School of Education

Faculty of Education

ESH112

Foundations of Literacy: Processes and Practices

12.5%

Unit Outline

Dr Vinh To

CRICOS Provider Code: 00586BU

ESH112 Unit Outline Version: 01-16

ContentsContact Details...........................................................................................................................3

Course Philosophy Statement and Course Learning Outcomes.................................................4

Graduate Quality Statement.......................................................................................................4

Unit Description.........................................................................................................................5

Changes Made to This Unit........................................................................................................5

Learning Outcomes for ESH112................................................................................................5

Prior Knowledge &/ or Skills.....................................................................................................5

Learning Resources Required....................................................................................................6

Details of Teaching Arrangements.............................................................................................7

Teaching strategies/learning approaches specific to this unit....................................................7

Literacy & Numeracy Competency Tests..................................................................................8

Unit Schedule.............................................................................................................................9

Assessment Alignment for ESH112.........................................................................................10

Assessment for ESH112...........................................................................................................11

How Your Final Result is Determined.....................................................................................13

Requests for Extensions...........................................................................................................13

Penalties...................................................................................................................................13

Review of Results and Appeals................................................................................................13

Academic Referencing.............................................................................................................14

Plagiarism.................................................................................................................................14

Academic Misconduct..............................................................................................................15

Information Essential to all Units............................................................................................15

Useful Websites.......................................................................................................................15

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Contact Details

Unit Coordinator/ LecturerName: Dr Vinh To

Campus: Newnham

Email: vinh.to@utas.edu.au

Phone: +61 6324 3265 (Reception)

Room number: A162

Consultation hours: To be negotiated with individual students via email

Course Coordinator

Click on the link below to view Course Coordinators’ contact details (Education courses only).

http://www.utas.edu.au/education/student-resources/course-coordinators-and-support-staff

** For all other specific contact details related to this unit (e.g., Tutors, Administrative staff, Student Adviser), please refer to the unit content in MyLO.

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Course Philosophy Statement and Course Learning OutcomesThe Faculty of Education has developed Course Philosophy Statements and Course Learning Outcomes for each course. The course philosophy underpins every aspect of learning and teaching and ensures our courses are consistent, relevant and compliant with accrediting agencies’ and professional standards. This ensures a holistic approach to the discipline and robust curriculum alignment. The course philosophy and course learning outcomes are reviewed annually to ensure continual improvement, renewal and currency. The principles embedded in these documents reflect our commitment to leading practice nationally and internationally in the content, design and delivery of curriculum in a higher education context.

Please visit the link below to find the Course Philosophy Statement and Course Learning Outcomes for your course (Education courses only): http://www.utas.edu.au/education/learning-and-teaching/student-resources/policies-and-procedures/course-philosophy

Graduate Quality StatementThe University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills, and develop creative and critical literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania.

Please visit the link below to find out how this Graduate Quality Statement is mapped to the Course Learning Outcomes for your course (Education courses only): http://www.utas.edu.au/education/learning-and-teaching/student-resources/policies-and-procedures/course-philosophy

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Unit DescriptionThis unit adopts a sociocultural approach to language and literacy.  This means that social interaction within cultures play a fundamental role in the development of cognition. It recognises the centrality of language and literacy practices to learning processes. Connections will be made between theory and practice by relating current theories of language development and acquisition, to your own literacy capacities and literacy learning experiences. In addition, theories of language and literacy will be examined in terms of their implications for teaching and learning, and the literacy demands/requirements of various curriculum areas.

Changes Made to This UnitThe Faculty of Education is committed to the improvement of all units and courses and welcomes the perspectives of students, including insights gained through the University’s student evaluation of teaching and learning (eVALUate). In light of this feedback, the following changes have been made to this unit to improve student learning:

The lecture sequence has been adapted to address a wider range of text for planning literacy conventions in curriculum areas

Literacy resources have been included to support English skills Tutorial tasks include practical approaches to teaching and learning literacy in

curriculum areas

Learning Outcomes for ESH112On successful completion of this unit, you will be able to:

1. Critique current literacy-related theories and perspectives, and engage in debate about literacy pedagogy in Australian educational contexts.

