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Literacy and Language

PROGRAM CONTACT INFORMATION

Cathy Toll, Department Chair and Program Coordinator
Office: Nursing/Education 306
Telephone: (920) 424-4444
Website: https://uwosh.edu/coehs/departments/literacy/
E-mail: litlang@uwosh.edu

FACULTY

Alderton, Allen, Boche, Herrmann, Toll

PURPOSE

Graduate programs in the Department of Literacy and Language provides licensed teachers with the knowledge, skills, and dispositions to: plan and implement literacy instruction and literacy programs K-12 based on knowledge of learners, research, and theory; facilitate student and educator learning; lead at the classroom, school, district, and community level; and advocate for equity. Programs led to endorsement for Wisconsin license 1316: Reading Teacher or Wisconsin license 5017: Reading Specialist.

DEGREES/CERTIFICATES

Completion of the program will lead to the degree: Master of Science in Education (M.S.E.)

Completion of specific courses will lead to the certificate:

Graduate Achievement Program (GAP)
Reading Teacher License
Bilingual Reading Teacher
Literacy Coaching

ADDITIONAL ADMISSIONS REQUIREMENTS INFORMATION

In addition to the requirements of the Office of Graduate Studies specified in the POLICIES section of this Bulletin, the program has established the following policies and procedures for admission:

Interview
Qualified applicants must meet with the Graduate Program coordinator prior to admittance to the program.

Licensure
Applicants must hold or be eligible for a Wisconsin educator license.

References
Three (3) reference letters are required.

Undergraduate Major
The baccalaureate degree must have been taken in teacher education.

SUMMARY

A. Structure
The MSE is comprised of 19 initial credits that lead to endorsement for the 1316 Reading Teacher license and an additional 11 credits leading to the MSE and endorsement for the 5017 Reading Specialist license. There are four gateways, which are points in the program where progress is assessed. The first gateway is admission; Gateways 2, 3, and 4 coincide with Literacy 792, Literacy 793, and Literacy 794 respectively and require candidates to prepare and defend an artifact specific to the theme of that gateway. These artifacts comprise the candidate’s portfolio.

B. Academic Plans of Study
Literacy is the description for the Literacy plan of study. See below for further descriptions of the plan(s) of study offered.

C. Minimum Unit (Cr.) Requirements
Thirty (30) credits applicable to the graduate degree constitute the minimal requirement for all student seeking the MSE.

D. Admission to Candidacy
Students must satisfy fully the Office of Graduate Studies requirements for advancement to candidacy as stated in the POLICIES section of this Bulletin. Students must confer with their program coordinator/advisor to plan and receive program approval for their admission to candidacy. Students should apply for Admission to Candidacy after completing 9-12 credits and before completion of Literacy 792. The Office of Graduate Studies gives final approval to Admission to Candidacy.

E. Graduation Requirements
Candidates must satisfy all program and Office of Graduate Studies academic, culminating, and degree requirements to be eligible for graduation and degree conferral.

DEGREE REQUIREMENTS

Literacy
702 2 Engagement in Literacy Processes
705 3 Literacies of Early Middle Childhood
720 3 Literacy Intervention-Elementary Clinical
721 3 Engaging Adolescents in Literacy
735 3 Adolescent Literacy
765 3 Literacy Assessment
767 3 Literacy Coaching
780 3 Leadership, Advocacy, and Planning
790 4 Research Essentials for the Literacy Leader
792 1 Foundational Knowledge-Gateway 2
793 1 Skillful Practice-Gateway 3
794 1 Literacy Leadership-Gateway 4
Electives
Students are expected to consult with their advisers in selecting recommended electives from the following offerings:

Literacy
612 3 Comprehensive Literacy Programs: Issues and Implications
620 3 Literacy and Language Development in Young Children
635 3 Adolescent Literacy Methods
640 3 Literacy and Language in the Content Areas
713 3 Sustaining Change in Comprehensive Literacy Programs
764 1-3 Exemplary Practices in Literacy Programs
782 3 Issues in the Evaluation of Literacy
796 1-3 Independent Study
Other Requirements

Students enrolled in fall classes are required to attend the department’s Children’s Literacy Conference.

