Faculty of Education
2009/2010
ED4212FA/4112YC/4113YC
ED4212: MEDIA LITERACY IN THE MIDDLE YEARS LANGUAGE ARTS
ED4112: CURRICULUM & INSTRUCTION IN LANGUAGE ARTS (J/I)
ED4113: TEACHING LITERACY
instructor: / Dr. Mary Clare Courtland
class time/rm: / TUES 8:30-2:00pm (Fall); TUES 10.30-2.00 (Winter)
tel / rm: / 807-343-8696, BL2036
email:
office hrs: /
Tues 8:00-8:30am or after class

COURSE DESCRIPTION(S)

This course has been developed for teacher candidates in the J/I program who have an English teachable. It combines language arts methods (4112YC and 4113YC) and Media Literacy (4212FA).

Language Arts (ED4112)/Literacy Methods (ED4113)

The basic survey course is designed to familiarize teacher candidates with the characteristics of the middle-school child’s language and documents provided by the Ontario Ministry of Education for developing language arts programs for the junior/intermediate levels. Course topics include: the development of language and thought; the selection, planning, implementation, and evaluation of learning opportunities in viewing, listening, speaking, reading, and writing. The interrelated nature of these abilities will be explored in an attempt to provide a framework for meeting individual differences in language development.

Media Literacy in the Middle Years Language Arts (J/I English teachable) (ED4212)

Students will examine theoretical perspectives for integrating media and multiliteracies in the language arts program. Emphasis will be placed on exploring new literacies including media, visual representation, and digital literacies and the role of Information and Communications Technology in promoting language learning. Consideration will be given to current trends and issues as well as to planning, development, implementation, and evaluation of the language arts program.

FOUNDATIONS OF PROFESSIONAL PRACTICE

A commitment to a clear vision of what it means to be a teacher is at the core of teacher professionalism and is the foundation for this course. The principles of the Ontario College of Teachers’ (OCT) Foundations of Professional Practice have been embedded in the learning expectations for this course.

COURSE EXPECTATIONS

Teacher candidates will:

  • explore their literacy through avariety of language experiences
  • acquire an understanding of theoretical perspectives on multiliteracies and critical literacy and the implications for literacy teaching and learning
  • acquire knowledge, skills, and strategies in the planning, development, implementation, and evaluation of literacy programs
  • acquire knowledge of the factors which support a positive and productive environment for student learning
  • appreciate and value children’s and young adolescent literature and its role in reader engagement and response
  • understand the role of the teacher in promoting language learning
  • understand the concept of literacy and learning across the curriculum
  • explore a wide range of texts and analyze the elements and techniques which distinguish them
  • understand trends and issues related to multiliteracies
  • become familiar with the Ontario Curriculum, Grades 1-8: Language, Guide to the Provincial Report Grades 1-8 (Revised 2006), and the Standards of Practice for the Teaching Profession (OCT)
  • reflect on the connections between theory and practice
  • recognize that ongoing professional growth is an integral part of teaching

TOPICAL OUTLINE

1)Orientations to curriculum in the language arts

2)The social constructivist model/reader response

3)Forms of representation from print literacy to multiliteracies

4)Literature in the language arts program

5)The development of oracy (listening and speaking)

6)The development of literacy (reading and writing)

7)Media literacy, critical literacy, and multiliteracies

8)Analysis of Language 1-8 document (Revised 2006)

9)Planning, development, implementation, and evaluation of language arts programs

10)Literacy and learning across the curriculum

11)Approaches and strategies for instruction

12)Popular culture (magazines, advertising, online teen e-zines etc.)

13)Exploring resources for teachers – media literacy

14)Parents as partners/family literacy

15)Strategies for ongoing professional development

16)Canadian multicultural picture books and novels

TEXTS/READINGS

Bainbridge, J., & Heydon, R., & Malicky, G. (2009). Constructing meaning: Balancing elementary language arts (4thed.). Toronto, ON: Nelson Education Ltd.

Selected readings (available from the LU Bookstore)

Ontario Ministry of Education documents

NB. Teacher Candidates Are Responsible for Obtaining Trade Books for the Literature Study.

