Handbook

EDUC20081 Literacy, Power and Learning

Credit Points: 12.5
Level: 2 (Undergraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2017:

July, Parkville - Taught on campus.Show/hide details
Pre-teaching Period Start not applicable
Teaching Period 17-Jul-2017 to 21-Jul-2017
Assessment Period End 22-Oct-2017
Last date to Self-Enrol 18-Jul-2017
Census Date 11-Aug-2017
Last date to Withdraw without fail 15-Sep-2017


Timetable can be viewed here.
For information about these dates, click here.
Time Commitment: Contact Hours: 36 hours across 5 days
Total Time Commitment:

170 hours

Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

Coordinator

Assoc Prof Larissa Mclean Davies, Dr Amanda Burritt

Contact

larrissam@unimelb.edu.au

aburritt@unimelb.edu.au

Subject Overview:

This subject will explore the nexus between literacy, power and learning through a study of ways in which literacy education can empower individuals and groups and facilitate positive social change. The educational and societal significance of multi-modal literacies will be investigated, drawing on current institutional practices and historical examples. The influence of the socio-cultural context in developing literacy capabilities will be examined, along with relevant theoretical frameworks of teaching and learning, including the discourses of Critical Pedagogy. This subject will explore the reading, writing and speaking pedagogical practices that are mobilised to facilitate social change.

As texts represent the dynamic between literacy and power, the social control of texts through means such as censorship, propaganda and the selection of curriculum material in primary, secondary and tertiary educational institutions will be examined. Investigation of the relationship between power, social control of access to education and the development of literacy competency will be underpinned by the conception of literacy as a social practice. The notion of ‘dangerous’ reading, ‘dangerous’ writing and ‘dangerous’ speaking will be explored through critical engagement with a range of text types, including written, visual and oral material.

Key questions students will explore in the course will include:

How is literacy enabled or controlled by societies and cultures?

How does literacy empower and shape you as a learner?

What kinds of literacies are needed to access the power of learning in contemporary society?

Learning Outcomes:

On completion of this subject students should be able to:

  • Understand the concept of multiple literacies in contemporary education and cultures
  • Understand the importance of multiple perspectives and evidence in the interpretation of texts
  • Analyse a range of contemporary and historical text types including written, visual, oral and digital media
  • Understand the connections between contemporary literacy practices, education and the cultural negotiation of power
  • Apply this knowledge to their own multi-disciplinary learning
Assessment:
  • An analysis of a multi-modal text (2000 words) due at the end of the intensive teaching period (50%)
  • Assignment on the educational significance of multiple literacies in multi-cultural learning contexts (2000 words) due 13 weeks after the end of the intensive teaching period (50%)

Hurdle requirements: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.

Prescribed Texts: None
Breadth Options:

This subject potentially can be taken as a breadth subject component for the following courses:

You should visit learn more about breadth subjects and read the breadth requirements for your degree, and should discuss your choice with your student adviser, before deciding on your subjects.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

This subject will assist students to develop the following set of transferable skills:

  • problem-solving and analysis
  • critical thinking
  • advanced written and oral communication
  • understanding of real world application of theoretical concepts
Related Breadth Track(s): Knowing and Learning

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