Pre-requisites

LN830.406 Introduction to Literacy

Co-requisites

None.

Learning Outcomes

On successful completion of this unit, the student will be able to:

Unit Description

This unit examines four aspects that impinge upon the development of formal literacy education programs in minority contexts. Literacy Acquisition. – A brief exploration of the history of key beliefs about literacy teaching over the past 4-5 decades, an examination of the process of becoming literate, the socio-cultural approach to teaching literacy and the implications for ongoing retention and use of literacy.

Multilingual Education. – Discussion of the advantages of community language education programs, the development of vernacular education programs and the local and global issues and trends that affect such literacy programs.

Global issues and trends in literacy project design. – An examination of world-wide factors that influence illiteracy and a review of the competing agendas of global, GO and NGDO agencies involved in the facilitation of literacy programs for minority language groups. (The review includes issues such as critical literacy, gender equality, poverty alleviation, environmental impact, participatory planning and economic benefits).

Literacy program development. – Evaluation of a case study of a successful literacy program and of the key elements that contributed to its success and sustainability.

Teaching Strategies

Teaching strategies include lectures, tutorials, research, school visits, class discussion and debates, presentation of instructional material in the form of printed documentation, OHP, DVD, video and audio tape. Students also learn by personal study, preparation of assignments and assessment comments on their work.


Unit offerings

Face to face:

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.