ECL410 - Literacy Teacher - Researchers in New Times
Unit details
Year | 2025 unit information |
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Enrolment modes: | Trimester 2: Burwood (Melbourne), Waurn Ponds (Geelong), Warrnambool, Community Based Delivery (CBD)* |
Credit point(s): | 1 |
EFTSL value: | 0.125 |
Unit Chair: | Trimester 2: Paul Garner |
Cohort rule: | Nil |
Prerequisite: | Students must complete units ECL210 and ECL310, plus one of the following: ETS302, ETP302, ETP303 |
Corequisite: | Nil |
Incompatible with: | Nil |
Educator-facilitated (scheduled) learning activities - on-campus unit enrolment: | 1 x 3-hour onsite practical experience (workshop) per week (in placement teaching weeks – approx. 6-9 weeks) 1 x 3-hour on-campus practical experience (workshop) per week (in non-placement teaching weeks – approx. 6-9 weeks)
NIKERI (CBD): 3 x 6-hour on-campus intensive (workshops/seminars) per trimester 8 x 1-hour online seminars per week for 8-weeks |
Typical study commitment: | Students will on average spend 150-hours over the teaching period undertaking the teaching, learning and assessment activities for this unit. This will include educator guided online learning activities within the unit site. |
Note:*Community Based Delivery (CBD): only for students of the National Indigenous Knowledges, Education, Research and Innovation NIKERI Institute (located at the Waurn Ponds campus) |
Content
This is the fourth in a 4-unit sequence within the Bachelor of Education (Primary) degree designed to prepare primary school teachers of literacy and English in the information age. The unit emphasises the development of research skills as a key dimension of effective literacy teaching.
The content of this unit is focused on the development and articulation of each student's personal theory of literacy teaching and learning, through critical engagement with empirical research and reflective practice. Students examine and critique current issues associated with the teaching of Literacy including the role of new technologies in literacy teaching, teaching English as Second Language (ESL), Integration policies and programs, the literacy needs of Indigenous learners, inclusive teaching and learning within socio-culturally and linguistically diverse communities, working with parents, schools and wider communities.
Participants consider and revisit the use of a range of assessment strategies in literacy teaching and how additional assistance in literacy can be implemented in the classroom. Emphasis is given to accessing the professional resources available and how these might support beginning teachers in their daily work, the role of professional associations, ongoing professional development and support networks available to beginning teachers.
Learning Outcomes
ULO | These are the Unit Learning Outcomes (ULOs) for this unit. At the completion of this unit, successful students can: | Alignment to Deakin Graduate Learning Outcomes (GLOs) |
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ULO1 | Demonstrate familiarity with relevant English and literacy curriculum statements, policies, materials and programs, articulate understandings of disciplinary knowledge that underlie the English curriculum and explain the diverse ways in which primary students develop language and literacy abilities | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO5: Problem solving |
ULO2 | Integrate the interdisciplinary learning areas of communication, thinking, and information and communications technology into the teaching of English, literacy and literature | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO5: Problem solving |
ULO3 | Examine, understand and critique current issues associated with the teaching of literacy, including the role of new technologies in literacy teaching and the needs of diverse students | GLO1: Discipline-specific knowledge and capabilities GLO3: Digital literacy GLO4: Critical thinking |
ULO4 | Demonstrate familiarity with current research into literacy teaching and learning and the ways in which this knowledge can be used to engage students, further their language and literacy development and enhance literacy teaching outcomes and practice | GLO2: Communication GLO4: Critical thinking GLO5: Problem solving |
ULO5 | Communicate with professional communities, parents, and community members about literacy teaching and learning, evidence based practice and student literacy learning outcomes | GLO2: Communication GLO6: Self-management GLO8: Global citizenship |
ULO6 | Contribute productively to planning, implementing and presenting on collaborative literacy research projects and reflect on professional learning and processes | GLO3: Digital literacy GLO6: Self-management GLO7: Teamwork |
Assessment
Assessment Description | Student output | Grading and weighting (% total mark for unit) | Indicative due week |
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Assessment 1 - Critical Reflection | 2000 words or equivalent | 50% | Week 6 |
Assessment 2 - Group Investigation and Presentation | 2000 words or equivalent | 50% | Week 10 |
The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.
Learning resource
The texts and reading list for ECL410 can be found via the University Library.
Note: Select the relevant trimester reading list.
Please note that a future teaching period's reading list may not be available until a month prior to the start of that teaching period so you may wish to use the relevant trimester's prior year reading list as a guide only.
Unit Fee Information
Fees and charges vary depending on the type of fee place you hold, your course, your commencement year, the units you choose to study and their study discipline, and your study load.
Tuition fees increase at the beginning of each calendar year and all fees quoted are in Australian dollars ($AUD). Tuition fees do not include textbooks, computer equipment or software, other equipment or costs such as mandatory checks, travel and stationery.
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