ࡱ> c 0VVbjbj** HSbHSbvM,  8d*6&@?(d(45555555$7:b5(&@&((55,,,(85,(5,,r4T)55[)v 5550*65;S*n;)5;A5T((,(((((55,(((*6((((;((((((((( B H:  Programme Details 1. Programme titleDigital Literacies, Culture and Education2. Programme codeEDUT2423. QAA FHEQ level74. FacultyFaculty of Social Sciences5. DepartmentSchool of Education6. Other departments providing credit bearing modules for the programmeNot applicable7. Accrediting Professional or Statutory BodyNot applicable8. Date of production/revisionAugust 2019 AwardsType of awardDuration9. Final awardMA12 months10. Intermediate awards PG Dip12 monthsPG Cert12 months Programme Codes 11. JACS code(s) Select between one and three codes from the  HYPERLINK "https://www.hesa.ac.uk/support/documentation/jacs/jacs3-principal" \h HESA website.X300P30012. HECoS code(s) Select between one and three codes from the  HYPERLINK "https://www.hesa.ac.uk/innovation/hecos" \h HECoS vocabulary.100440100455 Programme Delivery 13. Mode of study Full-time14. Mode of delivery Face to Face 15. Background to the programme and subject area The expanding role of digital media in childrens lives has been an increasingly important issue for education for the last twenty years. Research often finds that practices in schools are desk and print-based, creating a dissonance with what children are doing in their everyday lives at home. Internationally, organisations such as The Council of Europe are creating frameworks to encourage teachers to incorporate digital literacies into their work with children. In recent years Canada, Australia and Finland have each reviewed their curriculum and incorporated a broader definition of literacy to incorporate digital literacies and multiliteracies respectively as core concepts. The National Curriculum for England enables teachers to take a broader understanding of reading and writing texts to include reading and production of film, television, games and websites. In China the government has made significant investments in games, virtual reality, digital books and applications of artificial intelligence in education to respond to the shift from print to digital forms of engaging with texts. It is clear that there is a need, nationally and internationally, for teachers to enhance their knowledge of research, theory and professional practice in relation to the teaching of digital literacies. Indeed, such is the growing demand in this area that the Institute of Education UCL have recently reformulated their programme for their MA in Digital Media, Culture and Education, creating three separate streams, in order to accommodate upwards of 120 students. The UoS School of Education has an internationally esteemed and successful programme of research focused on childrens digital cultures and digital literacies. The DigiLitEY and MakeEY programmes have involved extensive international partnerships and substantial and high profile research, with two new project bids under development. The Centre for the Study of Literacies also supports a thriving community of academics. This context will attract students who want to be based in an active research context with multiple opportunities to engage with current research projects. The MA in Digital Literacies, Culture and Education is a key element in the School of Educations strategic plan. Following the recruitment of two new members of staff with expertise in this field (Becky Parry and Fiona Scott), market research has been undertaken in order to understand the potential needs of students and the unique offer we are able to make to prospective students. The programme will be complementary to the portfolio of five current programmes offered on the full-time masters programme. The programme will consist of four core modules and a dissertation: Digital Culture and Childhoods 30 credits (EDU61002 - SITS Code ET7F1190) Digital Literacies in Education 30 credits (EDU61003 - SITS Code ETZF1191) Media Making and Creativity 30 credits (EDU61004 - SITS Code ET7F1192) Researching Digital Childhoods 30 credits (EDU61005 - SITS Code ET7F1193) Dissertation 60 credits (EDU61006 - SITS Code ET7F1194) The first module will enable students to develop critical knowledge and understanding of childrens engagements with digital cultures. The second module will focus on the ways in which literacy and English are taught in schools and other contexts such as libraries and museums, preparing students to be able to confidently plan learning which values and responds to changing opportunities offered by new media phenomena and digital tools. The third module will enable students to become practitioners who can facilitate digital media making using everyday tools such as phones, tablets and computers, for example, animation, games design and news production with children. A key focus in this module will be on increasing expertise in pedagogies which enable creativity in a variety of education contexts. The fourth module will provide an insight into interdisciplinary approaches to researching childrens digital culture as it relates to the development or teaching of literacy. This will include gaining expertise in using digital methods, undertaking multimodal textual analysis and researching with children. In the dissertation module it will be possible for students to undertake either an analysis of examples of childrens media or a small piece of practice based or action research, related to an area of professional interest. In this way the dissertation module will be designed to provide students with a portfolio of experiences which will develop pathways to further employment possibilities. The first two modules will run concurrently in semester one and the second two will run concurrently in semester two, with the dissertation being undertaken in semester two and over the summer. In organising the modules, in this way it is anticipated that students from some other programmes in the school and across the university will be able to elect to undertake module 1, 2, 3 and 4 from the programme. The location of this programme in Education will support students in relating their understanding of digital media cultures and digital literacies to a range of phases from early years to secondary education within both formal and informal education contexts. Students will be linked via their membership of the Faculty of Social Sciences to the research and training activities of the 91ֱ Methods Institute and the Digital Society Network. The programme team aims to develop an online version of the programme for delivery from October 2021. This aligns with the Faculty Learning and Teaching Strategy, which includes an emphasis on developing innovative online and blended approaches to learning and teaching. 