CQUniversity Unit Profile
EDCU11033 Multiliteracies
Multiliteracies
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The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

This unit introduces you to socio-cultural theory as a basis for understanding language acquisition and use and for evaluating pedagogical approaches to literacy learning. You will examine “multiliteracies” through the twin dimensions of multimodality and multiple perspectives. An understanding of discourses and the relationship between texts and contexts in developing authentic learning and literacy experiences for first and second language learners at all stages of the school curriculum and prior to formal schooling is explored in depth. You will build an understanding of oracy as a language resource for a growing number of purposes in an increasing range of situations and value children as communicators with a repertoire of practices for making and constructing meaning including the use of Arts symbol systems and ICTs. You will analyse and plan for the use of teaching and learning practices that promote effective interaction with learners and enhance language use, oracy and creativity through engagement with literature and aesthetic meaning making processes in the early years and formal learning contexts.

Details

Career Level: Undergraduate
Unit Level: Level 1
Credit Points: 6
Student Contribution Band: 7
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

There are no requisites for this unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Offerings For Term 3 - 2019

Online

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Class and Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Written Assessment
Weighting: 50%
2. Practical and Written Assessment
Weighting: 50%

Assessment Grading

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.

Previous Student Feedback

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback from Email.

Feedback

Changes to the structure of AT1.

Recommendation

Continue to monitor structure within the course.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Explain socio-cultural theories of literacy, language learning and meaning making
  2. Evaluate the diverse communicative backgrounds of children and the impact this diversity has on learning
  3. Explain the effect of oral language development on the literacy learning of young children and/ or learners from diverse linguistic, social and cultural backgrounds
  4. Describe strategies used by educators to develop oracy and build on the home, community and real-world literacy practices of children and school-age learners
  5. Plan developmentally appropriate evidence-informed language and literacy learning activities that are responsive to students from diverse backgrounds
  6. Evaluate activities and teaching strategies from multiple expressive and interpretive modes on their suitability for supporting language and literacy development, imagination, creativity and knowledge of the world for a wide range of learners

Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

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

2.5 Literacy and numeracy strategies

3.3 Use teaching strategies

3.4 Select and use resources

4.1 Support student participation

In addition, competency elements from the Diploma of Children’s Services (Early Childhood Education and Care) are taught and assessed in this unit.

Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Written Assessment - 50%
2 - Practical and Written Assessment - 50%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
9 - Social Innovation
10 - Aboriginal and Torres Strait Islander Cultures

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10
1 - Written Assessment - 50%
2 - Practical and Written Assessment - 50%
Textbooks and Resources

Textbooks

Prescribed

Language, Literacy and Early Childhood Education

Edition: 2nd (2014)
Authors: Janet Fellowes & Grace Oakley
Oxford
South Melbourne South Melbourne , Victoria , Australia
ISBN: 9780195521177
Binding: Paperback

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)

For further information, see the Assessment Tasks.

Teaching Contacts
Dawn Haynes Unit Coordinator
d.haynes@cqu.edu.au
Schedule
Week 1 - 11 Nov 2019 Begin Date: 11 Nov 2019

Module/Topic

Topic 1: Theories of literacy and their relationship to practice.

Chapter

Textbook Chapter 1 - Theoretical Perspectives on Literacy

Events and Submissions/Topic

Week 2 - 18 Nov 2019 Begin Date: 18 Nov 2019

Module/Topic

Topic 2: Literacy as a socio-cultural practice.

Chapter

Course Resource Online:

Chapter 6 - Gee, J.P. (1991). Social linguistics and literacies: ideologies in discourses. London: Falmer Press

Events and Submissions/Topic

Week 3 - 25 Nov 2019 Begin Date: 25 Nov 2019

Module/Topic

Topic 3: New literacy practices and implications for teaching literacy.

Chapter

Course Resources Online: Four set readings will be linked to the Week 3 Moodle site.

Events and Submissions/Topic

Week 4 - 2 Dec 2019 Begin Date: 02 Dec 2019

Module/Topic

Topic 4: Language acquisition.

Chapter

Textbook Chapter 3 - Oral Language: Perspectives and Phases

Textbook Chapter 5 - Key Early Childhood Learning Contexts for Oral Language

Events and Submissions/Topic

week 5 - 9 Dec 2019 Begin Date: 09 Dec 2019

Module/Topic

Topic 6: Children as competent and capable communicators.

