3360 New Course Paperwork • 1
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (Not General Education)
I. Proposed Information
Course Prefix and Number: EDRD 3360
Course Title: Introduction to New Literacies
Credit Hours (format should be # - # - #): 3-0-3
Prerequisites:
(Prerequisites are courses or requirements that non-negotiable and must be successfully
completed by any student before enrolling in the course or program under consideration.
Corequisites are courses that can be taken before or in the same semester as the course under
consideration. Courses at the upper-division level will require lower-division competencies or
prerequisites.)
Course Description for the Catalog:
The course description should:
1) Include full sentences
2) Be written in the present tense
3) Have a maximum of 75 words
4) Focus on what the student will learn in the course.
This course is an introduction to the evolving and multifaceted concept of literacy and its implications for
adolescents in both instruction and motivation. Types of literacy to be explored include: media, digital,
global and critical literacies. Emphasis will be placed on understanding universal design in education,
considering the impact of technology on literacy, evaluating texts as being current, accurate, and relevant,
and developing meaningful plans to incorporate such texts into their classrooms.
II. Justification for Course
A. Explain assessment findings which led to course development.
In 2006, the Georgia Professional Standards Commission (GPSC) revised the certification rules and
recognized reading as a fifth content area in middle grades education. This is a significant rule change as
there is currently a lack of highly qualified reading teachers, particularly at the middle grades level in the
state of Georgia (Wiseberg, 2006). Further, Georgia students have performed poorly in reading on the
National Assessment of Educational Progress (NAEP). Georgia’s 8 th grade students’ scores have shown
no significant increase in the area of reading achievement from 1998 to 2007 (Perie, Grigg, & Donahue,
2005; Lee, Grigg, & Donahue, 2007). As a result, the Department of Secondary and Middle Grades
Education (SMGE) have added reading as a fifth concentration area.
Mastery of literacy skills is essential to successful learning in every school subject at every grade level.
The reading concentration of the middle grades program will facilitate teacher acquisition of skills and
competencies needed to help students read, write, and understand a wide variety of materials. It will also
aid teachers in identifying reading problems, providing required interventions, and assisting all students in
3360 New Course Paperwork • 2
improving skills in reading and writing. The reading concentration will prepare teachers to work with other
content area teachers to support the literacy needs of students within content area classrooms.
The purpose of this course is to provide prospective middle grades teachers with an opportunity to
explore new literacies and how such literacies can impact the motivation of their learners and the design
of their instruction and assessment. No longer can teachers view reading through the narrow lens of a
single reader with a single text. Today’s adolescents socially construct knowledge through reading and
writing in non-traditional forms including social networking sites, fanfiction, simulation and role playing
games, and blogging. As new literacies are researched, texts will also be evaluated as being current,
accurate, and relevant. Methods for using new literacies in middle grades classrooms will be explored.
Lee, S., Grigg, W. S., & Donahue, P. L. (2007). The Nation’s Report Card: Reading 2007. Washington,
DC.
Perie, M., Grigg, W. S., & Donahue, P. L. (2005). The National’s Report Card: Reading 2005.
Washington, DC.
Wiseberg, J. (2006). Literacy educator preparation in Georgia. Paper presented at the Literacy and
Literacy Teacher Education Summit in Georgia: A Summit for Higher Education.
B. Explain for Prerequisites:
1. What is the substance of content in each prerequisite that commands its inclusion as a
prerequisite to the proposed course? No Prerequisites
2. What is the desired sequence of prerequisites?
3. What is the rationale for requiring the above sequence of prerequisites?
4. How often are the required prerequisites offered?
A. Give any other justification for the course.
III. Additional Information
A. Where does this course fit sequentially and philosophically within the program of study.
Candidates in the middle grades education program with a reading concentration are required to take
Introduction to New Literacies. Specifically, this course emphasizes the importance of global literacy, the
impact of technology on literacy development, and the diverse needs and interests of language learners.
These topics are closely aligned with the International Reading Association’s Standards for Professionals
and the goals of the teacher preparation programs of the Bagwell College of Education.
B. What efforts have been made to ensure that this course does not duplicate the content of other
college courses with similar titles, purposes, or content?
There are no undgergraduate reading courses in the middle grades department that focus on new
literacies. The proposed new course INED 4430 focuses on language acquisition and development and
will address the implications of new literacies with respect to second language learners.
