Master of Education (Reading & Literacy)

Make literacy teaching and learning relevant to students’ lifeworlds

The Master of Education (Reading and Literacy) is designed as a specialisation for four-year trained teachers, professional educators, education administrators and policy makers and other professionals involved in addressing reading and
literacy, critical literacy and multiliteracies.

This teaching course will prepare you to be a highly effective literacy educator who is able to respond to unprecedented social and technological change in ways that make literacy teaching and learning relevant to students’ lives. From the combined perspectives of literacy research, policy and practice, you will gain the skills and expertise needed to be recognised and respected by colleagues, families and community members as an exemplary literacy educator or coach. You will also be extremely well placed to provide continuing professional development across a diversity of settings, both national and international.

The Capstone subjects will provide you with a unique opportunity to undertake and publish reflective research where you pursue ways to improve your practice and to share your findings with the professional community. When following this online teaching course, you will also be given an option to attend three ‘touch-point’ weekends per year (one per trimester) in either Adelaide, Sydney, Brisbane or Melbourne.

The Master of Education (Reading & Literacy) course is offered as an online-only option over 1.5 years with part-time options available.

QUALIFICATION CODE
MEd(R&L)

Key Study Outcomes:

About the School

This course is provided and delivered by Torrens University Australia Ltd. CRICOS: 03389E

Read more about Torrens University Australia

Course Delivery

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Workload and Assessment

No. of timetabled hours per week:

Torrens University Australia operates on a trimester system comprising of 3 study periods per year.

It is expected that each subject, whether studied online or on-campus, will involve a combined total of 120 hours of structured and self-directed learning, which equates to approximately 10 hours a week for subjects over 12-week trimesters.

Contact a Course and Career Advisor for more information on full-time and part-time workloads.

Typical assessment includes:

Subjects have a range of assessment options to suit the students requirements and circumstance.

Subject Information

The Reading and Literacy Capstone project provides students with an opportunity to plan and carry out an action research project over the subject of two trimesters. Project B requires students to engage in an action research project over two cycles and author a research report that demonstrates competence in the research process. An additional subject aim is to assist students in presenting and/or publishing findings from their action research projects at national conferences and in professional journals and publications.

Prerequisite: EDUC6014 Reading and Literacy Capstone Project A

The Reading and Literacy Capstone project provides students with an opportunity to plan and carry out an action research project over the subject of two trimesters. Project A introduces and explores the methodology of action research where you critically and systematically reflect on your professional practice. Students will design an action research project around an issue or problem related to their current teaching or work-based practice. Action research projects will enable students to draw on their previous subject work and apply theories, concepts and practices to improve an identified aspect of their practice through the process of cyclical critical reflection.

This subject prepares students to design an inclusive classroom where all learners, especially those labelled ‘at-risk’, can acquire the literacy skills and practices needed for academic success and for participating effectively in society. Students are required to critically examine and apply strategies to scaffold and support learners at all levels of language acquisition, particularly for students who speak English as an additional language or dialect (EAL/D). The subject explores critical pedagogy and critical literacy approaches to empower teachers and their students with the tools to participate in a democratic society regardless of their race, culture, class, gender, or sexual orientation. To this end, students practice selecting culturally sensitive and relevant instructional materials and literacy texts for all learners. Through an in-depth study of critical literacy practices, students are encouraged to view the literacies needed for reading, viewing, responding to and producing multimodal and digital texts—as tools to take action and bring about change—in the classroom and communities where they work.

Effective literacy instruction derives, in part, from effective assessment. This subject presents the purposes, strengths and limitations of a wide variety of assessment instruments to effectively diagnose learners’ literacy difficulties and determine appropriate strategies and interventions. Students learn how to select and administer appropriate assessment tools for diagnosis and progress monitoring and how to interpret results related to individual learners, classes/groups and schools. These include a wide range of formal and informal assessments needed to grasp the complexity of young children’s literacy learning. Current or future education professionals learn how to use assessment data to plan intervention strategies and differentiated instruction for learners at different developmental stages and from different cultural and linguistic backgrounds. In addition, they also learn how to choose teaching resources needed to implement appropriate interventions.

Unprecedented socio-technological changes have profound implications for literacy teaching and learning. This subject challenges educators to not only consider how the foundations of reading and literacy have changed; but also recognise that how literacy is enacted by students and teachers, also redefines the field and has implications for professional practice. Students examine and evaluate the role of new technologies for literacy teaching and learning, teaching literacy to speakers of English as an additional language or dialect (EAL/D) and the literacy needs of Indigenous learners. Students also explore a wide range of literacy teaching and assessment strategies—including motivating reluctant readers, promoting comprehension, organising for effective literacy instruction, how to differentiate instruction and multi-literacies practices— with the goal of drawing on children and young people’s funds of knowledge to make teaching and learning relevant to their lifeworlds.

Research indicates that excellence in teaching is the single most powerful influence on student achievement. In this subject, students explore what it means to be a high achieving professional educator in today’s diverse and changing educational landscape. Students will critically examine the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers at the lead teacher career stage. This assists them in developing a deeper understanding of their content area and articulating why their selected teaching practices and strategies are important in shaping learning in ways that are meaningful and valuable to diverse learners. The subject also assists students in articulating why they are expert pedagogues able to make appropriate professional judgments that successfully shape the manner in which they teach and respond to their students’ learning.

This Subject prepares education students to understand the literacy experiences of children prior to school and in the early years of schooling. Students will examine the development of listening, speaking, reading, writing, viewing and designing print, digital and multimodal texts and their relationship to children’s language acquisition and emergent literacy practices. Students will explore the interrelationship between early years literacy practices and a diversity of text types. This will assist them in extending children’s literacy learning experiences through meaningful engagement with texts and literature that is relevant to their lifeworlds and family and community funds of knowledge. Additional topics include phonology, vocabulary and grammar related to early reading and writing; theories of reading comprehension; the development of children’s writing; assessment strategies; and planning differentiated instruction.

Acquiring a sound understanding of the diverse cultural, social, linguistic and emotional needs of adolescents assists students in developing critical strategies to connect adolescent literacy learners to the diversity of print, digital and multimodal texts they encounter in school and through their digitally mediated lifeworlds. In this subject, students analyse the sociocultural constructions of adolescence to develop strategies to improve struggling and ‘at-risk’ middle years and secondary students’ literacy skills. Students also acquire the tools needed to identify and support adolescents who struggle with literacy to equip them for a lifetime of learning. The subject builds students’ knowledge of literacy teaching strategies and interventions to foster adolescents’ creativity and resilience to overcome literacy difficulties and improve literacy outcomes.

This subject examines the development of successful strategies to teach the listening, speaking, reading, writing and designing of print, digital and multimodal texts in the middle years of schooling. Students engage with a diversity of literacy teaching and assessment strategies required to successfully engage learners in years 5 through 9 to assist them in learning how to encode and decode a diversity of text types to make meaning. The subject critically engages with approaches to plan effective teaching and learning that assists middle year learners in acquiring the complex literacy practices required to participate actively and successfully across diverse social and cultural contexts. Topics will also include; literacy teaching across discipline areas; genre; digital literacies; and multiliteracies.