Chapter

Early Years Learning Framework for Australia (EYLF)

Events and Submissions/Topic

Week 6 - 16 Dec 2019 Begin Date: 16 Dec 2019

Module/Topic

Topic 5:Diverse literacy practices.

Chapter

Textbook Chapter 25 - Connecting with Families

Events and Submissions/Topic

Individual written response of no more than 1500 words that discusses the claim made by Martello in the following quote: "Teachers' recognition of the multimodal practices available to children through their homes, communities and popular culture enriches and extends the possibilities for literacy teaching" (Martello, 2007).

Written Assessment Due: Week 6 Wednesday (18 Dec 2019) 11:30 pm AEST


Individual Written Response Due: Week 5 Wednesday (18 Dec 2019) 11:45 pm AEST
Non teaching week - 23 Dec 2019 Begin Date: 23 Dec 2019

Module/Topic

No topic this week

Chapter

Events and Submissions/Topic


Week 7 - 6 Jan 2020 Begin Date: 06 Jan 2020

Module/Topic

Topic 7: Critical and visual literacies.

Chapter

Textbook Chapter 23 - Visual and Critical Literacy

Events and Submissions/Topic

Week 8 - 13 Jan 2020 Begin Date: 13 Jan 2020

Module/Topic

Topic 8: Multiliteracies and children's meaning-making processes.

Chapter

Textbook Chapter 20 - Writing Experiences and Activities 

Events and Submissions/Topic

Week 9 - 20-01-20 Begin Date: 20 Jan 2020

Module/Topic

Topic 9: Multiliteracies and digital texts

Chapter

Textbook Chapter 24 - Language, Literacy and ICTs

Events and Submissions/Topic

Week 10 - 27-01-20 Begin Date: 27 Jan 2020

Module/Topic

Topic 10: Developing literacy in reading and writing.

Chapter

Textbook Chapter 11 - Vocabulary for Reading and Writing

Events and Submissions/Topic

Week 11 - 3-02-20 Begin Date: 03 Feb 2020

Module/Topic

Topic 11: Transitions between home and school.

Chapter

Textbook Chapter 12 - Strategies for Teaching Reading

Textbook Chapter 19 - Key Strategies for Teaching Writing

Events and Submissions/Topic

Week 12 - 10-02-20 Begin Date: 10 Feb 2020

Module/Topic

Unit Review.

Chapter

Events and Submissions/Topic

Practical and Written Assessment Due: Week 12 Wednesday (12 February, 2020) 11:30 pm AEST


Practical and Written Assessment Due: Week 12 Wednesday (12 Feb 2020) 11:45 pm AEST
Exam Week Begin Date: 17 Feb 2020

Module/Topic

Chapter

Events and Submissions/Topic

Assessment Tasks

1 Written Assessment

Assessment Title
Individual Written Response

Task Description

Individual Written Response:

You will create an individual written response of no more than 1500 words that discusses the claim made by Martello in the following quote: "Teachers' recognition of the multimodal practices available to children through their homes, communities and popular culture enriches and extends the possibilities for literacy teaching" (Martello, 2007).

Your response must define and explain current perspectives on literacy, and link these views to the teaching practices that underpin early language and literacy learning in educational settings. In order to prepare and complete your written response, you are required to prepare a Professional Portfolio including handouts that summarise four key readings. Links to the four readings will be provided in the Multiliteracies Moodle site along with details outlining how to structure your work. The professional portfolio must be submitted as an appendix with the written response.

The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.

PLEASE NOTE: As per the course schedule this assessment is due in week 6: Wednesday, 18 December at 11.45 pm.


Assessment Due Date

Week 5 Wednesday (18 Dec 2019) 11:45 pm AEST


Return Date to Students

Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students' responses to the second assessment task.


Weighting
50%

Assessment Criteria

Knowledge and understanding of socio-cultural theories of literacy and language acquisition.

Understanding of the impact of learners' primary discourses and diverse backgrounds on literacy practices and dispositions for learning.

Knowledge of the range of literacy practices used in homes and communities in real-world settings.

Strategies and teaching practices that underpin early language and literacy learning in educational settings.

Use of academic conventions and practices for engaging professionally with colleagues to develop knowledge.


Referencing Style

Submission
Online

Submission Instructions
The individual written task will be uploaded via the Assessment Task 1 link in the Multiliteracies Moodle site (See Assessment Block). The professional portfolio must be included in the individual written response and attached as an appendix.

