Master in Literacy Studies
English version
at
the University of Stavanger
Course plan
April 2006
List of Contents
1. Introduction 3
2. Aims 3
3. Admission 4
4. Recognition of courses taken at other institutions 4
5 Contents and structure of the course 4
6. Organisation of teaching and supervision 5
6.1. The taught course 5
6.2. The dissertation 6
6.3. Language 6
7. Evaluation 6
7.1. The taught course 6
7.2. The dissertation 7
8. Internationalisation 7
9. Detailed course description and syllabus 7
9.1. The taught course 7
Module 1 8
Module 2 10
Module 3 14
Module 4 17
9.2. The dissertation 18
Master of Literacy Studies (120 sp)
Course plan
1. Introduction
The Master of Literacy Studies programme is a postgraduate study programme offered by the Faculty of Humanities at Stavanger University College. It is designed as a full-time course over two years, and includes both a taught course and a dissertation. The course represents 120 study points.
The course recognises the central role played by literacy in our society. The written language is a key factor in social organisation and cultural development, and the medium of a wide range of communication technologies. It is often claimed that the central role of reading and texts is one of the most important characteristics of modern societies. A good understanding of the various aspects of literacy, both contemporary and historical, is therefore essential for a full understanding of how this society works, and forms a key asset for the efficient participation therein.
The course is primarily focussed on linguistic, sociolinguistic and cultural studies, but also includes historical, literary, educational and psychological perspectives. It combines theoretical and applied approaches to provide a balanced understanding of the nature and functions of reading and the written language. The following areas in particular will be covered:
· The relationship between writing and speech
· The roles and functions of reading and writing within culture and society
· The origins of writing and the development of written systems and text types
· Historical perspectives to reading and writing, with special reference to English
· The technological, economic, social, cultural and educational contexts of literacy
· Theoretical and applied approaches to reading and writing as learning processes, with special reference to schools
· Reading and writing difficulties
2. Aims
The aims of the course are as follows:
· To provide the students with a good understanding of a range of major theoretical and practical issues within the general field of literacy studies;
· To encourage a scientific and unprejudiced approach to these issues by placing them within a broad historical, geographical and social framework;
· To train the students in the critical use of sources and in presenting a sound line of argument;
· To provide the students with a sound theoretical and methodological basis for academic research within the field(s) involved, as well as an understanding of basic research ethics;
· To give the students experience of applying their knowledge to independent research work;
· To help the students gain the practical skills required for their research work (e.g. statistics, computing, palaeography).
The course gives a broad academic competence within the area of Reading and Literacy Studies. This competence is relevant for a wide range of careers including education, the media, libraries and cultural administration.
3. Admission
The course normally builds upon a first degree such as the Norwegian Bachelor degree or equivalent, which includes at least 80 study points (ECTS) English. (This corresponds to 1 1/3 year of full-time study). The evaluation of the students is based on their individual qualifications in relation to the prevailing rules. Students with a different educational background may also be found qualified for admission on the programme; such cases are considered individually by the Faculty. In addition to this, the course admits exchange students for parts of the taught course in accordance with signed agreements.
4. Recognition of courses taken at other institutions
Students may apply for the recognition of courses taken at other institutions as equivalent to parts of the programme. In such cases, the extent to which a student may be exempted from course work and/or examinations will be considered individually.
5. Contents and structure of the course
The course is designed to consist of two years' full-time study. It is divided into a one-year taught course (60 sp) and a dissertation based on individual research with supervision (60 sp). The work for the dissertation is carried out during the second year, and includes taking part in an organised programme of research training. Arrangements for part-time or distance study may be considered in individual cases.
The curriculum for the first year is divided into four modules: Reception perspectives, Developmental perspectives, Production perspectives and Problems of reading and writing. The syllabus for each module represents fifteen study points. Each module is further subdivided into three areas, representing five study points each. Two modules are taught in parallel each semester; within each module, the areas are taught sequentially. Each module contains obligatory course work and is evaluated separately.
The modules are designed to be taken as units. However, some five-point areas may be taken in isolation, in accordance to specific agreements of cooperation between different programmes or versions of the present programme. In such cases, these areas are evaluated separately.
The second year consists of work on the dissertation with individual supervision. During this time, the student is expected to take part in a programme of research training, including both general theoretical/methodological issues and practical training in skills directly relevant to the student's chosen area of research.
The overall structure of the course is summarized in the figure below.
2year / 4 semester / Research training / Dissertation (60 sp)
3
semester
1
year / 2
semester / Production perspectives (15 sp) / Problems of reading and writing
(15 sp)
1
semester / Reception perspectives (15 sp) / Developmental
perspectives (15 sp)
6. Organisation of teaching and supervision
6.1. The taught course
During the first year, teaching consists of lectures, seminar discussions and group work. Much emphasis is placed on the student's own initiative, including active participation at seminars.
Where the main responsibility for teaching a module is divided between two or more lecturers, each student is assigned one lecturer as their tutor for that module. The tutor acts as the student's main contact person and is responsible for formal arrangements such as the approval of assignment topics.
Each of the four modules contains an obligatory assignment on a topic agreed upon with the lecturer/tutor. For two of the modules, the student will prepare an oral presentation accompanied by a portfolio; for the other two, the student writes an essay of ca 5 000 words. The essay will be presented at a seminar.
For course descriptions and reading lists, see pp. 7-18.
