Transforming roles to support student development of academic literacies: a reflection on one team's experience

Published on May 3, 2016in Reflective Practice
· DOI :10.1080/14623943.2016.1164682
Sophie Goldingay5
Estimated H-index: 5
(Deakin University),
Danielle Hitch10
Estimated H-index: 10
(Deakin University)
+ 2 AuthorsViola Rosario1
Estimated H-index: 1
(Deakin University)
AbstractSocial work is a discipline that attracts students from diverse academic backgrounds. Many are first in family to attend university, and come to university through alternative pathways such as vocational education. As a result, there are higher levels of attrition compared to other disciplines, especially in the first year. To address this, and in keeping with a commitment to provide accessible education, one school of social work undertook a project to embed academic literacies into the curriculum. This paper used Gibb’s reflective process to explore how this was experienced by team members. Data were collected via staff focus groups at two different points in time across the project and compared. The reflection unpacked a number of tensions experienced by team members, including concerns about potential loss of resources as a result of academics adopting new roles, and concerns about implementing what was seen as Westernised academic skills which may not fit with students’ ways of thinking and c...
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