Upon completion of this course, the candidate will demonstrate and apply knowledge of current research and the professional knowledge base as it relates to issues that are central to professional and public debate on literacy education:

1.  Research in brain functions, cognition, psychology, sociology, anthropology, linguistics, and literacy provide historic and current support for the evolution of social-constructivist models of literacy as a complex and dynamic interaction of the reader, the text (and writer), and context(s) as shaped by knowledge, purpose, and motivation.  Current trends in policy and practice are often guided by popular assumptions (myths) rather than empirical or theoretical research.  Course Assessments 2, 5;  IRA 1(1,3)  

2.  Critical pedagogy evolves from an understanding of and appreciation for the moral dimensions and values of literacy and literacy learning.  Critical pedagogy involves (a) legitimating student experiences, (b) questioning curriculum discourses, (c) positing a language of public life through community and individual social commitment; (d) enabling students to believe in the power to make a difference (H. Giroux0.  Course Assessments 2,5,6;  IRA 3(1,2,3,4); 4(1,2,3,4,5,6,7,8,9); 8(7)

3. Organizing and planning for effective literacy learning must address the needs of minority and marginal students (students living in poverty, transient students, students with disabilities, students with special needs, bilingual students and students with limited English proficiency, migrant students, truants, etc).  Numerous contextual considerations are factored into successful programs, including oral language and communication, previous literacy experiences (including being read to), reading/writing habits, content, purpose, tasks, settings, grouping procedures, school programs and materials, assessment, home factors, community resources, and home-school initiatives.  Course Assessments 1, 2, 5, 6;  IRA  1(2,6); 3(1,2,3,4); 4(1,2,3,4,5,6,7,8,9); 5(5); 8(1,3,4,5,6,7); 10(1)

4. Literacy is infinitely tied to freedom and justice and involves knowing how to access, analyze, evaluate, and produce information and communication through multiple technologies.  Such knowledge depends upon critical thinking and the right of individuals to different values, views, interests, and ways of knowing.  Effective media literacy education seizes the opportunity to expand students’ experiences through positive experiences that build on the strengths of the learner to foster an understanding of and appreciation for cultural, linguistic, and ethnic diversity.  Course Assessments 1, 2, 4, 5, 6;  IRA 1(2); 3(1,2,3,4); 4(1,2,3,4,5,6,7,8,9); 8(1,7); 10(1,3)

7.  Present, explain, and defend a set of principles for school policy with regard to literacy education for minority and marginal students and their families.  These principles will include references to instruction, intervention, materials, and support.  Course Assessment 2;  IRA 8(1,3,4,5,6,7)

Assessment 2: Principles for Inclusive Literacy Education

Learning Objectives 1, 2, 3, 4, 7;  IRA 1(1,2,3,6); 3(1,2,3,4); 4(1,2,3,4,5,6,7,8,9); 5(5); 8(1,3,4,5,6,7)

Using the assigned and supplemental readings and class discussions and seminars, candidates assume responsibility for exploring the research and related literature to develop, support, and defend their theories of language, literacy, and learning and their system of beliefs or guiding principles for inclusive literacy education. The resulting 10 principles will reflect a working knowledge of research-supported approaches to literacy education that is truly inclusive, integrative, and transformative. These principles will be a work in progress--a tool for the Reading Specialist in recommending school policies and practices that respond to the needs of minority and marginal students and their families and that enrich the learning students of all students in issues of individual and cultural differences.  The assignment will provide (minimum 10) guidelines for establishing policies with specific recommendations for guaranteeing the rights of all students to successful literacy learning.  Specific recommendations should include the issues addressed in the learning objectives (i.e., multicultural education, popular culture, oral language, emergent literacy, spelling, vocabulary, English as a second language, etc.). Recommendations should include empirical and theoretical support (including references), and projections for policy outcomes. Details of this assignment are modeled and explained in class.  A rubric (handout) is distributed in class.  Please refer to the Learning Objectives and the rubric when completing this assignment. 

(This will count as 10/100 for the course grade.)