Course Details

Course Information Package

Course Unit CodeESPLE725
Course Unit DetailsMA Educational Sciences: Dynamic Learning Environments (Specialization Electives) -
Number of ECTS credits allocated10
Learning Outcomes of the course unitBy the end of the course, the students should be able to:
  1. Acquire the theoretical and empirical background and skills that will make them able to be employed in various professional and research fields related to education and the cultural needs of the broader market
  2. Be specialized in language programs development and creative production of Greek
  3. Criticize, select and use all forms of literacy such as interpretation of pictures, signs, symbols, graphities and others
  4. Use multi-media and multimodal means of communication
Mode of DeliveryFace-to-face
Recommended optional program componentsNONE
Course Contents

Principles of language pedagogy:

a) literacy practices applications in class associated with literacy which the students may meet in family and social environments, not only text literacy but all forms of it as well.

b) active participation of students in teaching language and  literacy

c) approach of texts as a multilevel, multi- semiotic material

d) creation and correction of stories, fiction, novel and other genres.

Recommended and/or required reading:
  • Β.Αναγνωστόπουλος κ.α. Η τέχνη της μυθοπλασίας και της δημιουργικής γραφής , Επίκεντρο, θεσσαλονίκη 2010
  • Adam,J.M.,Τα κείμενα τύποι, και πρότυπα ,με Γ Παρίση, Πατάκης Αθήνα1999
  • Timbal-Duclaux, L. Το δημιουργικό γράψιμο, μετ Γ Παρίσης Αθήνα Πατάκης, 1986
  • Barton, D. & Hamilton, M.. (2000). Literacy Practices, in Situated Literacies. Reading and Writing in Context, ed. D. Barton, M. Hamilton , Roz Ivaniĉ .-London: Routledge, p. 7-15
  • Gee, J-P. (1993) «What is Literacy?» στο L.-M. Cleary & M. Linn (eds.) Linguistics for Teachers.-New York: Mc Graw-Hill, pp. 257-265.
  • Kress, G. (1994) Learning to write.-London: Routledge.
  • Maybin, J. (2000) «The new literacy studies. Context, intertextuality and discourse», in Situated Literacies. Reading and Writing in Context, ed. D. Barton, M. Hamilton , Roz Ivanic .-London: Routledge, p. 197
  • The New London Group (2000) “A pedagogy of multiliteracies: Designing social futures” στο Cope, B & Kalantzis M. (eds) Multiliteracies: Literacy Learning and the Designing of Social Futures.-London: Routledge, pp. 9-37
  • Whorf, B. L. (1940): 'Science and Linguistics', Technology Review 42(6): 229-31, 247-8. Also in B. L. Whorf (1956): Language, Thought and Reality (ed. J. B. Carroll). Cambridge, MA: MIT Press
  • ONG, W. J. 1987. Προφορικότητα και εγγραματοσύνη. Η εκτεχνολόγηση του λόγου. Μτφρ. Ηράκλειο: Πανεπιστημιακές Εκδόσεις Κρήτης. Τίτλοςπρωτοτύπου Orality and Literacy. The Technologizing of the World (Λονδίνο: Metheuen).
  • TANNEN, D. 1985. Relative focus on involvement in oral and written discourse. ΣτοLiteracy, Language and Learning: The Nature and Consequences of Reading and Writing. επιμ. D. R. Olson, Ν. Torrance, & Α. Hildyard, 124-147. Cambridge: Cambridge University Press.
Planned learning activities and teaching methodsThe theoretical part of the module (content of the taught concepts) is delivered by means of lectures, workshops and discussing engaging students in collaborative learning.
Assessment methods and criteria
Final Exam60%
Language of instructionGreek
Work placement(s)NO

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