Education - Literacy Education - Structured

The Department of Language and Literacy Education, Mary Immaculate College is pleased to announce an Structured PhD/M Ed in Literacy Education in response to recommendations for high quality professional development in effective literacy instructional practice in recent policy reports at national level including the National Strategy for Literacy and Numeracy 2011-2020, Cosán 2016, Action Plan for Education 2017 and DEIS 2017.

Although MIC is currently closed due to the COVID-19 crisis, applications for Structured PhD in Literacy Education are continuing to be administered remotely. Therefore, ple ase proceed with all planned applications as per the usual process.

Key Features
The Structured PhD/M Ed in Literacy Education is a two-year Masters programme or a four-year Doctoral programme which endeavours to promote the development of research, critical thinking and communication skills within the context of the evolving nature of literacy in the twenty first century.

In line with national and international recommendations, this programme seeks to promote literacy leaders within schools and communities whose literacy knowledge reflects the highest standards of academic rigour. It will be of particular interest to classroom teachers, aspiring literacy leaders, school principals, policy makers and those engaged in the provision of continued professional development in the area of Literacy Education.

Participants will explore the trajectory of children's language and literacy development and a range of appropriate instructional approaches for the promotion of same. The programme will be delivered through blended learning approaches and will provide participants with the opportunity, in a collaborative setting, to reflect critically and synthesise key issues, debates, and controversies in Literacy Education.

The Structured PhD/M Ed in Literacy Education at MIC aims to:
•Encourage participants to create original and unique research that contributes to knowledge and innovation in the promotion of Literacy Education nationally and internationally

•Enhance participants' knowledge of key cognitive, socio-cultural and linguistic theories of language and literacy acquisition and development through a theoretically-aware matrix of teaching methodologies and seminars

•Develop a professional learning community that displays the ability to reflect critically on national and international policy and practice in Literacy Education

M Ed

The first two semesters of Year 1 of the programme will consist of taught discipline-specific modules, including modules comprising qualitative and quantitative research methods, for all students. The core modules in Semester One will explore the nature of literacy in the 21st century and provide foundational knowledge on literacy acquisition and diversity in the developmental trajectory of same.

The core modules in Semester 2 will focus on inclusive instructional practice, literacy difficulties, early interventions and literacy leadership. Pedagogies such as dialogic teaching, the role of play in language development, the importance of high quality children's literature in the promotion of children's literacy development and the role of parental support in the process of enhancing language skills will be investigated. Participants will be encouraged through the process of school self-evaluation to evaluate critically current national policies and curricula with respect to the promotion of effective literacy instruction.

Students who intend to exit the programme at the end of Semester 2 of Year 1 may qualify for a Graduate Diploma qualification, provided they fulfil the University requirements for such an award. Students who intend to exit with a Masters degree in Year 2 will begin working on their dissertation proposals in Semester 2 of Year 1 in tandem with a prospective supervisor(s) and begin work on the dissertation in Semester 1 of Year 2 of the programme.

60 Credits (Taught and Research) split over two years

Semester 1 (Year 1)
Core Modules
Foundations of Literacy Acquisition and Development
Diversity in Literacy Acquisition and Development
Advanced Research Methods 1: Principles and Practices of Research in Education
Elective Module
Critical Approaches to Children's Literature
Epistemological and Ontological Foundations of Education 1: The Enlightenment's Progress
An Introduction to Development and Development Education
Educational Psychology and Lifelong Learning
Or
Autumn Master
classes

Semester 2 (Year 1)
Core Modules
Inclusive Literacy Pedagogy 1
Promoting Effective Literacy Leadership in Educational Settings
Advanced Research Methods 2: Critical and Interpretive Research in Educational Settings
Elective Module
Inclusive Literacy Pedagogy 2
Epistemological and Ontological Foundations of Education 2: Paradigms, Policies and Practices
Teaching for Social Justice and Inclusion
Leadership and Learning
Critical Media Literacy
Or
Spring Masterclasses

Semester 3 (Year 2)
Dissertation 1 (M-Grade)

Semester 4 (Year 2)
Dissertation 2 (M-Grade)

Structured PhD
Students may decide at the end of Semester 2 of Year 1 to continue onto the PhD stage of the programme. Those prospective doctoral candidates will develop a research proposal and participate in the International Research Methods Summer School (IRMSS) during the summer semester. On application to the doctoral component of the programme (Years 2, 3 and 4), participants are required to submit a draft proposal in summer semester, Year 1, which is approved at department and faculty level in terms of academic merit and suitability of topic. This proposal will then be reviewed by the MIC Postgraduate Research Sub-Committee (PRSC). Only students whose proposals have been approved at PRSC are eligible to continue onto the doctoral component of the programme.

