Critical Foundations of Literacy
- Online and asynchronous
- This course will require between 7-10 hours of work per week
- Workload Rating: Heavy
Course Description
This course provides an overview of the history of literacy instruction and currently accepted theories of literacy development. Participants will develop conceptual frameworks to understand literacy from cognitive and sociocultural perspectives and will gain an understanding of how these different perspectives condition the range of roles and responsibilities of an instructional leader of literacy education.
Learning Outcomes
The primary learning outcomes for GDE/PME 841 are to:
- Develop an understanding of the history of literacy intervention
- Acquire an understanding of the role of theoretical models in reading research
- Apply theoretical perspectives to the design of literacy instruction
- Develop an integrated perspective that enables students to take on a leadership role in literacy education
Assessments
Assignment #1 Part 2: Introduction to the Field of Literacy Post
Module 1 - 5%
Assignment #2 Theory and Practice Post Alexander and Fox (2018) Article
Module 2 - 5%
Assignment #3 Applying Reading Theories to Practice
Module 2 - 20%
Assignment #4 Dehaene Video Post
Module 3 - 5%
Assignment #5 History of the English Language Post
Module 4 - 5%
Assignment #6 Part 1: New Literacies Post
Module 5 - 5%
Assignment #6 Part 2: Evaluation of Literacy App
Module 5 - 20%
Assignment #7 Applying Comprehension Strategies Block (2008) Post
Module 6 - 5%
Assignment #8 Literacy Leader Presentation
Module 7 - 25%
Assignment #9 Reflections about Literacy Education
Module 7 - 5%
How does this course support learners outside K-12 teaching contexts?
This course is targeted to those who want to learn about or already facilitate literacy instruction across a variety of contexts (e.g., daycare, preschool, K-12, college, ESL programs, specialized private programs). Topics include an overview of theories of literacy development from various eras (including cognitive and sociocultural perspectives), the reading brain, the history of the English language, technology and literacy, and reading comprehension.
Each student’s professional practice and goals are unique. We highly encourage students to reach out to their course instructors at the start of the term to discuss the relevance and application of course learning and assignments to their own learning goals and context of practice.