The definition of literacy in the Australian curriculum is informed by a social view of language that considers how language works to construct meaning in different social and cultural contexts. This unit (EEC1108) articulates the intrinsic and interdependent relationship between social context, meaning and language and developing pedagogic knowledge and skills across the Literacy continuum of language, literature and literacy. You will learn the pedagogies, practices and principles for teaching and assessing listening, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts. The unit takes a praxis inquiry approach to developing literacy with enhanced placement experiences linked to readings and reflections on the key concepts for literacy in Australian classrooms. The unit embeds the development of your personal literacies, and addresses your skills, knowledge and understandings of the concepts, substance and structure of English. This unit links with the course intentions of strengthening the connection between theory and practice throughout the course and guaranteeing that graduate teachers have deep and connected understandings of the content they are teaching and the pedagogical approaches for implementing the curriculum. This unit also connects with the course learning outcome of demonstrating understanding of a broad and coherent body of knowledge of content, pedagogy, curriculum and assessment in relation to the changing nature of education in a rapidly-evolving global context.

Unit details

Online Real Time
Study level:
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This unit is only for Education students undertaking the courses HCSP, EBED, ABED and HBED.

Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Analyse and assess diverse issues and contrasting beliefs relating to literacy education  
  2. Articulate observations of theory and reflect on the learning and teaching of literacy across the continuum in the primary years  
  3. Inquire into effective literacy pedagogical practices for diverse student cohorts  
  4. Explain how literacy relates to different dimensions of communication and social action in classroom settings  


Assessment type Description Grade
Exercise Reflection on personal literacy in the context of literacy education 15%
Case Study Commentary on observations of students literacy practices. 35%
Presentation Primary level Literacy lesson plan for the 21st century learner 50%
Effective word limit of 3000 words in total, or equivalent.

Required reading

Literacy in Australia: pedagogies for engagement, 3rd edition
Seely Flint, A, Kitson, L, Lowe, K, Shaw, K, Humphrey, S, Vicars, M & Rogers, J., (2020)
Wiley, Melbourne

Further links to recommended readings and resources for this unit will be provided to students via the Learning Management System (VU Collaborate)

Where to next?

As part of a course

This unit is studied as part of the following courses. Refer to the course page for information on how to apply for the course.

VU takes care to ensure the accuracy of this unit information, but reserves the right to change or withdraw courses offered at any time. Please check that unit information is current with the Student Contact Centre.