C. Where will the course be located in the program (elective, required in Area F, required or elective for
the major)? Indicate and justify its placement in the curriculum.
Introduction to New Literacies is a required course in the reading concentration for middle grades
education. New literacy is a key element of the International Reading Association’s Standards for
3360 New Course Paperwork • 3
Professionals. As technology continues to change the way we interact with text, it is important for
prospective teachers to understand the ways in which new literacies impacts reading instruction.
D. How often will this course be offered?
Once per year, or more frequently as demand increases.
E. All sections of the course will be taught with the understanding that the following apply:
1. Purpose of the course Mastery of literacy skill is essential to successful learning in every school
subject at every grade level. The reading concentration of the middle grades program will facilitate
teacher acquisition of skills and competencies needed to help students read, write, and understand a
wide variety of materials. It will also aid teachers in identifying reading problems, providing required
interventions, and assisting all students in improving skills in reading and writing. The reading
concentration will prepare teachers to work with other content area teachers to support the literacy needs
of students within content area classrooms.
The purpose of this course is to provide prospective middle grades teachers with an opportunity to
explore new literacies and how such literacies can impact the motivation of their learners and the design
of their instruction and assessment. No longer can teachers view reading through the narrow lens of a
single reader with a single text. Today’s adolescents socially construct knowledge through reading and
writing in non-traditional forms including social networking sites, fanfiction, simulation and role playing
games, and blogging. As new literacies are researched, texts will also be evaluated as being current,
accurate, and relevant. Methods for using new literacies in middle grades classrooms will be explored.
2. Objectives of the course
Course Objectives
Candidate
Performance
Instrument
(CPI)
Proficiency
1.1, 1.4, 2.1
NCATE
IRA Reading
Standards/
PSC Standards*
Standard 1: Candidate
Knowledge, Skills &
Dispositions
IRA 1.3
PSC 1, 4
Use a wide range of online and offline
materials, including narrative, poetry,
informational texts, in reading, writing, and
multimodal communication
Proficiency
1.1, 1.4, 2.1,
2.8
Standard 1: Candidate
Knowledge, Skills &
Dispositions
Standard
IRA 2.3
PSC 1, 2
Understand, recognize and value the
qualities of diversity that exist in society and
are reflected in online and offline reading
and writing activities
Proficiency
2.3, 2.5, 2.7
Standard 1: Candidate
Knowledge, Skills &
Dispositions
Standard 4: Diversity
IRA 4.1
PSC 4
Use a literacy curriculum and engage in
instructional practices that positively impact
students’ knowledge, beliefs, and
engagement with the features of diversity
Proficiency
1.3, 2.1, 2.2,
2.3, 2.6, 2.7
Standard 1: Candidate
Knowledge, Skills &
Dispositions
Standard 4: Diversity
IRA 4.2
PSC 1, 2
Develop strategies to lead and advocate for
tolerance and equity in work with students
in and outside school settings
Proficiency
2.3, 2.7, 3.3
IRA 4.3
Design the physical environment to
optimize students’ use of online and offline
resources in reading and writing instruction
Proficiency
1.4, 2.4, 2.5
Standard 1: Candidate
Knowledge, Skills &
Dispositions
Standard 4: Diversity
Standard 1: Candidate
Knowledge, Skills &
Dispositions
Standard
Understand the role of professional
judgment and practical knowledge for
improving students’ reading development
and achievement
IRA 5.1
3360 New Course Paperwork • 4
3. Course content
Topics of Study:
Week 1 – Universal Design
Week 2 – The Changes in Literacy
Week 3 – Defining Literacy
Week 4 – New Literacies
Week 5 – Print, non-Print, and Digital Texts
Week 6 – Analyzing and Evaluating Texts
Week 7 – Media Literacy
Week 8 – Digital Literacy
Week 9 – Global Literacy
Week 10 – Critical Literacy
Week 11 – Content Specific Literacy
Week 12 – Implications for Classrooms
Week 13 – In School and Real World Literacy
Week 14 – Multiple Literacies as Motivations for Lifelong Reading and Writing
Week 15 – Multiple LIteracies as Motivations for Lifelong Reading and Writing
Week 16 – Final Presentations
Course Assignments
Literacy Research and Presentation
During the course of the semester, we will discuss a variety of new types of literacy including media,
digital, global and critical literacies. Students will choose a type of literacy to research: how to you define
this new literacy, what are some examples of texts within this new literacy, what are the implications of
this new literacy for young adults and for middle grades classrooms. Students should use a variety of
sources and text types. Evaluate each source to be sure it is current, accurate, and relevant. Students will
summarize all of their research and then synthesize their findings to create a visual representation that
they will present in class.
