EDEM607-17W (D) Whole Year 2017 (Distance)

Contemporary Issues in Literacy Education

30 points

Details:
Start Date: Monday, 20 February 2017
End Date: Sunday, 19 November 2017
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Friday, 3 March 2017
  • Without academic penalty (including no fee refund): Friday, 8 September 2017

Description

This course explores different theoretical perspectives on literacy and how they relate to contemporary practice and research. It examines the theoretical, historical and political aspects of curriculum development in the teaching of literacy. It includes an exploration of current teaching and learning practices and processes relevant to the area. An analysis and critique of the development and use of and approaches to text is integral to the course.

Learning Outcomes

  • On successful completion of this course students will be able to:
  • critically analyse major theorists' contribution to the significant debates of the last three decades which have led to developments in the learning and teaching of written language.
  • critique theories of critical literacy and implications for educational proactice
  • identify and critique a range of relevant pedagogical perspectives on written language in New Zealand from current research, contemporary publications and practices.
  • identify and critique a range of relevant written resources and electronic sites,
  • identify and describe the key assessment issues and diagnostic tools designed
  • for current use in NZ, including those relevant to achievement and attitudes.
  • examine social and cultural issues relevant to the written language eg. gender, culture/ethnicity, socio-economic inclusiveness of reading resource material and for children for whom English is a second or other language.
  • design, implement and critically evaluate research in an aspect of reading pedagogy which has relevance to the student's own teaching context.
  • present their research findings to course participants through seminars.

Prerequisites

Subject to approval of the Head of School

Restrictions

EDTL834

Course Coordinator

For further information see School of Teacher Education Head of Department

Textbooks / Resources

Recommended Reading

Chharbra, V., & McCardle, P. (2004). Contributions to evidence-based research. In V. Chharba & P. McCardle (Eds.), The voice of evidence in reading research (pp. 3–13). Baltimore, MD: Paul. H. Brookes Publishing Co.

Gallagher, K. (2009) How schools are killing reading and what you can do about it: Readicide Portland, MN: Stenhouse Publishers.

Healy, A. (2008). (Ed). Multiliteracies and diversity in Education : New Pedagogies for expanding landscapes. South Melbourne: Oxford University Press.

Nechyba, T., McEwan, P., & Older-Aguila, D. (2005). The impact of family and community resources on student outcomes: An assessment of the international literature with implications for New Zealand. Wellington: Ministry of Education Retrieved November 5, 2008, from http://www.educationcounts.govt.nz/  publications/schooling/6846.

Pressley, M. (2006). Reading instruction that works: The case for balanced teaching (3rd ed.). New York: Guilford.

Sax, L. (2007). Boys adrift: The five factors driving the growing epidemic of unmotivated boys and underachieving young men. New York: Basic Books.

Smith, M., & Wilhelm, J. (2006). Going with the flow; how to engage Boys (and girls) in their literacy learning. Portsmouth, NH: Heinemann.

Timperley, H., Wilson A., Barrar H., & Fung, I. (2007) Teacher professional learning and development.Best evidence synthesis iteration. Wellington: Ministry of Education.  

Twist, L., Gnaldi, M., Schagen, I, & Morrison, J. (2004). Good readers but at a cost? Attitudes to reading in England. United Kingdom Literacy Association. Oxford: Blackwell Publishing.

Selected articles will be made available on Learn during the course, chosen from a range of professional and academic journals.

For example:
English in Aotearoa. Journal for NZATE, (New Zealand Association for the Teaching of English).
Journal of adolescent and Adult Literacy. (International Reading Association)
English in Education, Journal for NATE (UK) National Association for the Teaching of English
English in Australia. Journal for AATE, (Australian Association for the Teaching of English).
English Journal. One of several Journal for NCTE (National Council of Teachers of English)
English Teaching: practice and Critique. – http://education.waikato.ac.nz/research/journal/index.php?id=1
Reading Teacher
Reading Research Quarterly
Reading Forum NZ

Additional Course Outline Information

Academic integrity

All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations.

