The Literacy Studies Certificate consists of five online courses, in which each course is three graduate credits to total 15 credits. Each course spans a ten-week semester within the traditional SU calendar, including an adjusted timeline for the traditional SU summer terms. The Literacy Studies Certificate (LST) will recognize a fall and spring break. Each term will represent 4.5 hours of course time for each course each week.
LST 500: Literacy Studies in the 21st Century
This course is designed to explore cognitive, socio-cultural, motivational and physiological research related to literacy studies, as well as research-based instructional theories and models for teaching reading and writing. In addition, this course will review the Common Core State Standards for the purpose of exploring theory in practice within academic disciplines among primary, middle and secondary learners.
In addition, candidates will explore the components of experimental and action research designs; learn to summarize and critique literature; and examine the connection between theory and practice. In addition, candidates will design a classroom-based research project with a literature review and methodology to analyze instruction in literacy.
Course and Program/Certificate Outcome: Candidates will design an action research study based on a relevant topic, including a research question, literature review, methodology to examine effective instruction in literacy.
LST 510 Multiple Literacies in a Digital World
This course is designed to explore multiple literacies development, instruction and curricula in PK-8 classrooms, as well as consider how students in PK-8 classrooms interact using multiple media as a means of enhancing reading and writing skills and competencies. In addition, the content of the course will focus on disciplinary literacy, digital literacy, visual literacy, and critical literacy, but emphasize the use of digital literacy research finding and theories to evaluate instructional practices that aim to develop multiple literacies.
Candidates will critique technology related instructional programs for characteristics of best practice; describe a technological adaptation to an existing curricular framework; and design technology-based literacy lessons using the Optimal Learning Model for PK-8 learners.
Course and Program/Certificate Outcome: Candidates will use create four differentiated lessons that focus on visual and critical literacies. These lessons will highlight candidates' understanding about using technology to bolster learning outcomes and experiences with their students, specifically elements for the development of math, science, social studies, or health literacies.
LST 520 Motivating and Engaging Readers and Writers Across the Content Areas
This course explores strategies for motivating and engaging PK-8 learners during reading and writing instruction. In order to enhance candidates' conceptions of purposeful and explicit instruction, the Common Core State Standards, as well as content areas curriculum will form the basis for examining and applying instructional practices, particularly in science, social studies and mathematics.
Candidates will examine a variety of instructional and technology related tools used to motivate readers and writers in content areas; review strategic-based instruction among PK-8 grade levels; evaluate instructional practices using data to describe strengths and limitations, as well as consider the use of informal, student interest surveys to evaluate motivation and interest.
Course and Program/Certificate Outcome: Candidates will review professional readings to summarize, critique, share and reflect on topics in language and literacy development, specifically motivation in PK-8 grade levels.
LST 540 Creating and Managing a Literate Environment
This course explores instructional approaches and curricular materials that are used within a comprehensive, integrated and balanced literacy program, in particular the literacy-related, curricular frameworks for self-contained and departmentalized primary and middle level classrooms. Candidates will consider the impact of classroom environment, specifically the quality and use of resources and methods designed to optimize learning in PK-8 classrooms.
In addition, the Common Core State Standards will serve as the curricular competencies that shape literacy instruction, specifically in reading and writing. Candidates will analyze videos of classroom environments within PK-8 grade levels; design a strategy intervention block of instruction for one grade level; and evaluate instructional practices in an existing classroom to describe strengths and limitations, as well as recommend research-based, best practice adaptations within that classroom.
Course and Program/Certificate Outcome: Candidates will use a data simulation to identify and redesign best practice instructional procedures, including teacher prompts, assessment recommendations and additional resources for enriching and remediating instruction for reading and writing within one grade level.
LST 550 Assessment and Evaluation as a Framework for Literacy Instruction
This course explores types of assessment and evaluation measures, as well as their purpose and intended use within a comprehensive, integrated and balanced literacy program. Candidates will review various state assessments and the standards or anchors that formulate the content within the measure, as well as the structure of measures. Candidates will also evaluate various published assessments, namely those used within a commercially produced program. In addition, candidates will examine the use of assessment measures as a framework for determining instruction for whole group, small group, and independent students' reading and writing competencies. Candidates will analyze videos of simulated assessment administration, and use the data from the simulation to generate instruction for the simulated students.
Course and Program/Certificate Outcome: Candidates will analyze and critique the effectiveness and format for one assessment measure in a commercially produced instructional manual, as well as share assessment outcomes with various stakeholders. In addition, the candidate will use simulated data from the assessment measure to analyze and interpret instructional decisions in reading or writing.
Admitted & Returning Students for Credit Course
Individuals who are admitted or current students who wish to take classes from Shippensburg University for credit, register for classes at: https://ssb.ship.edu/prod/twbkwbis.P_WWWLogin
Before registering for courses for this program, you will need to activate an official Shippensburg University email address. For assistance in setting up your email account and password, please contact the SU Helpdesk.
Non-Degree Students for Credit Course
Individuals who wish to take classes from Shippensburg University, but are not seeking a degree should consult the information athttp://www.ship.edu/pcde/nondegree
Individuals who wish to take classes from Shippensburg University, but are not seeking credit(s), should register at:http://register.ship.edu/wconnect/ace/showgroups.awp