COURSE REQUIREMENTS

As noted above, this course integrates three courses. Thus, media literacy is woven into class readings and assignments through Fall and Winter terms. Some course requirements are integrated; some focus more specifically on language arts or media and multiliteracies. Teacher candidates are encouraged to use multimedia forms of representation to construct personal or social meanings and in the development of units or activities to promote student learning. You will receive the same grade in all three courses.

Readings and Participation35%

Complete readings from the course texts and any related literature and BE PREPARED to discuss them in class. A variety of teaching strategies will be used to facilitate teacher candidates’ comprehension of the texts. The schedule notes the required readings and due dates.

Many assigned readings will include the preparation of a text map or other type of assignment to be shared with your response group. These assignments must be submitted to the instructor at the end of the class discussion for which they were assigned. Late submissions will not be accepted.

Contribute to in-class discussions.

Compose a reflection at the beginning of the course which explains:

a)Your current understanding of language arts/literacy/multiliteracies

b)Your previous experiences with teaching or working with children and/or adolescents

c)What you hope to learn in this course

Compose a reflection at the conclusion of the course to explain:

a)What you have learned in the course about teaching the language arts/literacy (lesson / unit planning, strategy usage, student groupings, content, assessment, etc.). Be sure to revisit your initial reflection.

b)What you have learned in the course about the range of print / non-print materials available for classroom use and the importance of careful selection for purposeful teaching and fostering of critical literacy.

c)Your professional philosophy about the teaching of language arts / literacy /multiliteracies (what is important to you, what will be reflected in your programming for teaching language arts / literacy/multiliteracies).

d)The importance of making connections between theory and practice and of reflecting on practice for heightening professional growth in the teaching of language arts / literacy.

Collaborate with peers on the development and completion of projects.

Arrive punctually for all classes. No teacher candidate may miss more than 5 hours in Fall term and 3 hours in Winter term.

Listen attentively and courteously when other class members are speaking and/or presenting.

Teacher candidates are welcome to bring a lunch and/or drink to class; however, please do not leave during class time to purchase refreshments in the cafeteria.

Readers’/Writers’ Workshop15%

PTeacher candidates will participate in a readers’/writers’ workshop during the fall term. The purposes for the workshop are:

  • to provide teacher candidates with opportunities to experience the reading and writing processes
  • to enable teacher candidates to understand the role of the teacher as a model reader/writer for learners
  • to provide teacher candidates with models for the teaching of writing and independent reading

PTeacher candidates are expected to keep all writing done during the term (i.e. rough notes, ideas, drafts, etc.)

PComplete the minimum of one polished piece (typed) of writing on a topic of your choice (i.e., personal narrative, poem, short story, song, play, letter, etc.) – No limericks, cinquains, or haikus, please.

PSelect a children’s or young adolescent novel to read during the term. Complete one response to the novel. (Refer to list of Response Activities in course package)

PTeacher candidate workshop portfolios will consist of the following:

• a reading/writing folder – consisting of a cover design and three pockets: (i) writing ideas and response ideas, (ii) drafts or work in progress, and (iii) polished/published works). Teacher candidates should develop labels/guidelines for each pocket. For example, an editing checklist may be glued onto the draft pocket of the folder, a comment sheet may appear on the published pocket

  • one polished piece of writing

• one response to a novel

• a two-page reflection letter which comments on the following:

What you read/wrote/designed during the readers’/writers’ workshop

your response to your novel

your reaction to participating in the writing processes (getting ideas, writing on demand, revising, editing, sharing)

Your comments and/or questions regarding the role of the teacher as model reader/writer

the implications of using the reader/writer response approach in your own language arts classroom (give thought to motivation, management and assessment techniques to facilitate your meaningful use of this approach). What is the appeal of the approach? What cautions, if any, can you foresee?

Media and Multiliteracies Explorations25%

Teacher candidates will work in groups of four or five students to conduct an inquiry into one of the media/multiliteracies projects described below. The purpose of the projects is to introduce you to concepts and strategies related to multiliteracies and critical media education.