In addition to coursework, candidates must meet these requirements in order to be endorsed for Wisconsin license 1316: Reading Teacher:

Eligibility to hold a Wisconsin educator license.
Two years of successful classroom teaching experience.
Wisconsin lifetime licensure or a passing score on the Foundations of Reading Test for Wisconsin (FORT).
In addition to coursework, candidates must meet these requirements in order to be endorsed for Wisconsin license 5017: Reading Specialist:

Meet all requirements for Wisconsin license 1316: Reading Teacher.
Three years of successful classroom teaching experience.
Wisconsin lifetime licensure.
Comments
Students must obtain approval of the Graduate Program Coordinator prior to registering for elective courses.

With approval of the Graduate Program Coordinator, elective courses may be taken in related areas outside literacy education.

Graduate Achievement Program (GAP) Certificate
The Graduate Achievement Program in Literacy is designed for individuals who have completed a master’s degree in an education-related field and who wish additional graduate study in literacy for professional enrichment or to obtain licensure as a reading teacher or reading specialist. Specifically, the program enables educators to extend their knowledge, skills, and dispositions to: plan and implement literacy instruction and literacy programs K-12 based on knowledge of learners, research, and theory; facilitate student and educator learning; lead at the classroom, school, district, and community level; and advocate for equity.

Admission Requirements
To be admitted to the Graduate Achievement Program in Literacy, the candidate must have completed a master’s degree in an education-related field from a regionally accredited university with a graduate grade-point of 3.00 or better.

Program Requirements

The Graduate Achievement Program in Literacy requires 26 credits of coursework as outlined below. There are four gateways, which are points in the program where progress is assessed. The first gateway is admission; Gateways 2, 3 and 4 coincide with Literacy 792, Literacy 793, and Literacy 794 respectively and require candidates to prepare and defend an artifact specific to the theme of that gateway. These artifacts comprise the candidate’s portfolio.

Literacy
702 2
Engagement in Literacy Processes

705 3 Literacies of Early/Middle Childhood
720 3 Literacy Intervention-Elementary Clinical Experience
721 3 Engaging Adolescents in Literacy-Secondary Clinical Experience
735 3 Adolescent Literacy
765 3 Literacy Assessment
767 3 Literacy Coaching
780 3 Leadership, Advocacy, and Planning
792 1 Foundational Knowledge-Gateway 2
793 1 Skillful Practice-TGateway 3
794 1 Literacy LeadershipGateway 4
Electives:

Literacy
713 3 Sustaining Change in Comprehensive Literacy Programs
715 1-3 Issues in Literacy: Annual Symposium Theme
764 1-3 Exemplary Practices in Literacy Programs
782 3 Issues in the Evaluation of Literacy
790 4 Research Essentials for the Literacy Leader
796 1-3 Independent Study

Comments

Students must obtain approval of the Graduate Program Coordinator prior to registering for elective courses. With approval of the Graduate Program Coordinator, elective courses may be taken in related areas outside literacy education.

Other Requirements
Students enrolled in fall classes are required to attend the department’s Children’s Literacy Conference.

In addition to coursework, candidates must meet these requirements in order to be endorsed for Wisconsin license 1316: Reading Teacher:

Eligibility to hold a Wisconsin educator license.
Two years of successful classroom teaching experience.
Wisconsin lifetime licensure or a passing score on the Foundations of Reading Test for Wisconsin (FORT).
In addition to coursework, candidates must meet these requirements in order to be endorsed for Wisconsin license 5017: Reading Specialist:

Meet all requirements for Wisconsin license 1316: Reading Teacher.
Three years of successful classroom teaching experience.
Wisconsin lifetime licensure.

CERTIFICATES

1. Reading Teacher License Certificate

Available to those seeking licensure as a 1316 reading teacher. The program requires 19 credits of coursework as outlined below. There are three gateways, which are points in the program where progress is assessed. The first gateway is admission; Gateways 2and 3 coincide with Literacy 792 and Literacy 793 respectively and require candidates to prepare and defend an artifact specific to the theme of that gateway. These artifacts comprise the candidate’s portfolio.

