Transforming roles to support student development of academic literacies: a reflection on one team's experience.

Autor/inn/en	Goldingay, Sophie; Hitch, Danielle; Carrington, Ann; Nipperess, Sharlene; Rosario, Viola
Titel	Transforming roles to support student development of academic literacies: a reflection on one team's experience.
Quelle	In: Reflective practice, (2016) 3, S.334 PDF als Volltext (1); PDF als Volltext (2) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1462-3943
DOI	10.1080/14623943.2016.1164682
Schlagwörter	Social work; Scaffolding; Academic literacies; Discipline specific; Inclusive curriculum development; Role of academics
Abstract	Social work is a discipline that attracts students from diverse academic backgrounds. Many are first in family to attend university, and come to university through alternative pathways such as vocational education. As a result, there are higher levels of attrition compared to other disciplines, especially in the first year. To address this, and in keeping with a commitment to provide accessible education, one school of social work undertook a project to embed academic literacies into the curriculum. This paper used Gibb's reflective process to explore how this was experienced by team members. Data were collected via staff focus groups at two different points in time across the project and compared. The reflection unpacked a number of tensions experienced by team members, including concerns about potential loss of resources as a result of academics adopting new roles, and concerns about implementing what was seen as Westernised academic skills which may not fit with students' ways of thinking and creating knowledge. Overfull curricula and constant change also appeared to be of concern. The reflection highlighted that to achieve effective and sustainable change, action was required at multiple levels.
Erfasst von	OLC
Update	2021/4/12