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Viewing: CPED 6289 : New Literacies Coach and Reading Specialist

Last approved: Thu, 17 Aug 2017 08:02:07 GMT

Last edit: Fri, 07 Jul 2017 17:53:46 GMT

Catalog Pages referencing this course
Graduate School of Education and Human Development
Curriculum and Pedagogy (CPED)
CPED
6289
New Literacies Coach and Reading Specialist
New Literacies Coach Read Spec
Fall 2017
0,3
Course Type
Lecture
Seminar
Default Grading Method
Letter Grade

No
No
CPED 6224 and permission of the department
Corequisites

15

Frequency of Offering

Term(s) Offered

Are there Course Equivalents?
No
 
No
Fee Type


No


Contemporary issues and conditions influencing literacy/reading leadership roles and the expanded roles of the new literacy reading coach and reading specialist. Topics include designing and evaluating interdisciplinary literacy education environments. Students work with educators on instructional and professional development activities to meet the literacy education needs of children.
By the end of the course, participants will be able to: 1. Describe the roles of the literacy coach and reading specialist and compare those to the new literacies coach. 2. Identify and analyze best practices in new literacies education that should be evident in a comprehensive school-wide literacy and reading education program 3. Describe the process for selection and adoption of curriculum materials 4. Evaluate a comprehensive literacy and reading education program for a school or school system 5. Describe and evaluate professional growth opportunities in literacy/reading education a school or school system 6. Discuss current issues and conditions influencing literacy/reading programs
Rationale for Change in Course Title: Rationale for course and title change: The modification of the course title to include “literacy” is the same as the rationale for the title change of CPED 6622 and 6691 provided above. Second, IRA (2010) accreditation standards call for new literacy education leadership dimensions that include, but go well beyond those elements in the present program. Through the course modification, contemporary issues and conditions influencing literacy/reading leadership roles programs are discussed. Attention is focused on evaluating and designing 21st Century literate environments, which include printed texts on paper and digital materials and the interdisciplinary relations of subject area multimedia texts. Candidates work directly with other educators in instructional facilitation and professional development activities as well as meeting the specific literacy education needs of children. The course prepares students for the final practicum course “Leadership in Interdisciplinary Literacies, Collaboration, Planning, and Communication” described subsequently.
Course Attribute


Key: 1745