Literacy
702 2 Engagement in Literacy Processes
705 3 Literacies of Early/Middle Childhood
720 3 Literacy Intervention-Elementary Clinical Experience
721 3 Engaging Adolescents in Literacy-Secondary Clinical Experience
735 3 Adolescent Literacy
765 3 Literacy Assessment
792 1 Foundational Knowledge-Gateway 2
793 1 Skillful Practice-Gateway 3
Students enrolled in fall classes are required to attend the department’s Children’s Literacy Conference.

In addition to coursework, candidates must meet these requirements in order to be endorsed for the 316 reading teacher license:

Eligibility to hold a Wisconsin educator license.
Two years of successful classroom teaching experience.
Wisconsin lifetime licensure or a passing score on the Foundations of Reading Test for Wisconsin (FORT).

2. Bilingual Reading Teacher Certificate

Available to those licensed as bilingual teachers who wish to obtain licensure as a 316 reading teacher.

Admission Requirements

Admission to this program requires that an applicant holds Wisconsin license 1023 – Bilingual-Bicultural Education. In addition, to be admitted an applicant must have taken these courses or their equivalent:

El Ed/Sec Ed 348 OR El Ed/Sec Ed 548: Principles of Bilingual/Bicultural Education
El Ed/Sec Ed 351 OR El Ed/Sec Ed 551: Authentic Assessment for ESL/Bilingual Education
El Ed/Sec Ed 352 OR El Ed/Sec Ed 552: ESL and Multicultural Materials, Elementary/Secondary
The program requires 19 credit hours as outlined below There are three gateways, which are points in the program where progress is assessed. The first gateway is admission; Gateways 2 and 3 coincide with Literacy 792 and Literacy 793 respectively and require candidates to prepare and defend an artifact specific to the theme of that gateway. These artifacts comprise the candidate’s portfolio.

Literacy
702 2 Engagement in Literacy Processes
720 3 Literacy Intervention-Elementary Clinical Experience
721 3 Engaging Adolescents in Literacy-Secondary Clinical Experience
735 3 Adolescent Literacy
765 3 Literacy Assessment
792 1 Foundational Knowledge-Gateway 2
793 1
Skillful Practice-Gateway 3

Teaching and Learning

781 3 Simultaneous Biliteracy Instruction
Students enrolled in fall classes are required to attend the department’s Children’s Literacy Conference.

In addition to coursework, candidates must meet these requirements in order to be endorsed for the 1316 reading teacher license:

Eligibility to hold a Wisconsin educator license.
Two years of successful classroom teaching experience.
Wisconsin lifetime licensure or a passing score on the Foundations of Reading Test for Wisconsin (FORT).
3. Literacy Coaching Certificate

Available to those holding Wisconsin license 5017; Reading Specialist or those holding Wisconsin license 1316: Reading Teacher and working as a literacy coach. Requires 9 credits as outlined below:

Literacy
764 3 Special Topics
OR
780 3 Leadership, Advocacy, and Planning (if taken within the previous fours years)
AND
766 3 Field Experience in Literacy Coaching
767 3 Literacy Coaching

4. Literacy Coaching Certificate

Available to those holding Wisconsin license 5017: Reading Specialist or those holding Wisconsin license 1316: Reading Teacher and working as a literacy coach. Requires 9 credit hours as outlined below.

Literacy
769 3 Field Experience in Educational Coaching
768 3 Educational Coaching

And a three (3) credit elective taken in an educational content area to ensure participants are current in their field.

License Requirements

1. Wisconsin License 1316: Reading Teacher
To be endorsed for the K-12 reading teacher license, candidates must be admitted in a graduate program and complete 19 credits of coursework:

Literacy
702 2 Engagement in Literacy Processes
705 3 Literacies of Early/Middle Childhood
720 3 Literacy Intervention-Elementary Clinical Experience
721 3 Engaging Adolescents in Literacy-Secondary Clinical Experience
735 3 Adolescent Literacy
765 3 Literacy Assessment
792 1 Foundational Knowledge-Gateway 2
793 1 Skillful Practice-Gateway 3
Completing all course requirements does not ensure licensure. The Literacy and Language faculty must endorse the candidate for licensure.

