EDCU11033 - Multiliteracies
Term 1 - 2017


All details in this unit profile for EDCU11033 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

This unit introduces students to socio-cultural theory as a basis for understanding language acquisition and use and for evaluating pedagogical approaches to literacy learning. Students examine “multiliteracies” through the twin dimensions of multimodality and multiple perspectives. An understanding of discourses and the relationship between texts and contexts in developing authentic learning and literacy experiences for first and second language learners at all stages of the school curriculum and prior to formal schooling is explored in depth. Students build an understanding of oracy as a language resource for a growing number of purposes in an increasing range of situations and value children as communicators with a repertoire of practices for making and constructing meaning including the use of Arts symbol systems and ICTs. Students analyse and plan for the use of teaching and learning practices that promote effective interaction with learners and enhance language use, oracy and creativity through engagement with literature and aesthetic meaning making processes in the early years and formal learning contexts.

Details

Career Level Undergraduate
Unit Level Level 1
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Bundaberg
  • Cairns
  • Distance
  • Gladstone
  • Mackay
  • Noosa
  • Rockhampton
  • Townsville

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Presentation and Written Assessment 50%
2. Practical and Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
The collaborative group tasks/peer assessment (weeks 3 & 5) that inform assessment task 1 were very difficult to manage particularly for the Flex cohort. Student feedback. Revise/remove the collaborative group tasks/peer assessment in the week 3/5 jigsaw activity for future offerings of this course.
On successful completion of this unit, you will be able to:
  1. Explain socio-cultural theories of literacy, language learning and meaning making.
  2. Evaluate the diverse communicative backgrounds of children and the impact this diversity has on learning.
  3. Explain the effect of oral language development on the literacy learning of young children and/ or learners from diverse linguistic, social and cultural backgrounds.
  4. Describe strategies used by educators to develop oracy and build on the home, community and real-world literacy practices of children and school-age learners.
  5. Plan developmentally appropriate evidence-informed language and literacy learning activities that are responsive to students from diverse backgrounds.
  6. Evaluate activities and teaching strategies from multiple expressive and interpretive modes on their suitability for supporting language and literacy development, imagination, creativity and knowledge of the world for a wide range of learners.

This unit is one of the minimum 16 units required by the accrediting body that focus on content, pedagogy, or curriculum knowledge underpinning the core subjects in the Australian curriculum. Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.1, 1.2, 1.3, 1.5, 2.5, 3.3, 3.4 and 4.1. Competency elements from the Diploma of Children's Services (Early Childhood Education and Care) including CHCFC506A: 1, 2, 3 and 4 and CHCFC508A: 1, 2, 3 and 4 are also taught and assessed in the Multiliteracies unit.

Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting the standards at Graduate career stage and as the focus for identifying professional learning needs.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Presentation and Written Assessment    
2 - Practical and Written Assessment  

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1. Communication      
2. Problem Solving            
3. Critical Thinking  
4. Information Literacy  
5. Team Work        
6. Information Technology Competence      
7. Cross Cultural Competence
8. Ethical practice            

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Presentation and Written Assessment    
2 - Practical and Written Assessment      

Prescribed Textbooks

Language, literacy and early childhood education
Author/s: Fellowes, J., & Oakley, G. Year: 2014
Edition: 2nd Publisher: Oxford
City: South Melbourne State: VIC
Country: Australia
View textbooks at the CQUniversity Bookshop

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorCarol Steel (c.steel@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Theories of literacy and their relationship to practice; .

Textbook Chapter 1

Week 2 13-03-2017

Literacy as a socio-cultural practice.

Chapter 6 in

Gee, J. P. (1991). Social linguistics and literacies: ideologies in discourses. London: Falmer Press.

Week 3 20-03-2017

New literacy practices and implications for teaching literacy .

Set readings for the cooperative group task

Cooperative group task 1.

This is part of your preparation for Assessment Task 1: Cooperative Group Task and Individual Critical Professional Response.

Week 4 27-03-2017

Language acquisition

Textbook Chapters 3 & 5

Week 5 03-04-2017 Children as confident and capable communicators Early Years Learning Framework for Australia
Vacation Week 10-04-2017 Diverse literacy practices Textbook Chapter 25.

Cooperative group task 2: Language and literacy in everyday practices.

This is part of your preparation for Assessment 1: Part A - Cooperative group task 2.

Week 6 17-04-2017

Presentation and Written Assessment Due Wednesday (19 Apr 17) 11:30 PM AEST
Week 7 24-04-2017 Critical and visual literacies Textbook, Chapter 23.
Week 8 01-05-2017

Multiliteracies and children's meaning-making processes

Textbook, Chapter 20


See Moodle for additional readings for this topic

Week 9 08-05-2017

Multiliteracies and digital texts

Textbook, Chapter 24

Week 10 15-05-2017

Developing literacy in reading and writing.

Textbook Chapter 11

Week 11 22-05-2017

Transitions between home and school

Textbook Chapters 12 & 19

Week 12 29-05-2017

Course Review

Practical and Written Assessment Due Wednesday (31 May 17) 11:30 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Presentation and Written Assessment

Assessment Title Presentation and Written Assessment
Task Description

Cooperative Tasks and Individual Written Response:

You will create an individual written response of no more than 1500 words that discusses the claim made by Martello in the following quote: “Teachers’ recognition of the multimodal practices available to children through their homes, communities and popular culture enriches and extends the possibilities for literacy teaching” (Martello, 2007).

