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Theory and practice of interdisciplinary adolescent literacies studied in the context of the interactions between the domain-specific and strategic processes involved in teaching and learning from printed text and other media in science, literature, mathematics, social studies, and the arts.
By the end of the course, participants will be able to: • Demonstrate an in-depth understanding of the dimensions of adolescent literacy education research, processes, teaching, and learning by being able to interpret and share those dimensions in relation to the needs of all students. • Clearly articulate the interdisciplinary nature of adolescent literacy education research, processes, teaching, and learning. • By use of multiple sources apply their understanding of adolescent literacy education processes, teaching, and learning to the design of multimodal teaching and learning activities using various technologies. • Show developed skills in supporting teachers and other education personnel in developing adolescent literacy curriculum • Assist classroom teachers and other educators in selecting printed texts, technology-based materials, and non-linguistic resources representing multiple levels, broad interests, and cultural and linguistic backgrounds of students.
Uploaded a Course Syllabus
The rationale for the modification of “reading and writing” to “literacy” in the course title is lign with the organizational name change of the International Literacy Association from the International Reading Association, and to be consistent with the present GSEHD program title, the reason for the course title and content modification to include the word “literacy” is that the course covers much broader and in-depth concepts than simply the skills associated with reading printed texts (see UNESCO, 2006). The modified title signals the inclusion of writing and oral speech dimensions in the course of study, and moreover, a range of other texts and activities that make use of other communication modes that include images and gestures (c.f., Coiro, Knobel, Lankshear, & Leu, 2014; Cope & Kalantzis, 2000; Flood, Heath, & Lapp, 2008; Kress & van Leeuwen, 2006; Lankshear & Knobel, 2006; Leu et al., 2007), which are practiced and situated in sociocultural contexts (Barton, Hamilton, & Ivanic, 1999).
The inclusion of “research” in the modified title points squarely to foundational knowledge of the field addressed in the course readings of seminal peer-reviewed research of the field that guides policy and practice with the aim toward a grounded understanding of the major models, theories, research and components of literacy education teaching and learning by being able to interpret and share those dimensions in relation to the needs of students.