Course Title: Literacy 4: 21st Century Literacies

Part A: Course Overview

Course Title: Literacy 4: 21st Century Literacies

Credit Points: 12.00

Terms

Course Code	Campus	Career	School	Learning Mode	Teaching Period(s)
TCHE2350	Bundoora Campus	Undergraduate	360H Education	Face-to-Face	Sem 2 2012, Sem 2 2013, Sem 2 2014, Sem 2 2015, Sem 2 2016
TCHE2351	Brunswick Campus	Undergraduate	360H Education	Face-to-Face	Sem 2 2012, Sem 2 2013, Sem 2 2014, Sem 2 2015, Sem 2 2016

Course Coordinator: Dr Pamela Macintyre

Course Coordinator Phone: +61 3 9925 7862

Course Coordinator Email: pamela.macintyre@rmit.edu.au

Course Coordinator Location: 220.03.17

Pre-requisite Courses and Assumed Knowledge and Capabilities

Literacy 3: Multiliterate Writers

Course Description

This is a core course that focuses on providing the necessary knowledge, skills and understandings about the teaching of reading in order to extend and consolidate students’ literate practices in the primary school. In this course a virtual school and classroom will be used to plan for, teach and assess a diverse and dynamic student group, as well as communicate with family members and the school community. This course will encourage students to take risks in the classroom and extend their thinking into contemporary literacy practices. Students will strengthen their theoretical knowledge of literacy frameworks, assessment techniques and critical questioning skills in order to create defensible literacy curricula.

Objectives/Learning Outcomes/Capability Development

This course is designed to assist students to:
• Situate literacy teaching within current research and government initiatives.
• Sustain and disrupt current beliefs and practices surrounding literacy teaching and learning in a safe, non-threatening environment.
• Build on and synthesise reading strategies for a diverse range of learners.
• Plan for, teach, assess and defend literacy curriculum.
• Further develop critical skills as a reader and apply them to classroom practices.
 

Upon completion of this course students will be able to:
• Critique current theory in literacy learning
• Articulate a personal philosophy for inclusiveness in literacy teaching and learning.
• Consolidate knowledge about and application of theoretical frameworks.
• Design and defend curriculum innovation employing current pedagogies.
• Investigative skills in observation, data collection, synthesis, analysis and reporting.

ICT Outcomes
At the conclusion of this course, students will have demonstrated and/or acquired the following ICT capabilities:
• Understandings of how ICT resources can be integrated in meaningful ways that take into account students’ existing and diverse technological skills and to produce engaging and challenging curriculum.
• Understandings of how to use ICT in the classroom to facilitate learning, in particular critical skills such as information skills, analysis, problem-solving and decision-making.

VIT Standards
This course is aligned with the following standards:
• Teachers know how students learn and how to teach them effectively.
• Teachers plan and assess for effective learning.
• Teachers create and maintain safe and challenging learning environments.
 

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, use of the virtual classroom and other on-line components.

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, curriculum design, written, oral or performance based assessment).

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