partnerships for student success: integrated development of academic and information literacies...
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Partnerships for student success: Integrated development of academic and information literacies across disciplines
Bev Kokkinn & Cathy MaharLearning & Teaching Unit & LibraryUniversity of South AustraliaNovember 2011
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Outline
academic and information literacies models of delivery UniSA context model for integration at UniSA example evaluation conclusion
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First year experience
widely diverse group socio-cultural characteristics, expectations, levels of preparedness
anxieties around assessment play a critical role –students challenged by “academic languages and conventions (including assessment genres) they … encounter as the vehicles for evidencing learning success in higher education” (Kift & Moody 2009)
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Academic literacies
practices in universities differ between disciplines and can be viewed as social practices that are common to individual disciplinary communities.
students’ perspective “a dominant feature of academic literacy practices is the requirement to switch their writing styles and genres between one setting and another, to deploy a repertoire of literacy practices appropriate to each setting, and to handle the social meanings and identities that each evokes” (Lea & Street, 2006).
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Academic literacies
Lea & Street (2006) identified three approaches or models of how “student writing” is supported in higher education.
1. a “study skills” model – assumes writing as a set of skills which can be remediated through training.
2. an “academic socialisation” model - assumes writing as a “transparent medium of representation” and “one culture” which can be inculcated into students through writing courses.
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Academic literacies
3. the “academic literacies” model: – student writing and learning as issues at the level of epistemology and identities rather than skill or socialisation
– assumes knowledge as constituted in discourses and power, where writing is taught within disciplines as well as generic courses on language/writing awareness.
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Information literacy
“an understanding and set of abilities enabling individuals to recognise when information is needed and have the capacity to locate, evaluate, and use effectively the needed information” (Association of College and Research Libraries, 2000).
A set of progressive stages or building blocks, with skills in the earlier categories being necessary to develop skills in the later categories.
Australian and New Zealand Information Literacy (ANZIIL) Framework
UniSA Graduate Qualities:
#2: “prepared for lifelong learning … be information literate”
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Commonly used models
during orientation periods and in the first weeks of study as a “just in case” strategy.
“study skills” model (Lea & Street 2006)
extra-curricular generic skills development delivered by staff outside the central courses
of study
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Potential partners
http://www.flickr.com/photos/horiavarlan/4273913228
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Model: integration
Development of literacies within content of courses – 3 levels of cooperation:
a “consultation” “collaboration” “team teaching”
(Dudley-Evans 2001 cited in Jones, Bonanno, & Scouller, 2001, p. 226)
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Models identified
Generic study skills models
2 – way collaboration: Learning Adviser Course Coordinator Librarian Course Coordinator Learning Adviser Librarian
3 – way collaboration: Learning Adviser Librarian Course Coordinator
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3-way model: integrated academic and information literacies across disciplines
Consulted Dean:Teaching & Learning Systemic, systematic and strategic approach – Question of
sustainability?
Identified programs and courses to target Arranged meetings with Course Coordinators in
targeted courses Discussed ‘hidden’ expectations; negotiated modes
of delivery Prepared materials – in close consultation with staff Delivered Evaluated Reviewed and renegotiated for following year
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Example: Nursing
December 2008 – move to different campus Initial meetings with program directors Meetings with Program Director & Course Coordinators Led to close collaboration with 6 Course Coordinators Courses for commencing students (Yr1 & Yr2)
Integrated support varied in terms of extent of integration mode of delivery
collaborative question design lectures/podcasts electronic resources extra-curricular activities
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Study Period
CourseNo of
students
Assignment Question Design
Lect/
Pod
Elec. Res.
Extra-Curr
Feb
to
Jun
First year Nursing course 536Essay planEssayReport
Feb
to
Jun
*First year Nursing course
463Essay planEssay
Feb
to
Jun
Second year Nursing course (2009)
817 Essay
Jul
to
Nov
First year Nursing course 579ReportPortfolio item
Jul
to
Nov
*Second year Nursing course
798 Essays 1 & 2
Jul
to
Nov
First year Nursing course 498Reflective paperResearch paperHealth report
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Online assignment help
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Analysing the question
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Finding information
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Evaluation Student surveys
Electronic in targeted courses Course Coordinator email 600 students – 30% response (2007 data)
Staff survey 9 Course Coordinators – 7 responses (2007 data)
Minute papers 2009-11 (Nursing – after the lectures)
Course Evaluation Instrument Question about the LA/AL ‘Assignment Help’
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Feedback on the CEI
Could read the information in my own time at home... It helped to ease the stress out of it. They were a great guide especially after returning to
study after 18 years. It also answered some of my questions without having to
ask a lecturer I thought the online assignment help was excellent. I felt
it provided help step-by-step, and gave me a clear understanding of what was expected of me in the assessment. I felt it helped me better plan what I needed to do in the time provided. A fantastic idea.
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Partners for integration
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The model at UniSA
“academic literacies” model in programs (Lea & Street 2006)
3-way collaboration between Course Coordinators, Learning Advisers and Librarians
academic and information literacies that are discipline specific and interlinked
commencing students targeted integration continues beyond the first study period into
later year courses reaches many students
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The solution:
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Acknowledgements and thanks
the Learning Advisers and Academic Librarians involved from 2006 to 2011
the Program Directors and Course Coordinators from 2006 to 2011