- Item‘I don’t know the hierarchy’: Using UX to Position Literacy Development Resources Where Students Expect Them(Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), 2023-11-28) Bassett, Mark; Chapman, Emma; Wattam, CraigThe provision of online resources for tertiary student literacy development outside of students’ curricular contexts is problematic because engagement with centralised support provisions is low. As part of a Library team focused on student literacy development across our university, we have conducted multiple rounds of user experience (UX) testing with our students to design a set of resources in a course within our learning management system that all students can access. Our most recent UX employed usability testing, card sorting, and low-fi wire framing activities to identify how students experience our resources. Findings indicate that students are confused by enforced groupings of literacy development content and that they expect our resources to be accessible with the rest of their assessment information. Implications for design include balancing student expectations of immediate access to relevant literacy development resources with the constraints of having a small team who can design this content.
- ItemUsing Historical Evidence: Semantic Profiles and Demonstrating Understanding of Ancient History in Senior Secondary School(University of Newcastle, 2023-03-06) Macnaught, Lucy; Matruglio, Erika; Doran, YaeganThis paper presents findings from the Australian Research Council funded ‘Disciplinarity, Knowledge and Schooling’ project (DISKS) which investigates knowledge-building practices in Australian secondary schools and gave rise to the ground-breaking notions of ‘semantic waves’ (Maton, 2013) and ‘power pedagogy’ (Martin, 2013). In this paper, we investigate student writing in senior secondary school Ancient History. We focus on how students use evidence in their responses to different types of exam questions. Our research question focuses on the extent to which key features of responses to short answer questions appear in extended responses and vice versa. This focus arose through findings that teachers in our study tended to view short answer questions as a ‘mini’ version of extended responses and prepared students accordingly. The similarities and differences are important to identify as extended responses make a significant contribution to the overall exam grade. To better understand the use of evidence in responses to different types of exam questions, the study draws on the dimension of Semantics in Legitimation Code Theory (Maton, 2013). We use the newly developed wording and clausing tools (Doran & Maton, 2018, forthcoming) to analyse the relative strength of context dependence in responses to Year 12 exam questions. Context dependence is particularly relevant to how students use evidence, as it involves relating the concrete particulars of specific historical artefacts, events, and the behaviours of historical figures to more abstract concepts in the discipline of history that are not bound to one historical setting. Our analysis tracks relative shifts in context dependence in student texts to generate semantic profiles of their exam responses. Findings show that although teachers may use the writing of short answer questions as preparation towards the high-stakes extended writing tasks, short answer responses are not ‘minature’ versions of extended responses. We argue that the differences are teachable and propose the use of model texts to make these features visible to students. Beyond the timeframe of secondary school education, learning to use evidence, particularly for the development of arguments, may provide a robust foundation for tertiary level writing tasks where students need to control degrees of context dependence.
- Item"Be better than what's out there."(AUT University Students Association (AUTSA), 2023-07-06) Murdoch, CraigTucked down an alleyway in central-ish Auckland is the place where I get my hair done. If you don’t know it’s there, you’re not very likely to find it. The big open space with the deliberate lack of signage is run in the manner of a collective, and peopled by tattoo artists, pop-up vendors, the occasional market which spills into the alleyway, and my hairdresser. It’s a welcoming and safe space for those blessed by neurodiversity and for members of the Rainbow community. It is one of my favourite places...
- ItemThe Library Consortium of New Zealand's Shared IRR Infrastructure(Open Repositories, 2012) Murdoch, Craig; Schweer, Andrea; Brown, Allison; Lockett, Andrew; Miller, KateThe Library Consortium of New Zealand has run an Institutional Research Repository Project for three universities and one institute of technology in New Zealand since 2006. After a brief introduction to the context in which the project operates, this document describes the Institutional Research Repositories that are part of this project and their shared infrastructure. Particular emphasis is placed on advantages and challenges created by the shared infrastructure.
- ItemCollaboration for Academic Literacies Development and Enriched Inter-professional Relationships(Bloomsbury Publishing, 2023-05-18) McWilliams, Robyn; Raleigh, Susan