Literacy+Program+Features


 * SUGGESTED PROGRAM FEATURES:**

__This is from Ellen M (I am not wedded to any of it)__

Three-Course Doctoral Sequence __Semester 1: Content (Similar to ECI 745 - Theory and Research in Literacy) (it is also listed at 545) (we can dust these off and revise)__

__Theories, models, and studies in literacies__ Team-taught by 3-4 profs with different emphases Some common readings, but some student-focused readings as well Teaching them //how// to learn (what the key resources are, e.g. the handbooks of research) is more than the content per se; however, some content is  discussed in order for students to know what they need to know Literature review as main product

__Semester 2: Research Methods in Literacy (Similar to ECI 803 - Advanced Seminar in Literacy Research)__ Continue to read content Read on research methodologies in literacy (e.g., Newkirk, Mortensen, Duke & Mallette) Research proposal and IRB as products

__Semester 3: Study Implementation (Similar to ECI 892, Research projects in C & I)__ Continue to read and discuss research (especially method) Present content to one another Share study challenges Proposal to present at national conference and paper submitted to journal as Products

__This sequence is team-taught so expertise of faculty can match all students at some point. (It’s a nightmare for dept. heads re load issues, but worth it)__

500 or 700--graded courses (MEd and PhD) 600 and 800 level-- (also mixed, not graded); if you offer 800 only, it would be only for doctoral students

__Issues for something like this with NC State:__ Is this something we would want in our program? Why or why not? What adaptations? What would the content foci be? Who would want to take this on? Who would create the syllabi? Do we have the resources?

Does the research sequence always need to be team taught? Could faculty rotate teaching the courses? Discuss how we design a productive relationship between the college-wide research courses and literacy research sequence. How do we sequence the courses so students are not managing multiple data-based research projects at one time. This could probably be more of an issue with full time students. Also, discuss thesis equivalent project in relationship to literacy research sequence. Can students complete thesis equivalent within the literacy research sequence?
 * __ From Hiller: __**

Issues: Students doing multiple project, scattered, too many projects Students too narrowly focused How do we design the sequence so that students are not too scattered or too narrow? college-wide courses need to relevant (as much as possible)

Would students be ready for the research sequence, should they begin with something like teacher as researcher,

Can this sequence be staggered behind the college sequence?

Thesis equivalent--should they be part of the sequence? Pilot for dissertation, ideally.

The **Univ. of Illinois,** College of Education is going through an interesting exercise: In this environment of decreasing resources, it is essential that we answer three difficult questions: Ph.D. in Language & Literacy Comprehensive info. on Ph.D.
 * REVIEWS OF OTHER PROGRAMS**
 * Hiller:**
 * 1) Do all of our programs serve a critical need?
 * 2) In what ways can we more efficiently allocate our limited assets while maintaining superior quality?
 * 3) How can we expand our resource base through entrepreneurial innovation?

I liked how the Univ. of Iowa had there information organized. The program is called Literacy, Language & Culture. [Actually, it is called **Language, Literacy, and Culture**. I like how it is organized as well. -- //Carl//]

I also reviewed Vanderbilt's degree and like how they structured their information. The program is product focused which I think is an important feature.

I found two of the programs I looked at particularly interesting in their organization.
 * From Steve:**

A. I liked how they first identify the educational problems that the faculty study: [] B. I also really liked how the sequence was planned out for students with "expected products" at the end of each year: []
 * 1. Vanderbilt.** PhD in Language, Literacy, and Culture.

A. The specialties were interesting on the first page: note Reading/Language Arts listed in both Elementary Education and Secondary Education: [] B. I particulary like how UConn used their PhD handbook. On pp. 11-13 the layout of the plan of work is easy to understand and also gives the conceptual frames for the "categories" of courses (e.g., "acculturation into the academy as a scholar"). UConn, like NCSU, is also a land-grant university, and has full- and part-time PhD students (I think): []
 * 2. University of Connecticut.** PhD in Curriculum and Instruction

Sample plans of study, one for full time, one for part time

I also checked out **UT-Austin and MSU**, but didn't find those as interesting as the two above.

Houston also has a good handbook.college-wide mission for their doc students (reading, LA, and literature), primary, intermediate, secondary, communications, curriculum development, etc. (varied foci paralleling the faculty)

I also like the idea of ongoing "research apprenticeship" for doc students. I presented the idea in our last meeting about the supervised research experiences I had as a doctoral student. These experiences could vary widely, but all doc students would have some kind of supervised research experience, at least until exams.


