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REFOCUSING ACADEMIC LITERACIES

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Nicola Rolls (Common Unit Program) Roz Rowen (Academic Language and Learning Success Program) PRESENTERS

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Understanding the student context? How the Common Units respond to this The complementary role of ALLSP What other strategies can be adopted? Ongoing literacy development The way forward? WHAT WE WILL COVER:

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DEMOGRAPHIC AT CDU COMPARED

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In your experience, what are the challenges related to teaching students from diverse backgrounds? The advantages? THE IMPLICATIONS? From: www.cps.k12.in.uswww.cps.k12.in.us

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Students who are first in family, mature age, part-time, enter through alternative pathways: May have not attended school beyond Year 10 May be the first in their family to attend university May have little experience of the abstract, ideas and critical thinking associated with the discourses of academia NON TRADITIONAL STUDENTS

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4 corners on Monday? What stood out most for you? STUDENTS FROM ENGLISH AS SECOND OR OTHER LANGUAGE BACKGROUNDS

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Effected by: Demographic differences Entry path to higher education Prior engagement with literacy Proficiency in languages other than English LANGUAGE AND LITERACY LEVELS OF FIRST YEAR UNIVERSITY STUDENTS IN AUSTRALIA http://www.northernstar.com.au/news/mentors-to-guide-students-aime/1408687/

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Who are they: Indigenous Australians First and second generation migrants to Australia International students STUDENTS WHO SPEAK ENGLISH AS A SECOND OR OTHER LANGUAGE http://www.theaustralian.com.au/higher-education/australia-reaches-35- attainment-oecd/story-e6frgcjx-1226136934637

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Thelanguage differences students from ESL/EAL backgrounds will be challenged by: Sounds of language Grammar Vocab Writing DIFFERENCES IN LANGUAGES http://palmstone.com/portfolio/index5.html

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A language test can elicit what a student can do in a particular language, in a particular context at a particular time but language acquisition is an ongoing process. WHAT A LANGUAGE LEVEL SCORE TELLS US http://ieltswithmiryana.wordpress.com/ http://www.ets.org/toefl

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To study independently, university students must be able to read complex academic texts with a high level of understanding, and be able to critically analyse such texts in order to present coherent analysis, argument or discussion in their own written work. They must also be able to structure their essays appropriately, using academic conventions and objective academic language, to demonstrate their mastery of a topic or inform and influence their readers (Rose 2006, p42). STUDYING AT UNIVERSITY

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The English Language Entry to CDU for international students is IELTS 6.0. But Those who come via VET and other pathways may have as little as IELTS 5.5 or less! Take a few moments to consider : 1.The following descriptors for IELTS capability. 2.The recommended levels for university study 3.What kind of support would you expect your students will need? OFFICIAL ENGLISH LANGUAGE ENTRY TO CDU IS IELTS 6

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Common Units Academic language and learning success program Indigenous Academic Support Pre university prep: TEP & PTS STRATEGIES TO ADDRESS DIVERSTY AND LANGUAGE SUPPORT NEEDS

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COMMON UNITS PHILOSOPHY To be responsive to individual student backgrounds and needs as they make the transition into study at university and to help provide a level playing field for all beginning students.

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THEY DEVELOP KEY UNIVERSITY SKILLS AND KNOWLEDGE UPFRONT Academic skills Cultural knowledge Critical enquiry Creativity and teamwork Citizenship and social responsibility Confidence to participate in academic culture From: housing.ucr.edu

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MANAGEMENT GROUP Pro Vice Chancellor Learning, Teaching & Learning Development (Chair) Theme Leader Common Units Head - School of Academic Language and Learning Representative Office of the Pro Vice- Chancellor Indigenous Leadership Faculty PVC's Faculty HOS T&L Unit Coordinators Coordinator Information Literacy Higher Education student representative

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One academic literacy common unit: CUC100 Academic Literacies (for humanities and social sciences or CUC106 Design & Innovation: Communicating Technology (for Business, technology, science) and CUC107 Cultural intelligence and capability (For everyone) IN FIRST YEAR STUDENTS COMPLETE

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1.Critical thinking, reading, researching & writing 2.Notetaking, summarising and paraphrasing 3.Referencing and using evidence to build a logical argument 4.Writing different academic genres: Annotated bibliography Report Discursive essay 5.Verbally presenting information 6.ICT skills for online learning & professional assignment presentation ACADEMIC LITERACIES COVERED

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Understanding of self as a multidimensional cultural being Analyse the dynamic interactions of self and others in a variety of cultural contexts; Analyse and evaluate strategies for creating culturally safe spaces in diverse social, academic and work environments; Identify, access, evaluate, organise and communicate information using contemporary technologies. The requirements of university culture are explored in relation to the educational cultures students know CULTURAL LITERACY (CUC107)

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CONTEXTUALISING THEIR LITERACY Content references all disciplines Teaching teams drawn from different schools Management group and unit advisory groups include representatives from faculties and schools

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Assessment that: Is formative and developmental Allows students to perfect and develop their skills as they go through the course Is fair and designed to take into account students diverse educational and cultural backgrounds KEY PRACTISES THAT REFLECT OUR PHILOSOPHY

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Working from manageable levels to gradually harder with support. Allowing students to resubmit assignments so they can learn by addressing problems Understand that for some students reaching the bare minimum standard by the end of the units will represent significant progress Learning activities and assignments that scaffold students learning by:

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OUR LEARNING AND TEACHING APPROACH IS BASED ON: Authentic, Experiential and Collaborative pedagogy so Learning experiences should consider students learning styles and backgrounds, and facilitate learning through authentic, meaningful and purposeful collaboration with peers and teachers.

