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Description
A successful reader in our society needs to develop and sustain the resources to adopt four related roles: code breaker (鈥楬ow do I crack this?鈥�), text participant (鈥榳hat does this mean?)鈥�, text user (鈥榃hat do I do within this, here and now?鈥�), and text analyst (鈥榳hat does all this do to me?鈥�) Freebody and Luke, 1990:7
The module draws on this 鈥榝our-roles of the reader鈥� model to develop participants鈥� understanding of the inter-related linguistic knowledge-bases, cognitive processes and social and cultural practices involved in learning to read and write and raise awareness of research findings regarding the educational practices understood to promote such learning.
The module is intended for practitioners involved in literacy education across all subject areas and age phases as well as those interested in their own literacy learning or in better understanding contemporary issues in literacy education and policy.
A key feature of the module is a series of keynote lectures presented by leading thinkers with research expertise in wide-ranging facets of literacy. These lectures are complemented by group discussion and hands-on workshops which equip participants to make their own research-informed judgements about the pedagogical practices most likely to foster in learners :-
路 the skill and the will to read and write, with confidence, texts representative a range of genres, language registers and modalities;
路a critically analytical stance to text;
路the ability to compose texts which open doors to future educational or vocational opportunities whilst also being reflective of learners鈥� own linguistic, social and intellectual heritage and interests.
The module is assessed through a 4,000-word assignment through which participants critique the potential of a literacy programme or policy of their own choice to develop learners鈥� comprehension or composition.
Module deliveries for 2024/25 academic year
Last updated
This module description was last updated on 8th April 2024.
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