Issues in English literacy education
Associate Professor M Gill and Mr P W Richardson
12 points
* 3 hours per week
* Second semester
* Clayton
*
Also offered in distance mode
Objectives Upon successful completion of this subject, students should have developed knowledge and critical understanding of the concept of literacy and the variable sociohistorical, political and cultural contexts that determine how the concept is defined and understood; the contested nature of English as a field of study in the curriculum and the reasons for this; the different and competing public formulations of English curricula in state and national documents. Students should also have developed skills which will enable them to develop their own theoretical position in relation to prescribed readings; analyse current literacy policy and curriculum documents and, where appropriate, develop curriculum materials deriving from such sources.
Synopsis This subject is designed to examine major contemporary issues in relation to the theory and practice of English and literacy teaching P-12. It examines the concept of literacy and considers how understandings and definitions of the concept have evolved over time, why the term is so often associated with `crisis' and how recent studies of literacy as a set of social practices provide important insights into the teaching and uses of literacy in different social contexts. The role of English as a subject in the school curriculum is considered, specifically, the reasons why English as a field of study is a continuing subject of debate, criticism and reformulation. Students will have the opportunity to examine different public curriculum formulations of English, recent approaches to language studies, including critical discourse analysis and their relevance for the English/literacy classroom and to develop curriculum materials. A detailed reading guide will be distributed at the commencement of the subject. Students will also be provided with access to a number of monographs and journal articles.
Assessment For on-campus students, assessment will be based upon two
short class presentations (1000 words each): 30%
* Major assignment (4000
words): 70%
* For distance students, assessment will be based on
assignments only
Recommended texts
Boomer G and others (eds) Negotiating the curriculum: Educating for the 21st century Falmer, 1992
Goodson I and Medway P Bringing English to order: The history and politics of a school subject Falmer, 1990
Luke A and Gilbert P (eds) Literacy in contexts: Australian perspectives and issues Allen and Unwin, 1993
| Published by Monash University, Clayton, Victoria
3168 Copyright © Monash University 1996 - All Rights Reserved - Caution Authorised by the Academic Registrar December 1996 |