Parrot poo on the windscreen: Metaphor in academic skills learning

Goldsmith, RJ; Power, C; Carmichael, E

Parrot poo on the windscreen: Metaphor in academic skills learning

Goldsmith, RJ

Power, C Carmichael, E

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Publication Type:: Journal Article
Citation:: Journal of Academic Language and Learning, 2007, 1 (1), pp. A18 - A32
Issue Date:: 2007-12-01

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Field	Value	Language
dc.contributor.author	Goldsmith, RJ https://orcid.org/0000-0003-3546-8052	en_US
dc.contributor.author	Power, C	en_US
dc.contributor.author	Carmichael, E	en_US
dc.date.available	2007-10-31	en_US
dc.date.issued	2007-12-01	en_US
dc.identifier.citation	Journal of Academic Language and Learning, 2007, 1 (1), pp. A18 - A32	en_US
dc.identifier.issn	1835-5196	en_US
dc.identifier.uri	http://hdl.handle.net/10453/99170
dc.description.abstract	Metaphor can be a powerful tool in communicating the purposes and processes involved in learning as the use of metaphor enables new and complex ideas to be presented through more familiar forms. A considerable range of literature recognises the role of metaphor in learning and teaching both as an analytical tool and as a medium for conveying meaning. However, little has been written about the use of metaphor in the context of academic skills learning. This research was prompted by the authors’ personal experience in using metaphor and students’ positive feedback. It explores the use of metaphor both among academic skills advisers and in academic skills texts. It was found that it was not uncommon for academic skills practitioners to use metaphor in learning and teaching situations and the research revealed a rich assortment of metaphors. Similarly texts in this field use metaphors, albeit more tentatively and sparingly. Empirical research into student understanding and perceived benefits of the use of metaphors would further contribute to this initial discussion.	en_US
dc.relation.ispartof	Journal of Academic Language and Learning	en_US
dc.title	Parrot poo on the windscreen: Metaphor in academic skills learning	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.location.activity	Australia	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	2004 Linguistics	en_US
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)
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	1	en_US

Abstract:

Metaphor can be a powerful tool in communicating the purposes and processes involved in learning as the use of metaphor enables new and complex ideas to be presented through more familiar forms. A considerable range of literature recognises the role of metaphor in learning and teaching both as an analytical tool and as a medium for conveying meaning. However, little has been written about the use of metaphor in the context of academic skills learning. This research was prompted by the authors’ personal experience in using metaphor and students’ positive feedback. It explores the use of metaphor both among academic skills advisers and in academic skills texts. It was found that it was not uncommon for academic skills practitioners to use metaphor in learning and teaching situations and the research revealed a rich assortment of metaphors. Similarly texts in this field use metaphors, albeit more tentatively and sparingly. Empirical research into student understanding and perceived benefits of the use of metaphors would further contribute to this initial discussion.

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http://hdl.handle.net/10453/99170