Authorised by Academic Registrar, April 1996
Objectives Upon successful completion of this subject, students should have re-examined what is meant by literacy; developed an understanding of literacies as socio-cultural constructs; developed the skills to review various language learning theories and theories of learning; examined the degree to which theories of language learning and theories of learning inform pedagogical practices in literacy education; understood the socio-cultural issues in beginning literacy; developed a familiarity with the issues related to differential access to literacy education through schooling; become familiar with the issues associated with recent developments in writing pedagogy.
Synopsis The subject examines a range of language learning theories and learning theories which influence recommendations for pedagogical practice in literacy education. It provides an opportunity for experienced teachers to review their knowledge of literacy pedagogy and to consider new perspectives on language learning and learning. The subject focuses on literacy as a socio-cultural construction, and in this light re-examines the theoretical underpinnings of various literacy pedagogies; of particular interest are the factors impeding access to literacy education in schools.
Assessment Assignment 1 (1500 words): 40% + Assignment 2 (2500 words): 60%