Literacy Professional Practice

Overview

Key features

The Literacy Professional Practice programme of the Dublin City University  draws on a wide variety of theoretical models and processes, perspectives, instructional models, curricular frameworks, and policies in relation to literacy. It reflects the competences, knowledge and professional skills identified by the International Literacy Association.

The course provides opportunities for participants to develop the capacity to critically analyse, synthesise, evaluate and reflect on this body of knowledge and to use it to design and implement developmentally appropriate and engaging reading and writing workshops that develop children as readers, writers and thinkers. In addition to international research, examples of practices and professional development processes developed nationally in the Write to Read Literacy Project and the Séideán Sí Programme will also be shared. Opportunities will be presented to participants throughout the course to focus on Literacy Professional Practice in the Irish language if they wish to do so.

Throughout the programme of study there is a particular emphasis on preparing participants to take on leadership roles in literacy, to promote schools as collaborative learning environments that support teachers as critical and creative literacy practitioners and to lead schools in developing a responsive evidence-based comprehensive balanced literacy framework for the inclusive primary school and classroom. 

The programme addresses five key areas of knowledge and practice:

• Theoretical perspectives underpinning literacy development and instructional models to develop the creative, aesthetic and affective dimensions of literacy as well as essential skills (alphabetics, vocabulary, fluency, comprehension and writing)

• Disciplinary knowledge and practice and perspectives on developing literacy in both English and Irish across the curriculum

• Prevention and early intervention of literacy difficulties to meet the literacy needs of children in diverse contexts

• An inquiry stance to literacy planning, teaching, learning and assessment and research skills required to engage in inquiry into aspects of literacy teaching of both personal and/or school context relevance

• Literacy leadership skills to support schools in developing effective and culturally responsive whole school approaches to literacy

Careers

It is a research- to-practice based qualification which is intended for those who wish to interrogate the research base on the creative, aesthetic, affective and cognitive dimensions of literacy and to systematically test relevant theories and evidence-based practices and in so doing to develop new insights and ways of working that respond to the needs of children within their school and classroom contexts.

It will also support the ongoing development of key skills and dispositions in teachers relating to creative and adaptive problem solving, effective communication and ways of acting as agents of transformation and change within the system.

It is also suitable for those seeking posts of responsibility for literacy within schools, or leadership in literacy in other relevant educational contexts.