Module: Evidence-Informed Practice: Understanding, Reflecting and Applying Literacy Research

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Evidence-Informed Practice: Understanding, Reflecting and Applying Literacy Research
Module Code	EDU1158 (ITS: EC8010)
Faculty	Inclusive & Special Education	School	DCU Institute of Education
NFQ level	9	Credit Rating	20

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.

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.

Total Workload: 0

Section Breakdown
CRN	11941	Part of Term	Semester 1 & 2
Coursework	0%	Examination Weight	0%
Grade Scale	PASS/FAIL	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Paula Lehane	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Completion of online activity	Part A: Reflective Journal/Activities (80%) Students will complete a series of activities every semester in relation to the above topics. Part B: Article Evaluation and Summary (20%	100%	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

Indicative Reading List

Books:

Marla H. Mallette,Nell K. Duke: 2020, Literacy Research Methodologies, Third Edition, Guilford Publications, 490, 9781462544318

Articles:
None

Other Resources

None