Academic progress during stage two of the Structured PhD in Literacy Education will continue to be monitored by the Doctoral Studies Panel (DSP), in accordance with general academic regulations. The DSP will include a principal supervisor, plus any additional supervisor(s) and at least one other member, who will act as the student's advisor. The DSP will be chaired by the principal supervisor; it will support and advise the student and supervisor(s) throughout the course of a student's research programme. Members of the DSP will normally be members of faculty, or adjunct, visiting or affiliated academics or professionals.

360 Credits (Taught and Research) split over four years

Semester 1 (Year 1)
Core Modules
Foundations of Literacy Acquisition and Development
Diversity in Literacy Acquisition and Development
Advanced Research Methods 1: Principles and Practices of Research in Education
Elective Module
Critical Approaches to Children's Literature

Autumn Masterclasses

Semester 2 (Year 1)
Inclusive Literacy Pedagogy 1
Promoting Effective Literacy Leadership in Educational Settings
Advanced Research Methods 2: Critical and Interpretive Research in Educational Settings
Spring Masterclasses

Summer (Year 1)
Individual doctoral thesis work under supervision of designated supervisor and Doctoral Studies Panel
International Research Methods Summer School (IRMSS)

Semester 3 (Year 2)
Individual doctoral thesis work under supervision of designated supervisor and Doctoral Studies Panel
Advanced Research Methods 3: Collecting and Analysing Cross Sectional and Statistical Data in Educational Settings
Graduate Studies Generic Skills

Semester 4 (Year 2)
Individual doctoral thesis work under supervision of designated supervisor and Doctoral Studies Panel
Descriptive and Inferential Statistics in Educational Research
Graduate Studies Generic Skills

Summer (Year 2)
Individual doctoral thesis work under supervision of designated supervisor and Doctoral Studies Panel

Semester 5 & 6 (Year 3)
Individual doctoral thesis work under supervision of designated supervisor and Doctoral Studies Panel

Summer (Year 3)
Individual doctoral thesis work under supervision of designated supervisor and Doctoral Studies Panel

Semester 7 & 8 (Year 3)
Individual doctoral thesis work under supervision of designated supervisor and Doctoral Studies Panel

Summer (Year 4)
Individual doctoral thesis work under supervision of designated supervisor and Doctoral Studies Panel

The minimum entry requirements for this programme are the following:

Applicants should be the holders of a first class honours primary degree or upper second class honours (2.1) primary degree (Level 8, NFQ) in a relevant or cognate discipline that incorporates a substantial education or social science component.

Or

A Masters degree or equivalent qualification (Level 9, NFQ), at a minimum 2.2 honours level, in Literacy Education, that has been obtained from a university or other institution recognised by the University of Limerick and in accordance with the University of Limerick Policy on the Recognition of Prior Learning.

And

A minimum of two years' experience as a teacher of Literacy or Literacy Education or related fields, may be considered as a basis for entry on a case-by-case basis. Acceptance under this criteria may be subject to an interview, which may be done in person or alternatively via video conferencing where the candidate is unavailable to attend.

Applicants for whom English is not a first language must provide evidence of their proficiency level in English in the form of an IELTS (International English Language Testing System) composite score of 6.5 – 7.0 with no less than 6.0 in any one component, or IELTS equivalent accepted by UL. Such applicants will be required to undergo an interview through English.

Performance at interview: an interview may form part of the selection process for applicants. This will be done in person if possible or alternatively via video conferencing where the candidate is unavailable to attend in person.

And

Submission of a research proposal (PhD candidates only) and application form in line with the requirements set out by the Research and Graduate School, MIC.

Places on the programme will be offered based on all the above, viz. qualifications, performance at interview, language proficiency level (if applicable), PhD proposal, as well as candidates' references given in the application form.

English Language Requirements

Applicants for whom English is not a first language must provide evidence of their proficiency level English in the form of an IELTS (International English Language Testing System) composite score of 6.5 – 7.0 with no less than 6.0 in any one component, or IELTS equivalent accepted by UL. Such applicants will also be required to undergo an interview through English.

Qualifications and Experience
English Language Requirements
Interview
Research Proposal and Application Form

Applications for September 2022 entry are now open.

Closing date for receipt of completed applications: 31 May 2022.

Places are limited; early application is advised.

2 - 4 Years.

How To Apply
Download and complete the application form from "Application Weblink" below.

•The application form must also include your university transcripts and contact details for two referees.
•In the case of non-native English speakers, a copy of IETLS is also required, or equivalent.

Pay the application fee* and return the application form by email to: RGSO@mic.ul.ie or by post to: Research & Graduate School Office, Mary Immaculate College, South Circular Road, Limerick, Ireland, V94 VN26.

*Pay your application fee (EU: €33; non-EU: €55) using Realex System. Please note down the payment reference number, make a screenshot or print a copy for your own records.