Overview
A critical, socio-cultural view of literacy theories, practices and policies with implications for all educational settings.
What does it mean to be literate in the 21st century?
This paper examines future-focused literacy practices in Aotearoa New Zealand and internationally. You will examine what counts as literacy today, study yourself as a multiliterate person, and sharpen your skills of critical analysis. The paper is 100% internally assessed and will appeal to teachers and education studies students alike. In advice to future students, one student wrote: "Enjoy it, you will not regret taking it! It gave me a new perspective as to what literacy is and what it means to me."
About this paper
| Paper title | Future-Focused Literacies |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period | Semester 1 (On campus) |
| Domestic Tuition Fees ( NZD ) | $955.05 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- One 200-level EDUC or PSYC paper
- Schedule C
- Arts and Music
- Contact
- susan.sandretto@otago.ac.nz
jane.tilson@otago.ac.nz - Teaching staff
- Teaching Arrangements
One 1-hour lecture and one 2-hour workshop per week.
100% internally assessed.
- Textbooks
All assigned paper readings are available through eReserve.
- Graduate Attributes Emphasised
- Global perspective, Interdisciplinary perspective, Lifelong learning, Scholarship, Communication, Critical thinking, Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes. - Learning Outcomes
Students who successfully complete this paper will be able to:
- Evaluate contemporary reading theory to support the learning needs of all readers
- Understand reading theories and interpret reading policy and practice in New Zealand schools and compare and contrast with international perspectives
- Demonstrate an understanding of critical literacy practices and critical analysis of texts
Timetable
Overview
A critical, socio-cultural view of literacy theories, practices and policies with implications for all educational settings.
What does it mean to be literate in the 21st century?
This paper examines future-focused literacy practices in Aotearoa New Zealand and internationally. You will examine what counts as literacy today, study yourself as a multiliterate person, and sharpen your skills of critical analysis. The paper is 100% internally assessed and will appeal to teachers and education studies students alike. In advice to future students, one student wrote: "Enjoy it, you will not regret taking it! It gave me a new perspective as to what literacy is and what it means to me."
About this paper
| Paper title | Future-Focused Literacies |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period | Semester 1 (On campus) |
| Domestic Tuition Fees | Tuition Fees for 2024 have not yet been set |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- One 200-level EDUC or PSYC paper
- Schedule C
- Arts and Music
- Contact
Associate Professor Susan Sandretto susan.sandretto@otago.ac.nz
Dr Jane Tilson jane.tilson@otago.ac.nz- Teaching staff
- Teaching Arrangements
One 1-hour lecture and one 2-hour workshop per week.
100% internally assessed.
- Textbooks
All assigned paper readings are available through eReserve.
- Graduate Attributes Emphasised
- Global perspective, Interdisciplinary perspective, Lifelong learning, Scholarship, Communication, Critical thinking, Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes. - Learning Outcomes
Students who successfully complete this paper will be able to:
- Evaluate contemporary reading theory to support the learning needs of all readers
- Understand reading theories and interpret reading policy and practice in New Zealand schools and compare and contrast with international perspectives
- Demonstrate an understanding of critical literacy practices and critical analysis of texts