Authorised by Academic Registrar, April 1996
Objectives Upon successful completion of this subject, students should have gained an understanding of different approaches to literacy research including quantitative and qualitative, positivist and constructivist and multidisciplinary; different techniques and strategies available to investigate research questions in literacy education including the use of computers to assist in the management, analysis and reporting of the research. Students should have developed skills enabling them to conceptualise, carry out, analyse and write up research in literacy education effectively; learn how to identify a research question, articulate the aims of the study, select appropriate methodologies, devise research instruments, negotiate access to institutions and people, collect, analyse, interpret and present information, and finally produce a well written report.
Synopsis This subject introduces students to the range and scope of research and action research studies in literacy education. The subject also raises some of the key issues in the debates about what are appropriate and inappropriate methods for literacy research. Quantitative and qualitative, positivist and constructivist, and multidisciplinary approaches to literacy research will be considered. The politics of literacy research - issues of race, gender and power and their connections with policy formation will also be discussed. Students will consider the different techniques and strategies available to investigate research questions in literacy education. These include observation, journals, surveys, questionnaires, interviews, videotapes, protocol and discourse analysis. Experimental and quasi-experimental research designs and techniques will also be considered. Emphasis will be placed on how computers may be used to assist in the management and analysis of the research data.
Assessment One 6000-word essay, produced in three stages: 100%