Module Information
Course Delivery
Assessment
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | Assignment 1 750 words Essay: (using statistical sources: Print literacy). | 25% |
| Semester Assessment | Assignment 2 750 words Essay: (Numeracy or Technological literacy) | 25% |
| Semester Assessment | Assignment 3 1500 words Essay: Comparison of policies/attitudes to literacies in two countries, based on factual posters produced in seminars. | 50% |
| Supplementary Assessment | Assignment 1 750 words Essay: (using statistical sources: Print literacy). All failed elements of the assessments must be re-taken if the student's average mark falls below the required pass mark of 40%. | 25% |
| Supplementary Assessment | Assignment 2 750 words Essay: (Numeracy or Technological literacy) All failed elements of the assessments must be re-taken if the student's average mark falls below the required pass mark of 40%. | 25% |
| Supplementary Assessment | Asignment 3 1500 words Essay: Comparison of policies/attitudes to literacies in two countries, based on factual posters produced in seminars. All failed elements of the assessments must be re-taken if the student's average mark falls below the required pass mark of 40%. | 50% |
Learning Outcomes
On successful completion of this module students should be able to:
Discuss the differing interpretations of the term 'literacies' in the modern world.
Demonstrate an awareness of literacy and numeracy needs in different contexts and different cultures.
Show an understanding of literacy policy and practice in two contrasting countries.
Brief description
This module will discuss different interpretations of the term 'literacy'. These range from the 'functional literacy' of the 1970s and 1980s to the variety of phrases used in connection with literacy in the present day. More specifically, the module will look at print literacy, technological literacy (computer and multimedia) and Numeracy/mathematical literacy. These will be considered in the context of culture, poverty and wealth and power. The work of UNESCO in the development of literacies worldwide will inform the module.
Aims
To establish the idea that literacy needs vary considerably across the world.
To explore what makes a literate person.
Content
1. Introduction: What are 'literacies'?
2. Skills vs cultural practices (training vs education?)
3. Influences on literacies: wealth and poverty
4. Influences on literacies: power and gender
5. Print literacy
6. Mathematical literacy ('Numeracy')
7. Technological literacy
8. Policy and practice in two contrasting countries; country A
9. Policy and practice in two contrasting countries; country B
10. Conclusion: Teaching and learning: methodologies
Seminars may be based around the following topics:
1. The use of the term 'literacy' in the modern day - can we reach a definition?
2. Skills (eg the Wales NC) in cultural contexts
3. Evaluate two resources for use in UK schools
4. Are our own experiences of learning literacies gendered?
5. What level of print literacy do we need to survive? How does this differ across the world?
6. What is the difference between mathematics and Numeracy?
7. Can technological literacy develop without print literacy and Numeracy?
8. Group presentations: devise an informative poster comparing levels of literacy in one developed and one underdeveloped country.
9. Present posters
10. Teachers and learners: planning for learning
Module Skills
| Skills Type | Skills details |
|---|---|
| Application of Number | Use and interpretation of data. |
| Communication | Written and oral, in small and large groups. |
| Improving own Learning and Performance | Assignments, academic reading, discussion. |
| Information Technology | Word processing; e-submission; poster design. |
| Personal Development and Career planning | Considering contexts for work; volunteering; placement module. |
| Problem solving | Devising group presentations/posters. |
| Research skills | Research for assignments; prep for seminars; using Blackboard and e-resources. |
| Subject Specific Skills | Research about background and organization of educational systems in regard to literacy. |
| Team work | Pair/small group work in lectures and seminars; designing posters in seminars. |
Notes
This module is at CQFW Level 4