edu4lnp lit
LITERACY AND NUMERACY FOR PROFESSIONAL EDUCATORS
EDU4LNP
2019
Credit points: 15
Subject outline
Pre-Service Teachers will build their understandings of literacy and numeracy as social and cultural practices. Students will critically analyse how, where and when literacy and numeracy processes are used within trade workplaces, applied learning (VCAL), design and technologies and vocational education. While learning about a range of written text types and genres students will develop their own use of visual texts and multimodal literacies. Students will examine and produce components of design folios as multimodal texts.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorKaren O'Reilly-Briggs
Available to Study Abroad StudentsNo
Subject year levelYear Level 4 - UG/Hons/1st Yr PG
Exchange StudentsNo
Subject particulars
Subject rules
Prerequisites Students must be enrolled in either of the following courses in order to undertake this subject: Bachelor of Technology Education (EBTE, EBTEB)Graduate Diploma in Technology Education (EDGTE).
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Head first, | Recommended | Buzan, T. (2000) | THORSONS |
| Readings | Keeping a professional journal, | Recommended | Holly, M.L. (1997) | 2ND EDN, DEAKIN UNIVERSITY |
| Readings | Portfolios, performance and authenticity, | Recommended | Hay, T. & Moss, J. (eds) (2005) | PEARSON |
| Readings | Professional learning in effective schools: the seven principles of highly effective professional learning | Recommended | . | DEPARTMENT OF EDUCATION & TRAINING, MELBOURNE, 2005 |
| Readings | Towards a comprehensive theory of human learning. Lifelong learning and the learning society. Volume 1, | Recommended | Jarvis, P. (2006) | ROUTLEDGE |
Graduate capabilities & intended learning outcomes
01. Analyse and reflect on literacy and numeracy as social and cultural practices and examined current pedagogical approaches within secondary educational contexts; particularly within the literacy and numeracy strand in the VCAL.
- Activities:
- Students will draw on reading materials, class discussions and their own experiences to develop their understanding of pedagogical approaches.
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Cultural Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
02. Analyse and develop conceptual understandings of a range of text types and numeric operations within applied learning programs, including an oral or multi-modal presentation.
- Activities:
- Critically analyse the prescribed text, identify and explain the way that literacy capabilities can be developed in Design and Technologies
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Cultural Literacy)
- Literacies and Communication Skills(Writing,Cultural Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills(Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
03. Conduct an audit of literacy and numeracy requirements in the workplace, within both Vocational Education and Training (VET) and Design technology learning environments and educational programs.
- Activities:
- Developing on course materials, conduct an audit and explain how multimodal texts are developed and used in the Years 4 to 9 Design and technologies programs
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
04. De-construct existing student work samples of design and technology folios to examine the use of a range of literacies and textual practices including written and visual presentations. Investigate and reflect on how these concepts and practices are applied in contemporary pedagogical approaches
- Activities:
- Analyse student folios, identify and explain the information requirements and text types associated with each stage of the design process
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Cultural Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
05. Produce folio pages to scaffold the investigation stage of the design process. This will include a client profile, a design brief and evaluation criteria
- Activities:
- Analyse and produce a client profile and a design brief. Analyse and produce a design brief and the evaluation criteria.
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
Subject options
Select to view your study options…
Bendigo, 2019, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorKaren O'Reilly-Briggs
Class requirements
Lecture/SeminarWeek: 31 - 43
Three 7.0 hours lecture/seminar per study period on weekdays from week 31 to week 43 and delivered via face-to-face.
"All face to face classes held in Bundoora"
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Research and produce report Word Count Equivalence 2200 | This task will be scaffolded through sequenced learning activities. | 50 | 01, 02, 03 |
| Produce folio pages Word Count Equivalence 2200 | This task will be scaffolded through sequenced learning activities. | 50 | 04, 05 |
Melbourne, 2019, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorKaren O'Reilly-Briggs
Class requirements
Lecture/SeminarWeek: 31 - 43
Three 7.0 hours lecture/seminar per study period on weekdays from week 31 to week 43 and delivered via face-to-face.
"All face to face classes held in Bundoora"
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Research and produce report Word Count Equivalence 2200 | This task will be scaffolded through sequenced learning activities. | 50 | 01, 02, 03 |
| Produce folio pages Word Count Equivalence 2200 | This task will be scaffolded through sequenced learning activities. | 50 | 04, 05 |