Assessment and grading system

Assessment procedures will follow the established policies of the College of Education Assessment Guidelines. Student work-load will be in line with other courses within the M.Ed.

The course is assessed according to the 5 generic assessment dimensions of the Masters programme. These are:

1. Depth and breadth of knowledge base and literature
2. Engagement in theoretical critique and debate
3. Engagement in reflective praxis
4. Active involvement in research
5. A high level of communication skills and overall coherence

The dimensions which apply to each assignment will be notified by the course lecturer with the details of the assignment topic. These five dimensions do not apply equally to every assignment. The rubric will show the relative application of each dimension.

You will receive a marking rubric for each assignment that will signal how the lecturer will grade your work.   

Grades for the course as a whole

Credit totals translate into A, B, or C grades as follows:
22-30 credits translates to A+, A or A-
12-21 credits translates to B+, B or B-
0-11 credits translates to C- or C

The final grade will depend on factors such as the actual number of credits gained, evidence of particular insight or flair, and the surmounting of particular difficulties.

Attendance

Attendance  in class is expected. Particpation in discussions, group activities and other tasks is expected and graded within the assignments set.

Evaluation

Teaching and the course will be assessed through the regular use of UCTL evaluative instruments.

Grade moderation

Work is assessed and moderated byt both course lecturers.

Other specific requirements

All work submissed in this course whould be completed using APA format where relevant.
Conduct as an educational professional is expected. Students are advised to familiarise themselves with learning online including UC Learn before the course starts. The following book is recommended: Lynch, M. (2004). Learning Online: A Guide to Success in the Virtual Classroom (Routledge Study Guides). London: Routledge.

Requests for extensions

Requests for extension should go in the first instance in writing to the lecturer responsible for the course. Genearlly it is possible to have an extension of up to 2 weeks following the published date.

Resubmissions

One resubmit is allowed for each assignment; however no grade higher than a C will be awarded to resubmitted work.  Work that is to be resubmitted will be due one week after being returned to the student unless other arrangements are requested and granted by the lecturer.

Special consideration of assessment items

Students may apply for special consideration if their performance in an assessment is affected by extenuating circumstances beyond their control, where:
(a)  they have suffered an acute illness, injury, or other reasonably unforeseeable circumstances:
i.    which has prevented them from completing any major item(s) of work for assessment in a course; or
ii.   which has impaired their performance (including by interruption of pre-assessment revision) to the extent that the result(s) are likely to underestimate their true and evidenced level of mastery of the material in the course;
or
(b)  
i.    they have been selected to perform, compete, adjudicate, or officiate as a national sporting representative at national or international competitions; or
ii.   they are members of a national cultural group on tour nationally or internationally.
Please note that applications must be supported by evidence.  Further details are available at the above link.

Applications for special consideration should be submitted via the Examinations Office website http://www.canterbury.ac.nz/exams/ within five days of the assessment.

Where an extension may be granted for an assessment, this will be decided by direct application to the Course Co-ordinator and an application to the Examinations Office may not be required.

Special consideration is not available for items worth less than 10% of the course and may not be available for some other items of assessment as specified in Course Outlines.  (Refer to specific Course Outlines for this information.)

Students prevented by extenuating circumstances from completing the course after the final date for withdrawing, may apply for special consideration for late discontinuation of the course. Applications must be submitted to the Examinations Office within five days of the end of the main examination period for the semester.

NB: This information replaces any previous references to special consideration, Aegrotat or Backdated (Late) Withdrawal in the Course Information System, Learn or Course Outlines. If you are unclear about the implications or process please discuss with your Course Coordinator or contact the Student Advice team for assistance.

Where to submit and collect work

Assignments to be submitted to the lecturer in class or at the lecturer’s or LAED office.

Indicative Fees

Domestic fee $1,780.00

* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.

For further information see School of Teacher Education .

All EDEM607 Occurrences

  • EDEM607-17W (D) Whole Year 2017 (Distance)