Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Coursework Only |
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Description This course is designed to support the teaching and learning of literacy in middle and senior classes and to develop students teachers as agentic, critcally reflective practitioners. A number of principles underpin the design and facilitation of the course: ● Literacy is a developmental process. ● The forms of language: listening, speaking, reading and writing are interrelated and are best taught in an integrated manner. ● Literacy learning is a strategic process: therefore children should be taught a number of word identification, comprehension and writing strategies to enable them to become independent readers and writers. ● Strategies should be taught using a Gradual Release of Responsibility Model ● Emphasis should be put on developing children’s metacognitive awareness of strategies, at declarative, procedural and conditional levels of knowledge ● Literacy develops in a social context therefore teachers must plan for a variety of activities and groupings in response to text: paired work, small group work, co-operative group work, independent work and time for the activity response to be shared with peers. ● Literacy requires motivation and develops over time. ● Children are viewed as active agentic learners who are capable of constructing meaning. ● Teachers are viewed as active and creative decision-makers who plan responsive instruction appropriate to the assessed needs of the children. | |||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Identify and critically evaluate key concepts underpinning the growth and progression of literacy 2. Develop an understanding of theory and research related to language teaching and learning 3. Critically reflect on a variety of instructional models, which incorporate the use of digital technologies, to promote the development of literacy skills 4. Recognise the key components of the Primary Language Curriculum and identify implications for enactment 5. Critically evaluate a range of high quality childrens' literature and recognise potential for differentiated literacy instruction | |||||||||||||||||||||||||||||||||||||||||
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
ED9049: Literacy in Middle and Senior ClassesThis course examines literacy development in middle and senior classes of Primary school. The module focuses in particular on the enactment of a literacy practices which support skill and strategy acquisition across a range of fiction and non-fiction genres. Drawing on the work of Calkins, Graves, Graham and Duke it explores the conditions and approaches which support children in being writers of both fiction and non-fiction. The module also introduces a range of instructional routines for the development of comprehension in both narrative and nonfiction text-genres and explores the development of word recognition, vocabulary and reading fluency as core components of a comprehensive and balanced literacy framework. The course work is situated in the context of the Primary Language Curriculum and the curriculum framework is used throughout the module as a springboard to professional reflection and decision-making. | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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