Literacies Development: Whose job is it anyway?

Slide 1: Literacies Development: Generic – the specialist (usually a Learning Whose job is it anyway? Developer) does the literacies teaching. Integrated – the specialist works with the faculty academic teaching using “deliberate acts of teaching” What do you already know? literacies when timely and relevant. What do you want/need to learn? Embedded – the faculty academic teacher takes What do you want me to do to help you? responsibility for the integration of academic literacies into their design for learning, creating an authentic One-on-one IBL Learning experience within the context of their discipline. Development approach Models of Literacies Development (classroom context) Advantage Disadvantage Generic Faculty Teacher No preparation, delivery, Possible lack of awareness of assessment or responsibility. scaffolding required. Learning Developer Has control over all aspects Difficult to contextualise credibly. of delivery. May be just-in-case rather than just-in-time. Integrated Faculty Teacher On-going professional development May find team teaching challenging. Ë Learning Developer Working co-constructively in context. May find teaching contrived/disjointed. Embedded Faculty Teacher Timely literacy teaching within May find burden combined with disciplinary context. discipline content. Can an IBL approach be implemented Ë Learning Developer Can support professional development of teacher. to embed literacies development into Models Comparison Ë teaching? Ë “... it’s not my job to explain such basics.” Not so, it is precisely the teacher’s job. Biggs, 2003, pg130) What are the benefits/drawbacks to such an Whose job is it anyway? approach to literacy? With whom is it desirable to have professional alliances? How do these best work? What are the responsibilities of faculty academics in the development of academic literacies? Graduate profile Programme design What assumptions do faculty academics have about teaching and learning? Learning outcomes Staff development Assessment Challenges Is it a teaching method of a Librarians Teaching methods predagogy? Learning developers Learning design alignment Is it “a constellation of strategies that Information literacy Ë of approaches promote student learning through the eLearning process of inquiry?“ (p4) Human Resources Is it about student outcomes? APL Does it assume critical thinking, independent inquiry reportability for one’s own learning? Network Ë (Lee, 2004) Inquiry based learning Partnerships are critical to the effectiveness of staff development. Network to ensure a community of conherent, timely, appropriate aligned practice. Cultures of collaboration. Professional Roles and Partnerships Inquiry based learning Ë Ë Learning Alignment design of approaches Network Ë Ë Literacies Development Ë Ë Generic Integrated Ë Embedded Professional roles Ë Collaboration Post  your re spons e ! Graduate Institutional profile framework Ë Ë Robin Graham Staff Development Christchurch Polytechnic Institute of Technology Christchurch, New Zealand Biggs, J. (2003). Teaching for quality learning at university: what the student does. (2nd ed). Philadelphia, PA: Society for Research into Higher Education. Open University Press Hart, G. McCarthy, J. & Peacock, J. (2003). Double strength, maximum gain: Optimising student learning via collaborative partnerships @ QUT. Library Review 52(9): 433-437 Lee,V. (2004) Teaching and learning through inquiry. Sterling, Virginia: Stylus Publishing. References U415