EDUC9133 Literacies for the Middle and Secondary Years

Ms Ruth Ratcliffe

2018

4.5

12 x 1-hour lectures per semester
13 x 2-hour workshops per semester

1 Admission into MTS-Master of Teaching (Secondary)
1a Admission into MTSA-Master of Teaching (Secondary)
Must Satisfy: ((1 or 1a))

1 of EDUC2302, EDUC3526 has been successfully completed

Assignment(s)

This topic supports pre-service teachers to think about their role as a teacher of literacy in their teaching areas. The topic begins with a focus on how socio-cultural background shapes students' textual practices. Definitions of literacy are considered, together with their implications for classroom teaching. Against this background pre-service teachers will examine their responsibility to teach literacy in their specialist teaching areas. Classroom strategies which support students’ literacy learning will be explored.

Understand that education policies, educational contexts and student needs are some of the factors that impinge on teachers’ work
Understand their responsibility to teaching literacy in the middle and secondary years in their teaching areas/disciplines
Develop understandings, knowledge and skills for supporting literacy learning appropriate for beginning middle and secondary schooling teachers
Introduce students to the field of literacy education research

On completion of this topic students will be able to:

identify a range of written, oral and visual texts and to be able to select appropriate texts, and ways of dealing with texts, for middle school students
acknowledge the contextual factors that shape text production: that a text is influenced by who wrote it; when, where and under what circumstances it was written; and, its intended audience and purpose
know the language structures and features of different text types, why they are significant, and ways of teaching them in classrooms, using appropriate meta language that is clear and precise.
identify and select from a range of teaching strategies that support students’ literacy development and be able to use these strategies effectively
identify how literacy is conceptualised in their teaching area/discipline and be able to able to embed literacy teaching in their classroom pedagogy
identify a range of views found in the literature about literacy learning and pedagogy and how they influence classroom decision making
articulate an informed and defensible personal view of literacy that can be used to interrogate classroom practice for consistency with this view

Key dates and timetable

Timetable details for 2018 are no longer published.

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