) are essential to student engagement and learning and attendance on all days is expected. Failure to attend or to have an approved Special Consideration, may result in a Fail grade for the unit. Please see attendance requirements in this unit guide.

2.  Prior to the on-campus sessions, you should have read the prescribed readings and listened to the lectures. Summarise the main points, and make a note of the key terms and definitions. Prepare any discussion questions of your own that you wish to share.

3. Please make effective use of the online component of the unit and access iLearn regularly. Keep up to date with listening to the lectures on a weekly basis.

5Rs Framework

The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course. Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling.

In this unit, you will learn using the 5Rs framework in the following important ways:

Resilience. In this unit, students are encouraged to form study groups and participate in online forums to practice drawing the social and structural supports around them. Given the unit materials are fully online and can be accessed with time and location flexibility, students are encouraged to plan their study times, breakdown their major assessment to small parts and work through it progressively, and practice time management skills throughout the unit. Being able to draw on personal resource and social support, as well as managing time and multiple tasks are important resilience skills.

Reflexive. In this unit, students will be asked to share their knowledge and beliefs on the topics of reading acquisition. After learning about the topics in the unit, students are asked to critically evaluate and reflect on their knowledge and practice. To ensure quality teaching outcomes, it is important to reflect and challenge our existing beliefs and make effective and impactful decisions based on research evidence

Responsive. For the online discussion assessment, students are encouraged to provide meaningful and supportive feedback to each other. Throughout the unit, students are also asked to think about how their practice and their relationships to the community may impact their students and families.

Reading to learn. Students will learn the foundational knowledge in reading acquisition, including language components, phonemic awareness, phonics, vocabulary, reading comprehension and fluency.  This knowledge forms a basis for future learning and understanding of the principals for effective instruction in reading. Students are encouraged to see this as a starting point, not an end point.