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Critical Literature Review

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Critical literature review

A 3,500 word review of available literature plus a complete reference list in APA6 format. The literature review critically presents and evaluates available research and theoretical evidence in relation to one particular topic within

second language literacies and sets the background for a research question to be explored in Assignment 2.

A Detailed Grading Criteria

Assessment Task 1: Critical Literature Review Essay and formatted reference list. (3,500 words. Word count excludes references.) (50%)

The focus of ‘second language literacies’ is on how people become literate in an additional language. We are interested in processes that people go through

when they are LEARNING to be literate or DEVELOPING literacy.

In order to achieve a good literature review you must clearly show what is already known about a chosen topic, what is unclear (not specific enough, contradictory in claims or inconsistent in data) or unknown (still and open issue, unexplored). You must show that the way you have defined your chosen topic is broad enough to be interesting, specific enough to be accessible and current enough to be relevant. You must present this information systematically, both in terms of the content and in terms of the sources of information. A literature review uses key items from academically-reviewed publications (peer-reviewed journals, books) to develop an argument about the current state of knowledge of the relevant topic. A literature review is NOT an annotated bibliography.

Instead, it is a statement of what experts in the field have to say about a topic that interests so that you can specify an appropriate research question for

Assignment 2. Think of your literature review in the form of an argument: There seems to be general agreement about the following issues, but a gap in knowledge, confusion about or lack of clarity about this particular point [that I am going to research]. In the process of developing this argument, you will need to understand what others are saying so that you can work out how what you are interested in adds to/is different from/seeks to confirm what is already known. This is a process in which you learn what is not yet known. You should end with a question – something more that you want to know.

As part of academic exploration, you are required to identify what is already known that is relevant to the ‘Second language literacies’ issue that you are interested in and to articulate how your own position relates to this material. In other words, do you think that the information available in the literature answers your question satisfactorily and completely or that the information is incomplete or wrong/inappropriate. Your process of developing your own position can take many forms; it can be a process of checking/confirming, gap filling, resolving contradictions or exploring issues that emerge. You will need to make use of databases in the library. Wikipedia is not appropriate, neither are blogs, even if they are written by famous people. Google scholar can provide some starting points, but only for material that is in published scholarly sources (books from reputable sources, peer-reviewed journals). Think critically. Just because it has been published, does not mean that it is ‘right’. Just because a famous person once said it, doesn’t mean that it is right. Just because all your friends or teachers agree with what has been written, it doesn’t mean that it is right.

You cannot review everything ever written. You need a focus. You will need clear definitions of what you are interested in. Identify a topic that you think is important or interesting, select some recent references and see what they say about the topic. Pay particular attention to who is cited by others, and ensure that you have read their work. Skim and scan as many of the references as you can and see whether everyone is saying the same thing or slightly different things. Work out who you agree with and why. Find out who else agrees with you and why. This is the start of your position and your argument. Be prepared to change your mind, topic or approach.

Your essay reviewing the literature should be 3,500 words in length with around 22 references. Keep track of what you read in full detail so that you can reference appropriately.

The Reference List does not contribute to the word count BUT MUST BE FORMATTED ACCORDING TO APA 6.

My topic about:

(Multimodal teaching and learning of second language literacy in primary school)

So you have to do the framework as bellow:

  • Introduction: What is the topic area.
    • Background: The importance of this area.
  • Literature review:

-The studies??? Current body of knowledge on pedagogy in primary school.

-Literacy development.

(Including the argument you might come up with these terms so define literacy, second language literacy, multimodal literacy and Semiotics)

-What pedagogy current use for SLL.

-Also add the types of multimodal literacy in the argument.

-Research gap: (the research gap here that all researches mentioned the multimodal  literacy in high school and higher education so there is no researchs about primary school, so it’s a good point to argue)

-End up with research question:

What is the nature of multimodal pedagogy in primary school literacy?

Some useful references they are all available on the Library database.  You must use them and add some related to this issue.

Walsh, M. (2009). Pedagogic potentials of multimodal literacy. TAN WEE HIN, L., and SUBRAMANIAN, R.(Eds.), Handbook of Research on New Media Literacy at the K, 12, 32-47. (V.I- main reference)

Language education and applied linguistics: Bridging the two fields Howard Nicholas & Donna Starks 2014

(some more appropriate references for primary school learning and teaching Language with technology).

Literacy challenges for the 21st Century: Introducing the issue Murnane, R., Sawhill, I., Catherine, s.

Interactive Whiteboards and Talking Books: a new approach to teaching children to write? (S. Martin, 2007)

Cyber@bkids: a technology enhanced language learning resource for primary school children in Costa Rica (Rica, A Quesauda Pacheono)

Talking technology: Language and Literacy in Primary School examined through children’s encounter with mechanisms (Eric Parkinson).

(This references bellow for Higher Education when you argument in research gap)

Facebook as a tool for learning purposes:Analysis of the determinants leading to imnproved student learning.  Mathews Nikhoma, Hiep Pham Cong, Bill Au, Tri Lam, Ross Smith and Jamal El-Den (2015)

Facilitation Student-driven constructing of learning environments using Web 2.0 personal learning environments Elizabeth Rahim, Jan can den Berg and Win Vean (2013)

Increasing Student Engagement and Retention in e-learning Environments by Patrick Blessinger (book)

Twitter of teaching: Can social media be used to  enhance the process of learning? Chriss Evans (2013)

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