Literacy Across the Continuum 1

    Unit code: EEC1108 | Study level: Undergraduate
    (Generally, 1 credit = 10 hours of classes and independent study.)
    Footscray Park
    Online Real Time


    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 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.

    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


    For Melbourne campuses

    Assessment type: Exercise
    Grade: 15%
    Reflection on personal literacy in the context of literacy education
    Assessment type: Case Study
    Grade: 35%
    Commentary on observations of students literacy practices.
    Assessment type: Presentation
    Grade: 50%
    Primary level Literacy lesson plan for the 21st century learner

    Required reading

    Literacy in Australia: pedagogies for engagement.
    Seely Flint, A., Kitson, L., Lowe, K., Shaw, K., Humphrey, S., Vicars, M., & Rogers, J., (2020).| John Wiley & Sons Publishing.

    As part of a course

    This unit is studied as part of the following course(s):

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