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1.
Higher education policy is seeking, in the interest of ‘quality assurance’, to reward teaching and the scholarship of teaching and learning (SoTL). Academic language and learning (ALL) advisers, who work closely with students to improve their performance in their courses of study, have much to contribute to SoTL. ALL advisers who adopt an ‘academic literacies’ approach share with lecturers in the disciplines an engagement with issues of ‘‐ography’ (i.e. writing in and for a discourse community)—including the relationships between epistemology, form, and language—yet, misconceptions about ALL advisers’ work can prevent discipline lecturers from consulting them when thinking about questions of teaching and learning in their own field. This paper discusses ALL advisers’ access to insights into students’ experiences of learning and of being taught, with relevance both for particular disciplines and for academic culture across the disciplines; their contributions to SoTL; the difficulties they encounter in trying to communicate across the borders of the disciplines; and ways of improving this situation in the context of the new emphasis on encouraging improvement in the quality of teaching.  相似文献   

2.
Internationally, there has been increasing emphasis on the teaching of the academic literacies, particularly reading and writing, in higher education institutions. However, recent research is highlighting the need for more explicit teaching of multimodal forms of communication, such as the visual literacies, in undergraduate courses in a wide range of disciplines such as the sciences, engineering and architecture. The research recognises that this is an area of academic literacy teaching that has often been neglected. This article draws on the findings of a research project which set out to understand both the multimodal literacy requirements and current practices in the teaching of these literacies in the earth and life sciences at a South African university. Three key themes are discussed: learning to see like a scientist, the importance of learning by switching between and integrating different modes of representation and teaching the conventions of representation in the sciences. The conclusion proposes ways for academic developers to work with staff to develop more explicit ways of teaching the visual literacies.  相似文献   

3.
This article explores the issue of what academic literacies research can bring to the study of knowledge and curriculum in higher education from a theoretical perspective and by means of illustrations from a work in progress academic literacies research project in the natural sciences. It argues that reading and writing are central to the process of learning in any discipline and that discipline specialists need to take this into consideration when planning their curricula. It also considers what knowledge means in the context of academic literacies research and how this conception of knowledge may differ from the knowledge structures researchers’ concern with knowledge as an object with its own properties. It comes to the conclusion that academic literacies research with its ethnographic-type exploration of social practice and theorisations of knowledge in the knowledge structures research can complement one another because each field of enquiry brings a lens that the other lacks.  相似文献   

4.
Students who have followed routes to Western universities other than the ‘traditional’ one – that is, an uninterrupted path from school to university – face greater challenges to their democratic participation in higher education than their ‘traditional’ counterparts. Until recently, universities have predominantly expected students with diverse entry points to assimilate into existing curricula and academic modes of operating. Such expectation, when combined with reductionist managerial accountability, has largely marginalised non-traditional students. This paper reports on a project which aimed to reverse this marginalisation in an Australian Bachelor of Social Work degree. It is argued that students from diverse linguistic, cultural and educational backgrounds, having greater challenges in negotiating privileged academic and discipline literacies, are better served pedagogically by curriculum design that resonates with their lifeworlds and makes tacit assumptions in university literacies explicit. Using practitioner action research in a partnership between a social work and an academic language and learning academic, pedagogies that utilised students’ literacy practices as assets for learning were enacted over two research cycles. The possibilities and constraints that emerged to support student learning and more equitable participation were examined. The findings suggest that it is possible, even under current preoccupations with measurements and budget constraints, to signal key points of negotiation for pedagogic change to respond more inclusively and equitably to contemporary university students.  相似文献   

5.
Abstract

First-year university students’ underdeveloped academic literacies can lead to dissatisfaction and poor performance. University teachers find it difficult to take action without an understanding of students’ perceptions and needs. This study investigates first-year Chinese students’ perceptions and experiences related to assessment of academic literacies in an English-as-a-foreign-language university context. The datasets include student focus groups at two different time points over their first university year, self-reflective essays written by students at the end of the year, and audio records of nine units of teaching in three teachers’ classes. Findings highlight that fostering students’ academic literacies incorporates both linguistic development and epistemological adaptation. Students held mixed feelings towards alternative assessment other than examinations. Their personal learning goals of using English in everyday scenarios dampened their commitment to teachers’ goals of developing learners’ academic literacies. Findings suggest assessment can be an effective ‘card’ played by teachers to nurture students’ appreciation of new learning goals, communicate areas for improvement in learning strategies, and demonstrate their visible progress.  相似文献   

