Holding up mirrors: reflections on academic literacy development across course curricula

Rosario, V., Thies, L., Wishart, L., Moles, J., Goldingay, S., Hosken, N., Nipperess, S., Carrington, A., Owen, W., and Hitch, D. (2013) Holding up mirrors: reflections on academic literacy development across course curricula. In: Abstracts from the 11th Biennial Conference of the Association for Academic Language and Learning. pp. 75-76. From: AALL 2013: 11th Biennial Conference of the Association for Academic Language and Learning, 14-15 November 2013, Melbourne, VIC, Australia.

PDF (Abstract Only) - Published Version
Download (145kB) | Preview
View at Publisher Website: http://mams.rmit.edu.au/a5wbjmsod461.pdf


The aim of the HEPPP funded project presented here is to embed support for the development of academic literacies (Lea & Street 1998) by developing inclusive curricula in courses with a high percentage of students from low socioeconomic status (LSES) backgrounds (Devlin et al. 2012). Reflection is central in both the Bachelor of Early Childhood Education (BECE) and the Bachelor of Social Work, and the student profiles in these two courses mirror each other, but the approach taken differs.

Many BECE students enter university through a TAFE pathway, some have low or no school exit scores and may have faced significant educational disadvantage in the past (Whitington et al. 2009). The BECE team responded to the invitation to use the Harper (2011) framework for academic literacy mapping by revising it and making it their own. Similarly, a large proportion of social work students are mature aged and first in their family to attend university with many entering via the TAFE sector (Goldingay et al. 2011). This earlier study found differences between staff and student perceptions of the academic skills needed for success, so resources developed through the project drew on the student voice and student perceptions to invite new students into disciplinary practices. This presentation will illustrate the approaches taken by Language and Learning Advisers (LLAs) working collaboratively with these two academic teams to help academic staff reflect on, scaffold and support the development of the academic literacies relevant to their discipline and provide more relevant feedback (Jolly 2001).

Item ID: 45081
Item Type: Conference Item (Abstract / Summary)
Keywords: academic literacies; TAFE pathways; inclusive curriculum development; LSES students; increasing participation; widening participation; collaborative approaches
Related URLs:
Date Deposited: 11 Aug 2016 01:56
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL) @ 50%
16 STUDIES IN HUMAN SOCIETY > 1607 Social Work > 160799 Social Work not elsewhere classified @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939903 Equity and Access to Education @ 20%
93 EDUCATION AND TRAINING > 9303 Curriculum > 930399 Curriculum not elsewhere classified @ 80%
Downloads: Total: 79
Last 12 Months: 1
More Statistics

Actions (Repository Staff Only)

Item Control Page Item Control Page