Course Syllabus
Critical Literacy Trends and Issues Course Syllabus
EDU623 (3cr.hrs)
Special Topics in Literacy Education
Vivian Vasquez
Gray Hall Room 220
vvasque@american.edu
(202) 885-3719
Course Description and Objectives:
This course combines interactive class meetings with on-line discussions, independent work, and podcasting, to explore current trends in critical literacy teaching, learning, and research. Students will have opportunities to hear directly from a globally diverse group of leaders in the field while developing a critical literacy perspective.
A blog and podcast of the course is located at www.bazmakaz.com/criticalliteracy
Make sure to refer to the site regularly for course information, updates, and resources on critical literacy.
Throughout the course you will,
1)Develop a theorized understanding of critical literacy through, using multi-modal texts, including, children’s books, popular culture and media texts, as well as music that shapes political and social experiences. You will also listen to and participate in podcasts by leaders and experts in the field of literacy.
2)Experience and learn about, new technologies, such as blogging, podcasting, and multi-modal texts.
3)Make use of podcasting and blogging as tools for learning and representing thinking.
We will have three face-to-face meetings on the following days and times:
January 18, 2007 - 8:10-10:40
Introduction to the Course
Gray Hall Conference Room
February 10, 2007 - 8:30-3:30
Saturday Critical Literacy Conference at AU
Bentley Lounge 8:30-4:00
April 19, 2007 - 8:30-10:40
Project Presentations and Closing Seminar
Gray Hall Conference Room
Outside of our face-to-face classes you will be responsible for participating in a variety of online and electronic experiences from January 25 – April 12, 2007, and April 26, 2007.
Assigned Multi-modal Texts (traditionally referred to as ‘readings’)
Traditionally, every course requires the use of a set of readings. For this course you are assigned a series of multi-modal texts including Negotiating Critical Literacies a book that outlines a year-long attempt at negotiating theorized critical literacies in a primary school setting. Refer to the Multi-modal Texts page on the homepage to access the required texts or for information regarding locating these. In this course you will be listening to podcasts, viewing and reading blogsites and engaging with articles and other resources to help build a theoretical understanding of critical literacy. You can also make use of the various resource pages on the right hand side of the class home page for supplemental resources and other multi-modal texts.
Blogs:
Critical Literacy Blog
http://critical-literacies.blogspot.com/
“What’s a blog?”
http://www2.blogger.com/tour_start.g
How to Create a Blog-site
http://www.blogger.com/start
Podcasts:
Critical Literacy in Practice
www.clippodcast.com
Just One More Book
www.justonemorebook.com
EDU623 Podcasts on the class home page.
Books /Articles/Chapters:
Four Resources Model
http://www.readingonline.org/research/lukefreebody.html
Synthesis Model for Critical Literacy pdf. by Hilary Janks
Teaching to the Fourth Power pdf. by Anna Sumida et al.
Vasquez, V. (2005) Negotiating Critical Literacies with Young Children. Mahwah, NJ: Lawrence Erlbaum Associates.
Vasquez, V. 2000. “Our Way: Using the Everyday
to Create a Critical Literacy Curriculum.”
Primary Voices 9 (2), pp. 8-13.
http://www.bazmakaz.com/vasquezhome/books/our_way.pdf
What is a Podcast?
Refer to the podcasts and blogs page for a series of readings.
Aside from the course assignments you will be expected to do approximately seven and a hald (7.5) hours of field work in the form of mini research studies. This research would involve observing what it means to be literate in different settings. These settings include, libraries, bookstores, museums, gas stations, laundrymats, and so forth. Choose a location or a series of locations that would most inform your particular interests. While at your chosen location or locations keep a close eye on what people are doing in order to ‘read’ or make sense of the texts and images around them. For whom are the texts and images accessible? What are the dominant ideologies or discourses unfolding before you? Who is marginalized or disadvantaged by the particular literacy practices at the setting or settings you choose? The intent of this research is to help you to build a contextualized understanding of the different literacies involved in everyday life. This is for your personal growth and will not be graded. You should however make connections to your insights while posting a blog comment or message or at some other point during the course. As such I would recommend carrying out your research within the first four weeks of class.
You will also be expected to attend a literacy conference to be held on a Saturday from 8:30-4:00. This additional time has been factored into the total number of classes and class hours that we meet .