 * From Ellen M.:**


 * I looked at MSU.** I did find some courses particularly interesting, but I am not sure we have the faculty or students to go this in-depth.

Examples:

3(3-0) ||
 * Course: ||  TE 915  **Literacy, Learning and Development in Sociocultural Context** ||
 * Semester: || Fall of every year ||
 * Credits: || Total Credits: 3 //Lecture/Recitation/Discussion Hours: 3//
 * Restrictions: || Open to doctoral students. ||
 * Description: || Role of language and literacy in mediating cognition, affect, and action in educational contexts. Relationship between oral and written discourse and sociocultural contexts. ||

3(3-0) ||
 * TE 946 **Current Issues in Literacy Research and Instruction** ||
 * Spring of every year ||
 * Total Credits: 3 //Lecture/Recitation/Discussion Hours: 3//
 * Current research trends in the psychological, social, and political dimensions of literacy and literacy instruction. ||

3(3-0) || 3(3-0) || 3(3-0) ||
 * || Course: ||  TE 958  **Using Literacy to Learn: Curriculum and Pedagogy** ||
 * Semester: || Fall of every year ||
 * Credits: || Total Credits: 3 //Lecture/Recitation/Discussion Hours: 3//
 * Restrictions: || Open only to Ph.D. students in the College of Education. ||
 * Description: || Centrality of oral and written language in all school learning. Curriculum as text and instruction as discourse. Historical development of literacy curriculum and pedagogy as conceptualized and enacted in school settings. Language of teaching and learning in the classroom. ||
 * Interdepartmental With: || Counseling, Educational Psychology and Special Education ||
 * Administered By: || Teacher Education ||  ||
 * || Course: ||  TE 959  **Acquisition and Development of Language and Literacy** ||
 * Semester: || Spring of every year ||
 * Credits: || Total Credits: 3 //Lecture/Recitation/Discussion Hours: 3//
 * Restrictions: || Open only to Ph.D. students in the College of Education. ||
 * Description: || Literacy development including oral language base from birth through adulthood. Oral and written language development and learning in and out of school. Sociocultural contexts in relationship to schooling. Cross-cultural and international literacy development. Schooling, global economy, world health, and post-colonialism. ||
 * Interdepartmental With: || Counseling, Educational Psychology and Special Education ||
 * Administered By: || Teacher Education ||  ||
 * || Course: ||  TE 960  **Language, Literacy, and Educational Policy** ||
 * Semester: || Fall of odd years ||
 * Credits: || Total Credits: 3 //Lecture/Recitation/Discussion Hours: 3//
 * Description: || Policy in relation to framing curriculum. The linguistic nature of pupil assessment. Gatekeeping functions of schools. ||  ||

3(3-0) ||
 * urse: ||  TE 959  **Acquisition and Development of Language and Literacy** ||
 * Semester: || Spring of every year ||
 * Credits: || Total Credits: 3 //Lecture/Recitation/Discussion Hours: 3//
 * Restrictions: || Open only to Ph.D. students in the College of Education. ||
 * Description: || Literacy development including oral language base from birth through adulthood. Oral and written language development and learning in and out of school. Sociocultural contexts in relationship to schooling. Cross-cultural and international literacy development. Schooling, global economy, world health, and post-colonialism. ||


 * From Angela: **

This is from the **UPenn** Website. I like how they make their four points very concisely and focused. After we have worked on our own research interests and thought about the kinds of experiences we can offer our students, it might be great if we could come up with our own four (plus or minus) unique points.

Four principles guide the program.
 * 1)  It is interdisciplinary because literacy, language, and culture interact in rich and complex ways. Literacy and language are studied from sociopolitical, cultural, psychological, historical, linguistic, and literary perspectives.
 * 2) The program is inquiry-based, intended to raise questions about the relationships among theory, research, policy, and practice while encouraging students to build their own theories of research and practice.
 * 3)  It focuses on diversity and on urban settings, and the contexts of different schools, communities, families, and cultures.
 * 4) The program is committed to educational change, recognizing that educational institutions are sites in which to work for social justice, equity, and transformation.

Many of the other websites I looked at were very scattered and unfocused. I would recommend starting out with a clear mission about why we want this program and how we can provide this in a cohesive way.


