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Unit of study_

EDEC4009: Language and Literacies

Semester 1, 2021 [Normal day] - Remote

This unit focuses on literacy and social justice: the importance of supporting all young children's developing understanding of and access to a range of literacies in the early years. Students will explore the use of visual literacies, community literacies and digital literacies to understand how they can extend young children's communication, language and literacy development, and creative thinking. The impact of popular culture, critical literacy and digital technologies and the use of these as learning tools will be a key focus. Partnering with families to help children learn through and about language and literacies will also be an important theme.

Unit details and rules

Unit code EDEC4009
Academic unit Education
Credit points 6
Prohibitions
? 
None
Prerequisites
? 
132 credit points including EDUF1019 and EDEC1006 and EDEC2006 and EDEC2009 and EDEC2010 and EDEC3007 and EDEC3008 and EDEC3011
Corequisites
? 
None
Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Marianne Fenech, marianne.fenech@sydney.edu.au
Type Description Weight Due Length
Assignment Portfolio/ journal
Analytical reflections on children's literature. Full details on Canvas
40% Multiple weeks 2500 words
Outcomes assessed: LO1 LO2 LO4
Assignment Literature review
Researching a topic of interest
30% Week 09 2000 words
Outcomes assessed: LO1 LO2 LO3 LO5
Assignment Resource and presentation via zoom
Multiliteracies resource & showcase
30% Week 13 1500 wd equiv.
Outcomes assessed: LO2 LO4 LO6

Assessment summary

Assessment title

Assessment category

Assessment type

Assessment description

Indiv/ group

Weight

Due date

Length/ duration

Learning Outcomes

Portfolio

Submitted wk

Assignment

n/a

Indiv.

40

Wks, 3,6,9

2000 wds

1,2,4

Review

Submitted wk

Assignment

n/a

Indiv.

30

Wk 8

1500 wds

1,2,3,5

Resource

In-class

Presentation via zoom

n/a

pairs

30

Wk 13

1000 wds equiv.

2,4,6

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

 

Distinction

75 - 84

 

Credit

65 - 74

 

Pass

50 - 64

 

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website  provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.  

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Literacy, equity & social justice Socio-cultural understandings of literacy, partnerships with families, funds of knowledge Lecture and tutorial (2 hr) LO1 LO4 LO5
Week 02 Exploring Children’s literature – picture books and connections to children’s lives, exploring social and cultural issues through quality children’s literature Lecture and tutorial (2 hr) LO2 LO3
Week 03 Emergent literacy – meaning-making and learning to read Lecture and tutorial (2 hr) LO1 LO2 LO6
Week 04 Emergent literacy & learning to read – ‘the reading wars’ Lecture and tutorial (2 hr) LO1 LO2 LO4 LO5 LO6
Week 05 Creativity and emergent literacy Poetry, drama, story-making with children Lecture and tutorial (2 hr) LO2 LO3 LO4
Week 06 Multiliteracies – using digital technology within EC pedagogy 1 Lecture and tutorial (2 hr) LO2 LO3 LO4
Week 07 Socially and culturally inclusive emergent literacy & UDL (working inclusively with children of diverse language backgrounds and abilities) – inclusive and differentiated approaches to supporting children’s literacy development Lecture and tutorial (2 hr) LO1 LO2 LO4 LO5
Week 08 Emergent literacy in linguistically and culturally diverse contexts (inclusive and culturally responsive literacy pedagogy) Lecture and tutorial (2 hr) LO1 LO2 LO4 LO5
Week 09 Emergent literacy in a digital age – contemporary issues and research, eg. screen time Lecture and tutorial (2 hr) LO1 LO2 LO3 LO5
Week 10 Bringing it all together – examples from practising ECTs Lecture and tutorial (2 hr) LO1 LO2 LO3 LO4 LO5 LO6
Week 11 Multiliteracies – using digital technology within EC pedagogy 2 Lecture and tutorial (2 hr) LO2 LO3 LO4
Week 13 Multiliteracies resource project showcase Presentation (2 hr) LO1 LO2 LO3 LO4 LO5 LO6

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the LibraryReading list system, available via Canvas

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Discuss and critique the complex socio-cultural nature of language and literacy learning
  • LO2. Apply the nexus between practice, theory and research in relation to multiliteracies in early childhood contexts
  • LO3. Articulate theoretical and conceptual approaches to critical literacy, popular culture and digital literacies and their application in early childhood contexts
  • LO4. Embed a range of literacies appropriately in early childhood contexts to support young children’s language and literacy learning
  • LO5. Articulate the importance of partnering with families to enable children to develop a sound understanding of the multiple ways we need to make meaning
  • LO6. Engage with and contribute to current language and literacy debates and their implications for teaching in early childhood settings

