units

EDF3034

Faculty of Education

18 September 2017 20 April 2024

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This unit entry is for students who completed this unit in 2016 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.

Monash University

6 points, SCA Band 1, 0.125 EFTSL

Undergraduate - Unit

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

Faculty

Education

Coordinator(s)

Ms Kelly Carabott (Berwick); Ms Tracey Cronin (City); Dr Denise Chapman (Peninsula)

Offered

Berwick

  • Second semester 2016 (Day)

Peninsula

  • Second semester 2016 (Day)

City (Melbourne)

  • Term 3 2016 (On-campus block of classes)

Synopsis

This unit is an advanced study of students' understandings and pedagogical knowledge of children's literacy learning within the home, community, early childhood and school contexts. It builds on knowledge from earlier units and learning from professional experience across a range of early years educational 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, evaluate and lead literacy initiatives intended to improve children's literacy outcomes across contexts and cultures.

Outcomes

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.

Assessment

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 144 hours per semester comprising:

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

  • 2 contact hours per week

(b.) Requirements for on-campus block City-based students:

  • two intensive weekend blocks
  • at least 4 hours of active online engagement in Moodle activities per term

(c.) Requirements for offshore Kaplan-based students:

  • one intensive block (usually from Thursday to Sunday)
  • at least 4 hours of online study per term

(d.) Additional requirements (all students):

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

See also Unit timetable information

Chief examiner(s)

Dr Denise Chapman

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

Early years education
Early years and primary education