The University of Southern Queensland (USQ) Integrated Student Learning Journey Initiative (ISLJI) key scoping report: an overview of the provision of academic language literacy and learning skills

Project report

Faragher, Lynette. 2012. The University of Southern Queensland (USQ) Integrated Student Learning Journey Initiative (ISLJI) key scoping report: an overview of the provision of academic language literacy and learning skills . Toowoomba, Australia. University of Southern Queensland.
Title

The University of Southern Queensland (USQ) Integrated Student Learning Journey Initiative (ISLJI) key scoping report: an overview of the provision of academic language literacy and learning skills

Report TypeProject report
Authors
AuthorFaragher, Lynette
Institution of OriginUniversity of Southern Queensland
Number of Pages31
Year2012
PublisherUniversity of Southern Queensland
Place of PublicationToowoomba, Australia
Abstract

The study includes a description of the USQ policy context and strategic agenda for the provision of Academic language literacy and learning skills (ALL). Existing Learning and Teaching Policy specifies that learning support shall be provided; however little is said in the forward-looking planning documents about any changes to this.
Current provision of ALL support at USQ is comprehensive, in line with the clear policy mentioned above. It is provided in Learning Centres at each of the three campuses in the form of one-on-one consultations and workshops. On-line support is provided through Wimba workshops, Study Desk and online resources through Learning Centre web pages. Pre-Semester programmes are run on all three campuses with the strongest running at Springfield campus.

Keywordsacademic learning support; scope; national
ANZSRC Field of Research 2020390303. Higher education
461002. Human information behaviour
390409. Learning sciences
Byline AffiliationsLearning and Teaching Support Unit
Permalink -

https://research.usq.edu.au/item/q17w8/the-university-of-southern-queensland-usq-integrated-student-learning-journey-initiative-islji-key-scoping-report-an-overview-of-the-provision-of-academic-language-literacy-and-learning-skills

Log in to edit

Download files

Accepted Version
REP_KeyScopeRep_Faragher_LanguageLearningSupport_v1_20120104RS-Final.docx
File access level: Anyone

  • 1870
    total views
  • 533
    total downloads
  • 0
    views this month
  • 1
    downloads this month

Export as

Related outputs

Expanding on the evidence of Higher Order Thinking Skills in first year undergraduates
Faragher, Lynette. 2017. "Expanding on the evidence of Higher Order Thinking Skills in first year undergraduates." 3rd Students Transitions Achievement Retention & Success Conference (STARS 2017). Adelaide, Australia 02 - 05 Jul 2017 Australia.
Exploring transition pedagogy at the tertiary level: a case study of newly enrolled first year education students' experience in writing and thinking within the genre of the persuasive essay in a comparative analysis of literacy pedagogy
Faragher, Lynette Dorothy Pears. 2018. Exploring transition pedagogy at the tertiary level: a case study of newly enrolled first year education students' experience in writing and thinking within the genre of the persuasive essay in a comparative analysis of literacy pedagogy. PhD Thesis Doctor of Philosophy. University of Southern Queensland. https://doi.org/10.26192/5c0db5e0f69d5
Exploring evidence of higher order thinking skills in the writing of first year undergraduates
Faragher, Lynette and Huijser, Henk. 2014. "Exploring evidence of higher order thinking skills in the writing of first year undergraduates." International Journal of the First Year in Higher Education. 5 (2), pp. 33-44. https://doi.org/10.5204/intjfyhe.v5i2.230
Why practising Vygotsky is more than the ZPD
Faragher, Lynette. 2012. "Why practising Vygotsky is more than the ZPD." Key Thinkers, Key Theories (AALL 2012): The Contribution of Theory to Academic Language and Learning Practice . Lilydale, Australia 22 - 23 Nov 2012 Australia.
Reading for riches: a Vygotskyan analysis of English writing by D.E.T. matriculants
Faragher, Lynette Dorothy Pears. 1995. Reading for riches: a Vygotskyan analysis of English writing by D.E.T. matriculants. Masters Thesis Master of Education. University of Stellenbosch.
Feeding back to make a difference with the help of Vygotsky, Krashen, Chomsky and a few other more knowing others
Faragher, Lynette. 2008. "Feeding back to make a difference with the help of Vygotsky, Krashen, Chomsky and a few other more knowing others." Finlay, Susan and McBeath, Neil (ed.) 8th Annual ELT Conference: Integration of Skills: Creative Methods and Techniques in ELT (ELT 2008). Muscat, Oman 23 - 24 Apr 2008 Muscat, Oman.
Being a teacher: professional challenges and choices, Learning guide
Adendorff, Mike, Mason, Mark, Maropeng, Modiba, Faragher, Lynette and Kunene, Zandile. Gultig, John (ed.) 2002. Being a teacher: professional challenges and choices, Learning guide. Braamfontein, South Africa. South African Institute for Distance Education (SAIDE).
Reading for riches: a Vygotskyan analysis of learners writing
Faragher, Lynette. 1995. "Reading for riches: a Vygotskyan analysis of learners writing." Kruss, Glenda and Jacklin, Heather (ed.) Realising change: education policy research: Kenton 1994. Kenwyn, South Africa . Juta Academic. pp. 117-125
Focus on South Africa by Vivian de Klerk
Faragher, Lynette. 1997. "Focus on South Africa by Vivian de Klerk ." Journal of Sociolinguistics. 1 (2), pp. 293-297.