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
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 - 2024
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).
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
Assessment Overview
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.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
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 Student feedback
Connected to real world application
Continue connecting learning to real world applications.
Feedback from Student feedback
The inclusion of additional video resources
Review video resources and replace or add extra videos where relevant.
- 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
- 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
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 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
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
l.k.donohue@cqu.edu.au
Module/Topic
Theories of literacy and their relationship to practice.
Chapter
- Textbook Chapter 1 - Definitions and Theoretical Perspectives.
- Chapter 1: Literacy in the Modern World (Winch, G., Johnston, R., March, P., Ljungdahl, L. & Holliday, M. (2020). Literacy: Reading Writing & Children's Literature 6th Edition. Melbourne: Oxford University Press.
Events and Submissions/Topic
Module/Topic
Literacy as a socio-cultural practice.
Chapter
- Barratt-Pugh, C., (2000). The socio-cultural context of literacy learning. In Barratt-Pugh, C., & Rohl, M., (EDS.). Literacy learning in the early years. (pp. 1-26). Crows Nest, NSW: Allen & Unwin.
- Gee, J. P. (1991). Discourses and literacies. In Social linguistics and literacies: Ideologies in Discourses. (2nd ed., pp. 122-148). London: Falmer Press.
- Jones Diaz, C. (2007). Literacy as social practice. In L. Makin, C. Jones Diaz & C. McLachlin (E.Ds.). Literacies in childhood, changing views, changing practice. (2nd ed., pp. 31-40). Marrickville, NSW: Elsevier.
Events and Submissions/Topic
Module/Topic
New literacy practices and implications for teaching literacy.
Chapter
- Plowman et al. (2012). Preschool children’s learning with technology at home. Computers and Education v 59. issue 1 pp 30-37
- Davidson, C. (2011) Seeking the green basilisk lizard: Acquiring digital literacy practices in the home. Journal of Early Childhood Literacies, 12(1), 24-45
- Davidson, C. (2009) Young children's' engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in the early years of schooling. English Teaching: Practice and Critiques, 3, 36-54.
- Martello, J. (2007). Many roads through many modes: becoming literate in childhood. In L. Makin, C. Jones Diaz & C. McLachlin (EDs.). Literacies in childhood, changing views, changing practice. (2nd ed., pp. 89-103). Marrickville, NSW: Elsevier.
Events and Submissions/Topic
Module/Topic
Language acquisition.
Chapter
- Textbook Chapter 4 - Oral Language: Perspectives and phases.
- Textbook Chapter 5 - Early childhood settings and oral language learning and development.
- Textbook Chapter 6 - Key Early Childhood Learning Contexts for Oral Language.
- Flint, S., Kitson, L., Lowe, K., Shaw, K., Feez, S., Humphrey, S. & Vicars, M. (2017). Literacy in Australia: Pedagogies for Engagement (2nd ed., pp 72-85). John Wiley & Sons, Australia.
- Winch, G. & Halliday, M. (2020). Oral Language. In G. Winch, R. Johnston & P. March (Eds.), Literacy: Reading, Writing and Children's Literature (6th ed., Chapter 2). Oxford University Press Australia and New Zealand.
- Konza, D. (2011). Oral Language. Research into Practice: Literacy is everyone's business, Series 1.1, 1-6.
Events and Submissions/Topic
Module/Topic
Children as competent and capable communicators.
Chapter
- Textbook Chapter 25 - Connecting with Families
- Anstey, M. & Bull, G. (2004). The Literacy Labyrinth (2nd Ed.) Pearson Education Australia. [Chapter 2 only]
- McLachlan, C., Nicholson, T., Fielding-Barnsley, R., Mercer, L. & Ohi, S. (2013). Literacy in Early Childhood and Primary Education: Issues, challenges and solutions. Cambridge University Press. [Chapter 5 only]
- Louden, W. & Hunter, J. (1999). One Hundred Children: baseline assessment of literacy in the early years of education. Journal of Research in Reading, 22(1), 89-94.
- Comber, B. & Hill, S. (2000). Socio-economic disadvantage, literacy and social justice: learning from longitudinal case study research. Australian Educational Researcher, 27(3), 79-97.Case Study - Christianne
- Davidson, Christina; Danby, Susan; Ekberg, Stuart & Thorp, Daren (2021). The interactional achievement of reading aloud by young children and parents during digital technology use. Journal of Early Childhood Literacy, 21(4), pp 474-498
- Busch, G. (2017). "What Does It Say About It?'/ Doing Reading and Doing Writing as Part of Family Mealtime. Children's knowledge-in-interaction: Studies in conversation analysis, 297-311
- Busch, G., Theobald, M. & Danby, S. (2022). The stories we tell: Stories within family mealtimes. in Storytelling Practices in Home and Educational Contexts: Perspectives from Conversation Analysis (pp 73-92)
Events and Submissions/Topic
Module/Topic
Diverse Literacy Practices
Chapter
- Textbook Chapter 26 - Planning for Language and Literacy
- Arthur, L., McArdle, F. & Papic, M. (2010). Stars are made of glass: Children as capable and creative communicators - Supporting the early years learning framework.
