Course Title: Literacy 1: Learning to be Literate

Part A: Course Overview

Course Title: Literacy 1: Learning to be Literate

Credit Points: 12


Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2114

Bundoora Campus

Undergraduate

360H Education

Face-to-Face

Sem 1 2006,
Sem 1 2007,
Sem 1 2010,
Sem 1 2011,
Sem 1 2012,
Sem 1 2013

TCHE2201

Bundoora Campus

Postgraduate

360H Education

Face-to-Face

Sem 1 2006,
Sem 1 2007,
Sem 2 2006

TCHE2361

Brunswick Campus

Undergraduate

360H Education

Face-to-Face

Sem 1 2009,
Sem 1 2010,
Sem 1 2011,
Sem 1 2012,
Sem 1 2013

Course Coordinator: Dr Gloria Latham

Course Coordinator Phone: +61 3 9925 7848

Course Coordinator Email:gloria.latham@rmit.edu.au


Pre-requisite Courses and Assumed Knowledge and Capabilities

None


Course Description

This is a core course that focuses on introducing students to learning and teaching literacy (reading, writing, speaking, listening and viewing) in the early years of schooling. In particular, the course will situate literacy learning in an Australian context, while exploring the components of language and literacy and how they develop. The course will also examine the powerful role of the teacher in supporting, extending and assessing literacy learning. Students will be exposed to a wide range of texts (print based and digital) they can draw upon in their teaching. The impact of information technology and the home environment on the classroom literate environment and learning will also be discussed. Students will be introduced to current programs in schools (in particular Early Years Literacy, Reading Recovery) and broadly, new government initiatives in Victoria.


Objectives/Learning Outcomes/Capability Development

This course is designed to assist students to:
• Understand contemporary reading practices.
• Learn some of the language of literacy teaching and learning.
• Gain knowledge about the development of oral language, reading and writing.
• Acquire knowledge and skills in reading strategies for lower primary readers and writers with diverse needs.
• Begin acquiring a repertoire of research skills and assessment practices (interviews, running records, read and retell) in order to assess the literacy needs of learners in lower primary.
• Build a repertoire of literature (print and non print based) for early readers.
• Learn more about their literate practices.


Upon completion of this course students will be able to:
• Broadly understand some of the contemporary issues and current programs in literacy.
• Demonstrate basic knowledge of the development of oral language, reading, speaking, viewing and writing language before school and during the primary years of schooling
• Acquire evidence and learn to analyse the development of skills and critical understandings about literacy learning.
• Demonstrate basic knowledge of some suitable teaching strategies, curriculum materials and assessment practices for a range of teaching contexts and a range of learners in the early years of schooling.
• Understand some of the theories underpinning contemporary approaches to English language and literacy education.
• Acquire initial research and critical literacy skills.


ICT Outcomes
At the conclusion of this course, students will have demonstrated and/or acquired the following ICT capabilities:
• Understandings of the role of ICT in learning and implications for the classroom.
• Awareness of a range of contemporary ICT resources suitable for the classroom.


VIT Standards
This course is aligned with the following standards:
• Teachers use a range of teaching strategies and resources to engage students in effective learning.
• Teachers plan and asses for effective learning.
• Teachers reflect on, evaluate and improve their professional knowledge and practice.


Overview of Learning Activities

Students’ learning in this course will involve a range of activities including theory, task analysis and practical skill building and will involve discussions of readings, lectures, debates, hands on literacy activities, use of multimedia resources, library skills and study skills workshops.

 

 

 

 




Overview of Learning Resources

See Part B


Overview of Assessment

Assessment tasks are directly linked to the stated objectives and outcomes. Assessment in the course will be both theoretical and practical in nature. A range of formative and summative assessment types will be incorporated into the course (for example, written, oral or performance based assessment).

Students should refer to Part B of the course guide for further information on assessment.