UNIVERSITY OF CANTERBURY
Te Whare Wānanga o Waitaha
Template 7: Graduating Year Review Template 2013
Details
Current Year
2013
Name of Programme
Postgraduate Diploma in Education (Literacy)
Original Programme Identifier
Name of Self-Review Coordinator
and position held
(11) UC/09-PGDipEd/1
Faye Parkhill, Endorsement Coordinator
Programme Statement
Description
The Postgraduate Diploma in Education (Literacy) was introduced nearly four years ago to provide graduates with
opportunities to specialise in an area that continues to be a key focus for the Ministry of Education. Success in literacy is
essential for learners to engage successfully in all areas of the curriculum. Contemporary definitions of literacy recognise
its complex and embedded nature within education and our everyday lives. The multi-faceted nature of literacy learning
demands skills and knowledge to create, comprehend and critique a variety of written, visual, aural and multimodal texts.
This complexity makes teaching within this area a challenging task. The specific goals for the endorsement are:
1. Analyse and critique literacy research in relation to the New Zealand context
2. Articulate the various theoretical frameworks that underpin research and practice in literacy
3. Select from the various research paradigms, methodologies and methods those that are useful in answering
research questions in the literacy field
4. Critically examine their own practice and the practice of others in relation to current research
5. Examine the research and theory surrounding the nature of reading acquisition and reading difficulties
and the challenges of addressing literacy difficulties experienced by learners
6. Evaluate the impact and role of children’s literature in literacy education
7. Examine and apply critical literacy models and approaches to current thinking and practice.
Graduate Profile
A graduate of the Postgraduate Diploma in Education endorsed in Literacy is also expected to be able to:
 Provide leadership in their educational contexts through advanced knowledge in the field literacy education.
 Continue to review current research and where appropriate implement and encourage modifications in practice.
 Critically analyse and evaluate their own practice and support teachers to become inquiring, knowledgeable and
responsive practitioners in literacy education.
 Select and critique new resources including literacy interventions, on the basis of the research that supports them
and on specific needs of learners.
 Review and respond to the challenges of social, cultural and technological change as it relates to literacy learning.
This endorsement was developed to meet the needs of teachers who are currently in (or are seeking) roles as literacy
specialists serving clusters of schools as well as those who are literacy leaders within their own school. The endorsement
requires the completion of three courses (90 credits) from the schedule of compulsory courses for the PGDipEd (literacy)
and a further 30 points from the schedule of Masters in Education courses. The courses offered in the endorsement are
also open to students enrolled in the Bachelor of Teaching and Learning (Hons), Postgraduate Certificate in Education,
the Postgraduate Diploma in Education and the Masters of Education. Students are encouraged to complete the
compulsory course and two others, along with a research methods course/s of 30 points. The PGGradDip (Lit) can then
act as a pathway for students to continue their literacy specialism by completing a Masters thesis in an area of interest.
Achievement
Graduates of this endorsement are expected to have specialist knowledge in literacy that is not just restricted to reading as
is indicated above. It is expected that they will be able to critique and accommodate new research as it emerges and make
modifications to practice when and where appropriate. A choice of at least three of these courses should ensure that they
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can assume leadership roles in their schools or settings. The qualification has attracted students who express an interest in
furthering their understandings of how learners acquire literacy skills that are fundamental for ensuring success in life. As
two out of four of the courses are focussed on learners who are experiencing difficulties (EDEM618 Dyslexia:
Identification and Intervention and EDEM617 Enhancing Reading Development for Young Children at Risk), the
individual courses have attracted students completing other qualifications particularly those pertaining to special needs of
learners. One student who graduated last year is in the first year of her PhD studies where she is investigating the
relationship between self-efficacy and literacy achievement.
The challenge continues to attract teachers who are entering positions as Resource Teachers of Literacy (RT: Lits) who
number over 100 nationally.
Changes
In 2012, the introduction of a Special Topic course entitled EDEM682 Developing Literacy and Oracy: Teaching for
English as Second Language Learners, attracted students in both 2012 and 2013. The decision was made to discontinue
this course as the development of a new postgraduate endorsement entitled Teaching and Learning Languages, along with
the new appointment of a specialist staff member in this area, ensured that the content was available in those courses.
With the exception of one course, all are delivered on-line although two of these courses have face to face meetings
available for students when requested.
Review Processes
E
Account of Review Processes.
The Postgraduate Diploma in Education (Literacy) was formally reviewed as part of the Programme Review for the suite
of qualifications related to the Masters in Education (Panel Chair, Dr Hamish Cochrane, AVC Academic) at the end of
2012. This GYR has referred to the work of that panel.
The Panel for this GYR comprised A/Prof Michael Tarren-Sweeney (Health Sciences, Chair), Faye Parkhill (PGDipEd
Literacies endorsement), Nicki Dabner (PGDipEd e-learning and digital technologies endorsement) and Ms Vera Leier
(Languages and Culture). Academic staff teaching into the programme were interviewed by the panel. These included Dr
Ronnie Davey, Professor John Everatt, Dr Brigid McNeill and John McKenzie. Graduates and current students were
invited to meet with the panel (or engage in a telephone interview).
