Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - LAE7868
Tracking Number - 1504
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Approved, Permanent Archive - 2010-09-02
Submission Type: New
Course Change Information (for course changes only):
Comments: was pending program information; program emailed 9/20/09; to GC 5/17/10; clarified that course not required for program. GC approved 8/18/10; to SCNS 8/25/10. Approved effective 10/1/10; Number changed from 7712 to 7868. Posted in Banner
- Date & Time Submitted: 2009-09-03
- Department: Childhood Education & Literacy Studies
- College: ED
- Budget Account Number: 172100
- Contact Person: Jenifer Schneider
- Phone: 9743460
- Email: email@example.com
- Prefix: LAE
- Number: 7868
- Full Title: Symbolic Processes of Multimedia Literacies
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Multimedia Literacy
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 0
- Grading Option:
R - Regular
- Prerequisites: Advanced Graduate Standing
- Corequisites: None
- Course Description: Students will critically examine research in multimedia, multi-modal literacies and investigate the interplay among symbolic processes used to produce and consume media-based literacies. Open to non-majors. Not repeatable for credit.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed as part of recent program/concentration/certificate change
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? In society, current literacy practices are shaped by communication technologies. School literacy is also beginning to be shaped by multimedia and Internet technology. This course examines the nature of these "new" forms of literacy.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Ph.D. in Reading, Literacy, Language, Literature, or other related ﬁeld. Research publications in refereed journals documenting the study of multimedia literacy
- Objectives: 1. Read, evaluate, and discuss research on multimedia literacies.
2. Read, evaluate, and discuss the theoretical underpinnings of mult-media literacies and symbolic-processes research.
3. Utilize various methods to analyze multimedia-literacies data.
- Learning Outcomes: 1. Literature Review: Students will select a focus area within multimedia literacies and conduct a review of the literature suitable for publication in Review of Educational Research. The review will include the following: theoretical frame, review methods, ﬁndings, discussion.
2. Site Study: As a class, the students will develop an observation instrument based on the readings and current research in multimedia literacy. Using the instrument, students will examine a school context for the application of multimedia literacies. Findings will be shared in class and the instrument will be reviewed.
3. Multimedia Presentation: Students will use technology in the presentation of academic discourses. Students will demonstrate oral language and visual literacy skills as they present a summary of the literature review. The students will demonstrate skill in using presentation technology such as Powerpoint or Keynote.
- Major Topics: Multi-modality and semiotics Multimedia comprehension models Multimedia composing models Viewing and visual expression-theories and research Multimedia research methods Popular culture in multimedia literacies Diverse populations in multimedia literacies
- Textbooks: Coiro, J., Knobel, M., Lankshear, C., & Leu, D. (Eds.). (2008). Handbook of research on new literacies. New York: Lawrence Erlbaum.
Flood, J., Heath, S.B., Lapp, D. (2008). Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts (Vol. II). New York: Lawrence Erlbaum.
- Course Readings, Online Resources, and Other Purchases: COURSE READINGS:
New London Group (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review,66, 60-92.
The NLG text is the seminal piece in defining “new literacies” and establishing the research agenda for studies in literacy within the technological age.
Richards,J.& McKenna,M. (2003). Integrating multiple literacies in k-8 classrooms. New York: Lawrence Erlbaum.
Students will examine Internet sites and educational resources such as itunes U, youtube,www.readwritethink.org,etc. However, these sites are free and open to the public.
Supplementary readings will be selected from journals in the field of Reading/Language Arts:
Reading Research Quarterly
Research in the Teaching of English
Journal of Literacy Research
- Student Expectations/Requirements and Grading Policy: Students will be evaluated based on the quality of written work, the completion of readings, and consistent and thoughtful participation in class discussions. Student participation and accuracy in data analysis will be used to determine the extent to which reading assignments were completed and understood. Written assignments will be judged based on the quality of the writing, the rigor of the analysis, and the comprehensiveness of the content. Standard grammar, spelling, and punctuation are required on all written assignments. The following descriptions will be used to determine the course grade.
A = 95-97
B = 85-89
C = 75-79
D = 65-69
F = 61 or below
- Assignments, Exams and Tests: Week 1: Theoretical Constructs in Multimedia Literacies: Multi-Modality& Semiotics
Week 2: Central Issues in Multimedia Literacies and Multimedia Literacies Research
Week 3: Comprehension across Modes and Technologies of Communication
Week 4: Composing across Modes and Technologies of Communication
Week 5: Viewing and Visual Expression across Modes and Technologies of Communication
Week 6: Teaching and Learning across Modes and Technologies of Communication
Week 7: Methods: Observation in Multimedia Literacies
Week 8: Methods: Case Studies in Multimedia Literacies
Week 9: Methods: Connective Network Ethnography in Multimedia Literacies
Week 10: Methods: Large-Scale Quantitative Research in Multimedia Literacies
Week 11: Methods: Qualitative Interviews in Multimedia Literacies
Week 12: Methods: Textual Analysis in Multimedia Literacies
Week 13:Methods: Experimental and Quasi-Experimental Research in Multimedia Literacies
Week 14: The Role of Popular Culture in Multimedia Literacies
Week 15: Diverse Populations and Multimedia Literacies
The Site Study instrument will be due Week 6
The Site Study observations will be due by Week 11
The Multimedia presentation will be due Week 14
The Literature Review will be due Week 15
- Attendance Policy: Attendance is expected. Students may miss two classes without penalty if they can demonstrate knowledge of the missed course content. Additional absences lower the course grade by one letter grade for each absence because the student will not participate in weekly data analysis sessions with colleagues. Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.
- Policy on Make-up Work: Any late work will be evaluated and one letter grade will be deducted. Late work will not be accepted more than one week past the due date. The University policy on academic integrity and plagiarism will be followed.
- Program This Course Supports: Education Specialist in Reading/Language Arts
- Course Concurrence Information: We have no other course in our advanced graduate programs that examines multimedia literacies. Both the International Reading Association and the National Council of Teachers of English recognize the role of communicative technology in literacy learning and teaching. This course is optional in the Ed.S. program and it could also be used as part of the Ph.D. program in Reading/Language Arts. Advanced graduate students may use this course in their planned programs.