Assignments:
1. Contributions to the CLIP Podcast - 20 points
a)Begin by subscribing for FREE to the CLIP Podcast. To do this go to
http:www.clippodcast.com and click on the “How to subscribe in iTunes link in the left hand column.
b)Post a thoughtful comment for Five different CLIP shows of your choice that catches your attention. Each comment should be between 100-150 words
2. Focused Issue - 20 points
For this assignment you are to create a three to four minute podcast on a focused issue of your choice that is framed from a critical literacy perspective. For examples of focused issue podcasts, I would recommend listening to CLIP23, CLIP19, and CLIP17. There are also many others on the site that you could refer to as examples.
Focused Issue Assignment Pointers and Suggestions
a)Begin by crafting your text. Start by saying your name and where you are from. The rest is up to your creativity. As a guide, listen to Acts Of Kindness And Social Action_CLIP 23 (http://www.bazmakaz.com/clip/?p=82). This show contains a 3.5 minute episode by Andrea Ross. The transcript of her audio is available at the CLIP site. Her 3.5 minute audio translates to approx. 550 words. How long your text needs to be will be determined by how quickly/slowly you read and so forth.
b)Once you have created your text, rehearse reading it out loud and time yourself to see if you need to do any edits.
c)Call 206-339-CLIP(2547) to record your text.
d)Send me an e-mail at vvasque@american.edu to let me know that you have submitted your audio.
e)Wait to hear from me to confirm receipt or if there were any problems with your recording.
f)Once you e-mail me, if you don’t get a response after two days, make sure to re-send your e-mail.
3. What Critical Literacy Means to Me - 20 points
For this assignment you are to create a three to four minute podcast that thoughtfully represents what critical literacy means to you. In order to gain as much insight into issues regarding critical literacy I highly recommend making sure that you have thoroughly explored the assigned readings and multi-modal texts up until the time that you do this assignment. Go to Assignment #2 for Assignment Pointers and Suggestions, as those also apply to this assignment.
4. Creating a Blogsite - 20 points
Create at least 8 thoughtful posts on your own blogsite. These should take the form of focused comments & questions, connections, or issues, that come to mind from engaging with the multi-modal readings. For an example of a thoughtful blog go to,
Critical Literacy Blog
http://critical-literacies.blogspot.com/
There are also several other blog examples included on the blogs and pocasts page.
All your blog posts should be completed by the date posted in the course calendar. Two points will be deducted for each missing blog entry.
Getting Started:
a)Begin by reading “What’s a blog?” at http://www2.blogger.com/tour_start.g
b)Go to http://www.blogger.com/start to create your site.
c)Post your first entry
d)Send me your site address
e)I will collate the site addresses and send them off to everyone in the group.
NOTE: If you have problems setting up your site , for help, simply send me an e-mail at vvasque@american.edu.
5. Blogsite Comments - 10 points
Comment at least once on each of your colleagues’ blogsites. All posts should be completed by the date specified in the course calendar. One point will be deducted for each blogsite for which you do not post a comment.
6. Professionalism - 10 points
Your professionalism grade will be based on your ongoing thoughtful and respectful participation in the class both during our face-to-face meetings and on-line as indicated by;
a)Respecting the due dates noted in the course calendar
b)Attendance and participation during face to face meetings
c)Respectful and thoughtful participation on-line
Evaluation/Grading:
A 95-100 points
A- 92-94
B+ 89-91
B 85-88
B- 82-84
C+ 79-81
C 75-78
C- 72-74
D 65-71
F Less than 65
Philosophy of the School of Education
The faculty of the School of Education is committed to excellence in advancing educational theory and practice through the initial and continuing development of reflective, dedicated and proficient teachers, administrators and researchers. Graduates are equipped to meet individual needs, to nurture the strengths and talents of those individuals, and to initiate and provide leadership in classrooms, educational institutions, and in public policy arenas. The mission of the SOE is derived from the faculty’s shared conviction that the fundamental task of schooling in America is the advancement of the welfare of children. The faculty of the School of Education wants our teacher education programs to be known for preparing effective teachers who understand and model a commitment to excellence, equity, community and diversity.
The School of Education faculty and staff are committed to celebrating diversity and building a community of learners. As we work in collaboration in and out of the classroom:
•We believe that respecting each other’s differences and opinions leads to a positive and open environment,
•We believe that open discourse promotes reflective and thoughtful educators,
•We believe that equitable treatment of each other is necessary for a positive, sustained, and working community, and
•We believe that each and every member of the community can make a valuable contribution to the community.
These beliefs in action provide for all students, staff, and faculty a safe, productive, and positive educational community.
General Information for School of Education Courses and Information about the University
There are three University publications you will need to refer to for various academic issues:
The University Catalog, 1998-1999, The Academic Regulations, 1996-97 (Seventeenth Edition), The Student Handbook, 1998-1999
Incomplete Grades [Regulations, p. 21] : Faculty members must approve student requests for an incomplete grade, and must do so before the end of the semester. Students must complete and submit an Incomplete Contract Form to the faculty member.
