EDF4009 · English and literacies 4

Overview

This unit draws on a range of sociocultural theories to consider the nature of non-traditional texts* in the 21st century, from both a reading and writing perspective. With their increased use and familiarity with media and digital technologies, young people have become knowledge producers, learning new skills in order to engage with and create non-traditional types of texts. The ubiquitous nature of these new texts, in part due to the advancement of technology and digital connectivity, means that understandings of writing and reading have expanded. As a result, pedagogical practices for reading and writing must support meaningful experiences with these non-traditional texts. In this unit, you will draw on policy frameworks, curriculum documents, theory and lived experience, as you critically engage with contemporary debates about the teaching of reading and writing in contemporary classrooms. *Non-traditional texts are informed by theories of multiliteracies and multimodalities.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. apply a range of frameworks for the teaching of reading comprehension within non-traditional texts
2. demonstrate an understanding of the structural and linguistic features of a range of non-traditional texts
3. apply pedagogical approaches and strategies that facilitate children’s critical engagement with a variety of non-traditional texts
4. identify and apply a range of theoretical concepts to construct a philosophy of contemporary writing practices
5. demonstrate awareness of how curriculum documents consider writing practices of non-traditional texts
6. plan and implement a writing curriculum that enacts contemporary writing practices using non-traditional texts
7. critically evaluate your own writing practices to inform writing curriculum and pedagogy

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.