Module: Literacy Research Methods

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Literacy Research Methods
Module Code	EC915 (ITS) / EDU1039 (Banner)
Faculty	DCU Institute of Education	School	Language, Literacy & ECE
Module Co-ordinator	Patrick Burke
Module Teachers	-
NFQ level	99	Credit Rating	10
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only

Description

This module introduces students to the knowledge and skills needed to interrogate and apply research methods in the context of literacy education. The module will also support students to develop a critical stance to the interpretation of the literacy research literature and related scholarly writing. Students will be introduced to the fundamental concepts underpinning research methods (e.g. epistemology, ontology) as well as the application of these concepts in varying methodological frameworks (e.g. randomised controlled trials, action research, self-study, design-based research). A particular focus will be placed on developing a research project proposal that meets high ethical and methodological standards.

Learning Outcomes

1. Appreciate the importance of drawing on a variety of research methodologies and traditions to inform theory, practice and policy in literacy education
2. Identify, locate and synthesise a wide variety of research-based sources for literacy education (e.g. journals, handbooks, grey literature)
3. Critically analyse the literature on literacy education, drawing on quality indicators for different forms of research
4. Draw on high quality research methods to interrogate an issue of personal/professional relevance
5. Identify and address ethical considerations relating to literacy research
6. Choose appropriate data analysis procedures for qualitative, quantitative and mixed methods data

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	20	No Description
Total Workload: 20

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

Key concepts for research
Students will develop an understanding of fundamental concepts necessary for understanding research methodology (e.g. epistemology, ontology, axiology, validity/trustworthiness, reliability, generalisability/transferability, causation) and associated ethical considerations (e.g. beneficence, informed consent).

Research Approaches
An introduction to different overarching methodologies (qualitative/quantitative/mixed), research approaches (e.g. randomised controlled trials, self-study, action research, design-based research, desk-based research) and research tools/instruments (e.g. interviews, questionnaires, think aloud tasks) as applied to literacy education; review quality indicators for different approaches.

Data Analysis
The process of systematically analysing qualitative data using a given framework (e.g. reflexive thematic analysis); basic introduction to descriptive/inferential statistics and their applications; techniques for displaying data.

Academic Writing and Research Skills
How to find and filter high quality literature using library/database tools; conducting a literature review; writing an argument in a scholarly fashion, drawing on appropriate academic conventions.

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 2

Indicative Reading List

Mallette, M.H. & Duke, N.K.: 2020, Literacy Research Methodologies, 3rd edition, Guilford,
Cohen, L., Manion, L. & Morrison, K: 2018, Research Methods in Education, 8th edition, Routledge,
Reinking, D., & Bradley, B. A: 2008, On formative and design experiments: approaches to language and literacy research, Teachers College Press,
McNiff, J.: 2013, Action Research: Principles and Practices, Taylor and Francis,

Other Resources

None