 * Ellen V**: 15-21 hours for literacy curriculum

Common courses Strands

MODEL: C&I Core (33 credits) 3 study areas (9 hours) Specialty Literacy core (15-21) Research sequence (15 hours) Research sequence (all take) Strands: Reading, English Education Dissertation: 12

72 credits since bachelors, 60 new hours

Here is info from my alma mater—which has been updated. Ruie University of Mo-Columbia (land grant university)
 * Ruie--I reviewed Univ. of MO.**

Dept. of Learning, Teaching, and Curriculum []

I like the name “Literacy Studies” I also like “Studies in Literacy and Learning” as a possible program title

One of the courses is called “Literacy in a Digital World”

They have a Literacy Ed. Core, and also a concentration/specialization

English Education is considered a separate doctoral program. See study plan below. Early Childhood, El. Ed., Learning and Instruction all haveown doctoral emphasis.

• Theoretical Foundations of Literacy • Whole Language Curriculum or Talk in the Curriculum • History of Literacy or Issues and Trends of Literacy Education • Linguistics, Sociolinguistics, Psycholinguistics • Early Literacy • Children's Literature • Linguistics and Literacy • Literacy in a Digital World • Literacy for Special Needs Children • Other • Social and Philosophical Aspects of Teaching • Sociology of the Classroom • Issues in Education and Human Development: Historical and Philosophical • Multicultural Dimensions of Education • Psychological Foundations of Education • Human Learning • Human Cognition • Applications of Computer Based Systems to Educational Settings • Instructional Programs for Young Children • Parents, the School, and the Community • Quantitative Methods in Educational Research I • Quantitative Methods in Educational Research II  • Qualitative Methods of Educational Research I  • Qualitative Methods of Educational Research II  To be negotiated with advisor to meet your professional goals Select courses within or outside the College of Education that will help focus and support your research interests (with committee approval). Or take a concentrated set of 9-12 hours as a minor Includes proposal approval, Institutional Review Board Approval, approval from participants, write up, and oral defense Doctoral Regulations:
 * The Doctoral Program in Literacy Studie**s is designed to prepare individuals for careers in higher education and leadership positions in a variety of educational settings. Besides enhancing students’ knowledge of literacy education, students develop expertise in conceptualizing, conducting and reporting research studies. Programs of study are individually planned with a faculty committee. Recommendations include the following:
 * I. Literacy Education Core (18+ hours) **
 * A. Foundations (9-12 hours) **
 * B. Concentration (9-12 hours) **
 * Declared area of interest or specialization selected in consultation with adviser. Possible areas of specialization include: **
 * II. Professional Education Core **
 * (12 hours, 3 hours from each category) **
 * A. Humanistic Dimensions of Education **
 * B. Psychological Foundations of Education **
 * III. Research Core (12 hours of the following or equivalent courses) **
 * IV. Teaching and Research Internships (0-6 hours) **
 * V. Electives (0-12+ hours) **
 * VI. Dissertation (12 hours) **
 * Minimum total semester hours: 72 beyond the baccalaureate degree **
 * Minimum semester hours 8000-level or above: 15 exclusive of research, problems, and independent study experiences **
 * Other Regulations: See Graduate Handbook [] **
 * PREREQUISITES: **
 * • Introduction to Statistics (or equivalent) **
 * • Foundations of Educational Psychology (or equivalent) **



Study Plan for English Education at MO Univ.:
 * English Education ..........................................33-36 semester hours**
 * Support Area I: .............................................12-15 semester hours**
 * Support Area II: .............................................12-15 semester hours**
 * Research Methodology ...................................12-15 semester hours**
 * Dissertation ..........................................................9 semester hours**

//Information from Sept 3rd meeting:**//

Certificates as part of this? Like in urban education? ELLs (cognate areas)

Topics:

English education reading writing, composition literacy acquisition ELL teacher education digitial literacies, new literacies, multiple literacies, pedagogy and development language, linguistics, and culture sociocultural factors

Strands? English Education Literacy and Culture Digitial Literacies

Vandy's:

What educational problems do we study? Oral Language Learning and Use: How do children and adults use English and other languages to learn and interact with others in classrooms? Early Literacy Learning: How do young children learn to read and write? Learning through literacy: How do students use literacy to learn disciplinary knowledge in schools? How do students use literacy to learn in out-of-school contexts? Second Language Learning: How do students learn and use English as a second language? Connections between Language, Literacy, and Culture: How are language literacy practices shaped by culture? Literacy in Community Settings: What kinds of literacy practices do students use in home and community settings? How can knowledge of community literacy practices be used to improve school literacy instruction? Literacy and New Technologies: How are new technologies influencing literacy use and learning? How can new technologies be used by educators to support student and teacher learning? Literacy Teaching: What are culturally responsive ways of teaching English and second language literacy in preK-12 schools? Literacy Teachers: What do teachers understand and believe about literacy learning and teaching? What are effective practices for literacy teacher education?