Literacy Professional Practice
Master of Education in Literacy Professional Practice
The programme of study draws on a wide variety of theoretical models and processes, perspectives, instructional models, curricular frameworks, and policies in relation to literacy. It reflects the competences, knowledge and professional skills identified by the International Literacy Association.
The course provides opportunities for participants to develop the capacity to critically analyse, synthesise, evaluate and reflect on this body of knowledge and to use it to design and implement developmentally appropriate and engaging reading and writing workshops that develop children as readers, writers and thinkers. In addition to international research, examples of practices and professional development processes developed nationally in the Write to Read Literacy Project and the Séideán Sí Programme will also be shared. Opportunities will be presented to participants throughout the course to focus on Literacy Professional Practice in the Irish language if they wish to do so.
Throughout the programme of study there is a particular emphasis on preparing participants to take on leadership roles in literacy, to promote schools as collaborative learning environments that support teachers as critical and creative literacy practitioners and to lead schools in developing a responsive evidence-based comprehensive balanced literacy framework for the inclusive primary school and classroom.
The programme addresses five key areas of knowledge and practice:
• Theoretical perspectives underpinning literacy development and instructional models to develop the creative, aesthetic and affective dimensions of literacy as well as essential skills (alphabetics, vocabulary, fluency, comprehension and writing)
• Disciplinary knowledge and practice and perspectives on developing literacy in both English and Irish across the curriculum
• Prevention and early intervention of literacy difficulties to meet the literacy needs of children in diverse contexts
• An inquiry stance to literacy planning, teaching, learning and assessment and research skills required to engage in inquiry into aspects of literacy teaching of both personal and/or school context relevance
• Literacy leadership skills to support schools in developing effective and culturally responsive whole school approaches to literacy.
The Master of Education in Literacy Professional Practice is designed for classroom teachers who are seeking to develop deep expertise in literacy theory, research and evidence-based practices. The programme of study draws on a wide variety of theoretical models and processes, perspectives, instructional models, curricular frameworks, and policies in relation to literacy.
Three core modules in year one examine a range of theoretical perspectives and models underpinning literacy development in relation to the creative, aesthetic and affective dimensions of literacy as well as essential skills (alphabetics, vocabulary, fluency, comprehension and writing). The core modules also consider the language and literacy needs of children in both English and/or Irish as L1 and L2 and the transfer of skills across languages. A research methods module explores both quantitative and qualitative approaches to literacy research laying the foundations for the research project in year two. Participants will develop the understanding, skills and knowledge of research approaches and methodologies in the context of reflective practice and action research and the capacity to interrogate and critically reflect on their practice through systematic inquiry.
Two disciplinary modules build on the core and explore the pivotal role of language and literacy across the curriculum. The first of these modules examines theoretical perspectives on critical, visual and disciplinary literacy and provides opportunities for participants to design and implement interdisciplinary units of study.The second addresses the potential of the arts for literacy development and explores research and models for developing imagination and creativity from the perspectives of professionals within a range of artistic domains. It is offered as a week-long summer school and it is also recognised by the Department of Education and Skills for teachers' EPV days. Both modules explore a wide range of high-quality children's literature (fiction/informational/poetry/digital) to support planning and teaching.
In year two, models of literacy leadership, whole school approaches to literacy and research on the prevention and early intervention of literacy difficulties are examined. Emphasis is placed on developing participants' capacity to evaluate school plans for literacy and to lead literacy planning and professional development within schools. The research project provides opportunities for teachers to adopt an inquiry stance to literacy teaching and learning. Participants will systematically test relevant theories and evidence-based practices in relation to their research question and in so doing develop new insights and ways of working that respond to the needs of children within their school and classroom contexts.
To view the current course structure, please visit the Provider's website.
The programme will be open to qualified teachers. While it is primarily targeted at primary teachers, second level teachers who specialise in literacy would also be eligible. Other professionals in the education community with appropriate professional qualifications are also eligible. Standard entry procedures for international applicants and for applicants with disabilities apply.
Candidates are required to have a Level 8 qualification in education, at minimum H2.2. Primary and post primary applicants must be registered with the Teaching Council in Ireland or its equivalent in other jurisdictions, with a minimum of 3 years teaching experience. Other professionals in the education community with appropriate professional qualifications are also eligible.
Applications will be accepted on a rolling basis until the programme is full or until the following date: 26th May 2023
All entry requirements should be met before the commencement of the programme.
How to Apply
• All Applicants must apply through DCU's Student Application Portal.
All Applicants must submit
• Certified academic transcripts for each and every year of study, with certified English translations if applicable
• Detailed CV
• Personal statement of 500 words maximum outlining your reasons for applying
Non Native English Speakers - Additional
Evidence of English competency which meets DCU entry requirements.
2 yeas part-time
Course delivery is blended with a combination of classes online and face-to-face on campus.
• Classes take place Friday evenings on Zoom 5.30 pm to 8.30 pm and Saturdays 9.00 - 4.30 approximately one weekend a month September to May
• Two of the weekends are face to face on campus (one in each semester, Public Health Guidelines permitting)
• One module (EC908: Literacy across the Arts Disciplines) is offered as a five day on campus summer course
This module is also approved by the Department of Education and Skills for teachers' EPV days.
Post Course Info
The Master of Education in Literacy Professional Practice (MEDLPP) programme is designed to meet the professional and personal needs of teachers and educators seeking to acquire deep expertise in literacy. It is a research- to-practice based qualification which is intended for those who wish to interrogate the research base on the creative, aesthetic, affective and cognitive dimensions of literacy and to systematically test relevant theories and evidence-based practices and in so doing to develop new insights and ways of working that respond to the needs of children within their school and classroom contexts.
It will also support the ongoing development of key skills and dispositions in teachers relating to creative and adaptive problem solving, effective communication and ways of acting as agents of transformation and change within the system.
It is also suitable for those seeking posts of responsibility for literacy within schools, or leadership in literacy in other relevant educational contexts.