Master's Degree Dissertation
Code: 42960 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 4313816 School Library and Reading Promotion | OB | 0 |
Contact
- Name:
- Cristina Aliagas Marin
- Email:
- cristina.aliagas@uab.cat
Teachers
- Joan Portell Rifŕ
- Martina Fittipaldi
- Jordi Parés Parral
- Cristina Correro Iglesias
- Mireia Manresa Potrony
- Maria Neus Real Mercadal
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
None
Objectives and Contextualisation
A master thesis aims at getting participants in the master programme to apply in a real/specific context the knowledge and abilities acquired during the course so as to design, implement and present a project related to pedagogical interventions that can be carried out through the use of school libraries or through the organisation of activities to promote reading. Participants are expected to base their master thesis on a real case. They need to depart from the diagnosis of a particular situation (in a school or in any other social environment), set strategies to remediate the situation/achieve the needs and plan how to implement, monitor and assess a successful plan of action.
Learning Outcomes
- CA24 (Competence) Develop proposals for improvement or new projects based on the information obtained in a diagnostic study in the field of school libraries and reading promotion.
- CA25 (Competence) Plan library projects, school reading plans and reading promotion proposals, considering adaptation to the context, theoretical approach, the necessary planning, the methodological design, and the evaluation strategy in the real context of a public or school library or other social space or programmes for the promotion of reading in general or literature in particular.
- CA26 (Competence) Undertake projects based on ethics and human rights (social justice, gender equality, etc.) within the framework of contextualised research in a specific library or social space oriented towards the promotion of reading or literature.
- CA27 (Competence) Present, both orally and in writing, research in the field of school libraries and the promotion of reading in a comprehensive, clear, and rigorous manner to specialised audiences, using visual aids, and strongly defend it.
- KA23 (Knowledge) Identify needs in relation to reading, literary interpretation and information in schools and social contexts through a comprehensive diagnostic study based on empirical data collection.
- KA24 (Knowledge) Define the literature review, including theoretical and empirical literature, according to the focus or theme in the field of school libraries and/or reading promotion that is relevant to the research being undertaken.
- SA35 (Skill) Design research with specific objectives, made concrete using questions that can be answered through fieldwork that includes the design of multiple and diverse instruments for the collection of information and analysis, in real contexts in the field of libraries and/or the promotion of reading, both in schools and social contexts.
- SA36 (Skill) Analyse different types of data (written, oral, visual, or audio-visual data), using the most appropriate analysis strategy for the type of information, whether qualitative or quantitative, which allow the research questions posed in the study to be answered.
Content
- Structure and characteristics of a school reading plan and of a community reading plan.
- Diagnosis of reading situations at schools or at other social establishments.
- Diagnosis instruments used in different contexts for different purposes.
- Strategies to analyse the results of a diagnose.
- Strategies to implement a plan of action based on a previous diagnose of a given situation.
- Assessment of strategies to promote reading.
- Resources and materials to organise a detailed procedure to implement, monitor and assess an action plan.
The formative workshops and the tutories are given in Catalan language. In the case that there is a personal linguistic requirement, the student can contact the tutor or the course coordinator.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Supervised | |||
| Tutorials | 50 | 2 | CA24, CA25, SA36 |
| Type: Autonomous | |||
| Gathering information, diagnosing a case and elaborating the MA thesis | 100 | 4 | CA24, CA26, CA27, KA23, KA24, SA35, SA36 |
Participants will be assigned a tutor who will provide them with a calendar with the group tutorials, the slots for individual tutorials and the deadlines for delivering each of the TFM chapters.
During the group tutorials, the tutor and the participants will design the various individual MA thesis projects. The elaboration of each project will be done in four stages: (1) data collection and diagnosis, at a school or any other social milieu, of a real case; (2) development of strategies to implement an action plat that fits the project objectives; (3) detailed procedure to implement, monitor and assess an action plan; and (4) elaboration and public presentation of the TFM. The formative seminars will offer the basis for undertaking an empirical research (data collection and data analysis) and communicating it taking into account the structure and style of academic writing.
Participants will receive feedback and scaffolding form their tutors. If necessary, the original sketch of the project can be modified during the whole process. Participants can ask their tutors for private appointments, if necessary. Participants are advised to send the texts their want to discuss with their tutors short before the actual meeting.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Master's Thesis Viva | 25% | 0 | 0 | CA27 |
| Master's Thesis final written report | 65% | 0 | 0 | CA24, CA25, KA23, KA24, SA35, SA36 |
| Report of evolution of the Master's Dissertation | 10% | 0 | 0 | CA26 |
Master’s theses go through a process of continuous assessment and is based on three documents/exercices. It is based on three documents/exercises: (1) follow-up report on the work preparation process, based on the information collected by the tutor on student participation in tutorials and formative/group activities, (2) final written report and (3) public defense before a court.
MA’s theses can differ from one to another. Participants should choose the type of project they want to design and in which context (schools, other social establishments, etc.). All written works should, however, contain the following sections:
1) Introduction and justified presentation of the work done.
2) Theoretical framework. It includes an analysis of the context and a list of the objectives for the action plan.
3) Methodological framework. Detailed account of the project’s design and implementation: techniques, procedures and instruments use to sketch the action plan based on the diagnostic of a given situation.
4) Descriptive, interpretative and explanatory analysis of the information gathered during the diagnosis phase.
5) Diagnosis conclusions.
6) Sketch of the plan of action to solve the challenges outlined during the diagnosis phase.
7) Conclusions about the work done. Conclusions should link the context of action with the theoretical framework and the strategies used to intervene. Participants should also reflect upon the adequacy of the action within the context of intervention.
8) References. Listof all full references cited in the text. Participants are advised to use the citing criteria used bythe American Psychological Association (APA citation style).
9) Annexes.
Tasks deliveries and assessment
There are two calls for defending the MA Dissertation: July or September. An internal deadline will be published so the student can make the choice. Once the decision has been made, it is administratively irreversible. The Master's Thesis final written report must be delivered in Campus Virtual one week before the defense (a specific deadline will be published).
The teacher will give feedback on the activities in a period not exceeding 20 working days of the academic calendar.
Students who do not deliver the assessment activities or whose delivery percentage does not exceed 20% will be listed as NOT assessed. Considering the longitudinal assessment of this exercicise, there is just one attempt to pass the Master's Thesis final written report and the Viva.
One-off assessment
This course does not offer one-off assessemnt.
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Software
Any
Language list
Information on the teaching languages can be checked on the CONTENTS section of the guide.