2. Identify and critically analyse literacy skills.

3. Articulate an understanding of literacy conventions and demands associated with the curriculum.

4. Apply academic writing and referencing conventions to written responses.

Prior Knowledge &/ or SkillsAs a student in this unit you will be encouraged to be an active participant in your own learning. Your life experiences will be valued and drawn upon within your studies. Work submitted for assessment in this unit may draw on knowledge and skills that you can reasonably be expected to have acquired before enrolling in this unit, or in the course. This includes knowledge of appropriate communication, information literacy, analytical, critical thinking, and problem-solving skills. You are encouraged to take responsibility for further developing these skills and applying them to professional contexts. These skills and attitudes

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are those you will need as a teacher, and to experience personal achievement. Students who do not possess and actively develop such knowledge and skills should not expect to achieve the same grades as those who do.

Learning Resources RequiredLibrary

Reading ListsReading Lists provide direct access to electronic readings and provide an easy way to find material on Reserve set by the Unit Coordinator for a particular unit. To access Reading Lists please go to http://rlms.utas.edu.au/erl/

Required ReadingsRequired Readings are set by the Unit Coordinator as readings that are essential for this unit. Students need to buy these texts as they will be a useful resource throughout your study and your future teaching practice.

Kalantzis, M. & Cope, B. (2015). Literacies. New York: Cambridge University Press.

Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning*.

Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne, VIC: Oxford.

*Please note there is no requirement to purchase the Perrin text if you already have the previously required Faigley text.

Recommended ReadingsRecommended Readings are set by the Unit Coordinator as readings that will be useful for this unit to develop your knowledge and understanding of teaching and course-specific content. If you are seeking sources of evidence to support your assessment work, you will find these readings a useful starting point. There is no requirement to buy these texts/materials.

Campbell, R., & Green, D. (Eds.). (2006). Literacies and learners: Current perspectives (3rd ed.). Frenchs Forest, NSW: Pearson.

Derewianka, B., & Jones, P. (2012). Teaching Language in Context. South Melbourne:Oxford.

Emmitt, M., Zbaracki, M., Komesaroff, L., & Pollock, J. (2015). Language and learning: An introduction for teaching (6th ed.). South Melbourne, VIC: Oxford.

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Ramsay, M. A. (2012). The complete guide to English usage for Australian students (5th ed.). South Melbourne, VIC: Cengage.

Simpson, A. & White, S. (2013). Language, literacy & literacy. VIC: Oxford.

Tompkins, G., Campbell, R., & Green, D., & Smith, C. (2015). Literacy for the 21st century:A balanced approach. Frenchs Forest, NSW: Pearson.

University of Tasmania. (2015). APA. In Referencing and assignment writing. Retrieved from http://utas.libguides.com/content.php?pid=27520&sid=199805

Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2006). Literacy: Reading,

writing and children’s literature (3rd ed.). South Melbourne, VIC: Oxford.

Zeegers, M. (2013). Grammar matters. South Melbourne, VIC: Oxford.

Other ResourcesThe University of Tasmania (2015, September 24). APA. In Referencing and assignment

writing. Retrieved November 11, 2015, from http://utas.libguides.com/content.php?pid=27520&sid=199805

Equipment & MaterialsYou will be notified if you are required to purchase any additional equipment or materials.

ePortfolioThe Faculty of Education currently supports the use of an ePortfolio tool which can be accessed through MyLO. You may wish to use this tool to document your development as a teacher throughout your initial teacher education course. Any required use of the ePortfolio tool will be clearly outlined as part of the Assessment Details in the Unit Outline and the necessary skills will be taught as part of the learning experiences of the relevant unit.

Details of Teaching ArrangementsExternal Students: Learning and Teaching arrangements are available from the MyLO Home Page.

On-Campus Students: If student numbers permit, this unit will be delivered through weekly face-to-face tutorial sessions (2 hours per week), supported by online lectures and readings, making a total study commitment of approximately 10 hours per week.

