Master of Literacy

On completion of this course, students should be able to:

• Understand the development of language and literacy across the spectrum from birth to Year 10 of schooling;
• Understand the fundamental importance of language and literacy in schooling across all learning areas;
• Enhance their teaching of the range of current literacy practices that students have to master, from oral to written, from print to multimodal;
• Understand the importance of developing their students’ capacity for critical and creative practice across the range of literacies they use;
• Take into account the diversity of literacy learners in their teaching practice;
• Demonstrate knowledge of current research in teaching literacy;
• Demonstrate leadership in the literacy curriculum within their workplace.

An applicant may be eligible for entry into the Master of Literacy if the applicant has:

• an undergraduate degree and a fourth-year level education qualification, or equivalent,
• or a four-year education degree, or equivalent.

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:

In all courses

1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
   
   In courses requiring students to undertake practicum placements
   
4. The ability to undertake professional practice placements independently, including:
   a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
   b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
   c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
   d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
   e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
   f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
   g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.

Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit.

Academically Excellent: the course is based on the latest research into language and literacy teaching, and encourages an inquiry approach in the students.

Knowledgeable across disciplines: While being firmly lodged within the discipline of language and literacy, the course will develop in students a deep understanding of how language and discourse are fundamental in constructing all disciplines.

Leaders in Communities: The course is constructed to develop leaders in literacy within schools. There is a specific subject on leadership included.

Attuned to cultural diversity: The cultural basis of literacy is a constant theme in the program, as is literacy learning for those for whom English is an additional language.

Active global citizens: The development of critical awareness about major global issues, as constructed in verbal and visual representations is an aim of the program, and the way English is used globally in electronic communication will be a constant theme.