6.
Pedagogical practices are fundamental to teachers' work, and in the spaces of schooling impact significantly on students' success and achievement (Evans, J. 1986. Physical Education, Sport and Schooling: Studies in the Sociology of Physical Education. London: Falmer Press.). This is especially the case for students from disadvantaged backgrounds who are deeply reliant on schooling for their educational resources. This article explores the interrelationships between pedagogical practices, the physical education curriculum at the senior secondary level and learning by both students and a teacher in a school located in an area of socio-economic disadvantage. Action research investigating a pedagogical redesign of a unit of ‘Skill Acquisition’ is the specific focus. Of key interest are pedagogical practices that incorporated opportunities to learn ‘about’ Skill Acquisition ‘through’ and ‘in’ movement. These practices attempted to develop and apply scientific literacies specific to the human movement sciences, which are important for academic success in senior secondary physical education. Findings reveal high student engagement, increasing utilisation of scientific literacies and application of new learning to life-world situations. We argue that pedagogical practices that integrate learning ‘about’ ‘through’ and ‘in’ movement disrupt default modes of teaching theoretical concepts in physical education, which diminish opportunities for academic success amongst students from low-socio-economic backgrounds.  相似文献   

7.
The scrumpled geography of literacies for learning   总被引：1，自引：0，他引：1  
This paper draws upon the experience of the Literacies for Learning in Further Education research project in the UK. The project explored the literacy demands of a number of curriculum areas and the literacy practices of students in their everyday lives, in order to identify those ‘border literacies’ which may act as resources for learning and attainment within their college courses. Drawing on Literacy Studies and aspects of actor-network theory, this article outlines the conceptual innovations that we found necessary arising from our data analysis, extending existing work on situating practice and boundary crossing to posit a conceptual landscape that we term the scrumpled geography of literacies for learning. This landscape is one in which purification, naturalization and translation are key concepts, where literacy practices are enacted as network effects of a folding of a range of micro-practices into conglomerations.  相似文献   

8.
This study describes job activities, role expectations, and jobs satisfactions of academic advisers. The sample consisted of 452 faculty and staff academic advisers in five colleges at the University of Minnesota (Twin Cities). Seventy-two percent of the sample completed the questionnaire. The work of the academic adviser can be classified into four clusters of job activities. Three involve helping students: (1) with special academic, social, or financial problems, (2) with emotional or psychological problems, and (3) with academic and career guidance problems. The fourth involves administrative activities. Results from this study also suggest that advisers spend most of their time approving registration cards and providing information about academic requirements. Most advisers view themselves as appropriate sources of help in academic and vocational guidance areas rather than in personal or social ones. In general, most academic advisers are satisfied with their work as an adviser. A substantial percentage is dissatisfied with the amount of recognition they receive. Finally, those advisers with more advanced degrees and those with larger numbers of advisees tend to be more dissatisfied.  相似文献   

9.
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10.
Students who register for counselling courses in higher education are mature adults who come from diverse disciplines. They are rich in experience and during the process of counselling education become proficient in adapting to changing circumstances, and working with personal and professional challenge. The requirements for studentship in the field of counselling demand stringent self-examination in group settings, and surpass those required for courses which require only subject knowledge and academic skills. Because of their willingness to pursue self-discovery, counselling students provide a rich source of data for researchers interested in lifelong learning from an holistic perspective of achieving UNESCO's vision of the ‘full development of the personality’ (cited in Darkenwald and Merriam 1982: 13). Student counsellors must demonstrate a willingness to work with uncertainty, an ability to develop personal learning goals and have the capacity to appraise personal development (Mearns 1997: 99). This study examines how student counsellors discover strategies for learning, and how they manage the personal/professional divide. Existing intimate partnerships are viewed as supportive, but suspicious of the learning process. The narratives of students indicate that ‘professionalism’ is about acceptance of self, as much as about qualifications and practice. Participants describe the process of becoming professional, alongside the process of struggling to fit in with the academic requirements of a university. Lifelong learning is described as lacking a framework for acceptance by others, and therefore seen merely as a diversion in the lives of adults. From a counselling perspective, learning requires opportunities for employment so that professional and personal development can continue. Such courses at present appear to offer only a short-term ‘permissive structure’, for learning to take place.  相似文献   

