| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Reading in the 21St Century |
| Unit ID: | EDMST6014 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070303 |
| Other Change: | |
| Brief description of the Unit |
This unit will enable students to investigate the reading skills, processes and strategies that are essential to acquiring twenty-first-century literacies. Critical challenges facing reading comprehension in the digital era will be explored, with attention to multimodalities and their corresponding multiliteracies. Students will interrogate how reading texts from screens and from paper may differ in terms of deep versus shallow processing. They will examine multimodal and hybrid texts through various theoretical frameworks including semiotics and social constructivism. Students will research and plan for various pedagogical strategies for teaching critical digital reading practices. |
| 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. | Examine and interrogate the concepts and constructs that inform contemporary definitions of reading comprehension. |
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| K2. | Identify and examine multimodalities and their corresponding multiliteracies. |
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| K3. | Explore the semiotic systems through which meaning is made and the implications for reading comprehension via print and screen. |
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| K4. | Investigate approaches and strategies for teaching critical digital reading. |
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| Skills: |
| S1. | Analyse contemporary theories of reading comprehension to inform teaching. |
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| S2. | Interpret curriculum and apply understandings of multimodalities to support learner’s critical digital reading skills. |
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| S3. | Incorporate a range of semiotic systems and modalities when planning for literacy learning. |
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| S4. | Identify effective pedagogical strategies to differentiate reading instruction for diverse learners. |
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| Application of knowledge and skills: |
| A1. | Critically evaluate the theoretical perspectives and pedagogical challenges of reading in the digital era. |
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| A2. | Interpret curriculum and apply understandings of multimodalities to support learner’s critical digital reading skills. |
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| A3. | Plan and design lesson sequences incorporating effective pedagogical approaches, digital reading tools and strategies. |
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| Unit Content: |
•The digital culture and implications for cognitively demanding deep-reading processes.
•Contributions of neuroscience to the understanding of digital reading.
•Reading and learning from screens and from paper.
•Multimodal texts and their multiliterate affordances.
•Comprehension models and theories.
•Self-monitoring and digital reading comprehension skills.
•The importance of critical literacies in the digital age. |
| 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 high-level skills to effectively communicate, interact and work with others both individually and in groups Students will be required to display (in person and/or online) high-level skills in-person and/or online in: • Effective verbal and non-verbal communication via a range of synchronous and asynchronous methods • Active listening for meaning and influencing • High-level empathy for others • Negotiating and demonstrating extended conflict resolution skills • Working respectfully in cross-cultural and diverse teams | 1 - Yes | FEDTASK 2
Leadership | Students will demonstrate the ability to apply leadership skills and behaviours Students will be required to display skills in: • Creating, contributing to, and enabling collegial environments • Showing self-awareness and the ability to self-reflect for personal growth • Inspiring and enabling others • Making informed and evidence-based decisions through consultation with others • Displaying initiative and ability to solve problems | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complex and ambiguous environments, using their imagination to create new ideas Students will be required to display skills in: • Reflecting critically on complex problems • Synthesising, evaluating ideas, concepts and information • Proposing alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts through deep inquiry • Proposing creative solutions in problem solving | 1 - Yes | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work proficiently across a range of tools, platforms and applications to achieve a range of tasks Students will be required to display high-level skills in: • Finding, accessing, collating, evaluating, managing, curating, organising and appropriately and securely sharing complex digital information at a high-level • Receiving and responding to messages in a range of digital media • Using digital tools appropriately to conduct research • Contributing proficiently to digital teams and working groups • Participating in and utilising digital learning opportunities | 1 - Yes | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to think ethically and sustainably. Students will be required to display skills in: • The responsible conduct of research • Making informed judgments that consider the impact of devising solutions in multiple global economic environmental and societal contexts • Demonstrating commitment to social responsibility as a professional and a citizen • Generating research solutions which are sustainable,ethical, socially responsible and/or sustainable • Extending lifelong, life-wide and life-deep learning to be open to diverse others • Demonstrate extended actions to foster sustainability in their professional and personal life. | 1 - Yes |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, K4, S1, S2, A1, A2 |
Literature review |
Literature review |
40-60% |
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| 2. |
K3, K4, S2, S3, S4, A2, A3 |
Create comprehensive teaching materials, practices or programs for teaching reading, relevant to the student’s own teaching context. |
Negotiated unit of work |
40-60% |
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