This unit considers how language and literacy are learned and taught in a range of educational and cultural settings. The unit is informed by diverse theoretical perspectives in order to consider and interrogate the development of language and literacy in childhood across different social and cultural contexts. This unit articulates the intrinsic relationship between social context, meaning, and language and literacy development. Students will examine how children and adults, as readers and writers, speakers and listeners, use and modify language and literacy for different purposes in a range of contexts.
The unit embeds the development of students' personal literacies, and addresses skills, knowledge and understandings of the concepts, substance and structure of English. In this unit students will develop knowledge of the language and literacy continuum in Early Childhood and Primary years, and more generally, to adulthood. They will learn about the pedagogies, practices and principles for teaching and assessing speaking and listening, reading, writing across print and multimodal texts. The unit links with the course intentions of strengthening the connection between theory and practice and guaranteeing deep and connected understandings of professional content knowledge and pedagogical approaches for implementing curriculum. Through the unit students will demonstrate an understanding of a broad and coherent body of knowledge of content connected to pedagogy, curriculum and assessment in relation to the changing nature of language and literacy education.
|1.||Articulate understanding of the literacy curriculum and critically reflect on the learning and teaching of language literacy across the continuum from early childhood to adulthood|
|2.||Explain how literacy relates to different dimensions of communication and social action in educational and community settings;|
|3.||Analyse and assess diverse issues and contrasting beliefs relating to language and literacy education;|
|4.||Articulate an emerging understanding of the core competencies in language and literacy pedagogies; and|
|5.||Review skills, knowledge and understanding of the English and literacy content, substance and structure required for teaching of English and develop a self-assessment plan to address the ongoing development of their personal literacies throughout the course|
|Exercise||Identification of topic for assessment 3; at least three annotated sources for use in assessment 3 (500 words)||10%|
|Project||Development of a Literacy artefact for personal or professional use (1250 words)||45%|
|Project||Folio representing work done in a literacy-based project to initiate change in the community. This includes a public speaking task (1250 words)||45%|
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