11.
Abstract

Student difficulties with the transition to writing in higher education are well documented whether from a ‘study skills’, an ‘academic socialisation’ or an ‘academic literacies’ perspective. In order to more closely examine the challenges faced by students from widening participation backgrounds and diverse routes into undergraduate study, this project focuses on first-year undergraduate experiences of developing academic literacies on an Education Studies programme at one university in England. It highlights the impact of different support and guidance within and beyond their degree programme where attempts to embed academic literacy development are part of subject modules. The paper reports the findings generated using a mixed methods interpretive approach. Questionnaires were collected at the beginning (n = 48) and end of the students’ first year (n = 44), and interviews and visual data collection methods (n =19) were used at the mid-point of the academic year. Key findings highlight students’ expectations of achievement on entry to university and the influence of the emotional journey of students as they begin to make progress as academic writers. Identifying, selecting and applying academic reading were an enduring concern whilst some students struggled with the digital literacy implicit in undergraduate work. Importantly, some strategies developed to support student transition to academic writing in higher education may have unintended consequences as they progress through the first year.  相似文献   

12.
This article describes a small scale ethnographically oriented research study seeking to contribute to understanding student academic literacy practices in a South African vocational, web design and development course. In this course digital multimodal assessments are the main means whereby students demonstrate their learning. The findings of the study provide insights into the contextualised ways in which student academic literacy practices are shaped by academic and professional contexts where digital and multimodal practices are privileged. The academic literacies perspective used in this study, while useful for exploring the nature of student academic literacy practices, has not paid enough attention to theorising how literacy practices are shaped by broader contextual influences. To address this limitation the paper speculates about how the Bernsteinian concept of knowledge recontextualisation might be used alongside an academic literacies frame. The inclusion of an empirical focus on recontextualisation can provide an opportunity to explore how knowledge construction and transformation processes in the academic and professional domains result in the privileging of particular academic literacy practices.  相似文献   

13.
Academic literacies research has been identified as an emerging but significant field in higher education. This article extends the discussions around methodology in academic literacies research by drawing on the current text and context debates in sociolinguistics and linguistic ethnography. It uses illustrations from a recent academic literacies research project to reflect on methodology and to emphasise the importance of a prolonged engagement with participants’ writing practices and experiences as well as the collection and analysis of a range of types of data to allow the researcher to become more familiar with the context. Methods such as allowing students to interpret their own writing, classroom observation and students’ written literacy histories gave the researcher real insights into the way students made connections to their own familiar contexts in order to learn. The research also highlighted the manner in which communication between students and teaching staff can break down because teachers misinterpret student utterances when they do not understand or know the contexts that the students are drawing on. At the same time, however, the researcher sounds some caution about the use of dialogue in ethnographic methodologies because communication is a two-way process and allocation of linguistic resources has been unequal. Therefore, where students’ resources do not match the context, they may struggle to communicate with the interviewer and to interpret their written texts. In these cases, interviewees who are first language speakers from privileged schooling backgrounds may be able to contextualise and interpret their writing more fully than interviewees who are speakers of English as a second or foreign language and who come from poorer rural schools.  相似文献   

14.
This paper describes a phenomenographic study of undergraduates’ experiences of information literacy when researching an essay in a first‐year environmental studies course. Three hierarchical categories were identified that represented students’ experiences: (i) seeking evidence; (ii) developing an argument; and (iii) learning as a social responsibility. The critical variation that delimited the categories included students’ focus on learning, focus on the essay task, use of information in the course, use of information in the essay, use of contrasting perspectives and development of argument. Strategies for designing curricula are suggested based on the educationally critical aspects that the study reveals, and the nature of information literacy as a ‘generic’ skill is questioned. The study has significance for students, teachers, librarians, academic skills advisers and academic developers in higher education.  相似文献   

