Overview
The next programme intake will commence study in September 2027.
This programme is grounded in the practical application of high-quality literacy research. You will learn what scientific studies tell us about topics such as oral language development and phonics in early childhood, through to the development of critical and higher order comprehension skills in adolescence. Students will learn about exciting young adult and children’s literature while also exploring how to best to facilitate critical online reading in a digital age.
A particular focus will be placed on exploring interventions and approaches to support students who need additional support to achieve their full literacy potential, including students with literacy difficulties and multilingual learners. The programme also emphasises literacy-content integration, in line with trends in research and curriculum nationally and internationally. Lecturers on the MEdLPP are recognised experts in literacy acquisition, curriculum development and professional learning.
The programme is offered on a blended, flexible basis, to accommodate working professionals nationally and internationally. Graduates of this longstanding programme have gone on to hold influential positions at a local, national and international level. This has included in-school leadership positions (e.g. Assistant Principal, Deputy Principal, Principal) and roles in professional learning (e.g. with Oide). Others have taken up roles in curriculum development with the National Council for Curriculum and Assessment or have continued their studies at doctoral level. Many also put their new learning into practice in developing innovative and evidence-informed teaching in their own classrooms/settings.
DCU People
Careers & Further Options
Careers
The Master of Education in Literacy Professional Practice (MEdLPP) programme is designed to meet the professional and personal needs of teachers and educators seeking to acquire deep expertise in literacy.
It is a research-to-practice based qualification intended for those who wish to interrogate the research base on multipledimensions of literacy and systematically test relevant theories and evidence-based practices.
It supports the ongoing development of key skills and dispositions in teachers relating to creative and adaptive problem solving, effective communication, and acting as agents of transformation and change within the system. It is also suitable for those seeking posts of responsibility for literacy within schools or leadership in literacy in other educational contexts.
Graduates of the programme will be well-positioned for the following opportunities:
- In-school leadership positions (assistant principal, deputy principal, principal)
- Professional development roles (e.g. professional learning leaders with Oide and other support services)
- Curriculum and policy positions (e.g. with the NCCA, Inspectorate)
- Research positions in literacy
- Tutoring, assessment and instruction roles relating to literacy
- International roles in literacy (e.g. development roles, literacy policy-focused roles in transnational organisations)
Entry Requirements
This programme is run on a cyclical basis, with the next intake in September 2025.
The programme will be open to qualified teachers. While it is primarily targeted at primary teachers, second level teachers who specialise in literacy would also be eligible. Other professionals in the education community with appropriate professional qualifications are also eligible. Standard entry procedures for international applicants and for applicants with disabilities apply.
Candidates are required to have a Level 8 qualification in education, at minimum H2.2. Relevant professional experience is desirable. Other professionals in the education community with appropriate professional qualifications are also eligible.
Due to the specialist nature of this programme, additional criteria may be used to assess suitability to undertake this programme. For further information, please contact the Programme Chair using the contact details above.
Dates for Submission of Applications
EU Applicants
This programme is run on a cyclical basis, with the next intake in September 2025.
Programme Structure
The Master of Education in Literacy Professional Practice is designed for classroom teachers who are seeking to develop deep expertise in literacy theory, research and evidence-based practices.
The programme of study draws on a wide variety of theoretical models and processes, perspectives, instructional models, curricular frameworks, and policies in relation to literacy.
- Course delivery is blended with a combination of classes online and face-to-face on campus. Flexible approaches to delivery are deployed, including hybrid lectures.
- Classes take place, on average, one Friday evening and one Saturday per month (September to May)
- Literacy Research Methods is taught as an online course on Wednesdays, roughly every three/four weeks throughout the year.
- One module (EC908: Literacy across the Arts Disciplines) is offered as a five day on campus summer course.
- All modules are examined using continuous assessment methods appropriate to working professionals, including essays, practice-focused projects, presentations and generation of instructional materials
Students study six modules in Year One. Each module is delivered in a ‘block’ meaning you will complete lectures and assignments on one topic before moving to the next. The first module focuses on literacy in the early years, developing students’ understanding of the building blocks of literacy development such as oral language, phonological/phonemic awareness and spelling. The second module examines research and practice in the teaching of writing. The third module expands student understanding of innovative practice in reading, including theoretical models of development, practical instructional frameworks and reading in online environments.
The fourth module examines ways in which literacy can be integrated with subjects such as history and science, while also exploring disciplinary literacy development in the transition from primary to post-primary school. The fifth module addresses the potential of the arts for literacy development and explores research and models for developing imagination and creativity from the perspectives of professionals within a range of artistic domains. It is offered as a week-long summer school and it is also recognised by the Department of Education and Youth for teachers' EPV days (pending annual approval).
Throughout Year One, a bespoke research methods module explores both quantitative and qualitative approaches to literacy research laying the foundations for the research project in year two. Participants will develop the understanding, skills and knowledge of research approaches and methodologies and the capacity to interrogate and critically reflect on their practice through systematic inquiry.
