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Study of the scholarship on foundational and new literacy knowledge, concepts, and practices. Topics include models of literacy, theories and relations of multimodal and printed text reading (e.g., linguistic, psychological, and sociocultural), and the uses of these theories for the teaching and learning of literacies.
By the end of the course, participants will: • Demonstrate 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 all students. • Show a critical stance toward models, theories, research, and components of literacy education teaching and learning • Using multiple sources, competently apply their knowledge of major literacy education theories and research to the design of multimodal teaching and learning activities using various technologies. • Develop mastery of fundamental APA scientific writing style that will be utilized throughout their program of study.
Uploaded a Course Syllabus
Teaching and learning in schools is centered on reading and writing printed texts, and those activities are situated in other modes of communication, such as images, oral language, and gestures. Through this course, educators develop and extend their understandings of language-based text pedagogies and the various major models through which these pedagogies have been carried out over recent years. Two main models are compared and contrasted: the psycholinguistic cognitive model of reading and new literacies. Alongside this work, they study and design activities that incorporate multimodal texts for use in domain-specific and interdisciplinary teaching and learning.
This course is designed to meet the goals of the GW School of Education regarding bridging concepts and principles. The cycle of study meets GSEHD’s Mission of Educational Leadership, Reflective Practice, Research and Scholarship and Community Service. Further, the course is framed with framed by the International Reading Association (IRA, 2010) Standards for Reading Professionals. The bridging concepts and standards are integrated into the course activities and assignments.