About this course
Intended learning outcomes
On completion of this course, students should be able to:
- Conceptualise 21st Century literacies as social practices requiring a broad repertoire of knowledge, skills, strategies and understandings;
- Understand key debates impacting on the teaching of literacy in schools;
- Understand the development of language and literacy from birth to adulthood;
- Understand the fundamental importance of language and literacy in schooling across the curriculum;
- Utilise clinical approaches to teaching literacy which reflect diverse learners’ needs, interests and abilities;
- Embed critical and creative pedagogies and practices in their literacy teaching;
- Plan and evaluate literacy teaching drawing on contemporary research, theory and scholarship;
- Demonstrate characteristics of educators working at Lead level of the Australian Professional Standards for Teachers evidenced by the capacity for literacy leadership in their workplace.
In addition to developing skills specific to the Master of Literacy Education, graduates will develop the following generic skills:
- Problem-solving skills, including identifying and researching strategies to solve unfamiliar problems.
- Analytical skills and the ability to construct and express logical arguments.
- Collaborative and teamwork skills through working with fellow students and with work-based colleagues.
- Skills to investigate critically, implement, adapt and modify new ideas and approaches.
- The capacity to plan effectively and to meet deadlines.
- Oral and written communication skills.
- Interpersonal skills including teamwork and staff mentoring.
- The capacity to use information and communication technology for a range of purposes.
- The ability to develop, critique and use appropriately a range of evidence and data.
The Master of Literacy Education will enable graduates to achieve the following University of Melbourne Graduate Attributes:
- Academically excellent: Graduates will develop an in-depth research and evidence-based knowledge of learning, teaching, professional learning, and educational culture and climate. They will demonstrate a high level of achievement in writing, generic research activities, problem-solving and communication. Graduates will be critical and creative thinkers, with an aptitude for continued self-directed learning and will be adept at learning in a range of ways, including through information and communication technologies.
- Knowledgeable across disciplines: Graduates will examine critically, synthesise and evaluate knowledge in the field of literacy education, particularly those with relevance to their education setting. They will expand their analytical and cognitive skills through learning experiences and have the capacity to participate fully in collaborative learning and to confront unfamiliar problems.
- Leaders in communities: Graduates will develop specialist skills and knowledge that will enable them to provide leadership in educational and wider community contexts. They will be able to initiate and implement constructive change in their workplaces, supported by their knowledge of research around educational effectiveness. They will mentor future generations of learners and teachers and be able to engage in meaningful public discourse around education.
- Attuned to cultural diversity: Graduates will be working within schools and organisations characterised by cultural and other forms of diversity. This is reflected in such overarching documents as the Australian Charter for the Teaching Profession, the Melbourne Declaration on Educational Goals for Young People and the various national professional teaching standards and curriculum documents. Graduates will value different cultures and be well-informed citizens able to contribute to their communities wherever they choose to live and work. They will have an understanding of the social and cultural diversity in our community and respect indigenous knowledge, cultures and values.
- Active global citizens: Graduates will accept social and civic responsibilities and attempt to inculcate these values in those with whom they work. They will be advocates for improving the sustainability of the environment and have a broad global understanding, with a high regard for human rights, equity and ethics. They will recognise that education is the best means we have of opening the doors of opportunity for people and of ameliorating the effects of inequity and disadvantage.
Last updated: 18 December 2020