In year two, models of literacy leadership, whole school approaches to literacy and research on the prevention and early intervention of literacy difficulties are examined. Emphasis is placed on developing participants’ capacity to evaluate school plans for literacy and to lead literacy planning and professional development within schools. The research project provides opportunities for teachers to adopt an inquiry stance to literacy teaching and learning. Participants will systematically test relevant theories and evidence-based practices in relation to their research question and in so doing develop new insights and ways of working that respond to the needs of students within their settings and classroom contexts.
Fees and Funding
Fees
All programme fees are per annum and subject to an annual increase.
How To Apply
How to Apply
- All Applicants must apply through DCU's Student Application Portal which is available here. Here's a quick step by step guide if you need help with your application.
All Applicants must submit
- Certified academic transcripts for each and every year of study, with certified English translations if applicable
- Copy of passport
Non Native English Speakers - Additional
Evidence of English competency which meets DCU entry requirements - see link
Application Queries
For EU applicant queries, please visit https://www.dcu.ie/registry/eu-postgraduate-taught-admissions or email postgraduateadmissions@dcu.ie
For non EU applicant queries, please visit https://www.dcu.ie/registry/international-admissions-undergraduate-and-postgraduate or email internationaladmissions@dcu.ie
Application Deadlines
- Closing date for applicants is 5th August 2025
Commencement of Programme
This programme will commence September 2025.
Life On Campus
At DCU, our students can expect a unique campus experience. We are known for our excellent teaching and learning facilities, our active clubs and societies, and our great social and sporting facilities. All this makes DCU an exciting place to be.
DCU has three academic campuses; Glasnevin, St. Patrick’s and All Hallows (both in Drumcondra), all close to Dublin City centre.
They can be reached by public transport, Dublin Bus and Bus Éireann, with our Drumcondra campuses a ten minute walk from Drumcondra Train Station. Glasnevin is a 20 minute walk from St Patrick’s and All Hallows. They are also linked by Dublin Bus.
Each campus has a library (O’Reilly, Cregan and Woodlock Hall), study spaces, restaurants, and on-campus residencies. There are sports facilities on Glasnevin and St. Patrick’s, and there is a dedicated sports campus, St Claire’s, located near Glasnevin on the Ballymun Road.
DCU’s 19,000 students have access to exceptional teaching and learning facilities across our three academic campuses.
These include modern learning theatres, research centres, a new media and TV studio, radio/podcast studios, computer suites and advanced labs in the areas of Languages, Engineering, Physics, Chemistry and Biotechnology, as well as a Sports Performance centre and a training hospital ward. In 2021, we opened our first virtual reality ‘Leadership Lab’, which is located in our Business School.
We continue to improve and update our facilities. For example, construction of a new world-class STEM facility is underway on the Glasnevin campus. With capacity for an extra 3,000 STEM students, this facility will advance DCU’s international reputation for excellence in science and health, computing and engineering disciplines.
Studying in DCU isn’t just about course work. The university is rich in student life and activities.
There are more than 140 clubs and societies for students in DCU, with ‘Clubs & Socs’ days taking place on both the Glasnevin and Drumcondra campuses at the start of the academic year. They span everything from rugby to rock climbing, anime to jazz.
For many students, sport is an important part of the DCU experience. DCU’s Sports Complex boasts a 25 metre swimming pool, fitness centre gym, all-weather pitches and squash courts, as well as soccer, GAA and rugby pitches. DCU Dóchas Éireann, the university’s GAA club, is the largest third level Gaelic Games club in the country. Meanwhile, DCU Athletics has been Ireland’s highest achieving university club for many years. And DCU has dozens of other clubs to get involved in, from Archery to Weightlifting.
The Glasnevin campus is home to our purpose built, state-of-the-art student centre, The U, which serves the needs of a rapidly growing student body. Here, you will find the Student Leadership and Lifeskills Centre, performing arts and cultural spaces for students and the wider community, and the Entrepreneurship and Innovation Hub. Also located on our Glasnevin campus is The Helix, our renowned performing arts centre.
On our St Patrick’s campus, we have the Java Student Hub, a vibrant, warm and welcoming space where students can meet for coffee, play music, use the projector to watch events, or just relax. The walls of the Java Hub were designed based on the cultural history of St Patrick’s Campus, including the special references to the notable sporting history and history of the arts.
We have a number of academic, professional and social supports for students.
Student Advice & Learning Skills Centre - Offers a wide range of supports and services to students and advice
The Writing Centre - drop-in writing workshops for students through the academic year
Maths Learning Centre - provides maths support for students of all ability levels with maths modules
Student Learning - facilitate the transition from passive to active learning for students at DCU, by teaching study skills, nurturing critical thinking and building student confidence.
Careers work with students to help them on their professional journey into graduate employment.
Our student support team offers a comprehensive support programme, helping students make that all important transition into university life and focusing on building confidence and skills which are key to success at third level.
DCU St Patrick's Campus
FAQs
Is this programme suitable for people living/working outside Dublin?
