| Effective Term: | 2025/02 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Life narratives and automedia |
| Unit ID: | BAWRT2005 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (BAWRT3005) |
| ASCED: | 109999 |
| Other Change: | |
| Brief description of the Unit |
This intermediate level unit introduces students to the history and genres of life narrative and automedia. Students will encounter various genres of life narrative and automedia such as confessions, poetry, letters, diaries, biography, autobiography, memoir, essays, testimony, artwork, photography, documentary, podcasts, websites and social media. Themes covered may include truth, subjectivity, self, identity, privacy/disclosure, memory, trauma, and the ethics, morality and legality of representing the self and others in life narrative and automedia. Students will explore both the theories and practice of life narrative and automedia genres, explore ways of researching and resourcing life narrative and automedia projects, and will be given the option of critical and/or creative life narrative/automedia assessment. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Analyse one or more life narrative/automedia genres through the study of selected exemplary and critical texts. |
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| K2. | Identify the thematic, stylistic and narrative conventions of the selected life narrative and automedia genres. |
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| K3. | Recognise the ethical and moral issues affecting life narrative and automedia genres. |
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| K4. | Analyse how life narrative and automedia genres engage with social issues such as gender, race, class, disability and sexuality |
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| Skills: |
| S1. | Demonstrate critical viewing and reading practices. |
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| S2. | Articulate an informed perspective on the various issues of life narrative and automedia genres and the interpretation and production of these texts. |
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| S3. | Undertake research to deepen understanding of specific texts, concepts, issues and theoretical perspectives. |
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| S4. | Analyse life narrative and automedia genres in relation to their historical, social, cultural and/or economic contexts |
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| Application of knowledge and skills: |
| A1. | Apply knowledge and skills to communicate an argument about or analysis of a life narrative/automedia text or genre, and/or produce a life narrative/automedia project in written, visual and/or oral form. |
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| A2. | Critically review, analyse and synthesise knowledge of a variety of primary and secondary texts and key concepts of life narrative/automedia |
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| Unit Content: |
What is Life Writing? Diary/Letters/Confessions Automediality Media and the Self The Autobiographical Pact Tracking the Self: digital surveillance, privacy, and the body Memoir/ Auto/Biography Podcast and YouTube Life Narratives Relational Lives The Ethics, Legality, and Morality of Reading, Seeing and Producing Life Narratives and Automedia The Biopic/Visual Art/Objects and Documents Trauma: vulnerable subjects, humour, testimony, community Autosomatography Digital Intimate Publics |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K2, S2, S3, S4, A1 | Present an argument in a written/visual format about the use of thematic, stylistic and/or narrative conventions in life narrative/automedia genre/s | Poster/Presentation | 25-35% | | 2. | K1, K2, S1, S2, S4, A2 | Apply knowledge of set texts and key concepts in responses to short answer questions/tasks. | Test/Series of Journal Tasks | 25-35% | | 3. | K3, K4, S2, S3, S4, A1, A2 | Research and apply appropriate theory to an analysis of life narrative &/or automedia texts for Research Essay (set questions + text choices) or research and apply appropriate theory to the production and analysis of an Creative Work and Critical Reflection (set genre/s + text choices). | Research Essay or Creative Work and Critical Reflection | 30-50% |
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