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

Goldingay, Sophie, Hitch, Danielle, Carrington, Ann, Nipperess, Sharlene and Rosario, Viola 2016, Transforming roles to support student development of academic literacies: a reflection on one team’s experience, Reflective practice, vol. 17, no. 3, pp. 334-346, doi: 10.1080/14623943.2016.1164682.

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Title Transforming roles to support student development of academic literacies: a reflection on one team’s experience
Author(s) Goldingay, SophieORCID iD for Goldingay, Sophie
Hitch, DanielleORCID iD for Hitch, Danielle
Carrington, Ann
Nipperess, Sharlene
Rosario, Viola
Journal name Reflective practice
Volume number 17
Issue number 3
Start page 334
End page 346
Total pages 13
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2016
ISSN 1462-3943
Keyword(s) academic literacies
inclusive curriculum development
social work
discipline specific
role of academics
Summary 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.
Language eng
DOI 10.1080/14623943.2016.1164682
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Informa UK
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Document type: Journal Article
Collections: Faculty of Health
School of Health and Social Development
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