At the University of the South Pacific, we are currently piloting a new way to support discipline-specific academic literacy amongst our students, by embedding additional resources into core courses with the assistance of a VLE. We are working initially with one of own Linguistics courses, so that we serve as subject-specialist and language-specialist at the same time. Evaluation of the initiative is ongoing, focusing on learner 'engagement' with the additional support, as well as attainment.
The links below provide an overview of the approach we have taken in designing the course.
The links below provide an overview of the approach we have taken in designing the course.
Evaluation and dissemination of findings
We presented ‘Moving into the mainstream: Embedding research skills within a core academic course’ at the Pacific People’s Research Skills Symposium, Suva, 29-30 August 2018. You can access the slides here (and can see and hear some examples of what our students thought of the course if you select presentation mode).
An early summary was presented as a poster (left) in October 2018. The preliminary report on the project can be accessed here. We then presented some preliminary findings on student engagement with the learning design at the 2nd international conference on English Across the Curriculum, Hong Kong Polytechnic University, 3-5 December 2018. |
Evaluation phase
In 2021, we presented insights from the evaluation phase of the project, putting forward some 'can-do statements for academic literacy':
‘Evaluating an embedded model of academic literacy support: A can-do approach’. BALEAP Conference, University of Glasgow, 6-10 April 2021. (Conference proceedings in progess.)
‘Can-do statements for academic literacy: More objective insights into the acquisition of complex academic practices’. 3rd International Conference on English Across the Curriculum, Hong Kong Polytechnic University, 20-21 May 2021.
In 2021, we presented insights from the evaluation phase of the project, putting forward some 'can-do statements for academic literacy':
‘Evaluating an embedded model of academic literacy support: A can-do approach’. BALEAP Conference, University of Glasgow, 6-10 April 2021. (Conference proceedings in progess.)
‘Can-do statements for academic literacy: More objective insights into the acquisition of complex academic practices’. 3rd International Conference on English Across the Curriculum, Hong Kong Polytechnic University, 20-21 May 2021.
Publications
Willans, F., R. Buadromo, T. Bryce, R. Prasad & A. Fonolahi (2020). Supporting the transition to tertiary level: How students engage with academic literacy materials embedded into a mainstream course. In S. Naidu & S. Narayan (Eds.). Teaching and Learning with Technology: Pushing boundaries and breaking down walls (pp.137-163). Suva: University of the South Pacific Press.
Willans, F., A. Fonolahi, R. Buadromo, T. Bryce, R. Prasad & S. Kumari (2019). Evaluating learner engagement with academic literacy support: Making the most of Moodle. Journal of University Teaching & Learning Practice, 16/4. Available at: https://ro.uow.edu.au/jutlp/vol16/iss4/5
We have another chapter in press and more publications in the pipeline. Updates will be added as they become available ...
Willans, F., R. Buadromo, T. Bryce, R. Prasad & A. Fonolahi (2020). Supporting the transition to tertiary level: How students engage with academic literacy materials embedded into a mainstream course. In S. Naidu & S. Narayan (Eds.). Teaching and Learning with Technology: Pushing boundaries and breaking down walls (pp.137-163). Suva: University of the South Pacific Press.
Willans, F., A. Fonolahi, R. Buadromo, T. Bryce, R. Prasad & S. Kumari (2019). Evaluating learner engagement with academic literacy support: Making the most of Moodle. Journal of University Teaching & Learning Practice, 16/4. Available at: https://ro.uow.edu.au/jutlp/vol16/iss4/5
We have another chapter in press and more publications in the pipeline. Updates will be added as they become available ...