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BEd Literacy Studies (Trained Teachers Model A)

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Introduction

Refine your approach to teaching and reinforcing literacy with the BEd Literacy Studies.  This programme is offered in collaboration with the School of Education, UWI, Mona and prepares participants to:

•        Develop knowledge and expertise in literacy learning and instruction.
•        Understand how to organize and apply their knowledge to work with students in a
         Creole-speaking environment.
•        Develop the knowledge, attitudes and willingness to engage in ongoing professional
         development to support literacy programmes.
•        Engage in self-reflection and assessment to enhance their roles in literacy development.

Who is this programme for?

The Literacy Studies programme is designed to assist trained teachers to understand the content process of exemplary literacy practice and the theory to organize, apply, modify and assess literacy practices in the context of their professional role.

Programme Structure

Courses are delivered online and students must have access to a computer and to the Internet.  Online orientation is conducted before the start of the programme.

A degree in Literacy Studies will require the completion of at least 66 credit hours of study beyond initial teacher training. It is envisaged that the programme will be three (3) years part time. Normally, the minimum number of credits to be taken per semester is six and the maximum, nine.

When will the programme start?

This programme starts in August and normally runs for three (3) years including summers.

Entry Requirements

1.   Successful applicants:

•     MUST hold a Teacher’s Diploma from a recognized Teachers’ College as well as satisfy the
      basic University matriculation requirements.

•     Applicants are required to have an acceptable pass in English Language CXC-CSEC or
      GCE ‘O’ Level, or an acceptable equivalent

•     Must hold a minimum of five (5) CXC-CSEC General/GCE ‘O’ Levels, or an acceptable equivalent

      [including English Language]

English Language Proficiency Examination

The English Language Proficiency Test (ELPT) is used to assess whether persons applying to pursue

undergraduate degree programmes at the UWI Open Campus possess a satisfactory level of writing

and reading proficiency in English for university academic purposes. For detailed information on the

ELPT, see English Language Proficiency Test.

Academic Preparation

None

Course of Study
Level 1 
LITS1001
Introduction to Poetry

This course is an introduction to methods and techniques of critical appreciation of   poetry. The lectures will be complemented by assignments in critical analysis of a variety of poems from the prescribed text and elsewhere.

EDPH2024
Issues and Perspectives in Education

This course seeks to develop the students’ understanding of the interplay of forces which affect teaching and learning and influence educational practice and policy.  Students should thereby come to appreciate the critical and dynamic role they play as the educators of the citizens of tomorrow.

EDCE2025
Introduction to Computer Technology in Education

This is an Education core course and must be taken in the first year of the programme.

In this course students will be able to acquire knowledge of computer, how the computer affects teaching and learning.  It will also enable them to use the computer as a tool for manipulation of text, numbers and graphics; creating presentations; publishing; and information transfer.

EDLA2105
Language Structure Content of the Teaching of English

The objectives of the course are to:

  1. give teachers an understanding of the language situation in the West Indies, with special reference to their individual territory.
  2. give teachers an introductory understanding of the phonology, morphology and syntax of basilectal and mesolectal forms of language.
  3. give teachers an introductory understanding of the phonology and syntax of a syntax variety of English.
  4. develop in teachers the ability to observe contrasts between the language forms referred to in (ii) and (iii).
EDTL2807
Adults as Learners

This course seeks to sensitize participants to the needs and characteristics of adult learners and to examine the implications of these for teacher attitudes, qualities and methodologies

EDLS2611
Language, Learning and the Acquisition of Literacy

This course provides a background of linguistic insights into the acquisition of literacy by introducing participants to the:

  1. features of language and the differences between abstract descriptions of language and language in use,
  2. relevance of descriptions to oral and written language,
  3. patterns of language which characterize written language, patterns in language acquisition and development, conditions and processes of acquisitions and development.
EDLS2605
Learner Processes, Teacher Processes and the Development of Literacy

This course examines the teaching event in terms of patterns and processes of communication and cognition; and of the network of interactions among all participants in the event.  Attention is given to issues addressed in alternative models of the learner with special focus on models the learner uses in processing for meaning, the dimensions of strategic processing, and the analysis of l

FOUN1001
English for Academic Purposes

This is a cross-disciplinary course. It is designed to provide a firm base for Communication courses and for courses in English for Special Purposes linked with specific disciplines. It helps students to achieve the level of competence in written language that is required of the university student in undergraduate programmes. Course content includes Language in the Caribbean, Summarizing, the Formal Essay and Methods of Organising Information.

