SPR610 Research on Literacy in Educational Contexts

The course is connected to the following study programs

• PhD Programme in Humanities and Education

Teaching language

English

Prerequisites

Students must be admitted to a relevant PhD-programme

Recommended prerequisites

Basic knowledge in research on language.

Course contents

In this course, students will acquire insights into different theoretical concepts and aspects related to research on literacy in educational contexts. Literacy will be covered from both L1, L2 and L3 perspectives. Students will also acquire insights into methodological approaches and ethical considerations in the field. The course comprises three course modules:

Social semiotic multimodal analysis

This module is based on social semiotic multimodality theory. These theoretical perspectives are discussed in relation to research in educational contexts. The focus is on how students at different levels read and create multimodal texts in a in a school context, particularly in the L1 classroom but also other school subjects. The module pays special attention to how different approaches to multimodality can contribute to increasing our understanding of the school's literacy events and literacy practices.

Discourse analysis

This module introduces various approaches to discourse analysis, with a focus on analysis of verbal language in educational contexts. Examples include oral texts such as transcripts of informant interviews and other spoken interactions, and written texts like government policy documents, curricula, textbooks and learner texts. The course module addresses how to use discourse analysis to understand language use in context (co-text, situational context and cultural context)

Learner corpus research

This module is designed to introduce students to written learner corpora, and how to do research on such corpora to gain knowledge of the learners’ written competence in educational contexts. Different theoretical and methodological approaches to learner corpus research will be presented and discussed. Examples are drawn from learner corpus texts written in L1, L2 and L3.

The structure within each course module will be roughly the same, with explorations of key theoretical and methodological issues, demonstrations of exemplary studies and plenary discussions.

The course also includes slots for student presentations of their own on-going doctoral work, in the form of a mock conference presentation. The presentation should be based on a selected topic from the students’ own PhD project, and be aimed at peers/experts in their field of research. Students will submit an abstract and a manuscript or powerpoint for a conference presentation outlining the theoretical and methodological issue they wish to discuss. These issues will then be presented to the group in a 20-minute oral presentation followed by oral peer response. All stages are welcome.

Learning outcomes

Upon successful completion of this course, the student is able to

• assess the utility and viability of different theories and methods used in research on literacy in educational contexts, both in terms of their actual use in selected studies and in terms of their potential use in the student's own research project
• plan and complete data collection and data analysis within the areas covered in the course
• identify ethical issues and considerations that are particularly relevant and implicated in the specific data types and methods covered in the course and those that pertain at a more general level for all research in educational contexts
• discuss and explore theoretical and methodological issues in peer work in an inquisitive and constructive way

Examination requirements

a. All students need to hand in the following in advance: a) an abstract for a mock conference presentation (maximum 200 words), b) a manuscript or power point presentation for the planned conference paper (duration 20 minutes). Deadline for sending in all the above will be announced to the participants.

b. Peer presentation of the manuscript/power point for the planned conference paper (20 minutes)

c. Oral response to peer presentation (each student will present lead response to a peer)

Teaching methods

Lectures, preparatory reading of key texts, discussion, and critique of research literature, own and peer work

Offered as Single Standing Module

Yes.

Assessment methods and criteria

Participants are required to

• Submit the required assignment
• Complete the required oral presentation and peer response
• Participate actively in group discussions

All the requirements must be approved as a pass for the students to pass the course.