Right from the Start: A Rationale for Embedding Academic Literacies into University Courses and Curriculum

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dc.contributor.author Gunn, Catherine en
dc.contributor.author Hearne, S en
dc.contributor.author Sibthorpe, J en
dc.contributor.editor Lefoe, G en
dc.contributor.editor O'Reilly, M en
dc.date.accessioned 2012-03-29T19:16:37Z en
dc.date.issued 2011 en
dc.identifier.uri http://hdl.handle.net/2292/15984 en
dc.description.abstract This paper summarizes relevant research concepts, and then describes a case where online tutorials were used to integrate one generic academic skill - information literacy - into first year business courses. Tutorials covering the skills and information required to complete course assignments were designed so the content can be easily modified for different subjects and assessment tasks. Feedback from trials suggests that significant gains can be made using this embedded approach. Theoretical grounding of design concepts, integration into course activities and collaboration between course lecturers and academic support staff are all key success factors. The authors propose that this integrated approach is the most effective way to promote academic literacy skills development in large university classes, and that the learning design principles used in this case for Information Literacy could work equally well in other academic skill areas. Further research will be conducted to test this assumption. en
dc.relation.ispartofseries Journal of University Teaching and Learning Practice en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Right from the Start: A Rationale for Embedding Academic Literacies into University Courses and Curriculum en
dc.type Journal Article en
pubs.issue 1 en
pubs.volume 8 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 314584 en
pubs.org-id Faculty of Educ Social Work en
pubs.org-id Centre for Learning and Research in Higher Education en
pubs.number 6 en
pubs.record-created-at-source-date 2012-03-08 en


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