The programme is delivered in a flexible manner, including online and hybrid sessions. Many programme graduates have been based in locations around Ireland and further afield. The location of students will be taken into account in programme scheduling.
Is this programme suitable for teachers at post-primary level?
Modules on the programme examine literacy across the ages of schooling. Modules explore literacy difficulties, literacy leadership and disciplinary literacy in secondary school subjects. As literacy is a lifelong endeavour, all students will study development from early childhood onwards, including at post-primary level.
Is this programme suitable for people working full-time?
Almost all graduates of the MEdLPP programme have completed it while working full time. Modules are deliberately scheduled throughout the year to ensure that coursework requirements and submission dates have minimal overlap. The majority of year 2 is spent working with a research supervisor to examine a literacy issue of students’ own choosing, meaning that the programme can be built around professional commitments.
Who teaches on this programme?
The MEdLPP is taught by a range of lecturers with an established track record in literacy research, policy, practice and assessment. Lecturers are drawn from teams within and outside the School of Language, Literacy and Early Childhood Education at DCU. All contributors to the core programme have relevant professional experience as former/current teachers as well being active researchers in their own areas. This is complemented by contributions from experts in other areas (e.g. visual arts). Programme staff have contributed to major developments in literacy including national policy, curriculum renewal, professional learning initiatives, school-university partnerships and national/international assessments. The team has experience in all aspects of literacy from early childhood to adolescence, including literacy development for diverse learners. All student research projects are supervised by academics with literacy expertise. Many of the programme staff are affiliated with the DCU Centre for Literacy Research, Policy and Practice. One of the advantages of this programme is that it will connect you with established research experts and professional literacy networks nationally and internationally.
What are the research requirements for the programme?
All students complete a bespoke literacy research methods module in year one. This means that all examples on the module are drawn from literacy research and directly tailored to ensure relevance for students’ professional practice. Students are supported to generate a research proposal based on an area of personal/professional interest. Feedback on this proposal informs their final decision for their research project in year two.
Is the programme suitable for someone who has not studied at third level in a long time?
Yes. Many former MEdLPP students have returned to study years or decades after completing their initial qualification. Academic writing is explicitly taught at the start of Year One to bring all students up to speed.
Is the programme suitable for new graduates?
Students with relevant professional experience will gain the most from the programme, but we welcome applications from all with an interest in furthering their knowledge of literacy development.
How does this programme address contemporary issues in literacy development, for example, discussion on the science of reading?
The MEdLPP is underpinned by high quality national and international research on literacy development. This includes the extensive linguistic, cognitive and educational research base on reading development.
How is the programme assessed?
In Year One, students are supported with an ungraded writing assessment to get them started. Each subsequent module is assessed using a combination of essays, presentations, interactive orals, forum posts, analyses of practice in students’ settings/classrooms, and a research proposal. In Year Two, assessment consists of a presentation and the generation of professional learning materials on a chosen literacy topic, while the research project is assessed in the form of a 15000 word thesis. Note that assessment methods are subject to change from year to year.
What courses are offered by the DCU Institute of Education?
DCU Institute of Education brings together students of education and provides a rich menu of undergraduate courses across all sectors from early childhood, to primary and post-primary and further and higher education. We offer a range of taught and research postgraduate courses at doctoral, masters, diploma and certificate level and have a distinguished record in providing continuing professional development.
Is there Garda vetting for students who study DCU Institute of Education courses?
Garda vetting is required for all students who have unsupervised access to children and vulnerable adults as part of their studies at DCU. Applicants must successfully pass the Garda vetting process in order to complete the registration process.
What are the potential teaching pathways for primary, post-primary and further education and training offered by DCU?
Primary Teaching Pathways
Undergraduate*
- Bachelor of Education (Primary Teaching) - DC002
- Bachelor of Education - Gaeltacht Applicants Pathway - DC003
- Bachelor of Education - Church of Ireland Pathway (Restricted Entry) - DC004
Postgraduate**
* Please ensure that you consult minimum entry requirements and CAO points for all undergraduate programmes
** Please ensure that you consult minimum entry requirements for all postgraduate programmes
Post-Primary Teaching Pathways
Undergraduate*
- Bachelor of Religious Education & English - DC010
- Bachelor of Religious Education & History - DC011
- Bachelor of Religious Education & Music - DC012
- Bachelor of Education in Gaeilge and French or German or Spanish - DC013
- Bachelor of Education in Technology, Engineering and Graphics - DC015
- Bachelor of Science (Hons) in Science Education - DC203
- Bachelor of Science (Hons) in Physical Education with Biology - DC205
- Bachelor of Science in Physical Education with Mathematics - DC206
Postgraduate**
* Please ensure that you consult minimum entry requirements and CAO points for all undergraduate programmes
** Please ensure that you consult minimum entry requirements for all postgraduate programmes
Further Education and Training Teaching Pathways
Undergraduate*
* Please ensure that you consult minimum entry requirements and CAO points for all undergraduate programmes
