EDF3007 - Developing multiple literacies in education - 2017

This unit enables students to develop knowledge, skills and understandings of how to engage with young and adolescent learners across discipline areas through their language and literacy practices. Drawing on a range of Australian and international research literature, and linking theory and practice, students work collaboratively and individually to develop deep understandings of language and literacy (including numerical literacy) as complex social, cultural, political and technological practices that develop in multiple contexts, in and out of schools and classrooms. They apply their emerging knowledge and skills in these areas to creatively and critically inquire into a range of educational scenarios involving literacy development and learning. Students learn about and undertake ethnographic research into their own literacy practices, and those of students and teachers in diverse educational contexts. In learning from research and through conducting their own inquiries, students develop an appreciation of how language and literacy practices play key roles in mediating diverse learners' identities, relationships and understandings of the world.

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

1. recognise the centrality of language and literacy in mediating learning in and out of school and the importance of ties between home and school practices
2. understand a range of theories that reconceptualise traditional understandings of school and out-of-school literacy and their social, cultural, political and pedagogical implications
3. understand, develop and apply the relationship between language, learning and identity in analysing their own literacy and numeracy practices in diverse contexts
4. conduct a small-scale inquiry into literacy and numeracy practices, including those involving information and communication technologies (ICTs), in classrooms, schools and out-of-school settings
5. understand and appreciate the value of sociocultural diversity in school communities and begin developing a professional capacity to recognise, respond and teach to difference
6. critically engage with relevant policy and curriculum initiatives and their pedagogical implications.

Critical narrative (2000 words or equivalent, 50%)

Inquiry project (2000 words or equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Ms Sarah Rutherford

Secondary education

Secondary health and physical education

EDF2007