Partnerships for student success: Integrated development of academic and information literacies across disciplines

Bev Kokkinn & Cathy MaharLearning & Teaching Unit & LibraryUniversity of South AustraliaNovember 2011

Outline

academic and information literacies models of delivery UniSA context model for integration at UniSA example evaluation conclusion

First year experience

widely diverse group socio-cultural characteristics, expectations, levels of preparedness

anxieties around assessment play a critical role –students challenged by “academic languages and conventions (including assessment genres) they … encounter as the vehicles for evidencing learning success in higher education” (Kift & Moody 2009)

Academic literacies

practices in universities differ between disciplines and can be viewed as social practices that are common to individual disciplinary communities.

students’ perspective “a dominant feature of academic literacy practices is the requirement to switch their writing styles and genres between one setting and another, to deploy a repertoire of literacy practices appropriate to each setting, and to handle the social meanings and identities that each evokes” (Lea & Street, 2006).

Academic literacies

Lea & Street (2006) identified three approaches or models of how “student writing” is supported in higher education.

1. a “study skills” model – assumes writing as a set of skills which can be remediated through training.

2. an “academic socialisation” model - assumes writing as a “transparent medium of representation” and “one culture” which can be inculcated into students through writing courses.

Academic literacies

3. the “academic literacies” model: – student writing and learning as issues at the level of epistemology and identities rather than skill or socialisation

– assumes knowledge as constituted in discourses and power, where writing is taught within disciplines as well as generic courses on language/writing awareness.

Information literacy

“an understanding and set of abilities enabling individuals to recognise when information is needed and have the capacity to locate, evaluate, and use effectively the needed information” (Association of College and Research Libraries, 2000).

A set of progressive stages or building blocks, with skills in the earlier categories being necessary to develop skills in the later categories.

Australian and New Zealand Information Literacy (ANZIIL) Framework

UniSA Graduate Qualities:

#2: “prepared for lifelong learning … be information literate”

Commonly used models

during orientation periods and in the first weeks of study as a “just in case” strategy.

“study skills” model (Lea & Street 2006)

extra-curricular generic skills development delivered by staff outside the central courses

of study

Potential partners

http://www.flickr.com/photos/horiavarlan/4273913228

Model: integration

Development of literacies within content of courses – 3 levels of cooperation:

a “consultation” “collaboration” “team teaching”

(Dudley-Evans 2001 cited in Jones, Bonanno, & Scouller, 2001, p. 226)

Models identified

Generic study skills models

2 – way collaboration: Learning Adviser Course Coordinator Librarian Course Coordinator Learning Adviser Librarian

3 – way collaboration: Learning Adviser Librarian Course Coordinator

3-way model: integrated academic and information literacies across disciplines

Consulted Dean:Teaching & Learning Systemic, systematic and strategic approach – Question of

sustainability?

Identified programs and courses to target Arranged meetings with Course Coordinators in

targeted courses Discussed ‘hidden’ expectations; negotiated modes

of delivery Prepared materials – in close consultation with staff Delivered Evaluated Reviewed and renegotiated for following year

Example: Nursing

December 2008 – move to different campus Initial meetings with program directors Meetings with Program Director & Course Coordinators Led to close collaboration with 6 Course Coordinators Courses for commencing students (Yr1 & Yr2)

Integrated support varied in terms of extent of integration mode of delivery

collaborative question design lectures/podcasts electronic resources extra-curricular activities

Study Period

CourseNo of

students

Assignment Question Design

Lect/

Pod

Elec. Res.

Extra-Curr

Feb

to

Jun

First year Nursing course 536Essay planEssayReport

Feb

to

Jun

*First year Nursing course

463Essay planEssay

Feb

to

Jun

Second year Nursing course (2009)

817 Essay

Jul

to

Nov

First year Nursing course 579ReportPortfolio item

Jul

to

Nov

*Second year Nursing course

798 Essays 1 & 2

Jul

to

Nov

First year Nursing course 498Reflective paperResearch paperHealth report

Being a Health Professional

Online assignment help

Analysing the question

Finding information

Evaluation Student surveys

Electronic in targeted courses Course Coordinator email 600 students – 30% response (2007 data)

Staff survey 9 Course Coordinators – 7 responses (2007 data)

Minute papers 2009-11 (Nursing – after the lectures)

Course Evaluation Instrument Question about the LA/AL ‘Assignment Help’

Feedback on the CEI

Could read the information in my own time at home... It helped to ease the stress out of it. They were a great guide especially after returning to

study after 18 years. It also answered some of my questions without having to

ask a lecturer I thought the online assignment help was excellent. I felt

it provided help step-by-step, and gave me a clear understanding of what was expected of me in the assessment. I felt it helped me better plan what I needed to do in the time provided. A fantastic idea.

Partners for integration

The model at UniSA

“academic literacies” model in programs (Lea & Street 2006)

3-way collaboration between Course Coordinators, Learning Advisers and Librarians

academic and information literacies that are discipline specific and interlinked

commencing students targeted integration continues beyond the first study period into

later year courses reaches many students

The solution:

Acknowledgements and thanks

the Learning Advisers and Academic Librarians involved from 2006 to 2011

the Program Directors and Course Coordinators from 2006 to 2011