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Courses may be offered in one of the following modalities:
- Traditional in-person courses (0–29 percent of coursework is delivered online, the majority being offered in person.)
- Hybrid/blended courses (30–79 percent of coursework is delivered online.)
- Online courses (100 percent of coursework is delivered online, either synchronously on a designated day and time or asynchronously as a deadline-driven course.)
- Hyflex (Students will be assigned to attend in-person or live streamed sessions as a reduced-size cohort on a rotating basis; live sessions are also recorded, offering students the option to participate synchronously or view asynchronously as needed.)
If you are enrolled in courses delivered in traditional or hybrid modalities, you will be expected to attend face-to-face instruction as scheduled.
ELY 600: Literacy & Research:
Inquiry I
3 credits
This is an introduction to literacy research that encourages students to be reflective practitioners and critical consumers of research. Students will begin to develop electronic professional portfolios to enhance self-reflection and to document their learning throughout this program. (This course should be taken as the first in the sequence).
Learning Goals
COURSE OBJECTIVES • To acquire strategies of research as a means of answering questions, solving problems, and improving literacy teaching and learning. To understand and evaluate research in literacy; & become proficient in finding and using trust-worthy sources of information in literacy-related fields. • To understand philosophical assumptions and practical issues related to the nature of research, and models of research available to teacher researchers. • To experience the collegiality of professionally shared interests. To engage in professional conversation that enlists data as a means of making decisions about classroom environments and the nature of student learning.• To acquire skill in scholarly writing. To use technology to support research and professional development.• To understand and meet expectations for literacy professionals, as embodied in the International Reading Association's Standards for Reading Professionals-Revised 2003: Foundational Knowledge; Instructional Strategies and Curriculum Materials; Assessment, Diagnosis, and Evaluation; Creating a Literate Environment; Professional Development
*The learning goals displayed here are those for one section of this
course as offered in a recent semester, and are provided for the purpose of
information only. The exact learning goals for each course section in a
specific semester will be stated on the syllabus distributed at the start
of the semester, and may differ in wording and emphasis from those shown
here.