1.Web 2.0 -- Survey

Conduct an online inquiry into Web 2.0

  • What is Web 2.0?
  • How do youth and young adolescents use the Internet to express personal meanings and creativity and engage in collaborative projects and social networking?
  • How might teachers in Junior and Intermediate divisions use Web 2.0 to promote literacy learning without appropriating students’ out-of-school online pursuits.

2.News Media Reporting

Select an issue which is currently in the news (or has recently been a top story). From a critical literacy lens, examine how the issue has been reported from multiple perspectives (i.e. newspaper articles, from a variety of newspapers, editorials, television documentaries and television and radio news etc.) (Examples include US President Obama’s health legislation, Canadian Aboriginal land claims, specific environmental issues etc.).

3.Advertising

Children and young adolescents are continually bombarded by advertising. What strategies do corporations use to persuade target audiences about particular products? What are some of the issues students should explore in the media literacy? Select one issue to investigate.

4.Information Literacy

There are many issues students must be aware of/learn about as they navigate the Internet. Issues include: cyberbullying, plagiarism, copyright, net safety, and learning to distinguish between authentic sources and biased reports. Select one of the issues noted above, research it and report on the following:

  • the issue
  • concepts/skills teachers should address when teaching students about the issue
  • strategies to promote students’ understanding of the concepts and the development of skills, and metacognitive awareness

5.Information Literacy

Media are social constructions, representations of ideas or events. Select, research, and analyze a particular theme or issue (i.e. war, violence, body image, gender, new immigrants, Aboriginals, poverty…) represented in the media. Explain the theme or issue. Provide examples of the representations. Explain whystudents need to consider media as social constructions. What strategies might teachers use to promote students’ understanding?

6.Comparison of Novel-Film/Film-Novelization

Compare a novel with a film version, and explore other media tie ins (i.e., a website/products etc.)

  • Develop a plan for reading the novel/viewing the film or viewing a film and the novel based on the film. Refer to the schedule for in-class planning sessions and due date.
  • Consider genre as well as literary elements and stylistic devices.
  • When viewing the film, groups should consider elements of media works – audio, visual and compositional elements and special techniques (See Language, 1-8 document for the media strand, Grades 4-8 and Glossary of terms.)
  • Explore media tie-ins and fanfiction, globs etc.

Each group will conduct an inquiry on one project described above.

Prepare a media presentation on the assignment – podcast, newspaper, video, powerpoint etc. – highlighting key points.

Prepare a one-two page handout for distribution to the class which addresses:

  • points articulated in your presentation
  • a list of teacher-and/or student resources
  • prepare a rubric (or other form of assessment) related to your assignment that includes attention to; process/product/ presentation/handout

Canadian Multicultural Children’s/Young Adult Literature Novel Study25%

Teacher candidates will work in self-selected response groups of 4or 5individuals on the development of a novel study of 20 instructional hours based on a multicultural theme. (Text sets are literary works grouped conceptually by author, topic, theme, or genre.) The unit must include one novel and related print/nonprint resources.

The novel/text set must be appropriate for implementation in the junior (grades 4-6) or intermediate (grades 7/8) division.

Process

  1. Literature circle groups

Divide the novel into four “chunks.” You will be responsible for reading each section and completing the role task. Roles should rotate among group members. One person should collect the role sheets and put in a folder for submission. Roles include:

  • Facilitator
  • Literary Critic
  • Researcher
  • Connector
  • Vocabulary Seeker
  • Sketch Artist

(See role sheets in Appendix)

  1. Planning
  2. Teacher candidates will have in-class planning time to develop the conceptual framework for the novel study.
  3. The novel study should include the following components:

Overview

  • Expectations (Language, 1-8, revised) (maximum 2-3 specific expectations)
  • Description of text set
  • Rationale/concepts/grade level(s)
  • Organization
  • Timetable
  • Overview of learning opportunities (Modes of presentation and modes of response)
  • Indicate how you will promote metacognitive awareness

Introduction

  • An experience which will broaden students’ conceptual backgrounds and provide links to past experiences/knowledge (for example, K-W-L or brainstorming).
  • Predicting or anticipation guide or book-in-a-box
  • A poem or picture book or visual

Body

  • Include daily plans. These should incorporate ways of scaffolding students’ literacy learning and opportunities for them to learn through multimodalities.

