No offerings have been identified for this subject in 2015

EML437 Reading the Multiliteracies World (8)

Abstract

This subject develops understandings of emergent forms of literate practice and how these impact on teaching reading in contemporary classrooms. With the plethora of information available to learners in on-line spaces, learners need to develop critical analysis skills in their reading [viewing and interpreting] of multimodal texts. Understanding the multidimensional nature of literacy, technoliteracies and social learning will lead students to consider the importance of teaching learners ‘how to read new texts’ in critically analytic ways. Students will critique classroom approaches which centre on both the dimensions of critical literacy and the grammars of text design which influence meaning.

+ Subject Availability Modes and Location

Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EML437
Where differences exist between the handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration	Grading System	School:
One session	HD/FL	School of Education

Learning Outcomes

Upon successful completion of this subject, students should:
    * improve their professional teaching practice;
    * relate theory to individual practice;
    * focus on the application of knowledge to the educational workplaces and to the community settings in which students are working;
    * consolidate their developing knowledge of multiliteracies and technoliteracies
    * consider the key aspects of multiliteracies in teaching design: choice, flexibility, social justice, diversity and communication in a globalised world.
    * gain an understanding of reading and viewing texts in contemporary times
    * identify emergent forms of literate practice within a global context
    * be able to support learners analyse and critique various multimodal texts taking into consideration provenance, contexts and purposes
    * demonstrate knowledge of supporting learners to critique the interrelationships of power within various texts with reference to diversity, inclusivity and social justice
    * understand the grammar of the key elements of design and how these shape meaning
    * know how to utilise authentic texts in teaching multimodality
    * understand multimodal teaching, in particular the utility of ICT tools which support digital literacies and social learning.
    * know how to utilise multiliteracies strategies when assessing students who are learning to read

Syllabus

The subject will cover the following topics:
1.   Literacies in the 21st century: Literacy as a social practice in contemporary classrooms with a focus on interaction, diversity, inclusivity and social justice. Considers the issues for learners, parents, teachers and schools.
2.   Multiliteracies and technoliteracies - Learning by Design frameworks (New London Group, 1996; Cope and Kalantzis): Considers the grammar of design for static and dynamic texts – linguistic, visual, auditory, gestural and spatial.
3.     Critical literacy development in contemporary times: Analysing and critiquing a range of multimodal texts considering provenance, contexts and purposes. Connects the design elements to text analyst positions.
4.   The pedagogy of multiliteracies: Understanding the role of questioning in developing critical thinking and reading. Developing a repertoire of interactive classroom approaches which assist reading development in cross discipline teaching (eg, Literature Circles, Reciprocal Teaching).
5.   Reading and viewing across the Curriculum: Integrating ICT tools, innovations and materials in open-ended and guided investigations across the curriculum. Responding to texts using a range of social learning tools.
6.   Reading assessment in contemporary times: Integrating a range of authentic texts and interactive classroom practices for assessing student learning across the curriculum.
7.   Using research to inform practice: Using practice and research to change practice.

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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.