In addition to coursework and endorsemement of the faculty, candidates must meet these requirements in order to be endorsed for the 1316 reading teacher license:

Eligibility to hold a Wisconsin educator license,
Two years of successful classroom teaching experience,
Wisconsin lifetime licensure or passing score on the Foundations of Reading Test for Wisconsin (FORT).
2. Wisconsin License 5017: Reading Specialist
To be endorsed for the K-12 reading specialist license, candidates must complete all the courses required for Wisconsin License 1316: Reading Teacher, and also the following courses, which also leads to the MSE in Literacy. l

Literacy
767 3 Literacy Coaching
780 3 Leadership, Advocacy, and Planning
790 4 Research Essentials for the Literacy Leader
Completing course requirements does not ensure licensure. The Literacy and Language faculty must endorse the candidate for licensure.

In addition to coursework and endorsement of the faculty, candidates must meet these requirements in order to be endorsed for the 5017 reading specialist license:

Three years of successful classroom teaching experience,
Wisconsin lifetime licensure.

Comment
At least nine (9) of the required credits for licensure (1316 or 5017) must be taken at UW Oshkosh.

COURSE OFFERING(S)

Literacy & Language 610

3 (crs.)

Assessing and Planning for Literacy Instruction

This course is designed to provide pre-service teachers a contextually-set opportunity to employ assessment and instructional strategies. Decoding strategies that include phonics are covered along with strategies for the development of fluency and comprehension. Other literacy related aspects such as spelling and writing are included along with the importance of motivating children to read. A supervised field experience is arranged. Prerequisite: Literacy 305. 410/610

Literacy & Language 612

3 (crs.)

Comprehensive Literacy Programs: Issues and Implications

This course is designed to provide students with an opportunity to explore in-depth issues and ideas related to school literacy programs influenced by current theories and beliefs. 412/612

Literacy & Language 620

3 (crs.)

Literacy and Language Development in Young Children

Prepares teachers of young children to understand language acquisition and emergent literacy. Focus is on developmentally appropriate practice in reading and writing including the use of sound-symbol relationships (phonics). The importance of the home-school partnership is also emphasized. Prerequisites: Literacy 305 or Elementary Education 311. 420/620 (Fall)

Literacy & Language 635

4 (crs.)

Adolescent Literacy Methods

Historical perspectives, basic instructional techniques, approaches to problems in one’s own instructional area, roles in and designs for a total school program, what research and authorities suggest, and consideration of contemporary issues and concerns. 435/635

Literacy & Language 640

3 (crs.)

Literacy and Language in the Content Areas

Provides practical guidelines for elementary teachers to assist them in using reading, writing, speaking, and listening as complementary learning processes for the content areas. Students in the course will develop a framework for empowering their own students to comprehend curricular materials. Students will have the opportunity to explore reading/writing strategies , processes, and material that facilitate content area learning for diverse learners with varied learning styles. Prerequisites: Admission I and Literacy 305.

Literacy & Language 701

1 (crs.)

Essential Literacy Competencies

This course is intended for preservice and inservice teachers who desire and/or need specific review of essential literacy concepts in preparation for the successful completion of the state mandated Wisconsin Foundations of Reading Test.

Literacy & Language 702

2 (crs.)

Engagement in Literacy Processes

Literacy is essential to learning. It helps us convey ideas, solve problems, and understand ourselves and our changing world. Students will examine their personal literacy processes (reading, writing, listening, speaking, viewing, and representing), answering the guiding question, “Who am I as a literate person?” Students will then consider their growing understanding of literacy in light of their own classrooms.

Literacy & Language 705

3 (crs.)

Literacies of Early and Middle Childhood

This course focuses on the literacy and language development of children in early and middle childhood and the contexts that support development. The course addresses relevant theory, research, and instruction to ensure that all children succeed as literate learners.

Literacy & Language 713

3 (crs.)

