SS4030 - Becoming an Educationist: Reading, Writing and Enquiry (2017/18)
|Module specification||Module approved to run in 2017/18|
|Module title||Becoming an Educationist: Reading, Writing and Enquiry|
|Module level||Certificate (04)|
|Credit rating for module||30|
|School||School of Social Professions|
|Total study hours||300|
|Running in 2017/18||
The module provides orientation to study in HE with reference to Education Studies. It has focus on the process of academic reading, writing, oral communication and information literacy, while also providing an introduction to selected educational research methods.
This module aims to:
- Introduce students to a range of study skills, including conducting a literature search and the skills and conventions of academic writing, reading and oral communication
- Introduce students to educational research
- Encourage students to use academic discourse with confidence and develop as independent learners
- Provide strategies for student engagement with critical reading.
Through practical activities the module will develop students’ skills and confidence in conducting literature searches; note-making; evaluating and producing academic writing; and, presenting academic argument through presentations. Students will also engage in a small scale research project.
Learning and teaching
The module will be taught through a series of lectures, seminars, workshops and tutorials. It will also require students to compile an on-line portfolio of their work that will record and reflect upon their studies in other modules.
Students will also design, undertake and critically evaluate a small scale research enquiry into the academic learning and development – possibly of year three students of Education Studies.
On successful completion of this module students will be able to:
- Use library and on-line services to conduct a review of literature
- Demonstrate knowledge and understanding of the characteristics of academic writing and reading
- Recognise plagiarism and understand why it is an offence; employ a systematic mode of referencing and show competence in referring to the work of previous writers in precise and appropriate ways
- Show awareness of a range of research methods and be able to critical reflect on experiences of conducting a small scale research activity.
Assessment will require students to submit three pieces of work:
1. A Personal Reflection, 500 words, on personal learning;
2. A Research Report, 2000 words outlining the findings of a small-scale qualitative research project; and-
3. An E-Portfolio presenting at least three specific learning projects, incl. a brief outline of key learning points (500 words).
*** The Study Hub www.londonmet.ac.uk/studyhub ***
Burns, T. and Sinfield, S, (2016). Essential Study Skills: the complete guide to success at University, London: Sage.
Burton, D. and Bartlett, S., (2009). Key Issues for Education Researchers, London: Sage.
Denzin, N. and Lincoln, Y., (Eds.) (2005), Handbook of Qualitative Research (3rd Edn), Thousand Oaks: Sage.
Judge, B., Jones, P. and McCreery, E., (2009), Critical Thinking Skills for Education Students, Exeter: Learning Matters.
Matheson, D., (Eds.), (2011). An Introduction to the Study of Education, (3rd Edn), London: David Fulton.
Northedge, A. (1997), The Good Study Guide, Milton Keynes: The Open University.
Scott, J., and Marshall, G., (2009), A Dictionary of Sociology, (4th Edn), Oxford: Oxford University Press.
Solomon, A., Wilson, G.and Taylor, T., (2012), 100% Information Literacy Success, Boston: Wadsworth.