Assessment

  • One strategy for formative evaluation
  • One rubric for summative evaluation

(strategies must assess the specific expectations)

Closure

  • Brief description of the culminating response activity.

List of Books/Resources

Presentation (approximately 20 minutes per group)

  • Overview of unit
  • Response activity (show the product – a powerpoint, visual representation etc., or perform the activity)
  • One-page handout for class summarizing the components listed above

Submission of Assignment

  • Each group must submit a two-three report which describes a) your group process, insights into literacy teaching and learning and implications for developing the literacy program.
  • The novel study.
  • Appendix with role sheets organized by sections of the novel.
  • Please put in a duotang or binder – no loose pages.

EVALUATION

Assignment / Due Date / % Final Grade / By Whom
1. Reading & Participation / ongoing / 35 / Instructor
2. Readers’/Writers’ Workshop
  • folder
  • two products (reading response & writing)
  • reflection letter
/ Nov 3/09 / 10
5 / Self
Instructor
3. Media Explorations
  • Process
  • Product
  • Presentation
  • Handout
/ Oct 13/09 / 10
10
5 / Group
Peers
Instructor
4. Multicultural Novel Study / Mar 2/10 / 25 / Instructor
TOTALS / 100

NB.Teacher candidates should note the following:

  1. Attendance is required in the course. Students must arrive on time and must be present for the full class.
  2. Assignments will be discussed in class.
  3. Course assignments which involve writing must be typed. A handwritten submission will automatically be penalized 20% of total weight of the assignment.
  4. Edit work submitted for grading. The submission of work which includes spelling, usage, or mechanical errors will be penalized.
  5. Late submission of assignments will be penalized 5% of the total weight of the assignment per day. Any exceptional circumstance must be presented in a memo to the instructor prior to the due date.
  6. In order to complete the course successfully, every assignment must be completed and submitted for grading.
  7. *Self/group evaluations are a privilege and a responsibility. Completed assignments must meet expectations articulated in course package. Assignments which do not meet expectations will be graded by instructor.

RELATED LAKEHEAD UNIVERSITY and FACULTY OF EDUCATION POLICIES

INCOMPLETE STANDING

[V Standing)

The Faculty of Education Assessment Rubric.

Advisement: CELL PHONES, PDAs etc.

The Faculty of Education cautions Professional Year Candidates that the use of cell phones, personal digital assistants (PDAs), handhelds, etc., in class for personal communications (whether checking voice mail, reading or sending text messages, or making conventional telephone calls) is professionally unacceptable in the context of a class or while a formal presentation is in progress. Moreover, since digital image capturing devices in cameras, cell phones, and PDAs have the potential to be used in a manner that violates the privacy of instructors and students, the Faculty of Education requests that such devices be used only with the prior permission of the person(s) to be photographed.

Most Canadian schools require that cell phones, etc. not be used during hours of instruction. The Faculty of Education requests that students power off or mute their PDAs during classes, presentations, tests and exams, and that, while on practicum, teacher candidates not use them in a way that contravenes the school's or board's protocols.

REFERENCES

Course Readings/Viewing

Albers, P., & Harste, J. C. (2007). The arts, new literacies, and multimodality. English Education, 40(1), 6-20.

Bainbridge, J., Heydon, R., & Malicky, G. (2009). Constructing meaning: Balancing elementary language arts (4thed.). Toronto, ON: Nelson Education.

Bainbridge, J., Pantaleo, S., & Ellis, M. (2000). Multicultural picture books: Perspectives from Canada. Social Studies, 90(4).

Courtland, M. C. (2009). Bifocal: A Novel Study for Grades 7/8. Unpublished unit. Lakehead University. (On reserve)

Courtland, M. C. (2009). Evaluation report: Bifocal: Implementation in a Grade 7 classroom. Lakehead University. (On Reserve)