EDF5650 - Literacy leadership in schools, workplaces and communities - 2019

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.

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

1. understand the ways literacy leadership is framed and experienced in different contexts and settings
2. interpret and critically evaluate local, national and international research and policy concerned with English language and literacy education
3. critically scrutinise and plan initiatives and strategies for improving literacy outcomes through research-based changes to curriculum, pedagogy and/or assessment
4. 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
5. generate and read narrative-based autobiographical writing to promote reflection on their work and professional identity as literacy leaders
6. collaboratively research literacy policy, practice, curriculum and/or assessment in familiar and/or unfamiliar settings.

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%)

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:

1. 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
2. Additional requirements (all students):
   • independent study to meet the minimum required hours per semester

See also Unit timetable information

Option for Master of Education in:

Expert teaching practice

General education studies

Option for Master of Leadership in:

Curriculum and pedagogy

Leadership