Assessment task link to unit learning outcomes:
? Understand literacy/literacies as socially situated practice through which students create and interpret meanings ?
? Appreciate how language shapes understanding across diverse settings (including everyday family practices, institutions, ?communities) and cultures. ?
? Develop knowledge of teaching and learning strategies in literacy across the years and plan effective literacy lesson sequences ?
? Consolidate their own personal literacy skills and application. ?
. Details of task: PURPOSE ?
This task asks you to observe, note and reflect analytically on everyday language and literacy practices you have participated in, to develop understandings of literacy as a socially-situated practice. You will also be required to consider implications for classroom teaching, connecting out-of-school literacy practices with those associated with schooling and how you might support effective learning in classrooms
TASK DETAILS ?
Based on the scenario you select, you need to observe participant interactions taking detailed notes of the activities?
(including photograph as appropriate) and collect artefacts for analsyis. This task requires you to select 2-3 key episodes from your observations as a focus for your analysis.
You should seek approval from participants, and if children are involved their parents, to undertake these observations including
You should seek approval from participants, and if children are involved their parents, to undertake these observations including permission to take photographs as complementary evidence. Please note that all observation records are for assessment purposes and are only to be shared with lecturers. Pseudonyms and de-identified photographs (with faces masked) are required for submission. All records of the observations are to be destroyed once results of the task are finalised. See the letter on Moodle if participants require further details of the observation protocols for this task.
You then need to collate the data, including your observational notes, photographs, images and artifacts available. Evidence of your observations can be included in appendices (these are not included in the word count).
Your paper should include:
1. Description of the event observed
(MUST HAVE AN APPENDIX OF OUR DETAILS CONVERSATIONS ATTACHED )
DETAILS OF OUR DIALOGUE: FOR EXAMPLE: must be details.
*My families or friends go to a sport event (the conversation from beginning to the end of the event)
*MY girlfriend has dated me for a movie (the conversation from beginning to the end of the event) example: xxx: What are you on Sunday? xxx: Umm, i am not sure yet.
MUST select 2-3 key episodes FROM THE EVENT.
Provide details of the context of the interactions observed, noting how this is example of socially situated literacy practice. You should include:
? The purpose of event ?
? The time and place ?
? The participants ?
? Details of the conversations/interactions ?
? Artifacts and resources (if used these can be included as appendices)
2. Analysis of your event ?
Using Green’s 3D literacy model (please find the attached documents to support ) and our unit readings, you should then draw from the interactions observed (selecting up to a total of 15 minutes of dialogue/engagement) and analyse the data to consider the ways that scenario participants use language and/or different texts to make meaning and achieve a particular purpose. Your analysis should consider how the operational, cultural and critical dimensions of Green's model are evident in your observations.
3. Implications for teaching ?
You should then consider what you have learned about literacy practices as implications for your classroom practice. With reference to the 3D model discuss how the out-of-school literacy practices observed inform and guide your understanding of teaching of literacy, specific to your discipline area or a specific stage of schooling (Early Years, Primary or Secondary) . Here you might elaborate: ?
? The skills and strategies required to effectively participate in classroom teaching and learning;
? The understandings students will need to effectively engage in a range of topics; and
? The understandings students will need to effectively engage in a range of topics; and ?
? The strategies to support students to analyse texts, and interpret and interrogate the underlying messages, representations or ?discourse practices, specific to subject/discipline teaching.
Word count/equivalent: 2000 words?
. Presentation requirements: APA 6th edition referencing style required. ?
. Criteria for marking:
1. You have provided clear details of the literacy event observed including discussion of the everyday literacy practices evident. ?
2. You have used Green’s 3D model to analyse the literacy event, with attention to the operational, cultural and critical dimensions of ?
3. You have discussed implications for classroom practice detailing how the out-of-school literacy practices observed inform your ?
teaching of literacy with reference to the 3D model. ?
4. You have supported your discussion with reference to professional sources and course readings.
5. Your writing demonstrates a well-expressed, clearly proofread and coherent development of ideas. Further your paper complies
with the word limit set for this task (plus/minus 10%).
6. You have used correct citation conventions and accurately
recorded the bibliographic details of texts cited in your paper.