| source Universitetet i Stavanger (X) |
level |
department kultur- og språkvitenskap (X) |
The module is subdivided into three areas: Emergent literacy, The development of literacy and Second language literacy. Emergent literacy (5 sp) A subject of growing recent interest has been the roots of literacy and its development in the early years of life. This has resulted in the dynamic new field of Emergent Literacy, covering predominantly the pre-school period. There has been increasing acknowledgement among scholars of the significance of the early years on the individual's rate and depth of literacy growth. Special emphasis will be placed on the role of the home environment in creating literacy awareness in the infant, ie how both environmental print and the interaction between adults and infants in literacy events shape that awareness. Both early reading and early writing practices will be central areas of study. The development of literacy (5 sp) This topic embraces the development of literacy throughout the various school levels - primary/intermediate, lower secondary and upper secondary- and into adulthood. Key issues here concern both what, why and how pupils read and write, perceptions of the reading and writing processes, educational policies, and a discussion of the necessary teaching competence required to help pupils maximise their potential as readers and writers. At the same time it is important to stress that literacy is embedded in society, and therefore needs to be viewed from different perspectives, eg social, cultural and dialogical. Second language literacy (5 sp) The recent growth of interest in first language literacy has stimulated corresponding interest in the field of second language literacy, which also needs to be viewed as a part of the explosion of studies into the field of second language acquisition. This interest has partly resulted from the ongoing theoretical debate on how both first and second languages are learnt. The role of input has been central to this debate. For second language learners at all levels, reading is an important contributor to cultural understanding, linguistic/lexical development and writing performance. Special attention will be paid to reading and writing in the context of the second language classroom, as well as to the potential for dynamic interaction between oral and written language that such an environment provides.
Score: 13.761848 Details | Listing | Web page
This module combines theoretical and historical approaches to the production of written texts. It discusses the origins and functions of writing and compares different writing systems. The topics considered include standardisation, spelling reform and the evolution of written systems through time. The course also includes a study of the changing material foundations and contexts of literacy and text production. The module is subdivided into three areas: Origins and writing systems, The age of written dialects and The technology of literacy.
Score: 13.761848 Details | Listing | Web page
This module examines some of the basic assumptions that underlie the study of literacy, focussing on the reading and reception of texts. It places the study within a theoretical framework in an interdisciplinary setting, including linguistics as well as historical and literary studies. It also studies the development of literacy and the changing roles of texts and reading in the English-speaking world. The module combines historical and contemporary perspectives. The module is divided into three areas: Writing and speech, English texts through time and Texts, contexts and genres. Writing and speech (5 sp) This part of the course compares the media of writing and speech both from linguistic and social/cultural perspectives. The functions and characteristics of written and spoken discourse are compared, and prototypical spoken and written features are discussed. The status of the written language within linguistics is considered. Finally, theories about the roles of orality and literacy as factors of cultural, social and cognitive development are discussed. English texts through time (5 sp) The status and functions of written English are outlined from the beginnings of Anglo-Saxon literacy to the present day. The development of modern literacy is traced from the Late Middle Ages onwards, including aspects such as the development of schools, libraries, book production and the media. The course will in particular focus on the development of written genres through the history of English literacy, and on literacy practices in relation to social change. Texts, contexts and genres (5 sp) This part of the course focusses on the receptive end of literacy, and in particular on the variety of different ways of reading and interpreting texts. The concepts of text, genre and register are pivotal in text reception and interpretation, as are the roles of context and ideology. The various actors involved in the conveying of messages (e.g. authors and audiences) and the changes in how we perceive them will be studied. The course will consider different critical, linguistic, historical, etc. approaches to texts.
Score: 13.761848 Details | Listing | Web page
Score: 13.761848 Details | Listing | Web page
Score: 13.761848 Details | Listing | Web page
Masteravhandlinga skal være et selvstendig vitenskapelig arbeid om et emne studenten selv har valgt i samråd med faglærer/veileder. Emnet skal i regelen hentes fra et område studenten har arbeidd med i fellesdelen. Problemstilling, primærmateriale og kildetilfang for avhandlinga skal være klart avgrenset, og arbeidet vitenskapsteoretisk begrunnet, det vil si plassert i forhold til forskningstradisjon og metode. En ser gjerne at studentene bygger på materiale de selv har samlet inn. Avhandlinga skal være mellom 85 og 115 sider utenom tabeller og vedlegg, 12 punkt Times New Roman og linjeavstand 1, 5 og ellers følge aksepterte akademiske konvensjoner Studentene skal senest i siste del av det første studieåret formelt velge emne for masteravhandlinga, men blir oppfordret om så tidlig som mulig å drøfte emne med faglærere og veileder. Ved starten av det andre studieåret blir det skrevet kontrakt mellom student, veileder og institutt. Det blir gjort bindende avtale for alle parter om vilkårene for veiledning og oppfølging. Målform I den framtidige arbeidssituasjonen til mange av kandidatene vil det være viktig å mestre de norske offisielle målformene. Studiet skal sikre denne kompetansen. Kandidater som skriver avhandlinga på nynorsk, skal bruke bokmål i oppgavene i fellesdelen. Kandidater som skriver avhandlinga på bokmål, skal bruke nynorsk i oppgavene i fellesdelen. .
Score: 13.761848 Details | Listing | Web page
Score: 13.761848 Details | Listing | Web page