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Australian Children's Education & Care Quality Authority - ACECQA
1.1. Learning, development and care
1.2. Language development
1.8. Transitions and continuity of learning (including transition to school).
2.2. Play based pedagogies
2.7. Contemporary society and pedagogy
3.1. Early Years Learning Framework
3.4. Language and literacy
4.3. Aboriginal and Torres Strait Islander perspectives
4.4. Socially inclusive practice
4.5. Culture, diversity and inclusion
5.2. Contemporary theories and practice
6.3. Professional identity and development
LO2
Australian Children's Education & Care Quality Authority - ACECQA
2.1. Alternative pedagogies and curriculum approaches.
2.2. Play based pedagogies
2.4. Teaching methods and strategies
2.7. Contemporary society and pedagogy
3.1. Early Years Learning Framework
3.4. Language and literacy
3.7. Creative arts and music
3.9. Curriculum planning, programming and evaluation
5.2. Contemporary theories and practice
6.3. Professional identity and development
LO3
Australian Children's Education & Care Quality Authority - ACECQA
1.8. Transitions and continuity of learning (including transition to school).
2.1. Alternative pedagogies and curriculum approaches.
2.2. Play based pedagogies
2.7. Contemporary society and pedagogy
3.1. Early Years Learning Framework
3.4. Language and literacy
3.7. Creative arts and music
4.5. Culture, diversity and inclusion
5.2. Contemporary theories and practice
LO4
Australian Children's Education & Care Quality Authority - ACECQA
1.1. Learning, development and care
2.2. Play based pedagogies
2.3. Guiding behaviour / engaging young learners
2.4. Teaching methods and strategies
2.5. Children with diverse needs and backgrounds
2.6. Working with children who speak languages other than, or in addition to, English.
3.1. Early Years Learning Framework
3.4. Language and literacy
3.9. Curriculum planning, programming and evaluation
4.4. Socially inclusive practice
5.2. Contemporary theories and practice
6.3. Professional identity and development
LO5
Australian Children's Education & Care Quality Authority - ACECQA
1.1. Learning, development and care
1.6. Diversity, difference and inclusivity.
2.5. Children with diverse needs and backgrounds
2.6. Working with children who speak languages other than, or in addition to, English.
3.1. Early Years Learning Framework
3.4. Language and literacy
3.5. English as an additional language
3.9. Curriculum planning, programming and evaluation
4.1. Developing family and community partnerships
4.4. Socially inclusive practice
5.3. Ethics and professional practice
6.3. Professional identity and development
LO6
Australian Children's Education & Care Quality Authority - ACECQA
1.2. Language development
2.1. Alternative pedagogies and curriculum approaches.
2.7. Contemporary society and pedagogy
3.1. Early Years Learning Framework
3.4. Language and literacy
5.2. Contemporary theories and practice
5.3. Ethics and professional practice
6.4. Advocacy
Australian Children's Education & Care Quality Authority -
Competency code Taught, Practiced or Assessed Competency standard
1.1 T Learning, development and care
1.2 A T Language development
1.3 T Social and emotional development
1.6 T Diversity, difference and inclusivity.
1.8 T Transitions and continuity of learning (including transition to school).
2.1 A T Alternative pedagogies and curriculum approaches.
2.2 A T Play based pedagogies
2.3 A T Guiding behaviour / engaging young learners
2.4 A T Teaching methods and strategies
2.5 A T Children with diverse needs and backgrounds
2.6 T Working with children who speak languages other than, or in addition to, English.
2.7 A T Contemporary society and pedagogy
3.1 A T Early Years Learning Framework
3.3 A T Numeracy, science and technology
3.4 A T Language and literacy
3.5 T English as an additional language
3.7 T Creative arts and music
3.9 A T Curriculum planning, programming and evaluation
4.1 T Developing family and community partnerships
4.2 T Multicultural education
4.3 A T Aboriginal and Torres Strait Islander perspectives
4.4 A T Socially inclusive practice
4.5 A Culture, diversity and inclusion
5.2 A T Contemporary theories and practice
6.3 A T Professional identity and development
6.5 A Research

This section outlines changes made to this unit following staff and student reviews.

In response to student feedback, some changes have been made to readings and resources, and assignment questions. The aim of these changes is to ensure extending and deepening on knowledge introduced in EDEC2006

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.