Module Information
Module Identifier
ED24120
Module Title
The Development of Literacy
Academic Year
2016/2017
Co-ordinator
Semester
Semester 1
Co-Requisite
Co-Requisite
Co-Requisite
Other Staff
Course Delivery
Assessment
| 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% |
Learning Outcomes
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.
Brief description
This module will explore print literacy ('Literacy') in more depth. It will enable students to evaluate their own and others' experiences as Literacy learners in the global environment. In order to do this, students will be introduced to some of the ways in which the learning and teaching of Literacy is organized, structured and promoted in the developed and the developing world. Attitudes to Literacy within differing political and social systems will also be studied.
Aims
Understand the contexts in which Literacy is learnt and taught.
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
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
Content
Sessions may be a combination of lectures, seminars or workshops and will include the following topics:
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.
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.
Module Skills
| 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. |
Notes
This module is at CQFW Level 5