16. Programme aims MA Digital Literacies, Culture and Education aims to:A1Develop students' critical knowledge and understanding of contemporary theories relating to childrens digital, social and cultural worlds in international contexts.A2Develop students critical understanding and knowledge of theory, research, policy and pedagogy in relation to digital literacies, culture and education.A3Develop students skills relating to creative digital media production in education settings.A4Develop students ability to conduct rigorous practice-based research or textual analysis relating to digital literacies, culture and education.A5Enhance students skills and experiences in networking, disseminating research and practice, using a range of different digital tools. 17. Programme learning outcomes Knowledge and understanding On successful completion of the programme, students will be able to demonstrate knowledge and understanding of:Links to Aim(s)K1Contemporary theories relating to children and young peoples digital, social and cultural worlds in international contexts.A1K2Theoretical approaches to research, policy and pedagogy in relation to digital literacies.A1K3Theory, research, policy and practice in relation to digital literacies, culture and education.A2K4Methodologies and methods of educational enquiry, including ethical considerations.A4 A5K5A range of approaches to textual analysis.A4Skills and other attributes On successful completion of the programme, students will be able to:S1Critically analyse contemporary theories relating to children and young peoples digital, social and cultural worlds in international contexts.A1S2Critically evaluate international approaches to theory, research, policy and practice in planning opportunities for developing digital literacies.A2S3Undertake creative digital media production with children and young people in a variety of contexts.A3S4Conduct rigorous practice-based research and/or textual analysisA4S5Network and disseminate research and practice, using a range of different digital tools.A5 18. Learning and teaching methods Face to Face Teaching The programme will be taught in weekly face to face lectures and seminars, over the two semesters. Two modules will be taught concurrently in each semester and the dissertation will be supervised from May for submission at the end of the summer. Each module will consist of eleven weeks of teaching, including a weekly 90 minutes lecture and a weekly 120 minute seminar / workshop. Whilst we are using traditional terminology to describe the form these sessions will take, they will also include creative workshops (M3), practical research activity (M4), group work (M1, M2, M3 and M4), student-led reading groups and a wide variety of pedagogic approaches as appropriate to the topic and student group. Independent Study and Online Collaboration Independent study is also a key component of the programme and will be supported through the programmes online learning environment (MOLE or other VLE) where a bespoke range of learning materials will be available. These materials will include online reading materials, prompts and cues for critical analysis and reflection, video presentations and links to relevant information on the School of Educations website. TUoS online library resources are a key learning resource and key links will be embedded into the programmes MOLE site. The online space will be designed to prompt online discussion and to support collaboration with peers and partner organisations. Digital Content Each module will require new digital content to be created which models innovative uses of digital tools in learning, as befits the focus on digital literacies. In particular, materials will be developed in game, film, web, social media and podcast form, as appropriate to the particular content or assessment activity. 19. Assessment and feedback methods Our assessment strategy is based on an aspiration to ensure strong connections with professional contexts for digital literacies, pedagogies and learning. We therefore aim to combine a robust preparation for academic research, with the development of knowledge, understanding and skills in relation to pedagogic practice. Students will be encouraged to view their assignments as a portfolio of work that will enhance their practice and strengthen their progression to further employment opportunities. We have planned for a range of assessment opportunities which will be appropriate to the mix of home and international students, developing a coherent but varied range of skills in terms of the forms of expression and modes of communication of the students learning. There will be important synergies between the modules, which will be designed to enable students to draw on their learning from both in their assignments. (Pass mark for all modules is 50%.) Digital Culture and Childhoods 30 credits This module will be assessed summatively by the critical analysis of an example of children or young peoples digital media or cultural phenomenon. Formative assessment will be achieved through a process of preparatory work. Summative assessment will take the form of and individual presentations, with peer feedback (40%) and a 4000-word written critical analysis (60%). Digital Literacies in Education 30 credits This module will be assessed summatively by the production of a scheme of digital literacies learning activities in written or digital form (60%). Each year a brief will be produced by professional partners such as Leeds Young Film, Learn 91ֱ or Site Gallery, which invites students to create digital literacy learning activities. Students will always have a choice of brief to address. Students will pitch their ideas to a panel of teaching staff and professional partners, and