Embedding Academic Literacy Skills: Towards a Best Practice Model

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aut.relation.articlenumber8en_NZ
aut.relation.issue3en_NZ
aut.relation.volume11en_NZ
aut.researcherMcWilliams, Robyn
dc.contributor.authorMcWilliams, Ren_NZ
dc.contributor.authorQuentin, A
dc.date.accessioned2016-11-16T03:50:03Z
dc.date.available2016-11-16T03:50:03Z
dc.date.copyright2014-12en_NZ
dc.date.issued2014-12en_NZ
dc.description.abstractLearning 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.en_NZ
dc.identifier.citationJournal of University Teaching & Learning Practice, 11(3), 2014. Available at:http://ro.uow.edu.au/jutlp/vol11/iss3/8en_NZ
dc.identifier.issn1449-9789en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/10175
dc.languageEnglishen_NZ
dc.publisherResearch Online, the University of Wollongong
dc.relation.urihttp://ro.uow.edu.au/jutlp/vol11/iss3/8en_NZ
dc.rightsResearch Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: research-pubs@uow.edu.au
dc.rights.accessrightsOpenAccessen_NZ
dc.titleEmbedding Academic Literacy Skills: Towards a Best Practice Modelen_NZ
dc.typeJournal Article
pubs.elements-id193784
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Strategy & Stakeholder Relations Group
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