Learning Outcomes Assessed
  • Explain socio-cultural theories of literacy, language learning and meaning making
  • Evaluate the diverse communicative backgrounds of children and the impact this diversity has on learning
  • Explain the effect of oral language development on the literacy learning of young children and/ or learners from diverse linguistic, social and cultural backgrounds
  • Describe strategies used by educators to develop oracy and build on the home, community and real-world literacy practices of children and school-age learners


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Literacy
  • Information Technology Competence
  • Cross Cultural Competence

2 Practical and Written Assessment

Assessment Title
Practical and Written Assessment

Task Description

This task consists of two parts: Part A and Part B as outlined below. All students MUST complete both Part A and Part B. Part B consists of two alternatives. Students may choose either Option 1 or Option 2 depending on whether the strategies and activities are implemented in a real world context or not.

Part A

Choose a children's picture book suitable for use with either of the following groups: 3-5 year old children prior to formal schooling; or, children in an early years classroom (Prep, Year 1 or Year 2); and complete all of the sections of the task as outlined below.

1. Summarise the information you gain from the illustrations and the written text, both singly and together about: (a) The mood of the book; (b) what the images and the text tell or not tell about the topic of the story or information; and (c) the characters, setting and plot.

2. Reflect on the experiences or knowledge that helped you to construct your understanding of the text and consider whether all children in the chosen group would interpret the the story in the same way. Explain why or why not.

3. Using the picture book as a starting point, describe a range of activities and strategies you could use to enhance children's competence as "symbol users". Your selected planning ideas should include:

Activities based on a range of expressive and interpretive modes such as drama, media activities, use of ICTs, visual art activities, expressive movement or any other modes for making and communicating meaning; and

Strategies that draw on the learning outcomes of the Early Years Learning Framework or the literacy capabilities of the Australian Curriculum to specifically target the development of the learners' use and understanding of oral and written language.

Part B

Option 1. (Choose this option if you do not have the opportunity to trial your planned activities with children).

Write a short justification (500 words) explaining how your selected strategies are responsive to diverse linguistic, social and cultural backgrounds and make connections between home, community and school-based literacy practices.

Option 2. (Choose this option if you trialed some or all of your planned activities in an authentic setting).

Write a short evaluation (500 words) explaining how children responded to your planned activities and teaching strategies in ways that promoted oracy and contributed to their literacy development.

The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations. 


Assessment Due Date

Week 12 Wednesday (12 Feb 2020) 11:45 pm AEST

Week 12 Wednesday (12 February. 2020) 11:30 pm AEST


Return Date to Students

Feedback on this assessment response will be returned in accordance with university policy on certification of grades.


Weighting
50%

Assessment Criteria

Knowledge and understanding of factors affecting transitions between home, care and formal educational settings.

Knowledge of the textual features of contemporary multimodal texts.

Ability to identify connections between text, context and the multiple possible meanings of a text.

Understanding of the range of ways in which young children express and interpret meaning using language and other symbol systems.

Knowledge of developmentally appropriate activities and teaching strategies that promote oracy and the development of literacy practices for learners from a diverse range of backgrounds and characteristics.

Use of authoritative sources to provide justification for strategies.


Referencing Style

Submission
Online

Submission Instructions
Upload assessment via the assessment block link in the Multiliteracies Moodle site.

Learning Outcomes Assessed
  • Explain socio-cultural theories of literacy, language learning and meaning making
  • Explain the effect of oral language development on the literacy learning of young children and/ or learners from diverse linguistic, social and cultural backgrounds
  • Describe strategies used by educators to develop oracy and build on the home, community and real-world literacy practices of children and school-age learners
  • Plan developmentally appropriate evidence-informed language and literacy learning activities that are responsive to students from diverse backgrounds
  • Evaluate activities and teaching strategies from multiple expressive and interpretive modes on their suitability for supporting language and literacy development, imagination, creativity and knowledge of the world for a wide range of learners


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Literacy
  • Information Technology Competence
  • Cross Cultural Competence

Academic Integrity Statement

As a CQUniversity student you are expected to act honestly in all aspects of your academic work.

Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.

When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.

Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.

As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.

What is a breach of academic integrity?

A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.

Why is academic integrity important?

A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.

Where can I get assistance?

For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.

What can you do to act with integrity?