Unit name | Language, Literacies and Identities |
---|---|
Unit code | EDUC20010 |
Credit points | 20 |
Level of study | I/5 |
Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
Unit director | Dr. Giampapa |
Open unit status | Not open |
Pre-requisites |
EDUC10003 Learning Lives |
Co-requisites |
None |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
This unit provides an overview of the study of language and literacy practices to be found within society and across multilingual contexts. Students will examine the interconnectedness of language and literacy practices and their role in the construction of identities. They will consider multilingual and multiliterate approaches to the study of language and literacy that capture the linguistic and cultural diversities that mark 21st century learning, including the impact of digital practices. They will explore how local, global and transnational language and literacy practices interconnect over the life course.
The aims of the unit are to enable students to:
On successful completion of the unit, students will be able to:
This unit will be taught using a blended approach consisting of synchronous and asychronous activities that include: seminars, narrated powerpoint lectures, investigative activities, debates, presentations. Students will be expected to engage with readings and participate on a weekly basis.
Formative assessment:
Seminar sessions on developing critical thinking skills and writing online responses
Seminar session on biographical narrative writings and reflections; sharing of draft biographical writing and peer reviewing of writing samples and student work.
Summative assessment:
1) ILO 1-3: A 1,000 word autobiographical reflective piece relating to their own literacy and language learning experiences. (40%)
2) ILO 1-3: A 1, 500 word response to a critical reflection on any of the key themes covered in the unit uploaded to the online forum (60%)
Essential Reading
Cummins, J., & Early, M. (Eds.) (2011). Identity Texts: The Collaborative Creation of Power in Multilingual Schools. Stoke-on-Trent: Trentham.
Martin-Jones, M. & Jones, K.(Eds.) (2000). Multilingual Literacies: Reading and Writing Different Worlds. John Benjamins: Amsterdam
Pahl, K. & Rowsell, J. (2012). Literacy and Education: Understanding New Literacy Studies in the Classroom. London: Sage.
Street, B. V. ed. (1993) Cross-Cultural Approaches to Literacy. Cambridge: Cambridge University Press.
Recommended Reading
Barton, D., & Hamilton, M. (2012). Local literacies: Reading and Writing in One Community. Abingdon: Routledge. (Routledge Linguistics Classic Edition).
Brandt, D., & Clinton, K. (2002). Limits of the local: Expanding Perspectives on Literacy as a Social Practice. Journal of Literacy Research, 34, 337–356.
Gregory, E. & Williams, A. (2004). City Literacies: Learning to Read Across Generations and Cultures. Abingdon: Routledge.
Helot, C., Sneddon, R. and Daly, N. (eds) (2015) Children’s Literature in Multilingual Classrooms: From multiliteracy to multimodality. London: IoE Press / Trentham Books
Lotherington, H. and Jenson, J. (2011) Teaching Multimodal and Digital Literacy in L2 Settings: New Literacies, New Basics, New Pedagogies. Annual Review of Applied Linguistics, 31, 226-246.
Lotherington, H. (2011) Pedagogy of Multiliteracies: Rewriting Goldilocks. New York: Routledge.
Lundby, K. (ed.) (2008) Digital Storytelling, Mediatized Stories: Self-representations in New Media. New York: Peter Lang.
Lytra, V., Martin, P., Baraç, T. and Bhatt, A. (2010) Investigating the intersection of multilingualism and multimodality in Turkish and Gujarati literacy classes. In V. Lytra and P. Martin (eds) Sites of Multilingualism: Complementary Schools in Britain Today, pp.19-31. Stoke-on-Trent: Trentham Books.
Rowsell, J. & Pahl, K. (2015). The Routledge Handbook of Literacy Studies. Abingdon: Routledge.
Sheridan, M.P. & Rowsell, J. (2010). Design Literacies: Learning and Innovation in a Digital Age. London: Routledge.
Street, B.V. (1984) Literacy in Theory and Practice. Cambridge: Cambridge University Press.
Sefton-Green, J. & Rowsell, J. (Eds.) (2015). Learning and Literacy Over Time: Longitudinal Perspectives. Abingdon: Routledge.