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EDCU11033 - Multiliteracies

General Information

Unit Synopsis

This unit introduces students to socio-cultural theory as a basis for understanding language acquisition and use and for evaluating pedagogical approaches to literacy learning. Students 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. Students 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. Students 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

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2015

Term 1 - 2017 Profile
Bundaberg
Cairns
Distance
Gladstone
Mackay
Noosa
Rockhampton
Townsville
Term 3 - 2017 Profile
Distance
Term 1 - 2018 Profile
Bundaberg
Cairns
Distance
Gladstone
Mackay
Noosa
Rockhampton
Townsville
Term 3 - 2018 Profile
Distance
Term 1 - 2019 Profile
Bundaberg
Cairns
Gladstone
Mackay
Noosa
Online
Rockhampton
Townsville
Term 3 - 2019 Profile
Online
Term 1 - 2020 Profile
Bundaberg
Cairns
Gladstone
Mackay
Noosa
Online
Rockhampton
Townsville
Term 3 - 2020 Profile
Online
Term 1 - 2021 Profile
Bundaberg
Cairns
Gladstone
Mackay City
Online
Rockhampton
Townsville
Term 3 - 2021 Profile
Online
Term 1 - 2022 Profile
Bundaberg
Cairns
Gladstone
Mackay
Online
Rockhampton
Townsville
Term 3 - 2022 Profile
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).

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.

Assessment Tasks

Assessment Task Weighting
1. Presentation and Written Assessment 50%
2. Practical and Written Assessment 50%

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

Past Exams

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Previous Feedback

Term 1 - 2021 : The overall satisfaction for students in the last offering of this course was 4.3 (on a 5 point Likert scale), based on a 25.9% response rate.

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.

Source: Student evaluation
Feedback
Assessment tasks were well scaffolded.
Recommendation
Continue to support students through the scaffolding of assessment tasks.
Action Taken
Tips for structuring assessments were shared with students and referred to throughout the content of the Moodle site.
Source: Student evaluation
Feedback
Reading list for the unit was very large and difficult to complete.
Recommendation
Prioritise readings within the Moodle unit.
Action Taken
A weekly readings list was included in each week's new tile format and highlighted both the textbook reading as well as readings that were embedded within each week. The inclusion of appropriate referencing was also modelled here for first year students.
Source: Student Feedback
Feedback
Consideration of the wording of assessment tasks to clarify expectations clearly.
Recommendation
Review the assessment tasks to ensure that the wording is clear for both the task requirements and the expectations in regard to word count.
Action Taken
Nil.
Source: Staff Feedback and discussions with Academic Integrity Unit
Feedback
Review the first assessment task.
Recommendation
Review the first assessment task to consider alternative ways in which students could demonstrate their understanding and application of the same criteria and learning outcomes.
Action Taken
Nil.
Source: Student and Staff Feedback
Feedback
Second assessment task is very practical for first year students.
Recommendation
Continue to provide opportunity for students to engage with picture books and practical application.
Action Taken
Nil.
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.

This unit is one of the minimum 16 units required by the accrediting body that focus on content, pedagogy, or curriculum knowledge underpinning the core subjects in the Australian curriculum. Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.1, 1.2, 1.3, 1.5, 2.5, 3.3, 3.4 and 4.1. Competency elements from the Diploma of Children's Services (Early Childhood Education and Care) including CHCFC506A: 1, 2, 3 and 4 and CHCFC508A: 1, 2, 3 and 4 are also taught and assessed in the Multiliteracies unit.

Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting the standards at Graduate career stage and as the focus for identifying professional learning needs.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Presentation and Written Assessment
2 - Practical and Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1 - Communication
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Presentation and Written Assessment
2 - Practical and Written Assessment