Liv teach meet 26 05-11andrewflemming

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Liv teach meet 26 05-11andrewflemming

  1. 1. Learning Literacies: a new approach to academic support at Edge Hill University<br />Andrew Fleming <br />Academic Liaison Manager – Arts and Sciences<br />Learning Services<br />
  2. 2. What are learning literacies?<br /><ul><li>The term ‘learning literacies’ is taken from a JISC-funded research project: Learning Literacies for a Digital Age (2009) www.academy.gcal.ac.uk/llida
  3. 3. Brings together what has traditionally be covered separately under ‘information literacy’ and ‘academic skills’
  4. 4. Reflects the breadth and depth of skills, knowledge and behaviours that students need to be successful learners in HE and beyond
  5. 5. Promotes collaboration between academic and support staff</li></li></ul><li>Learning literacies in practice<br />First Assignment Survival Toolkit (FAST)<br /><ul><li>a programme of 5 drop-in workshops, each covering different aspects of the learning process
  6. 6. delivered through the autumn term, supporting students in ‘real time’ as they worked on their first assignment
  7. 7. designed and delivered collaboratively by study skills advisors and subject librarians</li></li></ul><li>The FAST programme<br />Week 1:<br />Planning your assignment<br />Week 2: <br />Research skills<br />Week 3: <br />Reading and critical thinking<br />Week 4: <br />Academic writing<br />Week 5: <br />Referencing<br />
  8. 8. Evaluation<br /><ul><li>Over 200 students have attended one or more of the sessions
  9. 9. Feedback has been positive:</li></ul>“We can find journals without any problems now and have been helping our friends too.” <br />“This is so helpful and will save me hours of wasted time.”<br /><ul><li>Some academics had reservations about what they saw as a generic, centralised approach (and use of the word ‘survival’)</li></li></ul><li>Next steps<br />Collaboration with academic departments to integrate learning literacies in subject teaching and PDP<br />Promote the concept of an ‘extended induction’ (and our role within it)<br />Increase opportunities for librarians and skills advisors to work together – with appropriate support and development<br />
  10. 10. References<br />Beetham, H, McGill, L, and Littlejohn, A (2009) Thriving in the 21st century: Learning Literacies for the Digital Age,JISC/The Caledonian Academy, www.academy.gcal.ac.uk/llida<br />Einfalt, J and Turley, J (2009) Developing a three-way collaborative model to promote first year student engagement and skill support. E-Journal of Business Education & Scholarship of Teaching 3 (2), 41-48<br />Gourlay, L (2009) Threshold practices: becoming a student through academic literacies. London Review of Education, 7(2), 181-192<br />Jacobs, C (2007) Mainstreaming academic literacy teaching: Implications for how academic development understands its work in higher education. South African Journal of Higher Education, 21(7),870-881<br />Lawrence, J (2005) Addressing diversity in higher education: Two models for facilitating student engagement and mastery. In: A Brew & C Asmar (Eds), Higher Education in a changing world. Research and Development in Higher Education, 28, 243-252 Sydney: University of Sydney.<br />Lea, M and Street , B (1998) Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157–72<br />Raviv, A (2009) Academic Skills: The Key to Meaningful Learning in Higher Education. International Journal of Learning, 16 (8), 377-391<br />Wingate, U (2006) Doing away with study skills. Teaching in Higher Education, 11 (4), 447 - 460<br />

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