Faculty of Education

Monash University

Undergraduate - Unit

This unit entry is for students who completed this unit in 2015 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

print version

6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.

FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
City (Melbourne) Term 3 2015 (On-campus block of classes)
Coordinator(s)Ms Kelly Carabott (Second semester - Berwick); Dr Denise Chapman (Second semester - Peninsula, Term 3 - City)


This unit is an advanced study of students' understandings and applicative knowledge of children's literacy learning within the home, community and formal school contexts. It builds on knowledge from earlier units and learning from professional experience in early years settings. Exploration of current research literature illuminates the various ways diverse learners can fully and effectively participate within multiple contexts in a contemporary literate society. Emphasis is given to developing further understanding of language pedagogies, theories and strategies related to children's literacy learning including, for example, coding competence, semantic practices, pragmatic competence and critical thinking practices. Students develop the skills and confidence to plan, implement and evaluate literacy initiatives intended to improve children's literacy outcomes across contexts and cultures.


Upon successful completion of this unit students should be able to:

  1. explore and apply approaches related to language learning for diverse learners including decoding/encoding codes, symbols and conventions of written, spoken, visual and multimodal texts in response to contextual factors
  2. apply strategies for developing children's awareness of key literacy concepts
  3. develop plans detailing goals, implementation, and evaluation of children's phonemic awareness, concepts of print, fluency, comprehension and vocabulary development
  4. explore and apply approaches related to comprehending and composing written, spoken, visual and multimodal texts
  5. understand and apply the various purposes for different written, spoken, visual and multimodal texts and how these texts are used across cultures and diverse contexts
  6. understand how to develop children's critical thinking across various texts.


e-Presentation of literacy approaches and concepts (1500 words equivalent, 40%)
Literacy plan and poster presentation (2500 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study