How sufficient is academic literacy? re-examining a short-course for 'disadvantaged' tertiary students
Paper
Paper/Presentation Title | How sufficient is academic literacy? re-examining a short-course for 'disadvantaged' tertiary students |
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Presentation Type | Paper |
Authors | Henderson, Robyn (Author) and Hirst, Elizabeth (Author) |
Editors | Jeffery, Peter L. |
Journal or Proceedings Title | Proceedings of the AARE Conference 2006: Engaging Pedagogies |
Number of Pages | 10 |
Year | 2007 |
Place of Publication | Coldstream, Vic, Australia |
Web Address (URL) of Paper | http://www.aare.edu.au |
Conference/Event | AARE 2006: Australian Association for Research in Education Annual Conference 2006: Engaging Pedagogies |
Event Details | AARE 2006: Australian Association for Research in Education Annual Conference 2006: Engaging Pedagogies Event Date 27 to end of 30 Nov 2006 Event Location Adelaide, Australia |
Abstract | Recent discussions about learning have problematised academic literacy and its place within an increasingly plural, multicultural, multilingual and textually multimodal society. The take up of academic language, once considered central to a 'schooled' and 'intelligent' person, is now, Gee (2004, p.94) argues, 'at best a necessary, but not sufficient condition for success in society'. In light of these comments, we re-examine a successful short-course in academic literacy that was conducted for a cohort of 'disadvantaged' students enrolled in the first year of an education degree (see Hirst, Henderson, Allan, Bode & Kocatepe, 2004). Based on a sociocultural approach to learning and a conceptualisation of tertiary literacy as a social practice, the short-course disrupted deficit views of individual students and helped students expand their literate repertoires. In our re-examination, we draw on Gee’s (2003, 2004, 2005) discussions of learning principles in multimediated contexts, including video and computer games, and his preference for the notion of affinity spaces over communities of practice. We begin by reframing academic literacy, then consider whether such a course has the potential to work with the increasing diversity of tertiary students’ learning and life experiences while preparing them for successful participation in tertiary education contexts. |
Keywords | academic literacy; tertiary literacies; tertiary education; disadvantage; learning |
ANZSRC Field of Research 2020 | 390307. Teacher education and professional development of educators |
390303. Higher education | |
Public Notes | All the Abstracts and Conference Papers in this collection are copyright under Australian law and international conventions. Each Abstract or Conference Paper is copyright by the individual author or authors and may not be reproduced without permission of the author or authors. If necessary AARE will assist those wishing to reproduce the works to locate authors. ISSN 1324-9320 (CD). |
Byline Affiliations | Faculty of Education |
Griffith University |
https://research.usq.edu.au/item/9xy95/how-sufficient-is-academic-literacy-re-examining-a-short-course-for-disadvantaged-tertiary-students
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