1. Partnerships for student success: Integrated development of academic and information literacies across disciplines Bev Kokkinn & Cathy Mahar Learning & Teaching Unit & Library University of South Australia November 2011

2. Outline academic and information literacies models of delivery UniSA context model for integration at UniSA example evaluation conclusion

3. First year experience widely diverse group socio-cultural characteristics, expectations, levels of preparedness anxieties around assessment play a critical role – students challenged by “academic languages and conventions (including assessment genres) they … encounter as the vehicles for evidencing learning success in higher education” (Kift & Moody 2009)

4. Academic literacies practices in universities differ between disciplines and can be viewed as social practices that are common to individual disciplinary communities. students’ perspective “a dominant feature of academic literacy practices is the requirement to switch their writing styles and genres between one setting and another, to deploy a repertoire of literacy practices appropriate to each setting, and to handle the social meanings and identities that each evokes” (Lea & Street, 2006).

5. Academic literacies Lea & Street (2006) identified three approaches or models of how “student writing” is supported in higher education. 1. a “study skills” model – assumes writing as a set of skills which can be remediated through training. 2. an “academic socialisation” model - assumes writing as a “transparent medium of representation” and “one culture” which can be inculcated into students through writing courses.

6. Academic literacies 3. the “academic literacies” model: – student writing and learning as issues at the level of epistemology and identities rather than skill or socialisation – assumes knowledge as constituted in discourses and power, where writing is taught within disciplines as well as generic courses on language/writing awareness.

7. Information literacy “an understanding and set of abilities enabling individuals to recognise when information is needed and have the capacity to locate, evaluate, and use effectively the needed information” (Association of College and Research Libraries, 2000). A set of progressive stages or building blocks, with skills in the earlier categories being necessary to develop skills in the later categories. Australian and New Zealand Information Literacy (ANZIIL) Framework UniSA Graduate Qualities: #2: “prepared for lifelong learning … be information literate”

8. Commonly used models during orientation periods and in the first weeks of study as a “just in case” strategy. “study skills” model (Lea & Street 2006) extra-curricular generic skills development delivered by staff outside the central courses of study

9. Potential partners http://www.flickr.com/photos/horiavarlan/4273913228

10. Model: integration Development of literacies within content of courses – 3 levels of cooperation: a “consultation” “collaboration” “team teaching” (Dudley-Evans 2001 cited in Jones, Bonanno, & Scouller, 2001, p. 226)

11. Models identified Generic study skills models 2 – way collaboration: Learning Adviser  Course Coordinator Librarian  Course Coordinator Learning Adviser  Librarian 3 – way collaboration: Learning Adviser  Librarian  Course Coordinator

13. 3-way model: integrated academic and information literacies across disciplines Consulted Dean:Teaching & Learning Systemic, systematic and strategic approach – Question of sustainability? Identified programs and courses to target Arranged meetings with Course Coordinators in targeted courses Discussed ‘hidden’ expectations; negotiated modes of delivery Prepared materials – in close consultation with staff Delivered Evaluated Reviewed and renegotiated for following year

14. Example: Nursing December 2008 – move to different campus Initial meetings with program directors Meetings with Program Director & Course Coordinators Led to close collaboration with 6 Course Coordinators Courses for commencing students (Yr1 & Yr2) Integrated support varied in terms of extent of integration mode of delivery collaborative question design lectures/podcasts electronic resources extra-curricular activities

15. Study Period Course No of students Assignment Question Design Lect/ Pod Elec. Res. Extra- Curr Feb to Jun First year Nursing course536 Essay plan Essay Report Feb to Jun *First year Nursing course 463 Essay plan Essay Feb to Jun Second year Nursing course (2009) 817 Essay Jul to Nov First year Nursing course579 Report Portfolio item Jul to Nov *Second year Nursing course 798 Essays 1 & 2 Jul to Nov First year Nursing course498 Reflective paper Research paper Health report

16. Being a Health Professional

17. Online assignment help

18. Analysing the question

19. Finding information

20. Evaluation Student surveys Electronic in targeted courses Course Coordinator email 600 students – 30% response (2007 data) Staff survey 9 Course Coordinators – 7 responses (2007 data) Minute papers 2009-11 (Nursing – after the lectures) Course Evaluation Instrument Question about the LA/AL ‘Assignment Help’

21. Feedback on the CEI Could read the information in my own time at home... It helped to ease the stress out of it. They were a great guide especially after returning to study after 18 years. It also answered some of my questions without having to ask a lecturer I thought the online assignment help was excellent. I felt it provided help step-by-step, and gave me a clear understanding of what was expected of me in the assessment. I felt it helped me better plan what I needed to do in the time provided. A fantastic idea.

22. Partners for integration

23. The model at UniSA “academic literacies” model in programs (Lea & Street 2006) 3-way collaboration between Course Coordinators, Learning Advisers and Librarians academic and information literacies that are discipline specific and interlinked commencing students targeted integration continues beyond the first study period into later year courses reaches many students

24. The solution:

25. Acknowledgements and thanks the Learning Advisers and Academic Librarians involved from 2006 to 2011 the Program Directors and Course Coordinators from 2006 to 2011