Willans, Fiona (2024) Evaluating an embedded model of academic literacy support: a can - do approach. [Conference Proceedings]
Full text not available from this repository.Abstract
Calls to embed academic literacy support are well-documented, due to the discipline-specific nature of the texts, discourses, and ‘ways of knowing’ that students need to master. This paper evaluates an undergraduate Linguistics course that has been designed to embed academic literacy support into a course without sacrificing discipline content. The discipline content is supplemented with additional activities that support listening and reading, an ‘exploring ideas’ strand to develop research skills, a
scaffolded series of linked written assignments, and online grammar quizzes, all of which focus on the same weekly content. A previous phase of the study showed a correlation between end-of-course grades and the extent to which students completed the activities designed to support their academic literacy development. However, it has not previously been possible to demonstrate exactly which
skills and competencies are achieved at which point of the course, or the extent to which the same skills and competencies are demonstrated at higher levels of the same programme. In this phase of evaluation, a rubric of ‘can do’ statements is used to show how complex academic practices can be broken down into mini learning outcomes, achievement of which can be evaluated at different points in time.
| Item Type: | Conference Proceedings |
|---|---|
| Subjects: | L Education > L Education (General) L Education > LC Special aspects of education |
| Divisions: | School of Pacific Arts, Communication and Education (SPACE) |
| Depositing User: | Fiona Willans |
| Date Deposited: | 26 Jan 2025 23:14 |
| Last Modified: | 26 Jan 2025 23:14 |
| URI: | https://repository.usp.ac.fj/id/eprint/14640 |
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