Master of Literacy (MC-LIT)
Masters (Coursework)Year: 2017 Delivered: On Campus
About this course
Contact
DISCONTINUED
Melbourne Graduate School of Education
Currently enrolled students:
- Contact Stop 1
- General information: https://ask.unimelb.edu.au
Future students:
The last intake of this course was in 2015.
Coordinator
Associate Professor Larissa McLean-Davies
Overview
| Award title | Master of Literacy |
|---|---|
| Year & campus | 2017 |
| Fees information | Subject EFTSL, level, discipline and census date |
| Study level & type | Graduate Coursework |
| AQF level | 9 |
| Credit points | 100 credit points |
| Duration | 24 months part-time |
THERE ARE NO FURTHER ADMISSIONS INTO THIS COURSE. THIS COURSE HAS BEEN REPLACED BY THE MASTER OF LITERACY EDUCATION.
The Master of Literacy is designed to foster a comprehensive understanding of literacy praxis, informing evidence-based practice with the latest theoretical understandings from leading-edge research into literacy learning and teaching.
Graduates of the Master in Literacy will acquire specialist knowledge in literacy and leadership,and will be well placed to lead schools and students in all facets of literacy and literacy development.
Links to further information
http://education.unimelb.edu.au/study_with_us/professional_development/course_list
Entry requirements
1 .In order to be considered for entry, applicants must have completed:
• either
– an undergraduate degree and a fourth-year level education qualification, or equivalent, or
• a four-year education degree, or equivalent.
Meeting these requirements does not guarantee selection.
2. In ranking applications, the Selection Committee will consider:
• prior academic performance.
3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.
4. Applicants are required to satisfy the university’s English language requirements for postgraduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7 is required.
Inherent requirements (core participation requirements)
The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:
In all courses
- The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
- The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
- Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit.
Intended learning outcomes
On completion of this course, students should be able to:
- Understand the development of language and literacy across the spectrum from birth to Year 10 of schooling;
- Understand the fundamental importance of language and literacy in schooling across all learning areas;
- Enhance their teaching of the range of current literacy practices that students have to master, from oral to written, from print to multimodal;
- Understand the importance of developing their students’ capacity for critical and creative practice across the range of literacies they use;
- Take into account the diversity of literacy learners in their teaching practice;
- Demonstrate knowledge of current research in teaching literacy;
- Demonstrate leadership in the literacy curriculum within their workplace.
Graduate attributes
Academically Excellent:the course is based on the latest research into language and literacy teaching, and encourages an inquiry approach in the students.
Knowledgeable across disciplines:While being firmly lodged within the discipline of language and literacy, the course will develop in students a deep understanding of how language and discourse are fundamental in constructing all disciplines.
Leaders in Communities:The course is constructed to develop leaders in literacy within schools.There is a specific subject on leadership included.
Attuned to cultural diversity:The cultural basis of literacy is a constant theme in the program, as is literacy learning for those for whom English is an additional language.
Active global citizens:The development of critical awareness about major global issues, as constructed in verbal and visual representations is an aim of the program, and the way English is used globally in electronic communication will be a constant theme.
Course structure
Students undertake seven compulsory subjects totalling 100 points
Subject options
Year One
| Code | Name | Study period | Credit Points |
|---|---|---|---|
| EDUC90684 | Contemporary Literacies: Policy & Praxis | February (On Campus - Parkville) |
12.5 |
| EDUC90683 | Reading Texts: Selection to Response | April (On Campus - Parkville) |
12.5 |
| EDUC90680 | Creating Texts: Designing Meaning | July (On Campus - Parkville) |
12.5 |
| EDUC90681 | Textual Resources Across the Curriculum | Not available in 2017 | 12.5 |
Year Two
| Code | Name | Study period | Credit Points |
|---|---|---|---|
| EDUC90685 | Literacy Practices and Diverse Learners | September (On Campus - Parkville) |
12.5 |
| EDUC90686 | Literacy Leadership in the 21st Century | Not available in 2017 | 12.5 |
| EDUC90682 | Literacy Leadership Research Project | July (On Campus - Parkville) |
25 |
Further study
Graduates from this program are eligible to apply for entry to the Doctor of Education program or a PhD after completion of a 50-point Postgraduate Certificate in Educational Research, provided they meet the entry requirements and subject to achievement of an H2A GPA. Please note also that graduates of an undergraduate Honours degree may already be eligible for doctoral studies, subject to the same entry and achievement requirements.
Last updated: 21 February 2025