No offerings have been identified for this subject in 2015
EML400 Classroom Implications of Children's Film & Television (8)
Abstract| This subject engages with issues in muliteracy teaching in the primary curriculum and problematises the place of popular culture texts in the classroom. Pedagogical theories and practices in contemporary English and literacy curriculum underpin it with the inclusion of an aesthetically informed critical literacy approach, personal growth and rhetorical paradigms. The subject is designed to enhance the pre-service teacher's capacity to integrate multiliteracy pedagogy across the curriculum in ways that foster quality learning experiences about contemporary film, television and digital texts. The relationship between theory and practice, specifically between theories of text and reading/viewing practices, is central to the subject. |
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+ Subject Availability Modes and Location
Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EML400
Where differences exist between the handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| One session | HD/FL | Faculty of Education |
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Learning OutcomesUpon successful completion of this subject, students should:
- be able to evaluate the learning and teaching principles underlying the integration of multiliteracies into contemporary pedagogies and curricula
- be able to develop programs within a Quality Teaching framework in which a multiliteracies framework is used as a tool to enhance learning and teaching
- have integrated multimedia into the curriculum of key learning areas with a focus on KLA English
- have integrated multiliteracies pedagogy effectively into teaching and learning through reflective practice and the use of research literature
- have reflected upon the role of film, television and other multimedia texts in the classroom, especially the way textual representations may shape readers' subjectivities
- understand the purposes of text analysis beyond 'reader response' and develop conceptual frames and the metalanguage to discuss aspects of the design of multimodal texts
- have developed an understanding of, and an ability to apply, concepts employed in discussing and analysing relations between a culture and the texts produced for children
- have examined the relationships between texts and the shifts in sociocultural paradigms of the family, gender, cultural diversity and reconciliation with indigenous Australians
- have developed skills in textual and sociocultural analysis that enable elucidation of the way in which a text may seek to interrogate, subvert or reversion cultural formations or dominant (mainstream) sociocultural paradigms
- have attained an increased level of verbal, visual and creative critical literacy.
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SyllabusThe subject will cover the following topics:
- Place of multimedia education in contemporary curriculum.
- The K-12 English learning continuum as expressed in state syllabus documents.
- Multiliteracies pedagogy and their incorporation into English education.
- Teaching methods, productive pedagogies, and curriculum organisation appropriate for text studies.
- Differentiation of teaching strategies appropriate for diverse learners.
- Authentic assessment in English education. |
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The information contained in the 2015 CSU Handbook was accurate at the date of publication: 01 October 2015. The University reserves the right to vary the information at any time without notice.