Sustaining Change in Comprehensive Literacy Programs

This course invites in-service teachers influenced by progressive language theories to reflect on their beliefs and practices in light of current information about assisting students to learn to read and write. It will assist teachers in strengthening their own voices as they articulate their responses to critical voices from inside and outside the profession. It will support teachers as they continue to make changes in comprehensive literacy programs within their district, school and classrooms.

Literacy & Language 715

1 – 3 (crs.)

Issues in Literacy: (Annual Symposium Theme)

A seminar course dealing with the current issues, trends, and innovations in the teaching and learning of reading. Attendance at a research symposium is required. Prerequisites: Educational Foundations 770. (Summer)

Literacy & Language 720

3 (crs.)

Literacy Intervention: Elementary Clinical Experience

This course provides application of theory, research, and practice in literacy assessment and instruction to a clinical setting in which students work with elementary-school-aged children to provide literacy intervention. Prerequisite: Literacy 705, 765, and admitted to candidacy. (Fall)

Literacy & Language 721

3 (crs.)

Readers’/Writers’ Workshop: Secondary Approach

This course provides a clinical experience in supporting adolescent literacy learning through practices that promote choice, engagement, and response, using a variety of texts authored by others and the students themselves, with an emphasis on digital literacy. Prerequisite: Literacy 735; Literacy 765 or taken concurrently; admitted for candidacy. (Spring)

Literacy & Language 723

3 (crs.)

Reading Recovery 1

This course will provide experienced teachers with instruction and practice in the use of Reading Recovery strategies. Teachers will be trained to use informal assessment techniques, especially observations which are grounded in knowledge of reading process and development; to provide intervention of emergent, struggling readers; and to provide instruction and support in daily individualized tutoring sessions. Teachers will also develop an understanding of how theory and research support the Reading Recovery program. Open only to students with district/Valley Area Reading Recovery Consortium approval.

Literacy & Language 724

3 (crs.)

Reading Recovery II

This course builds on the first semester course (Reading Recovery I), providing instruction and practice in assessing tutoring “hard to accelerate” children. Teachers refine their abilities to make instructional decisions, reflect on and explain those decisions, keep records, and monitor a successful reentry into regular classroom instruction. Open only to students with district/Valley Area Reading Recovery Consortium approval.

Literacy & Language 725

3 (crs.)

Teaching of Writing (Topics Course)

The study of theory, research and strategies for teaching writing. Students will polish composition skills by completing individual writing assignments. The course builds understanding of theory/practice relationships in writing instruction. Course also listed as Literacy/Secondary/Elementary Ed 725. Enrollment in the course requires instructor approval. This course may be taken twice for a total of 12 credits upon instructor approval. (summer)

Literacy & Language 726

1 – 4 (crs.)

Literacy Coaching for Reading Recovery Districts

This course will enable participants to coach K-2 classroom teachers to become more reflective in their literacy instruction, to refine what they are doing in a literacy classroom, and to set goals using data. Prerequisite: Literacy 728 – Reading Recovery Assessment.

Literacy & Language 727

1 (crs.)

Reading Recovery Continuing Contract for Trained Teachers

This course is designed to further trained Reading Recovery teachers’ understandings of the theories and practices used in Reading Recovery. Teachers will examine their own theories of reading and writing acquisitions and how they may or may not match the child’s theory of what reading and writing is all about. Prerequisites: Literacy 723 and 724.

Literacy & Language 728

2 (crs.)

Reading Recovery Assessment Training

The purpose of this course is to begin the study of Marie Clay’s theory of how children become literate and to prepare teachers to use the literacy assessment tasks in Clay’s An Observation Survey of Early Literacy Achievement.

Literacy & Language 729

3 (crs.)

Literacy Acquisition

This course is designed to prepare K-2 classroom teachers and specialists to learn teaching techniques and learning strategies similar to those taught in the year-long Reading Recovery course. This class is open only to districts and schools participating in the Valley Area Reading Recovery Consortium Prerequisite: Prerequisite: Literacy 728 Reading Recovery Assessment Training.

Literacy & Language 732

3 (crs.)

Comprehending Text

This course is designed for teachers of students in grades 4-12. Emphasis will be placed on discovering how to support students’ reading across disciplinary contexts. Teachers will explore ways students acquire knowledge when reading, listening and viewing texts across various contexts. In addition, pedagogical literacy approaches informing instruction in the content areas for diverse learners will be addressed.

