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  • 1. Making transitions from academic literacy to professional literacy: the nexus of the practical and the theoretical.
  • 2. PEPE INC 2008 <ul><li>Jan Millwater ( Dr.) </li></ul><ul><li>President, PEPE INC . Journal Editor. </li></ul><ul><li>Faculty of Education Queensland University of Technology KELVIN GROVE  Q  4059 </li></ul><ul><li>Brisbane ( temperature 29 degrees C) Australia. </li></ul>
  • 3. Transitions Learning and Employability <ul><li>I wish to acknowledge the work contributed by the QUT team- Professor Peter Taylor-ED, </li></ul><ul><li>Dr Robyn Nash- Health, </li></ul><ul><li>Deidre Seeto - MD, </li></ul><ul><li>Melinda Service- Health, </li></ul><ul><li>Christy Collis &amp;, Shaaron Boughen - Creative Industries. </li></ul>
  • 4. Key words <ul><li>Transitions </li></ul><ul><li>tertiary literacy </li></ul><ul><li>graduate attributes </li></ul><ul><li>graduate capabilities </li></ul><ul><li>employability skills </li></ul><ul><li>transferable skills </li></ul><ul><li>lifelong learning. </li></ul><ul><li>professional literacy </li></ul>
  • 5. Methodology <ul><li>literature search into government and university reports on university/employers needs with regard to employability </li></ul><ul><li>interviews with staff (especially course leaders and coordinators) </li></ul><ul><li>students in focus groups </li></ul><ul><li>an analysis of reports from final year students in capstone units (Internships and the Education Faculty Stepping Out Conference) </li></ul><ul><li>case studies of exemplary teaching and learning events and strategies </li></ul><ul><li>our own stories/experiences. </li></ul>
  • 6. Conceptual framework <ul><li>Department of Education Science and Training, 2006 ; </li></ul><ul><li>Business Industry and Higher Education Collaboration Council, 2007; </li></ul><ul><li>Watts, 2006; </li></ul><ul><li>Yorke &amp; Knight, 2006; </li></ul><ul><li>Washer, 2007; </li></ul><ul><li>Association of Graduate Careers Advisory Services, 2005. </li></ul>
  • 7. Transitions Learning <ul><li>students’ sense of themselves, as individuals and as learners </li></ul><ul><li>the sense-of-self that students are challenged to re-construct in order to achieve transition </li></ul><ul><li>Commitment to change </li></ul>
  • 8. Transition phases over time. Taylor, P. G., Millwater, J., &amp; Nash, R. (2007). Talking about transitions: the value of a conceptual approach (p. 3).
  • 9. Employabilty <ul><li>assumes the ability to effectively apply knowledge and a range of skills which workers need to enter and continue to use effectively within work environments. </li></ul><ul><li>is contained within graduate attributes of the individual </li></ul><ul><li>should not be confused with simply getting employment </li></ul>
  • 10. Graduate Attributes <ul><li>the qualities, skills and understandings a university community agrees its students would desirably develop during their time at the institutions (Bowden, Hart, King, Trigwell, &amp; Watts, 2000) </li></ul><ul><li>shape the contribution they are able to make to their profession and as well as a citizen… </li></ul>
  • 11. Graduate capabilities <ul><li>equivalent to employability skills and are generic across the university </li></ul><ul><li>generic to a whole range of life and work contexts </li></ul>
  • 12. Tertiary literacies v. Professional literacies
  • 13. Professional Literacy <ul><li>As work-ready preservice professionals make the transition out of university they look forward to being further professionally developed within a new environment by their employers </li></ul><ul><li>PL cannot be attained until a job is attained – extension of levels of attributes </li></ul><ul><li>Context variables shape new learning </li></ul>
  • 14. Articulation of GA into PL. <ul><li>In using a Learning Continuum concept an appreciation of the particular principles listed below generate the deep learning ability which forms integrated knowledge and understanding and attitudes </li></ul><ul><li>Acquisition </li></ul><ul><li>Application </li></ul><ul><li>Personalisation </li></ul><ul><li>Actualisation </li></ul>
  • 15. Institution embeddednesss <ul><li>In particular, the four recommendations of the project, with reference to course curriculum design ,are these: </li></ul><ul><li>All courses draw on a shared QUT-wide understanding of and language for transitions </li></ul><ul><li>All courses systematically scaffold students’ understanding, confidence, and self-management of their transitions into new professional environments thorugh enlightened and engaging teaching and learning processes </li></ul><ul><li>All courses systematically scaffold the development of students’ employability </li></ul><ul><li>All three above be embedded in the core curriculum and must be monitored and evaluated through a university wide assessment scheme.. </li></ul>
  • 16. Thank you <ul><li>Please email me on </li></ul><ul><li>j.millwater@qut.edu.au </li></ul><ul><li>For paper (incl. references.) </li></ul>

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