Teaching strategies/learning approaches specific to this unitThe Student Advisor or Director of Student Engagement can provide advice on strategies that might be useful in developing requisite skills with engaging with text and the online environment. We encourage you to develop study groups with others enrolled in this unit. Study groups allow for discussion and can help further develop your understanding of unit content and concepts. Discussion is one of the learning strategies that you will engage in throughout this unit, and we encourage both formal and informal engagement through the discussion board.

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Literacy & Numeracy Competency TestsIt is a requirement for every student who undertakes an initial teacher education (ITE) degree to have a high standard of personal literacy and numeracy.

The Australian Government is currently developing the Literacy and Numeracy Test for Initial Teacher Education Students which will be compulsory nationwide from 1 July 2016. Further information about the implementation is available on the Students First website.

In the interim, the Faculty of Education has developed Literacy and Numeracy Competency Tests which you are required to PASS before the end of your first year of study to be eligible to commence Professional Experience 1 (PE1) in Year 2. A PASS is a score of 80% or higher. Further information about the Faculty of Education’s Literacy and Numeracy Competency Tests is available on our website. The Literacy & Numeracy Competency Tests will be available in MyLO and linked to your Year 1 Literacy and Numeracy units.

To successfully complete this unit, you must ATTEMPT the Literacy Competency Test prior to submitting Assessment Task 1. Further details are provided in the Assessment Details section below.

If you have any queries about the Faculty of Education Literacy and Numeracy Competency Tests please email: Education.Landn@utas.edu.au .

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Unit Schedule Week Module / Topic Other Notes

1 Module 1: Defining literacy Refer to MyLO to access readings and tutorial tasks

A competency test in literacy must be completed before your AT1 assignment is submitted

2 Theories of literacy

3 How we become literate: Speaking, Listening, Language Variation

4 How we become literate: Reading

5 How we become literate: Writing

6 Reflection on becoming literate and Module 1 AT1 due

AT2 due

7 Module 2: Literacy across the curriculum, text types and purpose

8 Literacy across the curriculum, examining factual texts

9 Literacy across the curriculum and multi literacies

10 Planning a teaching sequence incorporating literacy

11 Incorporating literacy strategies for teaching

12 Literacy and catering for diverse learners

13 Effective communication and assessment of learners.

Reflection on Module 2

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Assessment Alignment for ESH112

Learning Outcomes (all Learning Outcomes must be successfully achieved to pass the unit)

Assessment Criteria (% of assessment task grade)

Australian Professional Standards for Teachers

AT

1 &

2

1. Critique current literacy-related theories and perspectives, and engage in literacy pedagogy in Australian educational contexts.

Recognise the implications of theories for teaching practice (AT1 25%)

Capacity to scrutinize literacy concepts using current theoretical literature (AT2 25%)

1.2 Understand how students learn

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

2.1 Content and teaching strategies of the teaching area

2.5 Know and understand literacy teaching strategies and their application in teaching areas.

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

AT

1 &

2

2. Identify and critically analyse literacy skills.

Analyse and discuss strengths and weaknesses in your literacy development (AT1 25%)

Evaluate literacy content in a curriculum domain (AT2 25%)

AT

1 &

2

3. Articulate an understanding of literacy conventions and demands associated with the curriculum

Communicate ideas around literacy for teaching and learning outcomes (AT1 25%) Plan a lesson considering the literacy demands of a text (AT2 25%)

AT

1 &

2

4. Apply academic writing and referencing conventions to written responses.

Communicate using relevant scholarly literature and referencing to support statements (AT1 25%)

Apply academic writing conventions including APA referencing (AT2 25%)

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Assessment for ESH112

Assessment Schedule

Assessment Task Date due Percentage Weighting

Australian Professional Standards

Literacy Competency Test Before submission of

Assessment Task 10% 2.1, 2.5

Assessment Task 1:

Journal: Personal Literacy

TBC 40% 1.2, 2.5

Assessment Task 2:

Planning for Literacy Outcomes

TBC 60% 1.2, 1.5, 2.5, 3.2, 3.3

It is important to note that all standard (text based) assessment tasks, submitted to MyLO Assignments, will be processed by Turnitin.

