Sustainable Embedded Academic Literacy Development: The Gradual Handover of Literacy Teaching

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aut.relation.endpage19
aut.relation.journalTeaching in Higher Educationen_NZ
aut.relation.startpage1
aut.researcherMacnaught, Lucy
dc.contributor.authorMacnaught, Len_NZ
dc.contributor.authorBassett, Men_NZ
dc.contributor.authorvan der Ham, Ven_NZ
dc.contributor.authorMilne, Jen_NZ
dc.contributor.authorJenkin, Cen_NZ
dc.date.accessioned2022-03-22T02:37:02Z
dc.date.available2022-03-22T02:37:02Z
dc.description.abstractThis study reports on a four-year project to embed academic literacy within one core course of a Bachelor of Education program. It involves an interdisciplinary collaboration between learning advisors, as literacy specialists, and lecturers, as subject specialists. It examines their roles and responsibilities and lecturers’ perspectives when handing over the teaching of academic literacy to them. Data encompasses interviews with lecturers, meeting notes, and cohort statistics about assessment grades. Discourse analysis with theory from Systemic Functional Linguistics identifies the shifting contributions of the collaborators and how lecturers evaluate their experiences. Findings suggest that handover is smooth when it is done gradually and involves intensive prior collaboration. However, the contrasting views of the lecturers raise questions about what is optimal for students. Although limited, data indicates that reductions in resubmission rates and students achieving in the minimal passing range co-occur with the addition of mini videos about reading and writing critically.
dc.identifier.citationTeaching in Higher Education, 1-19. doi:10.1080/13562517.2022.2048369
dc.identifier.doi10.1080/13562517.2022.2048369en_NZ
dc.identifier.issn1356-2517en_NZ
dc.identifier.issn1470-1294en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/15013
dc.languageenen_NZ
dc.publisherInforma UK Limiteden_NZ
dc.relation.urihttps://www.tandfonline.com/doi/abs/10.1080/13562517.2022.2048369
dc.rightsCopyright © 2022 Taylor & Francis. Authors retain the right to place his/her pre-publication version of the work on a personal website or institutional repository as an electronic file for personal or professional use, but not for commercial sale or for any systematic external distribution by a third. This is an electronic version of an article published in (see Citation). Teaching in Higher Education is available online at: www.tandfonline.com with the open URL of your article (see Publisher’s Version).
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectAcademic literacy development; Embedded literacy; Interdisciplinary collaboration; Systemic functional linguistics; Appraisal theory
dc.titleSustainable Embedded Academic Literacy Development: The Gradual Handover of Literacy Teachingen_NZ
dc.typeJournal Article
pubs.elements-id451482
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Faculty of Culture & Society
pubs.organisational-data/AUT/Faculty of Culture & Society/School of Education
pubs.organisational-data/AUT/Faculty of Culture & Society/School of Education/PBRF - review
pubs.organisational-data/AUT/Faculty of Culture & Society/School of Education/Teacher Education
pubs.organisational-data/AUT/PBRF
pubs.organisational-data/AUT/PBRF/PBRF Culture and Society
pubs.organisational-data/AUT/PBRF/PBRF Culture and Society/Education
pubs.organisational-data/AUT/PBRF/PBRF Te Ara Poutama
pubs.organisational-data/AUT/PBRF/PBRF Te Ara Poutama/Other Non-Faculty
pubs.organisational-data/AUT/University Central
pubs.organisational-data/AUT/University Central/Library
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