Literacy & Language 733

3 (crs.)

Writing and Communicating Within the Disciplines

This course is designed for teachers of students in grades 4-12. Emphasis will be placed on discovering how to support students’ writing across disciplinary contexts, including argumentation, research, and expository writing. Teachers will explore ways students express themselves with writing, speaking, and visually representing knowledge across various contexts. In addition, pedagogical approaches informing instruction in the content areas for diverse learners will be addressed.

Literacy & Language 735

3 (crs.)

Adolescent Literacy

This course examines adolescent literacy development and instruction, including how choice and engagement lead to growth. A focus will be on creating a literate environment that fosters adolescent participation and engagement.

Literacy & Language 763

2 – 3 (crs.)

Literacy and Technology

The purpose of this course is to explore the relationship between literacy and technology in K-12 classrooms. Students will be exposed to various forms of technology that may be integrated in the classroom to enhance teaching and student learning. Students will also examine and reflect upon research dealing with reading and writing in the context of technology and the implications for K-12 classrooms.

Literacy & Language 764

1 – 3 (crs.)

Exemplary Practices in Literacy Programs

A seminar course relating to specific concerns of reading educators. The theme of the course will vary frequently but will focus on current problems, trends, and research in reading. The course may be retaken provided the subject of the course is not repeated. Prerequisites: 6 graduate credits in reading or consent of instructor.

Literacy & Language 765

3 (crs.)

Literacy Assessment

This course provides an overview of the value and purposes of literacy assessments, types of assessments, processes for effective assessment, and application of assessment data to inform instruction. The course addresses research, theory, and practice related to literacy assessment. Prerequisite: Literacy 705.

Literacy & Language 766

3 (crs.)

Field Experience in Literacy Coaching

This course is for graduate students enrolled in the certificate program for Literacy Coaches. Students will either be assigned a placement with a literacy coach or other comparable professional. Students will be guided in their observation of the literacy coach in a school setting The literacy coach will gradually introduce the candidate to roles and techniques within a school literacy program. For students employed in contexts without literacy coaches or comparable professionals, the student will engage in an on-the-job field experience. External supervision and distance learning techniques will be used to introduce the candidate to the roles and responsibilities of the literacy coaching position and monitoring implementation of techniques. Prerequisites: Students must complete the two courses in the three course certificate sequence Literacy 764 Exemplary Practices in Literacy: Contemporary Issues for Literacy Coaches and Literacy 766 Models and Methods of Literacy Coaching.

Literacy & Language 767

3 (crs.)

Models and Methods of Literacy Coaching

This course is for graduate students enrolled in the certificate program for Literacy Coaches. It will examine the roles and responsibilities of the literacy coach in school programs. It will explore common models for literacy coaching and professional learning structures. Students will become familiar with technology and media to support coaching efforts. Students will also increase their knowledge of material and human resources that can be used to support coaching efforts. Prerequisite: Students must complete the first course in the three course certificate sequence Literacy 764 Exemplary Practices in Literacy: Contemporary Issues for Literacy Coaches.

Literacy & Language 768

3 (crs.)

Educational Coaching

This course explores the roles and responsibility of educational coaches, models of educational coaching, characteristics of effective professional development, methods for effective educational coaching, and supports needed to make coaching a successful part of the educational program. This course includes a practicum which requires participants to develop a plan of action based upon their own skills and the needs of their practicum site as well as implementation of a coaching partnership at a school site.

Literacy & Language 769

3 (crs.)

Field Experience in Educational Coaching

This course is for graduate students enrolled in the Educational Coaching Certificate program. Students will collaborate at a school site to engage in educational coaching with support from the instructor and from educational coaches/leaders at the school site. Students will examine conditions for coaching at the school site and will engage teachers in an additional professional development activity. Students will assess and enhance their own skills, knowledge, and perspectives throughout the field experience.

Literacy & Language 780

3 (crs.)

