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Description
Positioning literacy as a cognitive, cultural, social and emotional practice, this module provides a systematic introduction to the social factors and cognitive processes which shape language development, reading and writing. The module offers a programme to critically evaluate research in this field in order to understand the theoretical roots of current classroom practice and also recognise that literacy and literacy learning includes a need for teaching the knowledge and skills needed to decode and comprehend various texts, but also acknowledges that 鈥榣iteracy is inseparable from the social context of families, homes and communities and that this requires professional thought about literacy learning and teaching to extend beyond the classroom and classroom pedagogies鈥� (Ellis and Smith, 2017: 85 鈥� 86). Therefore, this module offers the opportunity for students to reflect on how the cognitive models and social cultural lenses discussed relate to their own educational and cultural experiences.
This module would be particularly valuable for those who wish to learn about the cognitive processes involved in oracy and literacy development, practitioners who wish to consider the theoretical underpinnings of literacy practices and school leaders who wish to deepen their understanding of the empirical research supporting cognitive models of literacy learning, literacy development and literacy difficulties.
Module deliveries for 2024/25 academic year
Last updated
This module description was last updated on 8th April 2024.
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