A collaborative approach to embedding academic literacies in first year grant projects

Griffiths, N; Aitken, A; Egea, K

A collaborative approach to embedding academic literacies in first year grant projects

Griffiths, N

Aitken, A

Egea, K

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Publisher:: Queensland Institute of Technology
Publication Type:: Conference Proceeding
Citation:: http://fyhe.com.au/past_papers/papers14/fyhe14_proceedings.pdf, 2014
Issue Date:: 2014

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Field	Value	Language
dc.contributor.author	Griffiths, N https://orcid.org/0000-0002-5023-1128	en_US
dc.contributor.author	Aitken, A https://orcid.org/0000-0003-1702-1134	en_US
dc.contributor.author	Egea, K	en_US
dc.date	2014-06-06	en_US
dc.date.issued	2014	en_US
dc.identifier.citation	http://fyhe.com.au/past_papers/papers14/fyhe14_proceedings.pdf, 2014	en_US
dc.identifier.uri	http://hdl.handle.net/10453/33924
dc.description.abstract	This paper describes the collaborative approach that Academic Language and Learning developers are using as part of a university’s First Year Experience project. This project draws on the idea of a third generation approach which utilises a bottom-up and top-down institutional framework. Intrinsic to this framework at UTS is a small grant scheme devised to support academics in designing curricula which facilitate first year students’ transition. However, smooth transition can be affected by the academic and linguistic capital of the increasingly diverse student population. This has provided the opportunity for ALL developers to become active participants in the small grant scheme and to work collaboratively with academics on the seamless integration of domain specific academic literacy. Two case studies of FYE grants illustrate the parameters and benefits of such an approach and how it may enable a discursive space to support sustainable practice.	en_US
dc.publisher	Queensland Institute of Technology	en_US
dc.relation.ispartof	http://fyhe.com.au/past_papers/papers14/fyhe14_proceedings.pdf	en_US
dc.relation.ispartof	International First Year in Higher Education Conference	en_US
dc.title	A collaborative approach to embedding academic literacies in first year grant projects	en_US
dc.type	Conference Proceeding
utslib.location	Brisbane	en_US
utslib.location.activity	Darwin	en_US
utslib.for	1399 Other Education	en_US
dc.location.activity	Darwin
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2014-06-09	en_US
pubs.place-of-publication	Brisbane	en_US
pubs.publication-status	Published	en_US
pubs.start-date	2014-06-06	en_US

Abstract:

This paper describes the collaborative approach that Academic Language and Learning developers are using as part of a university’s First Year Experience project. This project draws on the idea of a third generation approach which utilises a bottom-up and top-down institutional framework. Intrinsic to this framework at UTS is a small grant scheme devised to support academics in designing curricula which facilitate first year students’ transition. However, smooth transition can be affected by the academic and linguistic capital of the increasingly diverse student population. This has provided the opportunity for ALL developers to become active participants in the small grant scheme and to work collaboratively with academics on the seamless integration of domain specific academic literacy. Two case studies of FYE grants illustrate the parameters and benefits of such an approach and how it may enable a discursive space to support sustainable practice.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/33924