15.
中等职业学校由于缺乏相对数量的专任心理教育教师,导致心理教育教师团队建设发展相对滞后,进而影响学校心理健康教育工作的开展以及学生心理的健康发展。通过分析中职学校心理健康教育教师团队建设的困境,同时在明确困境的基础上分析中职学校心理健康教育教师团队建设过程中的可利用因素,倡导中职学校建立以“专职心理教师主导,学科教师心理渗透辅助,班主任组织协调”为整体框架的心理健康教育教师团队,同时尝试提出相应的反思与评估机制,促进中等职业学校教师团队优化发展。  相似文献   

16.
Feelings of threat, challenge, motivation, self-efficacy, and transactional distance reflect students’ struggles with the learning process. This study examined the relationship between students’ subjective feelings about the learning process in virtual and blended courses (VC and BC). This is a mixed-method study. The sample included 484 students from two academic institutions in Israel. The study found a connection between students’ subjective feelings about the learning process in VC and BC and feelings of threat/challenge, motivation, and self-efficacy. We found differences between students in different years of study and between those studying in various fields of study.  相似文献   

17.
In this article we present an integrative model of team learning. Literature shows that effective team learning requires the establishment of a dialogical space amongst team members, in which communicative behaviours such as ‘sharing’, ‘co-construction’ and ‘constructive conflict’ are balanced. However, finding this balance is not enough. Important questions such as ‘communicating about what?’, ‘communicating with whom?’ and ‘communicating for what?’ remain crucial. Five other process variables ‘team reflexivity’, ‘team activity’, ‘boundary crossing’, ‘storage’ and ‘retrieval’ are identified. Besides the core process variables, our model organises the most important inputs, catalyst emergent states and outputs of team learning.  相似文献   

18.
After the 1992 Further and Higher Education Reform Act enabled polytechnics and the qualifying franchised colleges to be renamed universities or higher education institutions, the dominance of the rhetoric of skill development aggravated long‐standing schisms between further and higher education about whether or not degree‐level courses should be available in further education. One aspect of these disagreements concerns the dominance of a skills deficit model and its influence in learning and teaching. This article draws on the findings of a study into the role of a Students’ Skills Centre (SSC) in a post‐1992 university. It focuses on how and why working in SSCs is envisaged as a subordinate function, as a ‘support’ and not a ‘teaching’ role. The research study utilised both quantitative and qualitative research methods in a case‐study design to examine the nature of students’ requests for help in an SSC. The article argues that academic skills, including writing, study and key skills, are more effective if taught in a subject/disciplinary‐specific context. Hence, lecturers in the SSC had to provide intensive teaching, which, at the same time, also addressed this contextual dimension. This is a complex and highly specialised teaching process, yet, despite the yearly increase in numbers of students attending the centre for help, university managers and some academic staff refused to acknowledge the complexity of the nature of students’ learning requirements or the teaching function of the role of lecturers working in the SSC.  相似文献   

19.
With the massification of higher education in a knowledge-driven economy, Western universities have struggled to keep pace with the cultural, linguistic, educational and economic diversity of university students and the complex realities of their lifeworlds. This has generated systemic inequities for diverse or ‘non-traditional’ students, and left academics with pedagogic uncertainty. This paper reports on action research that examined curricular and pedagogic practices that made elite academic codes explicit, and utilised students’ Funds of Knowledge as assets for disciplinary learning, in an Australian university. The action research confirmed the potential of creating bridges between the cultural practices and literacies of diverse students and the acquisition of disciplinary knowledge, facilitating their negotiation of multiple literacies and the successful participation of all students. Institutional arrangements – governed by economic, cultural and socio-political conditions – that enabled and constrained these potentials were highlighted, suggesting areas for negotiation for the pedagogies’ ongoing and wider use.  相似文献   

20.
This article explores theoretical and methodological issues in literacy studies emerging from an investigation of how children and adults make meanings when virtual worlds are embedded in classroom contexts. Drawing on the work of Law and Mol and Kwa's exploration of ‘baroque complexity’, it highlights the importance of recognising and interrogating multiplicity in examining interactions through and around texts. The implications of this, we suggest, go beyond research into literacies in digital environments to raise questions about how we theorise and research literacies more generally. In particular, this leads us to re‐examine the use of the literacy event as a unit of analysis. We argue that these issues are particularly important at a time when diverse and multiple literacies collide with educational policies that reduce literacies to ‘the basics’ and to simple models that prescribe what is learned.  相似文献   

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