|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Assignment 1. Essay (2500 words) Discuss the problems involved implementing either Adult Literacy or Family Literacy programmes in a country of your choice.||50%|
|Semester Exam||6 Hours Presentation Presentation with accompanying essay (2500 words equivalent): Evaluate the impact of one organization which promotes Literacy in children in the developing world.||20%|
|Semester Assessment||Assignment with Presentation Presentation with accompanying essay (2500 words equivalent): Evaluate the impact of one organization which promotes Literacy in children in the developing world.||30%|
|Supplementary Assessment||Assignment All failed elements of the assessments must be re-taken if the student's average mark falls below the required pass mark of 40%.||50%|
|Supplementary Exam||6 Hours Presentation All failed elements of the assessments must be re-taken if the student's average mark falls below the required pass mark of 40%.||20%|
|Supplementary Assessment||Assignment with Presentation All failed elements of the assessments must be re-taken if the student's average mark falls below the required pass mark of 40%.||30%|
On successful completion of this module students should be able to:
Understand the contexts in which Literacy is learnt and taught.
Critically evaluate the influence of political ideologies on Literacy learning and teaching.
Critically evaluate the impact of Literacy programmes on the problems of the developing world.
Evaluate the influence of social and political systems and political systems on the development of literacy.
Evaluate the impact of Literacy programmes in the developing world
1. Contexts for Literacy
2. Literacy learning and teaching in the UK - History
3. Literacy learning and teaching in the UK - The present
4. Adults and Literacy
5. Literacy and totalitarianism
6. Literacy and 'liberation'
7. The marginalised and the minorities
8. Literacy and the 'global village', including international organisations promoting Literacy (eg UN, NGOs, charities)
9. Teaching methodologies - Adults
10. Teaching methodologies - Children
Seminars will be based around the following topics:
1. Changing demands for Literacy
2. Evaluating frameworks for Literacy - Two countries from England/Northern Ireland/Wales/Scotland
3. Evaluating frameworks for Literacy - A developing country
4. Discussion/evaluation of Unesco (2013) UIS Information paper: Adult and youth Literacy: National, regional and global trends, 1985-2015 [online] Available at http://www.uis.unesco.org/Education/Documents/Literacy-statistics-trends-1985-2015.pdf
5. Family Literacy
6. Literacy education and minority communities: the USA
7. Literacy education and minority communities: a developing country
8. Contrasting experiences, own and other (eg use of a video such as A Film About RIPPLE Africa: Omar’s Story [video] (n.d.) UK: Ripple Africa [online] Available at http://www.rippleafrica.org/resources-for-africa-charity/charity-videos-africa#videoseducation )
9. Prep (groups): choose an organization which promotes Literacy in the developing world and compile a short bibliography. Present and discuss in seminar.
10. Given a pen-portrait (adult/child), how would students address Literacy teaching for that person.
|Skills Type||Skills details|
|Application of Number||Use and interpretation of data.|
|Communication||Written and oral, small and large groups; assignments (essay and presentation).|
|Improving own Learning and Performance||Assignments, academic reading, discussion.|
|Information Technology||Word processing; e-submission.|
|Personal Development and Career planning||Considering contexts for work/volunteering.|
|Problem solving||Developing bibliography; seminar work.|
|Research skills||Research for assignments; prep for seminars; using Blackboard and e-resources.|
|Subject Specific Skills||Use of online resources to research international organisations.|
|Team work||Pair/small group work in lectures and seminars.|
This module is at CQFW Level 5