Creating an academic literacy framework to enhance collaboration between learning developers and subject academics
As learning developers, we are constantly engaging with subject lecturers to discuss the learning needs of our students. This case study describes the creation of an academic literacy framework designed to engage subject lecturers and improve collaboration between them and the learning development...
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Association for Learning Development in Higher Education (ALDinHE)
2019
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| Acceso en línea: | https://doaj.org/article/030b40f7e164479f9feb42222f2f2ddb |
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oai:doaj.org-article:030b40f7e164479f9feb42222f2f2ddb2021-11-29T14:02:33ZCreating an academic literacy framework to enhance collaboration between learning developers and subject academics10.47408/jldhe.v0i15.5391759-667Xhttps://doaj.org/article/030b40f7e164479f9feb42222f2f2ddb2019-11-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/539https://doaj.org/toc/1759-667X As learning developers, we are constantly engaging with subject lecturers to discuss the learning needs of our students. This case study describes the creation of an academic literacy framework designed to engage subject lecturers and improve collaboration between them and the learning development team in order to develop the academic skills of students. Our aim was to create a tool that would achieve three complementary goals: • Help subject lecturers pinpoint where their students are placed along a spectrum of skills. • Allow lecturers to request, and/or learning developers to recommend, skills sessions at the most appropriate time. • Allow the learning development team to identify gaps in provision. We used our experience as learning developers together with existing frameworks and schema to create a generic academic literacy framework for all disciplines. Because we perceived the HE level descriptors to be unsuitable for our needs, we aimed to create a framework that was not tied to specific levels. Once the framework was drafted, it was shared with other learning developers and subject academics to assess its suitability. This process provided results that confirmed we were moving towards an overall consensus and that the framework was fit for purpose. Rosella D'AlesioBen MartinAssociation for Learning Development in Higher Education (ALDinHE)articleAcademic literacy frameworkstudy skillscurriculum designembedded skillshigher educationstudent experienceTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 15 (2019) |
| institution |
DOAJ |
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DOAJ |
| language |
EN |
| topic |
Academic literacy framework study skills curriculum design embedded skills higher education student experience Theory and practice of education LB5-3640 |
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Academic literacy framework study skills curriculum design embedded skills higher education student experience Theory and practice of education LB5-3640 Rosella D'Alesio Ben Martin Creating an academic literacy framework to enhance collaboration between learning developers and subject academics |
| description |
As learning developers, we are constantly engaging with subject lecturers to discuss the learning needs of our students. This case study describes the creation of an academic literacy framework designed to engage subject lecturers and improve collaboration between them and the learning development team in order to develop the academic skills of students. Our aim was to create a tool that would achieve three complementary goals:
• Help subject lecturers pinpoint where their students are placed along a spectrum of skills.
• Allow lecturers to request, and/or learning developers to recommend, skills sessions at the most appropriate time.
• Allow the learning development team to identify gaps in provision.
We used our experience as learning developers together with existing frameworks and schema to create a generic academic literacy framework for all disciplines. Because we perceived the HE level descriptors to be unsuitable for our needs, we aimed to create a framework that was not tied to specific levels. Once the framework was drafted, it was shared with other learning developers and subject academics to assess its suitability. This process provided results that confirmed we were moving towards an overall consensus and that the framework was fit for purpose.
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| format |
article |
| author |
Rosella D'Alesio Ben Martin |
| author_facet |
Rosella D'Alesio Ben Martin |
| author_sort |
Rosella D'Alesio |
| title |
Creating an academic literacy framework to enhance collaboration between learning developers and subject academics |
| title_short |
Creating an academic literacy framework to enhance collaboration between learning developers and subject academics |
| title_full |
Creating an academic literacy framework to enhance collaboration between learning developers and subject academics |
| title_fullStr |
Creating an academic literacy framework to enhance collaboration between learning developers and subject academics |
| title_full_unstemmed |
Creating an academic literacy framework to enhance collaboration between learning developers and subject academics |
| title_sort |
creating an academic literacy framework to enhance collaboration between learning developers and subject academics |
| publisher |
Association for Learning Development in Higher Education (ALDinHE) |
| publishDate |
2019 |
| url |
https://doaj.org/article/030b40f7e164479f9feb42222f2f2ddb |
| work_keys_str_mv |
AT roselladalesio creatinganacademicliteracyframeworktoenhancecollaborationbetweenlearningdevelopersandsubjectacademics AT benmartin creatinganacademicliteracyframeworktoenhancecollaborationbetweenlearningdevelopersandsubjectacademics |
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