Undergraduate Course: Primary Literacies 2: Developing literacies in the middle and upper stages (EDUA10168)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Standard |
Availability | Not available to visiting students |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
Credits | 20 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | The course addresses current research, theories, policies and perspectives regarding language and literacy learning and the implications for professional action in the primary school. Students will be encouraged to construct creative interdisciplinary learning experiences that show clear and meaningful integration of language and literacy across the curriculum. Theories of genre, the writing process and critical literacy will be investigated. There is a focus throughout the course on recognising, valuing and including the literacies and languages that children bring with them from their everyday worlds into the classroom. These include a range of digital literacies or new literacies, as well as aspects of children's popular culture. Furthermore, the course will focus on approaches to supporting children with English as an additional language (EAL) in the primary classroom to access the mainstream curriculum. The course utilises ways of working with the student's own academic literacy needs and situates this within a sense of personal literacy biographies and personal search. Lectures, workshops and independent study will focus on the following themes but these will be delivered in an integrated way:
* Talking and listening
* Developing an appreciation of the writer's craft
* Reading and writing for information
* Poetry and language awareness
* Knowledge about language and language diversity
* Accounts of literacy learning; biography and personal narratives
* Analysis of literacy difficulties and appropriate intervention strategies
* New literacies; multimodal and digital texts
* Comprehension
* Critical literacy
* Literacy across learning
* Planning for the teaching of Modern Languages in the upper primary
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Course Delivery Information
| Not being delivered |
Summary of Intended Learning Outcomes
By the end of the course, and at a level appropriate to a 4th year undergraduate, students will be able to:
1 Reflect critically on the key theoretical and pedagogical themes explored within the course.
2 Explain the development of reading, writing, listening and talking in the middle and upper stages.
3 Apply pedagogical knowledge in relation to the theory of teaching of reading, writing, listening and talking.
4 Examine and differentiate between cognitive, personal, social and cultural aspects of children's literacy development.
5 Evaluate the role of assessment and the use of assessment evidence to support pupils' learning in literacy.
6 Critically appraise students' own literacy skills and attitudes.
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Assessment Information
Part 1 (10%) (To be submitted by week 3)
Professional Learning Portfolio
Students should reflect on their experiences and practices of teaching and pupil learning (for example, from placement in Year 3) in relation to literacy as a discrete subject and literacies across the curriculum. Students should identify their key development needs for their professional learning and practice in this area.
Part 2 (10%) (To be submitted around week 8)
Reflective account of the formative presentation (700 words) including responses to peer feedback.
Part 3 (80%) (During exam period)
A 3,000 word individual written assignment in which students produce an audio-taped recording of a group of four children engaged in an appropriate learning task working within a mainstream curriculum area. Issues around permission, data protection and confidentiality will be covered with the students. Part A will consist of a transcription of the children's talk covering three (not necessarily consecutive) minutes of the recording of the task. This is not included in the word count. Part B shall provide a rationale for the design of the task to encourage talk, collaboration and learning. This will be followed by an analysis of the children's linguistic, cognitive and social development during the task and an evaluation of the effectiveness of the task for the children involved. Students are expected to provide a theoretical justification for the analysis and to demonstrate a developing understanding of, and engagement with, key principles, theory, policy and research in language and literacy and related approaches to teaching and learning.
Students must gain a 40% pass on all components of assessment.
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Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Bearne, E. & Kennedy, R. (2012) Literacy and Community: Developing a Primary Curriculum Through Partnerships. Royston: UKLA.
Carrington, V. & Robinson, M. (2009) Digital Literacies: Social Learning and Classroom Practices London: Sage.
Cremin, T. & Dombey, H. (eds) (2007) Handbook of Primary English in Initial Teacher Education. Royston: UKLA/NATE.
Cremin, T. & Myhill, D. (2011) Writing Voices: Creating Communities of Writers. London: Routledge.
Frey, N. & Fisher, D. (2008) Teaching Visual Literacy: Using Comic Books Graphic Novels Anime Cartoons, and More to Develop Comprehensions and Thinking Skills. Thousand Oaks, CA: Corwin Press.
Gibbons, P. (2009) English Learners, Academic Literacy and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann.
Grainger, T. (ed.) (2004) The Routledge Falmer Reader in Language and Literacy. London: Routledge Falmer.
Jones, R. H. & Hafner, C. A. (2012) Understanding Digital Literacies: A Practical Introduction. Oxon: Routledge.
Medwell, J. A., Wray, D., Moore, G. E., & Griffiths, V. (2011) Primary English: Knowledge and Understanding (5th edition). Exeter: Learning Matters.
Pahl, K. & Rowsell, J. (2012) Literacy and Education: Understanding the New Literacy Studies in the Classroom (2nd edition). London: Sage.
Potter, W. J. (2012) Media Literacy (6th edition). London: Sage.
Simpson, D., Todd, I. & Metcalfe, J. (2013) Thinking Though New Literacies for Primary and Early Years Education. Exeter: Learning Matters.
Soler, J. M., Fletcher-Campbell, F. & Reid, G. (2009) Understanding Difficulties in Literacy Development: Issues and Concepts. London: Sage.
Stone, G. (2012) The Digital Literacy Classroom. Royston: UKLA
Wyse, D., Jones, R., Bradford, H. & Wolpert, M. A. (2007) Teaching English, Language and Literacy (3rd edition.). London: Routledge.
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| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Mr Andy Hancock
Tel: (0131 6)51 6635
Email: Andy.Hancock@ed.ac.uk |
Course secretary | Miss Marzia Ballardin
Tel: (0131 6)51 6381
Email: Marzia.Ballardin@ed.ac.uk |
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