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.

EDF5650 - Literacy leadership in schools, workplaces and communities

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Coordinator(s)

Associate Professor Graham Parr

Offered

Not offered in 2016

Synopsis

The unit enables students to develop their specialist knowledge and skills in literacy education in ways that will benefit the school, institution, workplace or community in which they work as well as developing their own professional identity and profile as leaders in literacy education. This exploration involves close consideration of what leadership in English language and literacy education might entail, including whole school/workplace and community initiatives and partnerships, leading a faculty, and leading professional learning communities. Students research some initiatives that literacy leaders are encouraged to implement in their various professional contexts, and they scrutinise a range of assessment and accountability regimes that are used to generate 'evidence' of literacy 'achievements'. They examine the ways in which literacy data are collected at international, national and local levels. In developing a critical perspective on data collection, they learn to appreciate the potential value of data and the limitations that some data collection may impose on teachers' professional practice and on learning outcomes.

Outcomes

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

understand the ways literacy leadership is framed and experienced in different contexts and settings
interpret and critically evaluate local, national and international research and policy concerned with English language and literacy education
critically scrutinise and plan initiatives and strategies for improving literacy outcomes through research-based changes to curriculum, pedagogy and/or assessment
understand the many ways in which 'data' about literacy and its various dimensions can be generated and reported on, and appreciate the potential value and limitations of such data
generate and read narrative-based autobiographical writing to promote reflection on their work and professional identity as literacy leaders
collaboratively research literacy policy, practice, curriculum and/or assessment in familiar and/or unfamiliar settings.

Assessment

Critical autobiographical essay, focusing on an experience of leadership in literacy education (3000 words, 40%)
Report of an action research project or practitioner inquiry project (5000 words, 60%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

(a.) Contact hours for flexible students:

12 contact hours and 24 hours equivalent of online activities over the semester or
36 hours equivalent of online activities over the semester

(b.) Additional requirements (all students):

independent study to meet the minimum required hours per semester

Chief examiner(s)

Associate Professor Janet Scull

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

Expert teaching practice
General education studies
Leadership

Prohibitions

EDF6308