Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Description Different research methodologies have valuable contributions to make to the study of literacy and dyslexia. However, there are standards of quality for every type of research. This module aims to provide a general overview of common research approaches applied to literacy to help students to better evaluate literacy research and, in particular, research relating to dyslexia. Students of this module will examine definitions and descriptions of different methodological approaches to answering a range of literacy research questions and claims. Key ideas in educational research (e.g. reliability, validity, ethics, learner voice) will be considered throughout the sessions as will the relevance of recent and seminal research findings to their own professional context. In the second term, a particular emphasis will be placed on students learning how to communicate key research findings to different education partners. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Offer definitions, descriptions and critiques of different research methodologies and paradigms. 2. Identify what kinds of claims and questions different methodologies are most appropriate for. 3. Understand the standards for quality in different methodologies. 4. Summarise, evaluate and interpret articles discussing literacy research. 5. Communicate literacy research findings in ways appropriate to the audience (e.g. parents), purpose (e.g. improve practice) and context (e.g. mainstream schools). 6. Reflect on the application of research findings to their own professional context. 7. Define the concept of implementation gap and describe its significance for the context of literacy. 8. Develop commitment to evidence-informed practice. | |||||||||||||||||||||||||||||||||||||||||||
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 Reading List
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