LLED 556 Theory and Research in Early Literacy

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LLED 556Theory and Research in Early Literacy

• Introduction Overview

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Agenda

• Introductions (by class list)
• - name/level/interest/program/location
• Place and Time
• PONE 111
• start time?
• Communication e-mail and phone numbers (start
  list)

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Overview of Course Objectives

• Historical perspective of the conceptualizations
  of early literacy
• Fundamental research
• Current, conflicting views
• Cognitive, linguistic, and social factors
• Critical analysis on curriculum, instruction,
  evaluation
• Familiarization with current BC context PPFD

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Materials

• 1. available through the web
• on-line journals and data bases through UBC
  Library
• On class website
• 2. Master copies of chapters in LERC
• No handouts/class fees

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Foundational Books

• Bissex (1980). GNYS at wrk A child learns to
  read and write.
• Dyson (2002). The brothers and sisters learn to
  write Popular literacies in childhood and school
  cultures
• Harste, J., Woodward, V., Burke, C. (1984).
  Language stories and literacy lessons.
• Heath, S. B. (1983). Ways with words.

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Assignments - 1 (30 marks)

• Read, respond, discuss a classic text related
  to early literacy
• - Read and synthesize major findings from a book
  that is fundamental in the field of early
  literacy
• - literature circles and jig-saw groups
• overview or semantic map for the instructor and
  classmates
• your own 2-3 page book review

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2 - Term Paper (40 marks)

• in-depth review of the literature in an area of
  early literacy that interests you
• inquiry groups for people with similar interests
  to share their ideas and responses to what they
  have been reading
• succinct review of the key literature in the area
  and an analysis of the implications of this
  research

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3 Responses to readings (15)

• Class members rotate responsibilities for
  beginning the discussion of the assigned
  readings, including
• a succinct summary of the thesis or problem or
  issue
• the significance of the articles/chapters
• problems or difficulties with the research or the
  argument
• questions that are generated

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Self-evaluation (15 marks)

• Beginning and end classes
• Todays self-evaluation (may complete at home and
  bring to next class)
• - on back, please indicate possible topics for
  term paper
• Last class Review and reflect on goals and growth

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Establishing Groups

• Sequence of topics
• Volunteers for next weeks responses to readings
• Book Talks
• Discussion of literature circles selection