Creating Texts in the Digital Age (EDUC90680)
Graduate courseworkPoints: 12.5On Campus (Parkville)
Overview
| Availability | August |
|---|---|
| Fees | Look up fees |
This subject draws on current educational theories, debates, policies and practices to critically analyse how text creation practices achieve social purposes. Social semiotics, text function and form, functional linguistics, and criticality will frame the subject. Participants will reflect on the role of text creation in their lives. They will broaden their text creation experiences, as they plan, draft, and craft texts, and act upon feedback. The text creation process will support participants to reflect on the relationship between text and identity and analyse the teacher/writer identity. Students will investigate different contexts for text creation when exploring written, audio, visual, and multimodal texts. They will examine plurilingual writing, writing for critical purposes, writing with generative AI and First Nations' text creation. The rapidly and expanding field(s) of technology and its relationship to text will be critically examined, with particular emphasis on educational contexts. Participants will develop and apply a metalanguage of writing to examine the developmental stages of writing and to critique pedagogical models, frameworks and writing assessments.
Intended learning outcomes
On completion of this subject, students should be able to:
- Examine theoretical perspectives about the creation of written, spoken and multimodal texts in diverse contexts
- Explain the role of text creation for groups of people, including Aboriginal and Torres Strait Islander People
- Analyse the various contexts for creating texts, including an awareness of audience, purpose, and semiotic and technical choices available to the text creator
- Critically reflect on their identity as a creator through their individual composition and analysis of a range of texts for different purposes and audiences
- Formulate a learning design for students' text creation based on analysis of writing data.
Generic skills
This subject will assist students to develop the following transferable skills:
- Critical reasoning and thinking
- Communication
- Evidence-based decision making
- Teamwork and professional collaboration.
Last updated: 4 March 2025
Eligibility and requirements
Prerequisites
Option 1 - Master of Education 200pt Program
Admission into the 200pt Program course entry point in the MC-ED Master of Education
AND
A minimum of 100 credit points in Master of Education
AND
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC91317 | Foundations: Curriculum |
Semester 2 (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
|
12.5 |
Option 2 - Master of Education 150pt Program
Admission into the 150pt Program course entry point in the MC-ED Master of Education
AND
A minimum of 50 credit points in Master of Education
AND
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC91317 | Foundations: Curriculum |
Semester 2 (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
|
12.5 |
Option 3 - Master of Education 100pt Program
Admission into the 100pt Program course entry point in the MC-ED Master of Education
Option 4 - Master of Instructional Leadership
Admission into the MC-INSLEAD Master of Instructional Leadership
Option 5 - Prior to Mid-Year 2024 Students
Commencement prior to mid-year 2024 in the MC-ED Master of Education, MC-TESOL Master of TESOL, or MC-MLED Master of Modern Languages Education
AND
50 credit points from
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90929 | Education Policy in Context |
Semester 2 (Online)
Semester 1 (Online)
Semester 2 (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
|
12.5 |
| EDUC91316 | Engaging with Research in Education |
Semester 2 (On Campus - Parkville)
Semester 2 (Online)
Semester 1 (Online)
Semester 1 (On Campus - Parkville)
|
12.5 |
| EDUC91030 | Research in Educational Relationships | No longer available | |
| EDUC90900 | Resilience and Relationships |
Term 3 (Online)
Term 1 (Online)
|
12.5 |
| EDUC90930 | Literacies in Local and Global Contexts |
Semester 2 (On Campus - Parkville)
Semester 1 (Online)
Semester 1 (On Campus - Parkville)
Semester 2 (Online)
|
12.5 |
| EDUC91029 | Understanding the Student as Learner |
Semester 2 (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
Semester 2 (Online)
Semester 1 (Online)
|
12.5 |
| EDUC90830 | The Student as Learner |
Term 1 (Online)
Term 3 (Online)
|
12.5 |
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 4 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
Portfolio and Critical Reflection: Creation and academic reflection of portfolio of texts.
| Mid teaching period | 50% |
Written Case Study: Analysis of writing/text creation and communication of findings.
| During the assessment period | 50% |
Attendance Hurdle requirement: A minimum of 75% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars, workshops and activities, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 4 March 2025
Dates & times
- August
Coordinator Bree Hurn Mode of delivery On Campus (Parkville) Contact hours 24 hours comprising 4 x 4 hour seminar and 8 hours asynchronous activities Total time commitment 170 hours Teaching period 2 August 2025 to 30 August 2025 Last self-enrol date 7 August 2025 Census date 15 August 2025 Last date to withdraw without fail 29 August 2025 Assessment period ends 13 September 2025 August contact information
Bree Hurn <breannon.hurn@unimelb.edu.au>
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 4 March 2025
Further information
- Texts
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Instructional Leadership Course Master of Education - Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
- Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Please note Single Subject Studies via Community Access Program is not available to student visa holders or applicants
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
Additional information for this subject
Subject Coordinator approval required.
- Available to Study Abroad and/or Study Exchange Students
Last updated: 4 March 2025