ED4S016 - Literacies for Learning 01 Sep 2021 - 31 Aug 2028 | Version 2
Associated Module Information
| Module Code: | ED4S016 | ||
|---|---|---|---|
| Module Title: | Literacies for Learning | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education | ||
| Faculty Sub Group: | Education | ||
| Module Leader: | Sophie Meace-Williams | ||
| Module Team: | Jodie Rees, Jodene Jenkinson, Alison Straker, Sophie Meace-Williams | ||
| First Intended Intake: | SEP 2020 | Final Year of Intake: | 2025 |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 7 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100454 - adult education | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 2 |
|---|---|
| Valid From | 01 Sep 2021 |
| Valid To | 31 Aug 2028 |
Module Aims
• To develop a critical understanding of the range of literacies (including different kinds of text, talk and digital literacies) used in our everyday and work lives
• To critically review challenges related to literacies across the curriculum
• To identify and critically analyse key characteristics of literacy, numeracy, language and digital practices
• To critically apply a range of theories and models of ‘socially situated learning’ to deepen understanding of literacies in our own subject area
• To develop a more critical use of multimodal and multimedia literacies (including different kinds of text, talk and digital literacies) to support and extend learning in own subject area(s)
Content Summary
This module aims to help participants develop understanding and critical awareness of the range of socially situated literacies used in everyday, work and learning contexts in order to better support learners to engage with the varied demands and expectations of the literacy, language, numeracy and digital literacy demands within their curriculum area.
Indicative content includes:
• types of literacy e.g. words, symbols, charts, tables, graphs, images, digital, multimodal, multimedia
• types of communication e.g. everyday talk, learning talk, teaching talk, questioning, extending (Alexander, 2017); cumulative, disputational, exploratory (Mercer, 2000);
• domains of experience, which provide the socially situated contexts for literacies e.g. house and home life, work-life, leisure interests and hobbies; learning and study etc.
• characteristics of literacy, numeracy, digital literacy and/or language events and practices in everyday, work and learning contexts
• knowledge and artefacts associated with situated learning e.g. routines, resources, tools, texts, terminology, discourse practices, history
• principles of good practice in developing literacies across the curriculum e.g. literacies that are varied, explicit, relevant and connected to learners’ lives
• range of theoretical perspectives on socially situated learning
• challenges related to literacies across the curriculum
• relevant curricula and policy developments in literacy, language, numeracy and digital literacy
• ethnographies and case studies on literacies in everyday lives
• reflection on own practice
• effective strategies to enhance learning and principles of good practice in post-16 literacy, numeracy, digital literacy and/or language in the UK and internationally
This module embeds the following cross-cutting themes:
• Professional and ethical standards
• Supporting the teaching and research nexus
• Developing literacies for learning and professional life
• Authentic and socially-situated learning
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 20 |
| Practical classes and workshops | 15 |
| Independent Study | 100 |
| Directed Study | 55 |
| Formative Assessment - Scheduled | 10 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Analyse and critically reflect on own use of literacies (literacy, numeracy, language and digital practices) in everyday life. |
| LO2 | Critically apply evidence from research and ideas of socially situated learning to design, present and evaluate learning activities and resources that that use appropriately situated literacy, numeracy, language and/or digital literacy for learning within your own subject area. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Self Reflective Assessment 1 | Use an online pinboard tool (such as Linoit) to present visual and textual evidence of own literacy practices in a chosen domain/ domains outside of a formal learning and teaching environment. Describe and critically analyse selected texts, events and practices. | 0 | 1800 | 30 | No | 40 |
| Asynchronous Assessment | Poster 1 | Present an area of your own ‘literacies for learning’ practice as part of a ‘show and tell’ exhibition. • identify an area of own teaching where more effective use of literacy, numeracy, language and/or digital literacy could be developed • produce a poster for the exhibition which critically analyses your context and critically evaluates your chosen area of work • create and exhibit a (literacies) learning activity with resources • engage in peer dialogue and feedback regarding the effectiveness of activities and resources to support learning in (your own and others’) subject areas | 0 | 2000 | 70 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Self Reflective Assessment 1 | ✔ | ✘ | |
| Poster 1 | ✘ | ✔ | |