Te Mātāpuna - Library & Learning Services
Permanent link for this collection
This collection contains research done by AUT Te Mātāpuna - Library & Learning Services staff.
Browse
Browsing Te Mātāpuna - Library & Learning Services by Author "Allan, Q"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
- ItemEmbedding Academic Literacy Skills: Towards a Best Practice Mode(University of Wollongong, NSW, Australia, 2014-11-19) McWilliams, R; Allan, QLearning advisors provide academic literacy development support in a variety of configurations, ranging from one-on-one consultations through to large-scale lectures. Such lectures can be generic, stand-alone modules or embedded within a discipline-specific course. Pragmatic and institutional considerations suggest that a generic model of delivery often has an effective role to play; however, there are strong pedagogical arguments for adopting an embedded approach wherever possible. The practice of embedding literacy interventions within subject papers is time-consuming and often logistically challenging; therefore, in order to help learning advisors, their managers and academic staff in faculties to consider the issues, options and constraints in a systematic manner, this paper proposes a best-practice model drawing from over two decades of literature and the authors’ practical experience over the same period in New Zealand and overseas. In order to elucidate the model, the paper critiques an embedded academic literacy skills programme facilitated by an interdisciplinary studies unit at Auckland University of Technology (AUT), New Zealand. The programme is embedded in a core paper entitled Knowledge, Enquiry and Communication (KEC) which is a prerequisite for entry into all of the Health Science programmes. As well as describing key features which have contributed to the success of the programme, the authors identify several key factors which need to be taken into account when considering embedded academic literacy initiatives.
- ItemKEYS to Academic Writing Success: A Six-stage Process Account(Association of Tertiary Learning Advisors of Aotearoa/New Zealand (ATLAANZ), 2011) Allan, QThis paper was originally conceived as a position paper arguing for the retention of KEYS to Academic Writing Success (KAWS), a successful undergraduate writing programme which had been developed by AUT University’s unit for Learning Development and Success: Te Tari Awhina. However, AUT’s approach to developing academic literacies has recently been reviewed; therefore this revised version merely seeks to document the approach taken in KAWS, which may be of pedagogical interest to colleagues considering adopting a genre-based approach to academic writing programmes. This approach aims to empower first year undergraduate students with the confidence and skills to tackle their first writing assignment, which is typically an essay, due in the first few weeks of the first semester. As a coherent writing development programme, KAWS has received positive endorsements from colleagues teaching on the programme and by faculty staff members whose students’ writing improves as a result of having attended the programme, and overwhelmingly positive feedback from the students themselves.