LLTED501-21A (NET)

Literacy Education: Approaches and Perspectives

30 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz

You can contact staff by:

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Paper Description

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Prescription

A critical examination of key theories, research, policies and resources in literacy education.

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Paper Structure

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This course comprises five modules preceded by a one-week introduction. While the course has five distinct modules, we have attempted to ensure coherence and continuity over the semester, as well as logical sequencing of topics. There is one book of course readings, with key readings for each module. Throughout the course you will be directed to other readings. As postgraduate students, you will also want to follow up your own reading hunches and inclinations.

This course is taught using the Elearning platform Moodle. The homepage for the course on Moodle contains information about all the resources you will need to complete the course.

Details of Course Content
This course will provide opportunities for in-depth examination of research, issues, policies and practice in literacy education, with particular reference to the New Zealand context. The course topics will be covered over five modules and will variously focus on the following:

  • Research and theories in literacy education, with a particular focus on key approaches
  • Policy and curriculum development
  • The effects of linguistic, cultural and socioeconomic differences on literacy learning
  • The interconnectedness of textual forms of literacy learning and teaching
  • The interrelationships between oral language and textual forms of literacy learning and teaching
  • The links between second language learners and literacy education
  • Creating a foundation for a critical analysis of literacy policies and programmes
  • Supporting teachers/tutors to develop effective practices in respect of literacy education
  • Supporting teachers/tutors involved in literacy education to become critically reflective practitioners.
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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • 1. Reflect critically on literacy classroom settings they are familiar with and begin identifying some of the discourses/theories that underpin practices in these settings.
    Linked to the following assessments:
  • 2. Critically evaluate key theoretical approaches to literacy education and relate these approaches to literacy education policies, curriculum documents, programmes and resources, in New Zealand and other contexts.
    Linked to the following assessments:
  • 3. Analyse the implications of these theories, policies, research and curriculum statements for learning and teaching.
    Linked to the following assessments:
  • 4. Consider literacy learning in terms of linguistic, cultural and socioeconomic diversity.
    Linked to the following assessments:
  • 5. Develop the ability to read research studies in language and literacy critically.
    Linked to the following assessments:
  • 6. Investigate and write about an aspect or area of literacy education of particular interest or concern.
    Linked to the following assessments:
  • 7. Use opportunities for online discussions to share their own perspectives on literacy education and respond to the postings of others.
    Linked to the following assessments:
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Assessment

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There will be four assessment components of this course (Assessments 2 and 4 combine to make one), each of which is compulsory for course completion.

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. CRITICAL REVIEW OF AN ACADEMIC ARTICLE
28 Mar 2021
11:30 PM
15
  • Online: Submit through Moodle
2. ONLINE CONTRIBUTION TO DISCUSSION: REFLECTION ONE
14 Apr 2021
11:30 PM
10
  • Online: Submit through Moodle
3. REPORT ON AN INVESTIGATION
25 Apr 2021
11:30 PM
25
  • Online: Submit through Moodle
4. ONLINE CONTRIBUTION TO DISCUSSION: REFLECTION TWO
6 Jun 2021
11:30 PM
10
  • Online: Submit through Moodle
5. CONTEXT-BASED ANALYSIS
13 Jun 2021
11:30 PM
40
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Recommended Readings

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Readings in the course reading list will be available to be downloaded OR you will can buy a paper copy of this booklet from the university.

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Online Support

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Support will be provided via Moodle in a number of ways, including Private Dialogue with your lecturer.
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Workload

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Around 300 hours in total is generally expected for a 30-point course.
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