6.2. The dissertation
The students will choose the topic for their dissertation towards the end of their first year. At the beginning of the second year, a contract will be signed by the student, the supervisor and the Department of Cultural Studies and Languages. This contract will outline the framework for supervision and will be binding for all parties. The supervisor is normally one of the lecturers responsible for the taught part of the course.
If the student chooses to work within a practical field of research, (s)he will receive assistance in seeking such contacts that may be needed, e.g. with schools, media or cultural institutions. In the case of cooperation with other institutions, a contact person at the other institution will be appointed. Should the topic of the dissertation lie within the area of an ongoing research project at Stavanger University College, it may be possible to integrate the student into the project.
The topic of the dissertation must be approved both by the supervisor and the Masters committee. The dissertation should consist of 85-115 pages (12-point Times New Roman, 1.5 spacing), not including tables and appendices. It should be prefixed by a 1-2 page summary. In other respects, the dissertation should follow accepted academic conventions.
Dates for handing in the dissertations are set in April/May (Spring semester) and November (Autumn semester). When the dissertation has been approved by the examining committee, the student will give a trial lecture. The lecture is given as soon as possible after the evaluation of the dissertation by the examining committee. The topic of the lecture is chosen by the supervisor in consultation with the examining committee, and will be given to the student ten working days before the date of the lecture. The topic will relate to the subject areas represented in the student’s individual reading list (see 9.2.).
6.3. Language
The normal language of instruction is English. For reasons of staff availability, cooperation with the Norwegian-language version, etc., situations may arise where minor parts of the course here described are taught in Norwegian. In such cases, a suitable English-language alternative will be provided, making it possible to complete the entire course in English.
All students enrolled on the English-language Master of Literacy Studies will be required to use English both for their written work and their oral presentations. Students following parts of the course in order to incorporate them in a mainly Norwegian-language programme may, however, be allowed to submit their written work in Norwegian.
7. Evaluation
7.1. The taught course
Each of the four modules is evaluated on the basis of an assignment. For two of the modules, this consists of an oral presentation with accompanying portfolio; for the other two, of an essay presented at a seminar. Pass marks are awarded on a scale from A (excellent) to E (barely satisfactory), F being the fail mark. The four marks are combined into a single mark for the taught course, which counts for 50% of the student's total mark. If a student lies between two marks, or if there is uncertainty about a mark, (s)he may be called in for an additional oral examination to decide the mark.
Where the five-point parts of a module are taken in isolation, these are evaluated separately, using the same scale as above, on the basis of an essay and/or an oral examination.
7.2. The dissertation
The dissertation is awarded a mark on the same letter scale (A to E for pass, F for fail) as that used for the taught course. The mark awarded for the dissertation counts for 50% of the overall mark. If the candidate lies between two marks, the mark of the dissertation will decide the final one.
The test lecture will be evaluated by the examining committee and awarded either pass or fail.
8. Internationalisation
The present version of the Master of Literacy Studies is aimed both at Norwegian students and students from abroad. The latter group includes both students that take the entire degree, and exchange students who take elements of the course as part of a degree in their home country.
The programme offers opportunities for student exchange, making it possible for the students to spend one semester at an institution abroad. Such exchanges take place according to agreements made between the institutions. The details of which courses, examinations, etc are recognised as equivalent to specific parts of the present curriculum are decided by the programme committee.
An exchange agreement has so far been signed with the Department of English Language, University of Glasgow. Under this agreement, students enrolled on the Master of Literacy Studies programme may take their second semester at the University of Glasgow. They will normally be offered a choice of two modules, either of which is equivalent to the combination of Modules 3 and 4 of the present programme. The modules offered may vary from time to time, but are likely to include at least one of the following:
The History of Scots (30 sp)
The History of the Book (30 sp)
It may also be possible for students to spend one semester of their second year at Glasgow, if such a placement suits their choice of dissertation topic.
The cooperation with the University of Glasgow also includes teacher exchange, so that a lecturer from each department spends two weeks a year teaching at the other.
9. Detailed course description and syllabus
9.1. The taught course (60 sp)
The contents of the individual parts of the taught course are detailed below. The reading list for each five-point area is appended to the description of that area.
Module 1: Reception perspectives (15 sp)
This module examines some of the basic assumptions that underlie the study of literacy, focussing on the reading and reception of texts. It places the study within a theoretical framework in an interdisciplinary setting, including linguistics as well as cultural and literary studies. It also studies the development of literacy and the changing roles of texts and reading in Britain and the English-speaking world. The module combines historical and contemporary perspectives.
The module is divided into three areas: Writing and speech, Texts, contexts and images and English texts through time.
Writing and speech (5 sp)
This part of the course compares the media of writing and speech both from linguistic and social/cultural perspectives. The functions and characteristics of written and spoken discourse are compared, and prototypical spoken and written features are discussed. The status of the written language within linguistics is considered. Finally, theories about the roles of orality and literacy as factors of cultural, social and cognitive development are discussed.
Barton, David (1994), Literacy: An Introduction to the Ecology of Written Language. Oxford: Blackwell. Chapters 1-6. [94 pp]
Chafe, Wallace L. (1985), ”Linguistic differences produced by differences between speaking and writing”. In D. Olson, N. Torrance and A. Hildyard (eds), Literacy, Language and Learning. The nature and consequences of reading and writing. Cambridge: University Press. 105-123. [19 pp]
Coulmas, F. (1989), ”What writing is all about” in The Writing Systems of the World. Oxford: Blackwell. 3-17 [13 pp]