EDUC 90930 University of Melbourne Transnational Media Literacy & Political Tension Essay Education Essay – 3500 words The Criteria Sheet contains all the

EDUC 90930 University of Melbourne Transnational Media Literacy & Political Tension Essay Education Essay – 3500 words

The Criteria Sheet contains all the information

Use APA 6th reference style

I will require you to provide a short outline/introductive paper in the upcoming 24 hours which I will check with my professor to make sure that this is what he expects to receive. Once I get the confirmation, you can go on with the paper. The outline should contain a short summary of what will be discussed in the paper, headings which will be used and possible list of reference. It’s purpose is to ensure that the final paper is on topic.

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About the paper:

The topic of the paper is transnational literacy. More exactly ,you will need to focus on transnational Media Literacy (and political one too)

It can be from any context, (either local or global) which has made you concerned about literacy in general. For example it can be from: Media-literacy and political tensions

This is the class description which can help you understand what the professor might want to read: This subject will introduce students to the ways in which literacy supports and empowers learning and social change in global contexts, and will explore the impact of literacy practices on learning in real world and virtual communities. Students will be introduced to key theories and approaches to 21 st century literacies and have the opportunity to draw on these to explore their own understanding of literacy and the impact of their personal literacies on their learning experiences. This subject will introduce students to the role of oral language in learning in different cultural traditions and understandings of education, and support them to build on these understandings in practice. Approaches to literacy which support diversity, inclusion and acknowledgement of place will be explored, and the application of these approaches to early childhood contexts, schools, workplaces and social settings will be investigated. Criteria
• Content and clarity of argument: An issue related to literacy and/or literacy
education is clearly articulated, the local/global context is adequately explained,
and the consequences for particular individuals/groups are identified and
discussed. Discussion directly and consistently addresses the essay task.
• Integration of literature: Relevant supporting literature is smoothly integrated
into the discussion and there is direct, critical engagement with the ideas and
arguments of cited authors. There is evidence of extensive reading and a very
strong grasp of key concepts.
• Structure and logic: Discussion is logically structured, with key arguments
clearly signposted and strong connections made between main points and
between sections. A cohesive, overall argument is strongly evident.
• Voice and criticality: Sophisticated, original ideas are presented with a strong
capacity to critically analyse and rigorously discuss the named issue and its
complexities. The forces shaping the issue are thoughtfully considered and
practical suggestions for action may be made.
• Referencing and presentation: Sources are correctly cited and referenced
according to APA style and the paper is formatted and presented appropriate for
a piece of formal, academic writing.
Readings
The readings of ( definition of literacy )
Barton, D., & Hamilton, M. (2012). Introduction: local literacies in a global world. In Local
literacies: reading and writing in one community (pp. 1, 3–4, 17–32). Routledge.
ISBN: 9780415691727
Moje, E. B., & Luke, A. (2009). Literacy and Identity: Examining the Metaphors in History
and
Contemporary
Research.
Reading
https://doi.org/10.1598/RRQ.44.4.7
Research
Quarterly,
Retrieved
44(4),
415–437.
from
https://go.openathens.net/redirector/unimelb.edu.au?url=http%3A%2F%2Fonlinelibr
ary.wiley.com%2Fdoi%2F10.1598%2FRRQ.44.4.7%2Fepdf
ISSN: 19362722
Readings about transnational literacy
Rizvi, F. (2008). . Retrieved from
http://www.curriculum.edu.au/verve/_resources/Rizvi__Teaching_Global_Interco
nnectivity_v.1.Pdf
Fecho, B. (2013). Globalization, localization, uncertainty and wobble: Implications
for education. International Journal for Dialogical Sciences, 7(1), 115–128.
Retrieved from http://ijds.lemoyne.edu/journal/7_1/pdf/IJDS.7.1.10.Fecho.pdf
Hornberger, N. H., & Link, H. (2012). Translanguaging and transnational
literacies in multilingual classrooms: a biliteracy lens. International Journal of
Bilingual Education and Bilingualism, 15(3), 261–278.
https://doi.org/10.1080/13670050.2012.658016 Retrieved from
https://go.openathens.net/redirector/unimelb.edu.au?url=https%3A%2F%2Fwww.
tandfonline.com%2Fdoi%2Ffull%2F10.1080%2F13670050.2012.658016%3Fscr
oll%3Dtop%26needAccess%3Dtrue
ISSN: 13670050
Lam, W. S. E., Warriner, D. S., Poveda, D., & Gonzalez, N. (2012).
Transnationalism and Literacy: Investigating the Mobility of People, Languages,
Texts, and Practices in Contexts of Migration. Reading Research Quarterly,
47(2), 191–215. Retrieved from
https://go.openathens.net/redirector/unimelb.edu.au?url=http%3A%2F%2Fwww.j
stor.org%2Fstable%2F43497137
ISSN: 00340553
Jensen, S. Q. (2011). Othering, identity formation and agency. Qualitative
Studies, 2(2), 63–78. Retrieved from
https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=67090612&sit
e=ehost-live
ISSN: 19037031

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