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Graduate Course Proposal Form Submission Detail - RED6449

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Current Status: Approved by SCNS - 2016-08-01
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): Change description to: Students will develop the skills and cultural competencies necessary to engage in participatory culture and develop strategies for integrating digital tools and media literacies into school and school-like settings. Change objectives to: 1. Develop media literacies necessary to participate in digital culture. • (CF 1, 3; IRA/RSLC 6.2; ACEI 2.1, 3.5; CS 6.1, 6.2, 6.3) 2. Develop instructional strategies to guide K-12 students’ participation in digital culture. • (FEAP 2g; CF 3, 6; IRA/RSLC 2.2; ACEI 2.1, 3.5; ESOL 10.2) 3. Critically analyze and select media resources for classroom use. • (FEAP 4f; CF 2, 3; IRA/RSLC 2.3, 5.1; ACEI 2.1, 3.5; CS 6.1, 6.2, 6.3; ESOL10.1, 10.2; FRC 2G3) 4. Design, compose, and produce instructional materials for K-12 students. • (FEAP 3g; CF 3; IRA/RSLC 5.2; ACEI 2.1; ESOL 10.2) 5. Design, compose, and produce instructional materials for K-12 educators. • (CF 3; IRA/RSLC 6.1, 6.3; ACEI 5.1; ESOL 13.7) 6. Design, compose, and produce instructional materials for K-12 stakeholders. • (FEAP 5d; CF 3; IRA/RSLC 3.2, 6.4; ACEI 5.2; ESOL 13.1, 13.7) 7. Critically analyze research in new media literacies and share this knowledge with colleagues. • (FEAP 5d; CF 3, 4; IRA/RSLC 6.3; ACEI 5.2; CS 6.1, 6.2, 6.3; ESOL 12.2, 12.3, 12.4; 13.7) Change Outcomes to: Students will be able to: 1. Develop media literacies necessary to participate in digital culture. • (CF 1, 3; IRA/RSLC 6.2; ACEI 2.1, 3.5; CS 6.1, 6.2, 6.3) 2. Develop instructional strategies to guide K-12 students’ participation in digital culture. • (FEAP 2g; CF 3, 6; IRA/RSLC 2.2; ACEI 2.1, 3.5; ESOL 10.2) 3. Critically analyze and select media resources for classroom use. • (FEAP 4f; CF 2, 3; IRA/RSLC 2.3, 5.1; ACEI 2.1, 3.5; CS 6.1, 6.2, 6.3; ESOL10.1, 10.2; FRC 2G3) 4. Design, compose, and produce instructional materials for K-12 students. • (FEAP 3g; CF 3; IRA/RSLC 5.2; ACEI 2.1; ESOL 10.2) 5. Design, compose, and produce instructional materials for K-12 educators. • (CF 3; IRA/RSLC 6.1, 6.3; ACEI 5.1; ESOL 13.7) 6. Design, compose, and produce instructional materials for K-12 stakeholders. • (FEAP 5d; CF 3; IRA/RSLC 3.2, 6.4; ACEI 5.2; ESOL 13.1, 13.7) 7. Critically analyze research in new media literacies and share this knowledge with colleagues. • (FEAP 5d; CF 3, 4; IRA/RSLC 6.3; ACEI 5.2; CS 6.1, 6.2, 6.3; ESOL 12.2, 12.3, 12.4; 13.7) Change topics to: 1. Changing Literacy Paradigms a. Technology as a Tool, Technology as Literacy b. Digital Media Literacies c. Participatory Culture 2. Instructional Strategies for Teaching and Learning with Media Literacies a. Connecting in participatory culture i. Social networking & gaming b. Creating digital texts i. Composing blogs, microblogging, producing videos, developing apps c. Collaborating with others i. Shared knowledge sites, virtual conferencing d. Circulating literacy i. Contributing information through digital media 3. Trends and Issues in Teaching and Learning in Participatory Cultures a. Equity and Access b. CyberSafety c. Authorship, Copyright Issues d. Children’s and Young Adult Literature/Digital Texts e. Emergent Digital Literacy f. Adolescent Digital Literacy g. Composing for Wider Communication in Online Environments h. Second Language Learning across Digital Media i. Disciplinary Reading and Writing j. Response to Intervention k. Virtual Schooling 4. Coaching Strategies within Participatory Culture a. Coaching Other Teachers b. Coaching Parents c. Coaching in the Community
Comments: Required for MA in Reading Ed. Form filled out wrong. OGS fixed. To GC 5/10. Approved 5/12/16. To USF Sys 5/18/16; to SCNS after 5/25/16. SCNS approved eff 8/1/16


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5096 2014-10-15
     
    Department College Budget Account Number
    Teaching and Learning (T&L) ED 0-1714-000
     
    Contact Person Phone Email
    Jenifer Schneider 8139741057 jschneid@usf.edu

  2. Course Information

    Prefix Number Full Title
    RED 6449 Literacy and Technology

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 O - Other R - Regular
     
    Abbreviated Title (30 characters maximum)
    Literacy and Technology
     
    Course Online? Percentage Online
    O - Online (100% online) 100

    Prerequisites

    none

    Corequisites

    none

    Course Description

    LITERACY AND TECHNOLOGY FOCUSES ON TECHNOLOGY AS A TOOL FOR LITERACY INSTRUCTION. THROUGHOUT THE COURSE, STUDENTS WILL PREVIEW AND EVALUATE LITERACY]RELATED SOFTWARE AND WEBSITES


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed to compete with national trends. The course description, objectives, assignments, and readings have been updated to reflect the changes in digital literacies.

