ELS503 Teaching Reading in a Diverse World (8)


This subject aims to give students an in-depth understanding of the practical and theoretical aspects of the reading processes relevant to a socially just, diverse and globally connected world. Students will examine theories of reading and contemporary issues in reading education. Based on their learning and experience, students identify and gather information on a reader for a case study.  Using these data they choose between engaging in an action research project or writing a review of literature that will contribute to their e-Portfolio.

+ Subject Availability Modes and Location

Session 1
OnlineWagga Wagga Campus
Continuing students should consult the SAL for current offering details: ELS503
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 sessionHD/FLSchool of Education

Enrolment restrictions

Available to students in the Master of Education.

Learning Outcomes

Upon successful completion of this subject, students should:

  • Broaden students understanding of the social justice implications for educators in ensuring students’ diverse socio-cultural capital is viewed as a strength for enhancing literacy learning

  • Challenge students’ current literacy pedagogy towards developing a more critical, contemporary approach to reading education

  • Understand that readers actively construct meaning through dynamic transactions between the reader's prior knowledge, the information suggested by the text and the context of the reading situation

  • Understand and value that reading involves engaging with a wide range of texts including traditional linear text, visual text, digital text and in a multimodal world

  • Understand that these texts place different kinds of demands on the skills and strategies of the reader

  • Identify and use a range of ways of identifying, assessing and meeting the diverse literacy needs of students, especially English language learners

  • Explore a range of contemporary reading issues; research in-depth one issue by using either action research or developing a review of literature in the field

  • Be further sensitised to their role not only as teachers and learners but as co-researchers with their students and as agents of change in their own educational settings

  • Develop a profile (case study) of a student’s reading and make relevant recommendations for further learning

  • Critically reflect on their learning and their learning processes and the implications for the profession.


The subject will cover the following topics:
  • Major socio-cultural literacy/reading theories and practices
  • Contemporary issues in reading education
  • Ways in which dominant discourses in reading education may marginalize students and their families
  • Skills and strategies required to read a wide range of contemporary texts
  • Research approaches- case study, action research and literature review - connected to a contemporary reading issue.
  • Assessing and profiling a reader – locating ways to assess the learner
  • Critical reflection contribution to e-Portfolio


The information contained in the 2017 CSU Handbook was accurate at the date of publication: 25 August 2017. The University reserves the right to vary the information at any time without notice.