ED2S037 - Literacies for Learning 01 Sep 2021 - 31 Aug 2026 | Version 2
Associated Module Information
| Module Code: | ED2S037 | ||
|---|---|---|---|
| Module Title: | Literacies for Learning | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Post Compulsory Education | ||
| Faculty Sub Group: | Post Compulsory Education | ||
| Module Leader: | Sophie Meace | ||
| Module Team: | Alison Straker, Jodie Rees, Jodene Jenkinson, Phill Jones, Alexandra Clarke, Sara Davies, Mandy Evans, Michael Holley, Stuart Fox, Leigh Webber, Tracey Dobbs, Heledd Smith, Donna Watson, Sophie Meace-Williams | ||
| First Intended Intake: | SEP 2020 | Final Year of Intake: | 2025 |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 5 |
| 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 2026 |
Module Aims
• To develop an appreciation of the range of literacies (including different kinds of text, talk and digital literacies) in our everyday and work lives
• To explore challenges related to literacies across the curriculum
• To use the concept of ‘socially situated’ learning to deepen understanding of literacies in our own subject area
• To support and develop the use of literacies (including different kinds of text, talk and digital literacies) for learning in our own subject area(s)
Content Summary
This module aims to help participants develop their 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 within their curriculum area.
Indicative content:
• 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);
• 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
• reflection and auditing of own literacies and communication
• principles of good practice in developing literacies across the curriculum e.g. literacies that are varied, explicit, relevant and connected to learners’ lives
• theories of socially situated learning
• challenges in developing literacies across the curriculum
• reflection on own practice
• effective strategies to enhance literacy, numeracy, digital literacy and/or language in post-16 learning
By identifying and reflecting on the range of literacies both inside and outside the classroom, deficit models of learners and learning with regard to literacy/numeracy/ language and digital literacy can be replaced by an appreciation of existing strengths and ‘funds of knowledge’, as well as areas for development in diverse contexts. These insights will enable participants to better support learners to engage with the varied demands and expectations of the literacy, language, numeracy and digital literacy within their curriculum area.
The practical assessment requires participants to apply what they have learned from their own experiences, reflection and engagement with module reading to their own subject area. The rich opportunities for peer learning and assessment mean that this multimedia group exhibition provides assessment as and for learning, as well as being an innovative and enjoyable summative activity.
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 | Review own use of literacies (literacy, numeracy, language and digital literacy) in everyday life. |
| LO2 | Design, present and evaluate learning activities and resources 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 analyse selected texts, events and practices. | 0 | 1500 | 30 | No | 40 |
| Synchronous Onsite Practical Assessment | Production (Onsite) 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 explains your context and 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 | 1700 | 70 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Self Reflective Assessment 1 | ✔ | ✘ | |
| Production (Onsite) 1 | ✘ | ✔ | |