Leadership, Advocacy, Planning

This course explores roles and tasks of reading specialists and other literacy leaders in developing and leading programs of literacy instruction. It addresses models of leadership and approaches to supporting both change and stability. The course emphasizes the importance of collaboration with teachers, administrators, students, and families and the value of advocacy for equity in literacy programs and instruction. This course includes a practicum in which class members assess needs and collaborate to plan for improvement in a PK-12 school setting. Prerequisite: Literacy 702, 705, 721, 720, 735, 765, 792 and 793. (Fall)

Literacy & Language 782

3 (crs.)

Issues in the Evaluation of Literacy

Course focuses on problems and current issues in the evaluation of literacy achievement and literacy programs. Theoretical and practical considerations are explored. Prerequisite: Literacy 765 or equivalent.

Literacy & Language 785

3 (crs.)

Practicum in Literacy

This course is designed to give graduate students in reading an opportunity to develop and engage in field-based leadership activities that prepare them for the role of reading specialist. Emphasized are self-developed projects that provide new leadership skills and abilities and the sharing of experiences. Prerequisite: Literacy 705, 720, 721, 735 and 765 and Educational Foundations 770. (Spring)

Literacy & Language 790

4 (crs.)

Research Essentials for the Literacy Leader

This course provides essential understanding of educational research for literacy professionals. It aids students in reading, applying, evaluating, and potentially conducting both qualitative and quantitative research in the field of literacy and in understanding the sociopolitical forces that influence research in the field. In addition, this course provides an overview of key research that has influenced practices and programs in literacy instruction. Attendance at the Wisconsin Literacy Research Symposium is part of the course. Prerequisite: Literacy 702, 705, 735, 720, 721, 765, 792, and 793. Students will need to have a current basic literacy class before taking this course.

Literacy & Language 792

1 (crs.)

Foundational Knowledge – Gateway 2

This course is the gateway experience for the assessment of foundational knowledge of students in graduate programs of the Department of Literacy and Language. It provides support for students in synthesizing foundational knowledge about multiple literacies, their development, and the sociocultural environment in which they are learned and enacted. Students will use their understanding of research and theory along with their own experiences to create and defend their conceptual synthesis about literacy. Prerequisites: Literacy 702, 705, and 735.

Literacy & Language 793

1 (crs.)

Skillful Practice – Gateway 3

This course is the gateway experience for the assessment of skillful practice of students in graduate programs of the Department of Literacy and Language. It provides support for students in describing their application of what they have learned in coursework to creating an effective program of assessment, planning, and instruction. Prerequisites: Literacy 720, 721, and 765.

Literacy & Language 794

1 (crs.)

Literacy Leadership – Gateway 4

This course is the gateway experience for the assessment of literacy leadership for candidates in the MSE-Literacy and GAP programs in the Department of Literacy & Language. It provides support for students in applying their knowledge, skills, and dispositions to develop a plan for literacy improvement in their school or district and to present that plan to a group of professionals. Prerequisites: Literacy 767, 780, and 790 or consent of department.

Literacy & Language 796

1 – 3 (crs.)

Independent Study

Registration open to MSE-Reading students who present an Independent Study/Related Readings contract with their registration.

Literacy & Language 798

0 – 1 (crs.)

Reflective Journey of the Literacy Professional

Reflective Journey of the Literacy Professional is a documentation of a graduate student’s growth in the areas of Skillful Practitioner, Reflective Professional, Change Agent and Lifelong Learner. As the student progresses through the program, he or she adds artifacts to a binder to demonstrate competencies in meeting the Wisconsin Department of Public Instruction (DPI) Teacher and Administrator and International Reading Association (IRA) standards and all program requirements. The Reflective journey of the Literacy Professional review committee is comprised of two Literacy and Language faculty members, one who teaches the student’s 798 1-credit (Orientation) class and one chosen by the student. These committee members guide candidates along this journey. This course culminates with a 1-credit oral presentation (Defense) to the committee and examination of the Reflective Journey binder by the remaining Department of Literacy and Language faculty. This course may be repeated two times for up to two credits. The course also includes orientation and support for the legislatively mandated Wisconsin Foundations of Reading Test for licensure eligibility as a Reading Teacher and/or Reading Specialist. Pass/Fail course.