New Literacy Explorations
While exploring new literacies, we will review a variety of texts, some traditional (informational
tradebooks), some non-traditional (blogs, fanfiction, wiki entries). Students will be asked to read and write
trying new forms and formats throughout the semester. Based on their interactions with text, students will
be asked to discuss the types of reading and writing they try, consider implications for reading and writing
instruction, and plan appropriate assessments.
Instructional Unit
Based upon new literacy research (see above) and explorations (see above), students will choose
appropriate texts, create an instructional unit (unit should be approximately a week), and develop an
appropriate assessment for the end of the unit.
Course Reflection Activities
Throughout the semester we will explore multiple ways to make reading and writing a purposeful,
meaning making experience. As such, for various major topics/chapters covered in class, you will engage
in activities presented in the course reading (for example, complete a reading guide, search electronic
databases for text sources, or create a short presentation).
F. What instructional methodologies will be incorporated into the course to stimulate group process,
writing skills, multiculturalism, and educational outcomes?
A variety of instructional methods will be incorporated into the course including collaborative group work,
whole class and small group discussion, book clubs, and literature circles, In addition, web quests and
3360 New Course Paperwork • 5
other research methods will be used. Students will read, write, listen, and watch a variety of texts using
online databases and digital resources.
G. Outline the plan for continuous course assessment. What are the department, school, college, or
professional standards which will be used for the assessment? How will it be determined that the course
is current, meeting the educational needs of students and responsive to educational standards? How
often will the course assessment be done by the department?
Continuous course assessment will include end-of-course evaluations by students with thematic
compilation of strengths and weaknesses assembled each semester the course is taught by the instructor
of record. Additionally, the curriculum of this course will be vetted yearly against the International Reading
Association’s Standards for Professionals by the undergraduate reading program committee.
H. Required Syllabus Contents (See Faculty Handbook, page 3.17-3.18 for details about KSU syllabi).
SEE ATTACHED
1. Course Prefix Number and Title
2. Instructor:
a. Office:
b. Telephone:
3. Learning Objectives
4. Text(s)
5. Course Requirements/Assignments
6. Evaluation and Grading
7. Weekly Schedule of Topics
8. Academic Honesty Statement
9. Attendance Policy
IV. Resources and Funding Required
A. What resources will be redirected to accommodate this course?
None
B. Explain what items will cause additional cost to the department/school/college
PersonnelNone
Computer TechnologyNone
Library resourcesNone
EquipmentNone
SpaceNone
V. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the Registrar
once the course has been approved by the Office of the
President. The form is required for all new courses.
DISCIPLINE: EDRD
3360 New Course Paperwork • 6
COURSE NUMBER: 3360
COURSE TITLE FOR LABEL: New Literacies
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS: 3-0-3
PREREQUISITES:
Approval, Effective Semester: Fall, 2010
(Note: This can be no earlier than the term after approval by the UPCC.)
Grades Allowed (Regular or S/U): Regular
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites:
APPROVED:
_______________________________________________________________________
Vice President for Academic Affairs or Designee
3360 New Course Paperwork • 7
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (Not General Education)
Course Prefix and Number: EDRD
Responsible Department: Secondary and Middle Grades Education
Proposed Effective Date: Fall, 2010
(Note: This can be no earlier than the term after approval by the UPCC.)
Signature Page
Submitted by:
Name Faith H. Wallace
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
Date
_____________________________
Department Curriculum Committee, Date
_____________________________
General Education Council*, Date
_____________________________
Professional Teacher Education
Unit Program Area*, Date
_____________________________
Department Chair, Date
_____________________________
College/School Curriculum Committee AND/OR
Teacher Education Council*, Date
_____________________________
College/School Dean, Date
_____________________________
Undergraduate Policies and Curriculum Committee,
Date
_____________________________
Associate VP of Academic Affairs, Date
*For curriculum proposals involving General Education courses, there should be collaboration by the
Department Curriculum Committee and the General Education Council. For Teacher Preparation
proposals, there should be collaboration by the Department Curriculum Committee, the Professional
Teacher Education Unit (PTEU) Program Area Committee, the Teacher Education Council, and the
College/School Curriculum Committee.
Form updated March 26, 2009.