receive formative feedback before completing their final scheme of work. Assessment will take the form of a Portfolio of with Part A taking the form of a reflective account of the planning process (2,000 words - 40%) and Part B taking the form of the Scheme of Work (2,000 words or equivalent) - 60% Media Making and Creativity 30 credits This module will require the production of at least two digital media texts (60%) and a reflective account exploring an issue in relation to digital media production pedagogy and practice (40%). Formative assessment will be provided through a process of peer-to peer mentoring, so that students develop critical friends who respond to ideas and discuss challenges throughout the process. Production activity will take place in the weekly seminar slots. Both elements of the assignment will be submitted at the end of the module on one submission date. Researching Digital Childhoods 30 credits This module will enable students to engage in a series of practical research activities including data collection (visual data, paired interviewing and life history accounts) data analysis, (secondary data - quant and qual, visual and verbal) textual analysis (Semiotic, Multimodal, Narrative) and dissemination (poster production, blog entry and podcast). Having taken part in the practical research activities based on existing datasets, students will be asked to produce a reflective account of ethical and meaningful ways to research digital literacies with children and young people. Students will be able to submit a draft of their work for feedback to their module tutor for formative feedback. The reflective account will be the summative assessment and will form 100% of the weighting. The research activities will be undertaken in the weekly seminars. Dissertation 60 credits Dissertation supervisions will initially take place in groups to enable peer-to-peer learning. This will be followed by individual supervision with each student being allocated a supervisor appropriate to their chosen area of research. Student-led reading groups will also be facilitated. As with M3, students will be encouraged to link with creative organisations, schools or libraries to develop their dissertation ideas so that are grounded in a question or enquiry arising from a specific context. As with M3 creative organisations, schools and community settings will submit research issues that they would like to be addressed and students will be invited to respond to these. FEEDBACK In addition to the feedback provided associated with assessments, as listed above, students will be given regular and timely whole cohort video / audio feedback in response to issues arising from weekly activity. Topics will be generated by an FAQ online discussion board, the observations of tutors and ideas initiated by students/ student reps. The main aim of this will be to ensure students have regular and interactive opportunities for formative assessment. 20. Programme structure and student development We have taken a programme level approach to developing the new MA Digital Literacies, Culture and Education. The overarching rationale for the programme reflects contemporary global trends: young peoples cultural worlds are rapidly changing, and they in turn are changing the ways in which they engage with their social and cultural worlds through digital technologies. Digital literacies offer new modes and forms of engagement, leading to new configurations for learning in different contexts, including new potential for how pedagogical approaches and curriculum are designed. It is a matter of social justice that educators are able to use digital literacies to generate equity and equality in education, thereby enabling future generations to engage creatively with the challenges and opportunities of the digital era. This narrative underpins the research activity of members of the Centre for the Study of Literacies and Language and iHuman, including the International MakEY and DigiLitEY research programmes, and smaller national projects focusing, for example, on games production in libraries or tablet integration in drama education programmes. Students engagement with our ongoing research projects will be at the heart of our programme. The programme will be structured as follows: Digital Culture and Childhoods 30 credits Digital Literacies in Education 30 credits Media Making and Creativity 30 credits Researching Digital Childhoods 30 credits Dissertation 60 credits Although each module is compulsory, there will be wide choice of focus for each assignment, enabling students to develop specialist expertise, but with a strong theoretical grounding, ensuring deep engagement with relevant research and pedagogic practice. Links to professional, community and education organisations and relevant creative and cultural industries will be maintained to ensure the relevance of course materials.Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available online at  HYPERLINK "http://www.sheffield.ac.uk/calendar/" \h http://www.sheffield.ac.uk/calendar/. 21. Criteria for admission to the programme Detailed information regarding admission to programmes is available from the Universitys On-Line Prospectus at  HYPERLINK "http://www.shef.ac.uk/courses/" \h http://www.shef.ac.uk/courses/. A Degree at 2:1 and above or equivalent The English language requirements would be consistent with the departmental standards. References 22. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements  HYPERLINK "http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx" \h http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx Framework for Higher Education Qualifications (2008)  HYPERLINK "http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx" \h http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx University Strategic Plan  HYPERLINK "http://www.sheffield.ac.uk/strategicplan" \h http://www.sheffield.ac.uk/strategicplan Learning and Teaching Strategy (2016-21)  HYPERLINK "/staff/learning-teaching/our-approach/strategy2016-21" \h /staff/learning-teaching/our-approach/strategy2016-21 23. Additional information   This specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. 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