Assessment Details

Literacy Competency TestTask Description:

You must ATTEMPT the Literacy Competency Test online in MyLO prior to the submission of Assessment Task 1. The Literacy Competency Test comprises 40 multiple-choice questions. It is not required that you pass the Literacy Competency Test for this unit, but you will not be able to obtain a passing grade for Assessment Task 1 if you have not attempted the Literacy Competency Test.

Assessment Criteria Knowledge of literacy across all strands of the Australian Curriculum. The test will provide immediate feedback on questions answered correctly or incorrectly. This feedback will provide a basis for your reflection on specific areas of personal strength or weakness with basic literacy concepts.

Submission Details Your Test will be automatically submitted in MyLO once you have attempted all 40 questions. You will be able to view your result in MyLO.

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Assessment Task 1: Personal Literacy Journal

Task Description: Throughout the first four weeks, you are required to keep a weekly journal, relating to various personal literacy tasks undertaken in the unit. These journal entries are assessed as part of AT1 and must be posted in MyLO on a weekly basis, in response to specific questions/tasks. For your assignment submission you are to choose three of your journal entries and revise them so that they are refined, concise, thoughtfully-edited pieces of writing. Each edited journal entry will be approximately 300 – 350 words in length.

You will submit these three polished pieces as well as a 500-word discussion. The discussion will specifically address the following questions: In what ways have your literacy skills developed? What are your strengths and weaknesses when communicating ideas? How has your understanding of literacy changed since you first wrote each journal entry? How has theoretical concepts changed or supported your views on literacy?

Task Length 1,500 words

Assessment Criteria 1. Communicate ideas around literacy for teaching and learning outcomes

2. Analyse and discuss strengths and weaknesses in your literacy development

3. Recognise the implications of theories for teaching practice4. Communicate using relevant scholarly literature and

referencing to support statements

Submission Details Refer to the following URL for the submission process: http://www.utas.edu.au/education/learning-and-teaching/resources/unit-outline-information-essential-to-all-units

Assessment Task 2: Planning for Literacy Outcomes

Task Description: In this assessment task, you will demonstrate your understanding of planning for literacy outcomes by the selection and use of a text appropriate for your learners and context. Texts may be considered in the broader sense, which according to the curriculum includes: “literary texts, fiction and non-fiction, media texts, everyday texts, and workplace texts”. To complete this task you must:

1. Select a text that is both specific to your discipline and which has an identifiable genre.2. Justify your choice of text type with respect to a specific curriculum domain and student

level.3. Plan a lesson which supports the purpose, structure and features of your selected text.

Task Length 2500 words

Assessment Criteria 1. Plan a lesson considering the literacy demands of a text2. Evaluate literacy content in a curriculum domain3. Capacity to scrutinize literacy concepts using current

theoretical literature 4. Apply academic writing conventions including APA

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referencing

Submission Details Refer to the following URL for the submission process: http://www.utas.edu.au/education/learning-and-teaching/resources/unit-outline-information-essential-to-all-units

How Your Final Result is DeterminedIntegral to successful completion of this unit is attainment of each of the learning outcomes (LOs). Therefore, in addition to a total, averaged final grade, your performance against each of the LOs will be assessed separately. To be eligible to pass the unit, you will need to successfully demonstrate you have met each LO. Any student who attains an overall passing grade for the unit but who has failed no more than one LO will be given a supplementary assessment opportunity to demonstrate their attainment of the relevant LO.

It is expected that you will receive help (from your Lecturer in the first instance) if you are unclear of the requirements for a particular assessment task well before the due date.

The range of grades available for this unit are: FAIL (NN), PASS (PP), CREDIT (CR), DISTINCTION (DN) and HIGH DISTINCTION (HD).

All grades are provisional, until confirmation by the Assessment Board at the end of semester.