Academic Integrity Code [Regulations, pp. 93-96] : Students are expected to conform with the regulations of the University in regard to academic integrity, especially in regard to plagiarism, inappropriate collaboration, dishonesty in examinations, dishonesty in papers, work for one course and submitted to another, deliberate falsification of data, interference with other students’ work, and copyright violation .
Services for Students with Disabilities [Handbook, pp. 81-88] : Appropriate modifications to academic requirements may be necessary on a case-by-case basis to ensure educational opportunity for students with disabilities, and individual faculty members may need to modify specific course requirements to permit equal participation by students with disabilities.
Protection of Human Subjects Catalog, pp. 34-35 ; Any research involving interviewing, surveying, or observing human beings is subject to review and approval by the University Institutional Review Board (IRB). In the School of Education, the teaching unit liaison to the IRB is Professor Andrea Prejean, and inquiries about policies and procedures may be directed to her.
Using Appropriate Documentation Formats :The School of Education permits the use of two formats for research citations, footnotes, list of references, and layout, and all written work must adhere to those guidelines:
Kate Turabian. A Manual for Writers, Fifth Edition. Chicago: The University of Chicago Press 1982 OR Publication Manual of the American Psychological Association, Fourth Edition. Washington, D.C.: American Psychological Association 1994
Failure to use the format selected appropriately and accurately will result in a grade penalty.
Attention: students in all graduate degree programs
Comprehensive Examinations [Regulations, p. 72] All students in master’s and doctoral programs must satisfactorily complete one or more comprehensive examinations. In the School of Education, written comprehensive exams consist of a series of one or two hour essay responses based on the contents of the entire program, with the content of specific courses included in the comprehensive exam cumulatively. In the M.A. in Specialized Studies program, a project may be substituted for a comprehensive examination, with the permission of the Program Director and Dean.
Course Calendar EDU623: Critical Literacy Trends and Issues
Office Hours:
Mondays (By appt. at Wilson H.S.) 4.30-5.30 and one hour after class
Wednesdays : 4:00-6:00, (by appt.)
Thursdays 4.30-5.30, 8:00-9:00
Jan. 18 - Welcome to the class!
Jan. 25 - Getting Started
Multi-Modal Texts:
Critical Literacy Blog
http://critical-literacies.blogspot.com/
“What’s a blog?”
http://www2.blogger.com/tour_start.g
How to Create a Blog-site
http://www.blogger.com/start
What is a Podcast?
http://en.wikipedia.org/wiki/Podcasting
After viewing and reading the sites listed above, create your own blog site and post your first entry.
Feb. 1 - Four Resources Model
-An e-article regarding Freebody and Luke’s Four Resources Model is available at http://www.readingonline.org/research/lukefreebody.html
-Post to your blog
Feb. 10 - Critical Literacy Conference at AU (8:30-4:00)
-Read “Negotiating Critical Literacies with Young Children”
(1st half of the book.)
-This book focuses on negotiating a critical literacy curriculum over the course of a school year.
-Post to your blog
Feb. 15 - Negotiating Critical Literacies with Young Children
-Read the 2nd half of the book.
-Post to your blog
March 1 - Critical Literacy in Practice
-Listen to 1 show of your choice on the CLIP Podcast
-Call in your “Focused Issue” commentary (206-339-2547)
March 8 - Critical Literacy as Transformative Literacy
-Read Sumida et al’s Teaching to the Fourth Power
-Go to resource page of course site to access this reading.
-Listen to 1 show of your choice on the CLIP Podcast
-Post to your blog
March 22 - Janks’ Synthesis Model for Critical Literacy
-Go to resource section of course site to access the Janks reading.
-Listen to 2 shows of your choice on the CLIP Podcast
-Post to your blog
March 29 - Popular Culture and Critical Literacy
-Read , Vasquez, V. 2000. “Our Way: Using the Everyday to Create a Critical Literacy Curriculum.” Primary Voices 9 (2), pp. 8-13.
http://ww-w.bazmakaz.com/vasquezhome/books/our_way.pdf
-Listen to 2 shows of your choice on the CLIP Podcast
-Post to your blog
-Call in ‘What Critical Literacy Means to Me…” (206-339-2547)
April 19 - Podcast Presentations at AU
April 26 - Critical Literacy in Practice : Further Explorations
-Listen to 2 shows of your choice on the CLIP Podcast
-Final blog post.
-Last day to comment on CLIP
-Last day to comment on your colleagues’ sites