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Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title Literacy 2
Module Code EDP1123 (ITS: ED9049)
Faculty DCU Institute of Education School Language, Literacy & ECE
NFQ level 9 Credit Rating 2.5
Description

This module is designed to support the teaching and learning of literacy from 3rd to 6th class and to develop student teachers as agentic, critically reflective practitioners. It adopts a comprehensive approach to literacy that integrates oral language, reading and writing, in line with the Primary Language Curriculum (PLC). The module focuses on both fiction and non‑fiction texts and addresses core skills in reading, including the explicit teaching of word recognition, with particular emphasis on morphology and syllabification, as well as reading comprehension. Comprehension instruction encompasses the teaching of key comprehension strategies and an exploration of text structures appropriate to a range of fiction and non‑fiction genres. The module also supports children in developing as writers of both fiction and non‑fiction, with attention to key genres including narrative, explanation, report and persuasive writing. A particular emphasis is placed on project‑based and inquiry‑oriented approaches to literacy development, where authentic and meaningful contexts are created for the integrated use of the three PLC strands. Students critically examine the implications of a disciplinary approach to literacy, particularly within cross‑curricular contexts, and explore how disciplinary knowledge shapes literacy practices across subject areas. In addition, the module foregrounds the critical and purposeful use of digital technologies, enabling students to harness digital tools to support the development of literacy skills and dispositions while engaging thoughtfully with issues of text, audience, credibility and multimodality.

Learning Outcomes

1. 1E2640EC-BBF7-0001-82AA-1700111019B5
2. Identify and critically evaluate key concepts underpinning the growth and progression of literacy
5. 1
6. 1E2640EC-C076-0001-2075-D655EA3BE010
7. Develop an understanding of theory and research related to language teaching and learning
10. 2
11. 1E2640EC-C33B-0001-80E3-969818241D66
12. Critically reflect on a variety of instructional models, which incorporate the use of digital technologies, to promote the development of literacy skills
15. 3
16. 1E49726C-B8CD-0001-1F91-1C3EF150DED0
17. Recognise the key components of the Primary Language Curriculum and identify implications for enactment
20. 4
21. 1E49726D-26C5-0001-732B-9B091E042C60
22. Critically evaluate a range of high quality childrens' literature and recognise potential for differentiated literacy instruction
25. 5


WorkloadFull time hours per semester
TypeHoursDescription
Seminars20No Description
Assignment Completion25Individual reading
Independent Study17.5Readings discussed during the semester not directly related to the assignment
Total Workload: 62.5
Section Breakdown
CRN10444Part of TermSemester 1
Coursework100%Examination Weight0%
Grade Scale40PASSPass Both ElementsN
Resit CategoryRC1Best MarkN
Module Co-ordinatorConall Ó BreacháinModule Teacher
Assessment Breakdown
TypeDescription% of totalAssessment Date
AssignmentStudents are required to draw on core readings to complete a multi component project which demonstrates an understanding of the theory and practice related to the teaching of literacy in middle and senior classes100%n/a
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.

* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

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

Literacy in Middle and Senior Classes
This module is designed to support the teaching and learning of literacy from 3rd to 6th class and to develop student teachers as agentic, critically reflective practitioners. It adopts a comprehensive approach to literacy that integrates oral language, reading and writing, in line with the Primary Language Curriculum (PLC). The module focuses on both fiction and non‑fiction texts and addresses core skills in reading, including the explicit teaching of word recognition, with particular emphasis on morphology and syllabification, as well as reading comprehension. Comprehension instruction encompasses the teaching of key comprehension strategies and an exploration of text structures appropriate to a range of fiction and non‑fiction genres. The module also supports children in developing as writers of both fiction and non‑fiction, with attention to key genres including narrative, explanation, report and persuasive writing.

Indicative Reading List

Books:
None

Articles:
  • Graves, M.F., Baumann, J.F., Blachowicz, C.L: 0, Graves, M.F., Baumann, J.F., Blachowicz, C.L., Manyak, P., Bates, A., Cieply, C., Davis, J.R. Von Gunten, H. (2013). Word, words everywhere, But which ones do we teach? The Reading Teacher 67(5) 333-3, 525400
  • 0: Duke, N. K., & Pearson, P. (2002). Effective Practices for Developing Reading Comprehension. In Alan E. Farstrup & S. Jay Samuels (Eds.),What Research Has to Say About Reading Instruction(3rd ed., pp., 525401, 1
  • When Young Readers Get Stuck: Educational Leadership, 78(3), 26, 525402, 1, Mountain, Lee
  • The Reading Teacher: 58(8), 525403, 1, Kennedy and Shiel, 2019
  • 525404: 1, Clakins, L., Ehrenworth, M., 2016, Growing Extraordinary Writers: and a District Level of Writing Across a School Leadership Decisions to Raise the, The Reading Teacher, 70(1),
  • 1: Graham, S, 2022, Creating a Classroom Vision for Teaching Writing, The Reading Teacher, 75(4), 475,
  • Wang, E., Matsumura, L.C. & Correnti, R: 0, Wang, E., Matsumura, L.C. & Correnti, R. (2017). Making a CASE: Improving use of text evidence in students’ writing. The Reading Teacher, 70 (4), 479-484,
Other Resources

None

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