Practical challenges and possibilities for the integration of academic literacy in a first year subject

Jackson, Clifford M., Taylor, Pauline, and Adam, Raoul J. (2010) Practical challenges and possibilities for the integration of academic literacy in a first year subject. In: Proceedings of Australian Teacher Education Association Conference, pp. 1-6. From: ATEA 2010 Australian Teacher Education Association Conference, 4-7 July 2010, Townsville, QLD, Australia.

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Abstract

Changes to Queensland teacher accreditation (Queensland Government, 2009) have increased teacher educators' responsibility for graduate literacy. This paper offers a perspective on the implementation of a general literacy initiative into a specialist subject. Specifically, it details the engagement process undertaken with a broad academic literacy agenda, the First Year Literacy Initiative (FYLI), to refresh Foundations of Educational Technology, a first year education subject at James Cook University. An action research approach was used to identify and respond to key resourcing, pedagogical, assessment, and knowledge-based challenges and strategies. As subject lecturer I provide a preliminary evaluation of four strategies including (i) general-to-contextual resource adaptation, (ii) a teach-to-learn approach, (iii) a guidance-not-remedial approach to literacy feedback, and (iv) a collaborative action research approach to literacy integration across first year subjects.

Item ID: 11998
Item Type: Conference Item (Refereed Research Paper - E1)
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ISBN: 978-0-9752324-5-3
Date Deposited: 11 May 2011 00:09
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 20%
13 EDUCATION > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified @ 80%
SEO Codes: 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939903 Equity and Access to Education @ 70%
93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 30%
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