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Module Descriptors

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Session: 2022/23

Last modified: 23/03/2022 14:14:18

Title of Module: Literacy across Learning

Code: EDUC11118 SCQF Level: 11
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:J  Ellis

Summary of Module

The overarching aim of the module is to enhance the individual’s role in the promotion (and attainment) of literacy in and across their professional context; both in their own immediate learning environment and through collaborating with other ‘key stakeholders’ e.g. peers, the wider professional community and/or parents as applicable.

This is achieved by exploring the main theories, principles underpinning current approaches to the teaching, learning and assessment of literacy and by enabling the learner to exercise substantial autonomy and initiative in the adoption of a systematic, well organised and focused approach to the teaching and promotion of literacy within their professional context and in line with relevant policy frameworks/initiatives.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:

 

 

 

 

 

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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2

 

Term 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Appropriate to the aims of professional context-specific frameworks/policies, critically examine existing research on the teaching of literacy as a means of informing transformative educational practice.

L2. Demonstrate enhanced professional knowledge and understanding of the broad concept of literacy and of effective evolving pedagogy, appropriate to the aims of professional context-specific frameworks/policies.

L3. Review, consolidate and extend educational skills, practices and thinking to enhance effective promotion and attainment of literacy across the learning context.

L4. Communicate effectively in module discussion, enhancing through collaboration, a shared understanding of ‘literacy’ and its significance as a life skill.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 11.

Critical understanding of the principal theories, principles and concepts relating to the teaching and promotion of literacy
Critical understanding of a range of theories, principles and concepts relating to the teaching and promotion of literacy
Critical awareness of current issues in literacy

Practice: Applied Knowledge and Understanding SCQF Level 11.

Using a significant range of the principal skills, techniques, practices and/or materials which are associated with the teaching of literacy
Demonstrating originality or creativity in the application of knowledge, understanding and/or literacy practices in learning and teaching

Generic Cognitive skills SCQF Level 11.

Developing original and creative responses to problems and issues relating to specific professional contexts
Critically reviewing, consolidating and extending knowledge, skills practices and thinking in the context of literacy

Communication, ICT and Numeracy Skills SCQF Level 11.

Communicating, using appropriate methods, to a range of audiences on-line and in the workplace with different levels of knowledge/expertise re. literacy
Communication and collaboration with a range of fellow professionals to develop teaching and learning of literacy
Using a wide range of software to support and enhance work at this level

Autonomy, Accountability and Working with others SCQF Level 11.

Exercising substantial autonomy and initiative in professional and equivalent activities, relating to the promotion of literacy
Taking responsibility for a significant range of resources
Demonstrating effective promotion of enhanced learning and teaching of Literacy within a specific professional context
Practising ways which draw on critical reflection on own and others’ roles and responsibilities
As subject champion/mentor, communication with and influence on colleagues in the pursuit of the above

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
The module handbook will provide specific information on the particular learning and teaching methodologies adopted however, in general terms, the module is delivered using an integrated (online) delivery approach. That is to say the various formative activities/readings build into resources which learners are able to build on/refer back to throughout the module and which have immediate application to their respective personal and professional practice. The module consists of a number of related and inter-related themes, and the associated coursework consists of a number of independent and collaborative online tasks and selected reading. The handbook will also include a detailed module timeline so as to enable each learner to manage their study time accordingly; to plan and review their progress against timescales and deadlines at regular intervals throughout the module.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below: 		Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Asynchronous Class Activity80
Independent Study120
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Access to internet: As the module is delivered entirely online via the University’s virtual learning environment, participants must have access to an appropriate internet connected device which will enable full engagement with, and the development of, work at Masters level. Reading: Insofar as the under noted reading list is concerned, a number of texts (and readings) are currently available in 'e' (online) format from the library. Participants are advised to contact their programme leader (or the module coordinator) about the availability of ebook formats in advance of the module commencing.

Angelis, J., Polsinelli, K., Rougle, E., Shogan, J. (2016). Building academic literacy: engaging all learners in every classroom. Lanham, Maryland: Rowman & Littlefield

Bearne E, Graham, L. and Marsh, J. (2007) Classroom Action Research in Literacy: a Guide to Practice. Leicester: United Kingdom Literacy Association (UKLA)

Blachowicz, C. and Ogle, D. (2008) Reading Comprehension: Strategies for Independent Learners 2nd edition. London: Guilford Press

Browne, A. (2009) Developing Language and Literacy 3-8. London: Paul Chapman

Carrington, V. and Robinson, M. (2009) Digital Literacies: Social Learning and Classroom Practices. London: SAGE

Corbett, P, and Strong, J. (2011) ‘Talk for Writing’ Across the Curriculum: How to Teach Non-Fiction Writing to 5-12 Year Olds. Maidenhead: Open University Press

Cremin, T. (2015). Teaching English Creatively. London: Routledge

Cremin T., Mottram, M. Collins, F. and Powell, S. (2014) Building Communities of Engaged Readers Leicester: United Kingdom Literacy Association (UKLA)

Grainger, T. Goouch K. and Lambirth A. (2005) Developing Voice and Verve in The Classroom. London: Routledge

Mercer, N. and Littleton, K. (2007) Dialogue and the Development of Children's Thinking: A Socio-cultural Approach. London: Routledge

Nugent, G., Malik, S. and Hollingsworth, S. (2012) A practical guide to Action research for Literacy Educators. [Online] Available:
https://www.literacyworldwide.org/docs/default-source/resource-documents/a-practical-guide-to-action-research-for-literacy-educators.pdf

Strong, J. (2013) Talk for writing in secondary schools : how to achieve effective reading, writing and communication across the curriculum Maidenhead : Open University Press

Waugh, D., Bushnell, A. and Neaum, S. (2015). Beyond Early Writing. Northwich: Critical Publishing


Journals: Academic journals are a valuable source of reading. Key articles will be detailed as part of module activities where applicable however participants should also source relevant material, using databases and other resources, provided by the UWS Library as a means of extending their own personal and professional knowledge and skills.

Web resources:
Scottish Government (2017) Benchmarks for Literacy/English. Edinburgh: Scottish Government
Scottish Government (2016) Literacy Across Learning. Edinburgh: Scottish Government

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All full-time students (part-time and distance learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelCareer-Long Professional Learning
ModeratorL Barrett
External ExaminerC Jones
Accreditation Details
Version Number

1.05

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Assessment: (also refer to Assessment Outcomes Grids below)
A referenced essay which will require the individual to reflect on the planning, delivery and evaluation of a sequence of 5 lessons (chosen to improve the effective teaching and learning of literacy in the classroom). Through this work, the individual is expected to demonstrate how they intend to develop the subject in the future and to disseminate their findings. This work counts towards 100% of the overall assessment for the module and the indicative word count of 4,500 words reflects, and is in line with, the advice and guidance set out via UWS' Assessment Handbook (reviewed and updated annually).
In addition to the foregoing, individuals will be required to produce ‘validated work-related evidence’ in support of the formal assessment. This will be negotiated with the module tutor dependent on the individual’s professional context.
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck markcheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using the VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/ Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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