Review Outcomes
Acceptability
E
The programme is matching the programme objectives and early indications (based on the four graduates) are that
graduates match the graduate profile (for example, one graduate is continuing with literacy-related doctoral research).
Students view the Postgraduate Diploma in Education (Literacy) as meeting their professional needs.
The panel interviewed several students who spoke positively of the programme and range of courses within the
endorsement. The programme is also viewed positively by the high-quality academic staff contributing to the programme.
All of the staff teaching in this endorsement have substantial responsibility in a range of roles across the college and
contribute substantially to other programmes and research in the literacy area. An increasing number of students
completing the endorsement are requesting that the lecturers act as supervisors for their thesis. This is the fourth year
where this endorsement has been offered and at least four students are currently in roles as literacy specialists serving
clusters of schools.
Assessment procedures and student performance
The course assessment methods include in-class tests, case studies, essays, web discussions and small research
investigations. The distribution of grades and performance is as expected for postgraduate level study.
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Data
Table 1: Numbers enrolling and completing
Year
Projected
No.
Enrolling
Actual No. Enrolled
Full-time
Parttime
EFTS
No.
Completed
Withdrawals
2010
*
2
0
2
1.0
0
0
2011
5
2
3
3.3
2
0
2012
12
2
10
5.6
2
2
2013
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*Projected enrolments were not specified in the original proposal. It was expected that some of the existing 16 EFTS in the PGDipEd
would transfer into the new endorsements and that new students would be attracted to the suite of PGDipEd endorsements.
Table 2: Distribution of grades (for final year courses)
No.
No.
Year
Course Code
Complet
Enrolled
ed
2010
EDEM607
EDEM609
EDEM618
2011
EDEM607
EDEM617
EDEM618
2012
EDEM607
EDEM616
EDEM618
EDEM682
A+
A
A-
B+
B
B-
C+
C
C-
Fail
GPA
(Prog or
Subj)
GPA(all
studs)
1
1
1
9.0
6.5
1
1
1
9.0
7.0
2
2
6.0
5.8
3
3
4.3
4.4
2
2
7.0
5.6
2
2
2
7.0
6.5
8
7
2
2
2
5.0
4.7
7
6
3
1
1
1
7.5
5.5
3
3
2
8.0
6.7
2
1
7.0
6.0
2
1
2
2
1
1
1
NB: Actual numbers in specialist literacy courses are higher as they are open to other PGDipEd (unendorsed) and MEd students. For
example, 2012 (and 2013) enrolments were EDEM607 17 (13); EDEM616 20 (10); EDEM617 not offered (18); EDEM618 14 (16).
Programme Evaluation
The Programme is matching the programme objectives but at this stage it is too early to evaluate how well graduates with
the endorsement accurately reflect the graduate profile. Students view the Postgraduate Diploma in Education (Literacy)
as meeting their professional needs. The overall enrolment numbers in the literacy courses strongly suggest that an
increase in students completing this endorsement will increase and that more MEd graduates choose to have a literacy
specialism and endorsement. In addition to the numbers enrolled in the endorsement, the individual courses attract
students enrolling in PGCertEd, unendorsed or other endorsements within the PGDipEd, and MEd qualifications. Actual
course numbers are considerably higher than the tables above show.
All but one of the courses in the literacy endorsement are available in distance format and attract students from a range of
geographical locations within New Zealand. All students entering the Literacy endorsement have a university degree and
a teacher qualification. It is intended graduates with this endorsement will have the knowledge and expertise to apply for
positions such as literacy leaders within their own schools, Resource Teachers of Literacy (RT:Lits) responsible for a
school cluster, and/ or continue their study to Masters and/or PhD level and become teacher educators/researchers in
literacy.
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The Ministry of Education has expressed a priority to enhance teacher knowledge and practice in literacy education and
the college is committed to providing postgraduate qualifications to meet this stated goal. The coordinator for this
endorsement (Faye Parkhill) was a co-developer with Dr Libby Limbrick and Dr John Smith from the former Auckland
and Dunedin Colleges of Education of a postgraduate/graduate diploma in literacy education in 2001. This liaison and coteaching continued for a decade and after the mergers with the three universities. This experience, along with support
from Professor Gail Gillon as PVC of the College of Education and appointment of Professor John Everatt and Dr Brigid
Mc Neill, provided the additional expertise and impetus to offer a specific qualification in literacy at postgraduate level.
Following the review process, the literacy staff have identified some opportunities to enhance the access and support
mechanisms for students completing courses. This includes reviewing accessibility issues for distance students in remote
areas, exploring opportunity for students to meet as a cohort upon entry to the endorsement and reviewing deadlines for
forum contributions and staff facilitation. Academic staff involved in the endorsement identified the need to explore the
addition of a new course to the schedule that specifically addresses writing. They also consider there is potential to
provide literacy specialisation to English speaking international markets.
Despite the best efforts of the Programme Co-ordinator the panel was unable to meet with graduates of the endorsement.
The small number of graduates and the fact that they were distance students in professional employment was seen as the
reason for this. The College is looking at strategies to strengthen its ties with its graduates.
Continuation or Discontinuation
The panel recommend that the College of Education continue to offer the Postgraduate Diploma in Education (Literacy)
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