EDU30001: Imagining the World through Language and Literature
Teaching period 1, 2022
EDU30001: Imagining the World through Language and Literature
Assignment 2B: Folio Part 2
Word/Time limit: 1500 words (+/- 10%)Weighting: 30%Due date: 5pm AEST Monday 6 June 2022 (Week 12)
After you have read this information, head over to theAssignment 2B Q&Adiscussion board to ask any questions and see what your peersare saying about this assignment.
The purpose of the folio task within this unit is to enable you to demonstrate your knowledge and skills across the range of activities involved in developing students language and literacy skills within the early childhood context.
This assignment supportsunit learning outcomes 3, 4, 5 and 6.
Students who successfully complete this Unit should be able to:
identify and advocate how childrens literature is an essential part of literacy education (birth to eight years of age)
articulate how storytelling and picture books support language acquisition and literacy skills
examine factors, current trends and how popular culture impacts upon language and literature
analyse a range of genres and conventions in children's literature, including folklore, picture books, storytelling, language games and poetry
demonstrate techniques of effective and engaging teaching that develops literacy skills
critically evaluate childrens language and literature resources.
This second folio focuses on:
storytelling, language games, poetry, and folklores (Section A)
popular culture (Section B)
There are two sections that need to be completed: Sections A and B. Both sections are to be written in third person.
Section A:Analysis and critical evaluation of one story or language game and one poem or folktale (approx. 500 words for each of the two choices).
Begin by choosing an age group to plan for: either 23-year olds, 34-year olds, or 56-year olds.
Select one example of each of the following that you might use with children in your identified age group:
a sample of an oral storyora language game
and a poemora folktale.
You are not to generate your own content but rather find examples (two in total) that are appropriate for your chosen age group.
Note that:
in the context of this assignment, storytelling refers to telling a story directly to children, rather than reading to them from a book - which was covered inAssignment 2A: Folio Part 1language games could include any kind of play-based language experience, including songs or rhymes.
Include information on these resources (e.g. title, author, front cover images) as part of an appendix at the end of your submission. Note that this appendix will not be counted in the word count for this task, although it must be included in your submission.
Your analysis and critical evaluation of the two items (one storyorlanguage game and one poemorfolktale, approx. 500 words each) must address the following:
Your analysis must explain how your storyorlanguage game and poemorfolktale fit within the conventions of these genres. Provide evidence from within each of the texts to justify your analysis.
Your evaluation should describe:
the strengths and challenges of the storyorlanguage game and poemorfolktale
the usefulness and value of the storyorlanguage game and poemorfolktale for an educational context. In your response you might consider the appropriateness for the selected age group and the use of gender-ex/inclusive language; whose voice/s are included and whose are excluded
Section B:Discussion on the impact of popular culture (500 words)
In this section, you must discuss the ways in which popular culture impacts on a language and literacy program.
Your discussion must address the following:
the current trends of popular culture in early childhood education
the strengths and challenges of using popular culture in a language and literacy program
List three examples of how popular culture could be effectively integrated within a language and literature program for 23-year olds, 34-year olds, and 56-year olds. Note, you are to includeoneexample per age group.
Preparing your Folio
As with Assignment 2A, the learning materials and collaborative activities will further assist you in preparing this second assignment folio. Note in particular:
Section A
Key concepts related to storytelling and language games are presented in the Week 3 learning materials. The Week 3 activity will help to fine-tune your understanding of the important elements of storytelling.
Activities in weeks 5, 6 and 7 will allow you to workshop your knowledge of stories, storytelling techniques and language games.
In the Week 6 and Week 7 learning materials you will see some video demonstrations of storytelling and language games.
Key concepts related to folktales are introduced in Week 8.
Key concepts related to poetry are introduced in Week 10.
The reading bookshelf activity in Weeks 8-10 will support you in finding good examples of poems and folktales.
Section B
The impact of popular culture is introduced in Week 7 and then addressed further across the following weeks as you review books for your reading bookshelf. In Week 11, you will get a chance to summarise your ideas.
Additional resources
If you have any questions relating to this assignment, please post them in theAssignment 2B Q&Adiscussion boardarea.
Referencing guide(Links to an external site.)(this includes guidelines on how to cite and reference ACARA and EYLF).
Assignment support in theAcademic Practicesection of the Student Hub.
Throughout your teaching and learning journey, you will be required to use the nationally approved learning frameworks (the Early Years Learning Framework or the Australian Curriculum) or the approved learning frameworks for your state or territory. To help you further build capability in this area, and to prepare you for placements, at Swinburne Online you may choose to use the nationally approved learning frameworks or the approved learning frameworks for your state or territory in your assignments. For further information specific to your assignments for this specific unit, please seek advice from your eLAs and/or your Unit Coordinator.