Your response must define and explain current perspectives on literacy, and link these views to the teaching practices that underpin early language and literacy learning in educational settings. In order to prepare and complete this response, you are required to participate in two cooperative learning tasks which you will undertake in Weeks 3 & 5 during your on campus tutorial or through your distance Zoom session.

Each of the following cooperative tasks require the preparation of a handout that builds on your peers professional knowledge of sociocultural theories of literacy and language learning. You are also required to complete a peer assessment of two of your peer's handouts.

Cooperative tasks:

Week 3 - A key point summary of an allocated reading.

Week 5 - An analysis of the language and literacy practices embedded in a selected everyday experience involving adults and young children.

The structure for completing the individual written response will be provided on the Multiliteracies Moodle site along with comprehensive preparation details for the two cooperative learning tasks. You are required to attach both cooperative tasks handouts and peer assessment as appendices when submitting your final Individual Written Response.

Assessment Due Date Week 6 Wednesday (19-Apr-2017) 11:30 PM AEST
Return Date to Students Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students' responses to the second assessment task.
Weighting 50%
Assessment Criteria

Knowledge and understanding of socio-cultural theories of literacy learning and language acquisition

Understanding of the impact of learners' primary discourses and diverse backgrounds on literacy practices and dispositions for learning

Knowledge of the range of literacy practices used in homes and communities in real-world settings

Strategies and teaching practices that underpin early language and literacy learning in educational settings

Use of academic conventions and practices for engaging professionally with colleagues to develop knowledge

Referencing Style American Psychological Association (APA)
Submission Online

Upload the individual written task through the link on the Moodle site for Assessment Task 1 (See the Assessment Block) Instructions for completing peer assessment will be provided on the Moodle site. Peer assessment will contribute to the marking of the final criterion on the criteria sheet.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Explain socio-cultural theories of literacy, language learning and meaning making.

2. Evaluate the diverse communicative backgrounds of children and the impact this diversity has on learning.

3. Explain the effect of oral language development on the literacy learning of young children and/ or learners from diverse linguistic, social and cultural backgrounds.

4. Describe strategies used by educators to develop oracy and build on the home, community and real-world literacy practices of children and school-age learners.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence

7. Cross Cultural Competence



2 Practical and Written Assessment

Assessment Title Practical and Written Assessment
Task Description

Individual practical and written assessment

This task consists of two parts: Part A and Part B as outlined below. All students MUST complete both Part A and Part B. Part B consists of two alternatives. Students may choose either Option 1 or Option 2 depending on whether the strategies and activities are implemented in a real world context or not.

Part A

Choose a children’s picture book suitable for use with either of the following groups: 3-5 year old children prior to formal schooling; or, children in an early years classroom (Prep, Year 1 or Year 2); and complete all of the sections of the task as outlined below.

1. Summarise the information you gain from the illustrations and the written text, both singly and together about: (a) The mood of the book; (b) what images and text tell or do not tell about the topic of the story or information; and (c) the characters, setting and plot.

2. Reflect on the experiences or knowledge that helped you construct your understandings of the text and consider whether all children in the chosen age group would interpret the story in the same way. Explain why or why not.

3. Using the picture book as a starting point, describe a range of activities and strategies you could use to enhance children’s competence as “symbol users”. Your selected planning ideas should include:

  • Activities based on a range of expressive and interpretative modes such as drama, media activities, use of ICTs, visual art activities, expressive movement or any other modes for making and communicating meaning; and
  • Strategies that draw on the learning outcomes of the Early Years Learning Framework or the literacy capabilities of the Australian Curriculum to specifically target the development of the learners’ use and understanding of oral and written language.

Part B

Option 1. (Choose this option if you do not have the opportunity to trial your planned activities with children.)

Write a short justification (500 words) explaining how your selected strategies are responsive to diverse linguistic, social and cultural backgrounds and make connections between home, community and school-based literacy practices.

Option 2 (Choose this option if you trialled some or all of the activities in an authentic setting).

Write a short evaluation (500 words) explaining how children responded to your planned activities and teaching strategies in ways that promoted oracy and contributed to their literacy development.

Assessment Due Date Week 12 Wednesday (31-May-2017) 11:30 PM AEST
Return Date to Students Feedback on this assessment response will be returned in accordance with university policy on certification of grades.
Weighting 50%
Assessment Criteria

Knowledge and understanding of factors affecting transitions between home, care and formal educational settings.

Knowledge of the textual features of contemporary multimodal texts.

Ability to identify connections between text, context and the multiple possible meanings of a text.

Understanding of the range of ways in which young children express and interpret meaning using language and other symbol systems.

Knowledge of developmentally appropriate activities and teaching strategies that promote oracy and the development of literacy practices for learners from a diverse range of backgrounds and characteristics.

Use of authoritative sources to provide justification for strategies.

Referencing Style American Psychological Association (APA)
Submission Online

Upload assessment through the link in the Assessment block on the course Moodle site.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Explain socio-cultural theories of literacy, language learning and meaning making.

3. Explain the effect of oral language development on the literacy learning of young children and/ or learners from diverse linguistic, social and cultural backgrounds.

4. Describe strategies used by educators to develop oracy and build on the home, community and real-world literacy practices of children and school-age learners.

5. Plan developmentally appropriate evidence-informed language and literacy learning activities that are responsive to students from diverse backgrounds.

6. Evaluate activities and teaching strategies from multiple expressive and interpretive modes on their suitability for supporting language and literacy development, imagination, creativity and knowledge of the world for a wide range of learners.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence

7. Cross Cultural Competence




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