Credits: 
3
Level 2 
EDLS3603
Advanced Study of Assessment of Literacy

This course gives a historical perspective in practices in assessing literacy behaviour, examines technical, statistical, and curriculum devise characteristics of assessment applied to literacy devices and issues in assessing literacy behaviour. Identifies current and local needs and alternatives and issues.

EDEA3301
Management Information Systems in Educational Administration

This course seeks to have students develop competency in applying the methodologies, techniques, and tools of systems analysis and design in (i) the development of information systems and (ii) the development of solutions to managerial problems.

Prerequisite(s): 
Introduction to Computer Technology in Education
EDLS3612
Writing as Literacy Development in the Primary School

The course allows teachers to develop their skills as well as strategies that facilitate the development of children’s writing.

Participants will be able to:

  1.     Develop strategies that aid children’s writing development
  2.     Use a wide range of instructional strategies to enhance the writing range of literacy development.
  3.     Plan lessons making use of a range of methods for responding to and evaluating writing
  4.     Produce pieces of writing representing different genres as a measure of their appreciation for writing as a process.
EDCU2013
Introduction to Curriculum Studies

This course seeks to provide a conceptual framework that can be used for curriculum analysis and decision-making by exposing students to different views of the major curriculum elements and the dynamic nature of the curriculum process. It also seek to expose students to psychological and sociological influence on the curriculum as well as how change occurs in and through the curriculum.

EDLA2106
The Language Use Content of the Teaching of English

The aims of the course are to:

  1. help you understand the varied purposes for which language is used, and the conceptualizations offered for language as communication
  2. engender a critical stance in the examination and analysis of how language is used.
EDLS2606
Texts, Analysis of Discourse and the Acquisition of Literacy

The objective of this course is to introduce participants to the nature of the information encoded in text and to the extent of the reader’s responsibility in processing text.

SOCI1002
Introduction to Sociology

This course will introduce students to classical social theory through an understanding of the work of writers such as Auguste Comte, Max Weber, Karl Marx and George H. Mead. The main focus of this studying is to understand the central ideas of these writers and to reflect on the usefulness of their theory in contemporary Caribbean societies. This reflection will support students’ further investigations of the explanations given for issues on the front line of Caribbean societies’ development agendas. At the same time, students will learn about the central ideas and perspectives of writers such as Edward Kamau Brathwaite, M.G. Smith and George Beckford. The combination of classical and Caribbean schools of social inquiry will set the tone for a synthesizing of perspectives on race, class, gender, ethnicity and the family in society. This process will assist students with developing their theoretical base in social theory, as well as independent thought on happenings in Caribbean society.

Credits: 
3
FOUN1301
Law, Governance, Economy and Society
Level 3 
EDSE2712
Introduction to the Learner in Difficulty

This course is designed to help participants:

  1.     Develop a frame of reference for pursuing courses in the management of learning in difficulty, particularly within the Caribbean context.
  2.     Examine critically definitional issues regarding the learner in difficulty.
  3.     Focus on factors that may contribute to learning difficulties for learners in the regular classrooms, particularly those without overt exceptionalities.
  4.     Examine the needs of the learner in difficulty with reference to the factors enumerated.
EDTL3026
Investigating Our Teaching

This is a 6-credt course –taught across 2 semesters. Semester 2 entails a practical component as well as submission of an action research.

This course is designed to aid in the understanding of the role of the teacher as a learner, researcher, self evaluator and reflective practitioner.  It provides an opportunity for students to apply their knowledge of the teaching learning process in implementing an innovative teaching experiment to address a problem in their classrooms, to reflect critically on the experience and to write a report which informs their future practice.

LIBS3602
Information Literacy

An examination of the definition and concept of information literacy - its evolution and various components and how they relate to the school curriculum. The contents of the information skills curriculum for use in schools will be looked at and some of the various approaches used to impart these skills to young people.  Major theories regarding information-seeking behaviour will also be explored as well as strategies for cooperative lesson-planning and independent  research.

LIBS3207
Literature for Children and Young Adults

The course looks at the characteristics, developmental needs and interests of children and young adults and how these affect their response to literature.  It examines the different types and sources of multimedia material-fiction and non-fiction - and their evaluation, selection and use.  Indigenous resources for Caribbean children and young adults are stressed.  The value of literature for young people and current trends and issues in the field are also included.

SOCI3025
Caribbean Culture Information

This course seeks to equip students with an in-depth understanding of core aspects of Caribbean culture.  Topics which will be covered include:  nationalism and identity, belief systems, religion, the arts, sports, family and kinship, and gender roles.

Prerequisite(s): 
Introduction to Sociology