Critical approaches to literacy

Course Information
TitleΚριτικές προσεγγίσεις στο γραμματισμό / Critical approaches to literacy
CodeΔΠΔΜ105
FacultyEducation
SchoolPrimary Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorTriantafyllia Kostouli
CommonNo
StatusActive
Course ID600015080

Programme of Study: PMS Epistīmes tīs Agōgīs: Didaktikés Praktikés kai Diadikasíes Máthīsīs (2018-sīmera)

Registered students: 8
OrientationAttendance TypeSemesterYearECTS
Glōssikós Grammatismós kai Logotechnikī EkpaídeusīCompulsory Course1110

Class Information
Academic Year2021 – 2022
Class PeriodWinter
Faculty Instructors
Class ID
600201631
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Students are expected to: • To develop rich and informed understandings of the processes by which functional and critical literacy are constructed in the pertinent literature • To be able to identify the complexity of the processee involved in the construction and understanding of texts a socioculturally-shaped processes • To be able to use the various tools such as those provided by Systentic Functional Grammar for unveiling implicit meanings at work
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work in teams
  • Work in an interdisciplinary team
  • Appreciate diversity and multiculturality
  • Respect natural environment
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The course, focusing on critical literacy, outlines the various proposals that have been developed in pertinent strands, from sociological work to discursively shaped linguistic work focusing on the way by which language by which language as wide range of semiotic resources available to social actors may be implicated in the construction of social realities. The relation between language, power and ideology is discussed through the detailed, critical analysis of the most prominent literature and the positions as indeed the arguments put forward by scholars such as Foucault, Fairclough, Wodak and vanDijk. To make clear the ideological underpinnings of grammar, the basic premises of SFL are presented and analyzed. Students are asked to work with this framework and apply it to the analysis of a wide range of texts from different discourse communities so that they gain a clear and deep understanding of the way by which lexicogrammatical choices, discursive resources and multimodal choices are implicated in the constitution of social realities and in the negotiation of Discourses that ultimately shape aspects of meaning making in current multisemiotic societies.
Keywords
Critical Discourse Analysis. Systemic Functional Grammar, power, hegemony, textual represenations
Educational Material Types
  • Notes
  • Slide presentations
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures301
Seminars200.7
Reading Assigment1003.3
Project501.7
Written assigments1003.3
Total30010
Student Assessment
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Performance / Staging (Formative, Summative)
Bibliography
Additional bibliography for study
Bakhtin, M.M. (1981). The dialogic imagination (Tr. C. Emerson & Holquist, M.) Austin: University of Texas Press. Burns, Anne and Coffin, C. (eds.) (2001). Analyzing English in a global context: A Reader. London: Routledge. (chapters 8, 9, 10, 11, 12). Fairclough, N. (2003). Analyzing discourse: Textual analysis for social research. London: Routledge. Foucault, M. (1972). The Archeology of knowledge. London: Tavistock. Gee, J.P. (2004) Situated language and learning: A critique of traditional schooling. New York: Routledge. Kostouli, T. 2009. «A sociocultural framework: Writing as social practice». Στο R. Beard, D. Myhill, J. Riley & M. Nystrand (επιμ.) The SAGE Handbook of Writing Development. London, Sage, 98-116 Martin, J.R. (1985). Factual writing: Exploring and challenging social reality. Oxford: Oxford University Press. Unsworth, L. (ed.) (2000). Researching language in schools and communities: Functional linguistic perspectives. London and Washington: Cassell. Wodak, R., & Meyer, M. (eds.) (2001) Methods of Discourse Analysis. London: Sage.
Last Update
19-09-2022