Language, Literacy and Literature in Education

Module overview

In this module we will explore the critical role played by language in children's learning and how this is developed through the teaching of literacy. Within this we will explore the part played by a range of texts, including high quality children's literature. We will consider how policy and practice is developing in the light of research and explore the ways in which people undertake such research.

Aims and Objectives

Learning Outcomes

Transferable and Generic Skills

Having successfully completed this module you will be able to:

Organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

Understand the role played by language, literacy and literature in children's learning.
Understand some of the developments in research, theory and policy within language and literacy development.
Reflect on issues and challenges in relation to children's language and literacy development.

Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

Reflect critically on research, theory, and policy related to language and literacy development.

Learning and Teaching

Teaching and learning methods

The module will be taught through sessions which include a mixture of lecture elements, seminar discussions, reading, additional research and exploration of a range of resources. There will be opportunities to examine a range of texts for children, including books and digital texts, before creating texts. The module will include opportunities for students to share ideas individually and in groups and to receive informal, formative feedback from peers and tutors.

Study time
Type	Hours
Independent Study	109
Teaching	20
Guided independent study	20
Tutorial	1
Total study time	150

Resources & Reading list

Textbooks

J. Conteh (2010). Multilingual learning : stories from schools and communities in Britain. Stoke on Trent: Trentham Books.

M. Barrs and V. Cork (2001). The Reader in the Writer. London: CLPE.

B. Marshall, J. Manuel, D.L. Pasternak and J. Rowswell (eds) (2020). The Bloomsbury Handbook of Reading Perspectives and Practices. London: Bloomsbury Academic.

D. Wyse, R.Jones, H. Bradford and MA. Wolpert (2018). Teaching English, Language and Literacy. London: Routledge.

N. Gamble (2019). Exploring Children's Literature. London: SAGE Publications.

Assessment

Assessment strategy

Throughout the module there will be discussions so that students can receive peer and tutor feedback. The final module assessment will involve creating a text for children and presenting a rationale for choices made in the creation of the text in the context of relevant literature.

Summative

This is how we’ll formally assess what you have learned in this module.

Breakdown
Method	Percentage contribution
Development of a resource pack	100%

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Breakdown
Method	Percentage contribution
Development of a resource pack	100%

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.

Breakdown
Method	Percentage contribution
Development of a resource pack	100%

Repeat Information

Repeat type: Internal & External