- Australian Government for the Department of Education for the Ministerial Council (2022) Belonging, being & becoming: The early years learning framework for Australia.
- Australian Curriculum, Assessment and Reporting Authority [ACARA]. (n.d.). Literacy learning continuum: Australian curriculum.
Events and Submissions/Topic
Assessment Task 1 Due - Friday 13 December 2024
Individual Written Response Due: Week 6 Friday (13 Dec 2024) 11:59 pm AEST
Module/Topic
Critical and visual literacies.
Chapter
- Textbook Chapter 23 - Critical literacy and visual literacy.
- Hassett, D. & Curwood, J. (2009). Theories and practices of multimodal education: The instructional dynamics of picture books and primary classrooms. The Reading Teacher, 63(4), 270-282.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Multiliteracies and children's meaning-making processes.
Chapter
- Textbook Chapter 2 - Children's Literature
- Textbook Chapter 12 - Vocabulary for reading and writing.
- Textbook Chapter 21 - Writing experiences and activities.
Events and Submissions/Topic
Module/Topic
Transitions between home and school.
Chapter
- Textbook Chapter 13 - Strategies for teaching reading.
Events and Submissions/Topic
Module/Topic
Developing literacy in reading and writing.
Chapter
- Textbook Chapter 10 - Understanding reading.
- Textbook Chapter 11 - Phonological awareness, letters, sounds and sight words.
Events and Submissions/Topic
Module/Topic
Multiliteracies and digital texts.
Chapter
- Textbook Chapter 24 - Language, literacy and digital technologies.
Events and Submissions/Topic
Module/Topic
Unit review - no topic.
Chapter
Events and Submissions/Topic
Assessment Task 2 Due - Friday 7 February 2025
Practical and Written Assessment Due: Week 12 Friday (7 Feb 2025) 11:59 pm AEST
1 Written Assessment
Individual Written Response
You will create an individual written response of 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.
Your written response should support Martello’s quote by addressing the discussion points below:
• Outline your knowledge and understanding of the socio-cultural theories related to literacy and language acquisition
• Explain the impact of learners’ primary discourse and diverse backgrounds on literacy practices and dispositions of learning in educational settings
• Identify a range of literacy practices used in real world settings
• Identify examples of strategies and teaching practices used in early language and literacy learning
In order to prepare you to complete your written response and form your position in response to Martello’s quote, activities that analyse four main readings will be embedded as essential weekly engagement in Moodle.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• No Gen AI use at any point during this assessment.
Week 6 Friday (13 Dec 2024) 11:59 pm AEST
Week 6 Friday (13 Dec 2024)
Feedback on this assessment will be provided in sufficient time to allow for academic support and advice as necessary to inform students' response to the second assessment task.
- Knowledge and understanding of the socio-cultural theories of literacy and language acquisition.
- Understanding of the impact of learners' primary discourse 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.
- 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
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
2 Practical and Written Assessment
Practical and Individual Written Response
This task requires you to select a children’s picture book that would be suitable for either a group of 3- to 5-year-old children or children in an early years classroom (Prep, Year 1, or Year 2).
Using your chosen picture book, you will identify textual and multimodal features and consider how these contribute to and support the development of meaning making for diverse learners in your target group. You will draw upon your knowledge of text features to infer multiple possible meanings and connections between text and context. You will reflect on your own skills, experience, and knowledge you use to construct meaning of the text before considering how diverse learners make meaning and how factors of home, care and formal educational settings influence their own understandings.
You are then required to plan developmentally appropriate activities and describe engaging strategies you could use to enhance children’s competence as meaning makers. Consideration of the Early Years Learning Framework or the literacy capabilities of the Australian Curriculum should be apparent in the activities and strategies described.
Conclude your response with a written statement that evaluates the effectiveness of your planned activities and strategies in terms of suitability for supporting language and literacy development, imagination, creativity, and knowledge of the world for a wide range of learners in educational settings.
Engagement with the Moodle site and associated tutorials will be essential as further information to support your response and structural considerations will be embedded in weekly activities.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• No Gen AI use at any point during this assessment.
Week 12 Friday (7 Feb 2025) 11:59 pm AEST
Week 12 Friday (7 Feb 2025)
Feedback on this assessment response will be provided in accordance with university policy prior to certification of grades.
- Knowledge of the textual features of contemporary multimodal texts.
- Ability to identify connections between text, context, the multiple possible meanings of text.
- Understanding of the range of ways in which young children express and interpret meaning using language, other symbol systems and the influencing factors of home, care and formal educational settings.
- Plan and describe developmentally appropriate activities and teaching strategies that promote oracy and the development of literacy practices for learners 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.
- Use of academic conventions and practices.
- 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
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
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?
