Module: Develop & Sustain Literacy Leadership

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Develop & Sustain Literacy Leadership
Module Code	EC422 (ITS) / EDP1121 (Banner)
Faculty	DCU Institute of Education	School	Language, Literacy & ECE
Module Co-ordinator	Eithne Kennedy
Module Teachers	Niamh Watkins
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None

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.

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

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Total Workload: 0

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

Indicative Content and Learning Activities

Course Introduction

Literacy Policy Ireland
National Literacy and Numeracy Strategy Looking Back, Looking Forward (DES, 2017)

Literacy in DEIS contexts: Challenges and Opportunities

Group Presentations: DEIS strategy: teaching implication

Review:
Share Response: Kennedy & Shiel (2010)

Writing fortnightly plans for literacy using the PLC: examine an exemplar;
Assess a previous progressional plan using structure of PLC

School Self-Evaluation (DES, 2016)
Implications for planning and for school planning

In 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?

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	n/a	100%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Johnston, P. Champeau, K. & Hartwig, A.Stenhouse: 2020, Engaging Literate Minds: Developing Children’s Social, Emotional, and Intellectual Lives, K–3., Stenhouse,

Other Resources

None