Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Description This module builds on the previous modules of the Literacy Specialism and complements the final core literacy module on the B.Ed. It explores the concepts of literacy leadership and teachers’ roles as change agents in the system particularly for children experiencing literacy difficulties and schools catering for diverse learners and communities. National policies (e.g. National Literacy and Numeracy Strategy, the DEIS plan, School Self- evaluation and the Primary Language Curriculum) are critiqued and their implications for schools and literacy considered. There will be an opportunity to engage with international literacy policy and practice with a guest lecturer from the US. A further emphasis of the module is on developing an understanding of how to create effective and realistic short, medium and long-term plans for the early, middle and senior classes of the primary school. Students will be prompted to reflect on the importance of providing opportunities for children to develop not just the cognitive skills of literacy but also the aesthetic, creative and imaginative dimensions. Students will be encouraged to work collaboratively to develop communities of practice, to develop a personal philosophy of literacy teaching informed by national and international research and to identify ways to sustain their professional knowledge in the field of literacy into the future. There will be a guest lecture from a principal, which will provide opportunities for students to hear a principal’s expectations of NQTs and perspectives on schools as collaborative learning environments. | |||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critically explore conceptions of leadership, literacy leadership and agency 2. Critique current national policies in relation to literacy 3. Further develop knowledge of the Integrated Primary Language Curriculum (NCCA, 2019) 4. Create comprehensive short and long-term plans for literacy that cultivate the cognitive, aesthetic, creative and imaginative dimensions of literacy and develop progression in essential literacy skills 5. Synthesise findings from international studies on effective teachers of literacy and consider their implications for practice. 6. Articulate a personal philosophy of literacy teaching informed by relevant national and international research and further develop appreciation of their potential to act as change agents | |||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Course IntroductionLiteracy Policy IrelandNational Literacy and Numeracy Strategy Looking Back, Looking Forward (DES, 2017)Literacy in DEIS contexts: Challenges and OpportunitiesGroup Presentations: DEIS strategy: teaching implicationReview:Share Response: Kennedy & Shiel (2010)Writing fortnightly plans for literacy using the PLC: examine an exemplar;Assess a previous progressional plan using structure of PLCSchool Self-Evaluation (DES, 2016)Implications for planning and for school planningIn class Activity:Effective teachers of literacy: Read and Respond;Literacy Leadership Revisited.What does it mean to be a literacy leader? What challenges and opportunities may arise? | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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