Course Title: Literacy 3: Multiliterate Writers

Part A: Course Overview

Course Title: Literacy 3: Multiliterate Writers

Credit Points: 12.00

Terms

Course Code	Campus	Career	School	Learning Mode	Teaching Period(s)
TCHE2306	Brunswick Campus	Undergraduate	360H Education	Face-to-Face	Sem 1 2011, Sem 1 2012, Sem 1 2013, Sem 1 2014, Sem 1 2015
TCHE2333	Bundoora Campus	Undergraduate	360H Education	Face-to-Face	Sem 1 2011, Sem 1 2012, Sem 1 2013, Sem 1 2014, Sem 1 2015

Course Coordinator: Cheryl Semple

Course Coordinator Phone: +61 3 9925 7436

Course Coordinator Email: cheryl.semple@rmit.edu.au

Course Coordinator Location: 220.03.18

Pre-requisite Courses and Assumed Knowledge and Capabilities

Literacy 2: Developing Language Users

Course Description

This is a core course that focuses on building on the knowledge, skills and understandings from Learning to be Literate and Developing Language Users. In particular, students will explore writing across the primary school by exploring and critiquing a wide range of texts for literacy learners. This course will focus on multiliteracies, through the process of becoming an author/illustrator and student; learning how to create texts that involve literacy, visual literacy and digital concepts. Students will also focus on the teaching of writing such as; conducting writing conferences; skills based workshops; and how to plan, teach, evaluate and assess multimodal texts.

Objectives/Learning Outcomes/Capability Development

This course is designed to assist students to:
• Further understand and begin to apply knowledge of how cultural and linguistic diversity leads to multiple literacies.
• Gain deeper knowledge of how reading and writing develops.
• Further develop, teach and critically analyse literacy strategies for upper primary using a literacy framework.
• Further develop students’ own literacies.
 

Upon completion of this course students will be able to
• Further develop and demonstrate critical literacy skills using multimodal texts.
• Understand and apply a range of oral, listening, reading, writing and viewing strategies for upper primary students.
• Demonstrate a variety of genres for specific purposes and audiences in a variety of modes.
• Understand and link some of the theories underpinning contemporary approaches to English language and literacy education to practices.
• Develop strategies for ESL learners and other diverse groups.
• Explore and critique literature (print and non-print based) for upper primary students.

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.
• Skills in using ICT for communication, presentation, work preparation and implementation.

VIT Standards
This course is aligned with the following standards:
• Teachers know how students learn and how to teach them effectively.
• Teachers know the content they teach.
• Teachers use a range of teaching strategies and resources to engage students in effective learning.
 

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 this 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, multi-modal or performance based assessment).

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