Duration
20h Th, 10h Pr
Number of credits
Lecturer
Coordinator
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
The course focuses on the mechanisms that support the guidance, control, and adjustment of learning activities related to literacy.
Adopting a literacy-based perspective (Dezutter & Lépine, 2020), the course offers a broader view of learning content associated with the French language curriculum, encompassing all forms of language: spoken, written, visual, gestural, and multimodal.
Three main themes are explored in the course
1.Monitoring and Regulating Learning
This first theme addresses the monitoring of reading-related learning from a cognitive perspective, focusing on the performance of fourth-grade students in reading. Findings from the 2021 cycle of the international PIRLS survey will be presented to critically examine reading instruction practices in the French-speaking Community of Belgium (FWB) and to identify potential strategies for regulating reading development throughout the core curriculum.
Evidence-based pedagogical recommendations will be discussed, highlighting the importance of methodological diversity. In addition, given the increasing role of digital reading, the concepts of multimodal literacy and digital reading will also be introduced.
2.Language as a Tool for Communication and Cultural Participation
This second theme focuses on a cultural approach to literacy.
It explores the role of individual experience and social interaction in the development of text comprehension and the emergence of a reader's stance, through the analysis of instructional designs such as reading circles.
The study of the four dimensions of expert reading (Falardeau & Sauvaire, 2015) and the aesthetic and efferent reading modes (Rosenblatt, 1994) provides a framework for examining the development of literary reading and interpretive comprehension skills, not only throughout the core curriculum but also from the earliest months of life.
3. Language as a Tool for Thinking and Conceptualizing
This third theme addresses school-based literacy, where writing is considered a resource for thinking, reflecting, connecting diverse data, and even for speaking, arguing, and constructing knowledge (Delarue-Breton & Bautier, 2019).
Learning outcomes of the learning unit
Competency 1: Critically Analyze Educational Tools and Teaching Devices
Students will learn to adopt a critical perspective on teaching tools and instructional designs by drawing on a variety of scientific and theoretical sources. This competency involves:
- Analyzing the pedagogical goals and approaches underlying a given educational tool or teaching device.
- Using large-scale data (e.g., student performance, teaching practices in the French-speaking Community of Belgium).
- Integrating research findings that demonstrate the effectiveness of certain approaches to literacy instruction.
- Comparing models from cognitive psychology and the cultural approach to French language didactics.
Competency 2: Evaluate the Effectiveness of a Teaching Device in Real-Life Contexts
Participants will be trained to observe and analyze teaching practices in authentic classroom settings, notably through:
- Studying transcripts of classroom interactions (e.g., reading circles, group negotiation workshops - ANG).
- Identifying traces of professional concerns expressed by teachers (based on Saillot's framework).
- Detecting signs of student self-regulation, reflecting their cognitive engagement.
Prerequisite knowledge and skills
none
Planned learning activities and teaching methods
The methodology alternates between theoretical lectures, open debates, and sessions dedicated to the analysis of teaching and learning activities, both in whole-class settings and small groups.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
Platform(s) used for course materials:
- eCampus
Further information:
A reading folder related to the different themes developped in the course wil be made available for students starting.
Some additionnal texts could also be made available to deepen some of the topics.
Exam(s) in session
Any session
- In-person
written exam ( multiple-choice questionnaire, open-ended questions )
Further information:
Exam(s) in session
Any session
- In-person
written exam ( multiple-choice questionnaire, open-ended questions )
The evaluation will take place in person through a closed-book written exam, structured in two parts:
- Mastery of theoretical concepts and notions:
Students will be assessed on the theoretical content covered in the course, in order to verify their understanding and their ability to apply this knowledge rigorously. (Multiple-choice questions) - Critical analysis of a teaching situation:
Students will be asked to examine a teaching/learning activity or a student production, using the analytical tools developed during the course. This part aims to assess their ability to adopt a professional and reflective perspective on educational practices. (Open-ended questions
These assessment methods may be modified in the event of exceptional circumstances (e.g., a health crisis).
Work placement(s)
There isn't any internship.
Organisational remarks and main changes to the course
The course is organized in modules of 3 hours each .
Additionally, the course PEDA4045 is linked to a practical seminar credit (PEDA4066), which takes place over three sessions scheduled within the course calendar (September 25, December 11 and 18).
It is recommended that the course and the practical seminar be taken in the same academic year.
Contacts
Patricia Schillings - Patricia.schillings@uliege.be
Marine André - Marine.andre@uliege.be