Requests for ExtensionsExtensions are a formal matter and all requests for extensions must be applied for via the Assessment Task Extension Request in the Assignment Submission Folder in your MyLO unit.

Extensions should be requested at least three calendar days prior to the submission date. Only the Unit Coordinator can grant an extension, so please ensure you contact the Unit Coordinator rather than your tutor or Student Adviser. See Requests for Extension for further information.

PenaltiesThe Faculty of Education applies penalties for both exceeding the word count on an assessment task and late penalties where the due date for the assessment task is not adhered to. See Penalties for further information.

Review of Results and AppealsAppeals against grades for assessment tasks are the right of all students. It is important to note that a resubmission and an appeal are two different processes. If an assessment task is awarded an NN it cannot automatically be resubmitted. The student can, however, appeal the grade.

Students wishing to appeal against a final result in a unit must do so within ten days of the result notification. Please download the Application for Review of Assessment form

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See Appeal an Award for an Assessment Task or Appeal an Award for a Final Result in a Unit for further information.

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Academic ReferencingIn your written work you will need to support your ideas by referring to scholarly literature, works of art and/or inventions. It is important that you understand how to correctly refer to the work of others, and how to maintain academic integrity.

Failure to appropriately acknowledge the ideas of others constitutes academic dishonesty (plagiarism), a matter considered by the University of Tasmania as a serious offence.

The appropriate referencing style for this unit is American Psychological Association (APA).

The University library provides information on presentation of assignments, including referencing styles and should be referred to when completing tasks in this unit.

The Faculty of Education Guide to Writing and Referencing has been developed by Faculty staff to help students towards good academic writing and referencing practices. It is available on the Library website Library Website > Subject Guides > Education > Referencing tab or via the link above.

Please read the following statement on plagiarism. Should you require clarification please see your unit coordinator or lecturer.

PlagiarismPlagiarism is a form of cheating. It is taking and using someone else's thoughts, writings or inventions and representing them as your own; for example, using an author's words without putting them in quotation marks and citing the source, using an author's ideas without proper acknowledgment and citation, copying another student's work.

If you have any doubts about how to refer to the work of others in your assignments, please consult your lecturer or tutor for relevant referencing guidelines. You may also find the Academic Honesty site on MyLO of assistance.

The intentional copying of someone else’s work as one’s own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course or the University.

The University and any persons authorised by the University may submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable works may also be included in a reference database. It is a condition of this arrangement that the original author’s permission is required before a work within the database can be viewed.

For further information on this statement and general referencing guidelines, see the Plagiarism and Academic Integrity page on the University web site or the Academic Honesty site on MyLO.

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Academic MisconductAcademic misconduct includes cheating, plagiarism, allowing another student to copy work for an assignment or an examination, and any other conduct by which a student:

a. Seeks to gain, for themselves or for any other person, any academic advantage or advancement to which they or that other person are not entitled; or

b. Improperly disadvantages any other student.

Students engaging in any form of academic misconduct may be dealt with under the Ordinance of Student Discipline, and this can include imposition of penalties that range from a deduction/cancellation of marks to exclusion from a unit or the University. Details of penalties that can be imposed are available in Ordinance 9: Student Discipline – Part 3 Academic Misconduct.

Information Essential to all UnitsIn addition to the information contained in this unit outline, it is essential that you read important details related to other areas of your study that are available at the following URL: http://www.utas.edu.au/education/learning-and-teaching/resources/unit-outline-information-essential-to-all-units.

Turnitin and Academic IntegrityTurnitin is an online tool that checks the originality of electronic documents by comparing them against other documents stored in its databases. We recommend using this tool prior to submitting your assessments. Turnitin is available through the Academic Honesty Module in MyLO.

Useful Websites Australian Institute for Teaching and School Leadershiphttp://www.aitsl.edu.au/

Australian Curriculum, Assessment and Reporting Authority http://www.acara.edu.au/

Early Years Learning Frameworkhttp://www.mychild.gov.au/agenda/early-years-framework

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