    B. 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?

    We offer this course twice a year for students in the Masters in Reading program. Current offerings meet College enrollment targets.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    18 hours in literacy or reading

    Current research publications in digital media literacies

    Advanced technology navigation skills


  4. Other Course Information

    A. Objectives

    B. Learning Outcomes

    C. Major Topics

    D. Textbooks

    NA

    E. Course Readings, Online Resources, and Other Purchases

    Seminal text:

    New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.

    Course readings will be updated for each offering in order to maintain currency.

    F. Student Expectations/Requirements and Grading Policy

    • Weekly Assignments (Objectives 1, 2, 3, 4; FEAP 2g, 3g, 4f; CF 1, 2, 3, 6; IRA/RSLC 2.2, 2.3, 5.1, 5.2; ACEI 2.1, 3.5; CS 6.1, 6.2, 6.3; ESOL10.1, 10.2; FRC 2G3)

    • Quizzes (Objectives 7; FEAP 5d; CF 3, 4; IRA/RSLC 6.3; ACEI 5.2; CS 6.1, 6.2, 6.3; ESOL 12.2, 12.3, 12.4; 13.7)

    • Review of Research (Critical Task*) (Objective 7; FEAP 5d; CF 3, 4; IRA/RSLC 6.3; ACEI 5.2; CS 6.1, 6.2, 6.3; ESOL 12.2, 12.3, 12.4; 13.7)

    • Coaching Curriculum (Critical Task*) (Objectives 1, 2, 3, 5, 6, 7; (FEAP 2g, 3g, 4f, 5d; CF 1, 2, 3, 6; IRA/RSLC 2.2, 2.3, 3.2, 5.1, 6.3, 6.4; ACEI 2.1, 3.5, 5.1, 5.2; CS 6.1, 6.2, 6.3; ESOL10.1, 10.2, 12.2, 12.3, 12.4, 13.1, 13.7; FRC 2G3)

    1. Weekly Assignments (20%)

    Each week, students will design and produce texts that demonstrate their understanding, navigation, and appropriation of media literacies for personal communication and within K-12 contexts (e.g., create a glog of classroom spaces, film/edit/post a video, lead an online discussion).

    2. Quizzes (15%)

    Quizzes will be used as an opportunity for students to synthesize information across readings and course discussions.

    3. Review of Research in Media Literacies (25%) (Critical Task*)

    Students will select a trend or issue in Teaching and Learning in a Participatory Culture. Each student will review 8-10 recent research articles from professional, refereed journals. The student will prepare a research presentation module using any form of media literacy. In addition, the student will prepare an interactive research abstract for the class to include (a) an overview of the research findings (What did you learn?), (b) perceptions of strengths and weaknesses of the research methods (Judge the quality of the research), (c) implications (Suggestions for future research or classroom use).

    4. Coaching Curriculum Development Project (40%) (Critical Task*)

    Each student will create a curriculum development project that supports classroom teachers, parents, and community members in the use of a wide range of instructional practices, approaches, methods, and curriculum materials. The project should demonstrate the students’ understanding of new media literacies and major research in the field. The project should be presented in a manner appropriate for professional development (in-services, conference presentations, professional learning communities in schools, and/or a technologically based resources). Therefore, the student will demonstrate strategies and skills in coaching others to help them learn new media literacies.

    *Curriculum Development Projects must be submitted to plagiarism detection systems.

    G. Assignments, Exams and Tests

    • Weekly Assignments (Objectives 1, 2, 3, 4; FEAP 2g, 3g, 4f; CF 1, 2, 3, 6; IRA/RSLC 2.2, 2.3, 5.1, 5.2; ACEI 2.1, 3.5; CS 6.1, 6.2, 6.3; ESOL10.1, 10.2; FRC 2G3)

    • Quizzes (Objectives 7; FEAP 5d; CF 3, 4; IRA/RSLC 6.3; ACEI 5.2; CS 6.1, 6.2, 6.3; ESOL 12.2, 12.3, 12.4; 13.7)

    • Review of Research (Critical Task*) (Objective 7; FEAP 5d; CF 3, 4; IRA/RSLC 6.3; ACEI 5.2; CS 6.1, 6.2, 6.3; ESOL 12.2, 12.3, 12.4; 13.7)

    • Coaching Curriculum (Critical Task*) (Objectives 1, 2, 3, 5, 6, 7; (FEAP 2g, 3g, 4f, 5d; CF 1, 2, 3, 6; IRA/RSLC 2.2, 2.3, 3.2, 5.1, 6.3, 6.4; ACEI 2.1, 3.5, 5.1, 5.2; CS 6.1, 6.2, 6.3; ESOL10.1, 10.2, 12.2, 12.3, 12.4, 13.1, 13.7; FRC 2G3)

    H. Attendance Policy

    Attendance is mandatory in synchronous sessions. Promptness is expected. Active participation and preparation for class is essential. Assignments must be turned in on time.

    Each late assignment (for any reason) will lower your grade on the assignment by a letter grade for each calendar day that it is late. If you must turn in a late assignment, I will not accept it more than one week past its original due date.

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    Attendance is mandatory in synchronous sessions. Promptness is expected. Active participation and preparation for class is essential. Assignments must be turned in on time.

    Each late assignment (for any reason) will lower your grade on the assignment by a letter grade for each calendar day that it is late. If you must turn in a late assignment, I will not accept it more than one week past its original due date.

    J. Program This Course Supports

    Masters in Reading


  5. Course Concurrence Information



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.