Structured PhD / M Ed in Literacy Education at MIC

The Department of Language and Literacy Education, Mary Immaculate College are offering a Structured PhD/M Ed in Literacy Education in response to recommendations for high quality professional development in effective literacy instructional practice in recent policy reports at national level including the National Strategy for Literacy and Numeracy 2011-2020, Cosán 2016, Action Plan for Education 2017 and DEIS 2017.

Mary Immaculate College deliver Higher Learning, Postgraduate, Masters courses for those eager to continue their education.

Structured PhD / M Ed in Literacy Education at MIC

The Structured PhD/M Ed in Literacy Education is a two-year part-time Masters programme or a four-year Doctoral programme which endeavours to promote the development of research, critical thinking and communication skills within the context of the evolving nature of literacy in the twenty first century.

In line with national and international recommendations, this programme seeks to promote literacy leaders within schools and communities whose literacy knowledge reflects the highest standards of academic rigour. It will be of particular interest to classroom teachers, aspiring literacy leaders, school principals, policy makers and those engaged in the provision of continued professional development in the area of Literacy Education.

Participants will explore the trajectory of children’s language and literacy development and a range of appropriate instructional approaches for the promotion of same. The programme will be delivered through blended learning approaches and will provide participants with the opportunity, in a collaborative setting, to reflect critically and synthesise key issues, debates, and controversies in Literacy Education.

The Structured PhD/M Ed in Literacy Education at MIC aims to:

Encourage participants to create original and unique research that contributes to knowledge and innovation in the promotion of Literacy Education nationally and internationally
Enhance participants’ knowledge of key cognitive, socio-cultural and linguistic theories of language and literacy acquisition and development through a theoretically-aware matrix of teaching methodologies and seminars
Develop a professional learning community that displays the ability to reflect critically on national and international policy and practice in Literacy Education