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SELTS Average 6 across units 81% students surveyed find them helpful Retention and success study found CUs allow vulnerable students to succeed External review endorsement: Baldwin & McGuiness (2001), Baldwin (2008), AUQA 2012 REFLECTIVE REVIEW: WE ARE ON THE RIGHT TRACK ALTC Award 2011 for Programs that Enhance Learning: the first year experience

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ALLSP - THE OTHER MECHANISM FOR ENABLING AND SUPPORT ACADEMIC LITERACY ALLSP offer academic literacy support in the following ways: 1. Generic academic skills Workshops 2. Embedded academic literacy programs 3. Individual consultations (50mins) 4. Drop-in service (20mins)

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GENERIC VS. EMBEDDED ACADEMIC LITERACY SUPPORT Generic Workshops Semester 1, 2015 Embedded Literacy Workshops Semester 1, 2015 Developed independent of discipline content and student cohort needs Developed with unit lecturer and with consideration of discipline relevant specific student needs Delivered independentlyDelivered in unit lecture time 15 workshops conducted (on campus and online) 10 Embedded (discipline specific) literacy workshops conducted (on campus and online) Total 21 students (most repeat students) Total 440 (unique students) LETS PUT IT IN PERSPECTIVE

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ALLSP - THE OTHER MECHANISM FOR ENABLING AND SUPPORT ACADEMIC LITERACY Do students really need ongoing enabling and academic literacy support? The proof is in the academic support pudding Semester 2, 2014Semester 1, 2015 (ongoing) Individual consultations 191140 (ongoing) Generic Workshops30 workshops (25 students) 15 workshops (21 students) Embedded WorkshopsNot run440 (students across 5 x units) TOTAL216601

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How well are we achieving this at CDU? How might we do this better? What can you do within your units and courses? LITERACY LEARNING MUST BE ONGOING

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Adopting an apprenticeship model Scaffolding their reading and writing Having realistic expectations Supporting students more both online and in the classrooms Supporting students with assignments Other ideas IDEAS AND PRACTICES WE COULD ALL ADOPT

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Learning to read and write academic texts takes time and practice. So Our teaching for first year students and beyond should be seen as an apprenticeship model this means scaffolding student learning. This involves supporting students in the acquisition of literacy, giving students time to practise complex skills. AN APPRENTICESHIP MODEL http://investingcaffeine.com/tag/bubble/

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Academic texts are highly specialised and dense. So, Teaching at university involves teaching students how to recognise how meanings are made in texts. Then, They can make use of this knowledge in academic tasks. SCAFFOLDING ACADEMIC LANGUAGE AND LITERACY http://steve-wheeler.blogspot.com.au/2010/06/scaffolding-or-no-scaffolding.html

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What do you expect 1 st year students to be able to do? Acquisition of knowledge: How independent should they be as learners? Knowledge Base: What do you expect them to know? Application: How effectively and broadly should they be able to apply this knowledge? Creativity: How original and/or innovative should their ideas be? Communication: What do you expect them to be able to do in spoken and written tasks? (Consider language criteria) Team Work: How well should they be operating in a group context? REALISTIC EXPECTATIONS FIRST YEAR UNIVERSITY STUDENTS?

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Provide a clear overview of a lecture or workshop and what will be covered, and at the end, give a summary of what was covered Provide lecture notes of key points Provide clear visual teaching aids to support lectures or discussions SUPPORTING ALL STUDENTS IN THE CLASSROOM & ONLINE http://blog.simplek12.com/education/engage-students-online/

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In group discussions Give students enough time to organise their thoughts and speak to each other, and record their ideas In class discussions Summarise what was said, and note down the main points on the board where possible. SUPPORTING ALL THE STUDENTS IN THE CLASSROOM http://www.washington.edu/doit/cbi/stempartners/student.html

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Supporting Students to Learn Through Assignments Interpretation of assignments Plan and check drafts (or partial draft) to check students understanding of task Giving feedback Be instructive and specific in your comments. Prioritise content and structure Critical Thinking Help students to expand on what they have said Coherence and reference Be explicit about where and how revise 1 part to demonstrate Logical progressions Clarify where logical parts should be e.g. thesis, reference details, cohesive markers Stylistic devices Explain if particular aspects not appropriate Evidence Say what constitutes acceptable or good evidence and what does not. Correcting grammar and language Decide what is tolerable writing accent - if meaning comes through focus on key systematic errors. Remember Overcorrection of grammar and language use is not usually instructive.

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Hi Jane In general you have made a great attempt at summarising and paraphrasing these readings. As you will see from my comments within your assignment you have at times slipped into informal language remember no personal pronouns (e.g I and you) in academic assignments unless you are asked for these specifically. You could also have developed your comments on the readings a little further to talk specifically about why the ideas were relevant or not to your profession. Overall though you have presented your annotated bibliography correctly and captured the key ideas well. Cheers Nicola BE POSITIVE WITH THE STUDENTS EFFORTS

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Realistic goals? Other strategies? Resources needed? GOING FORWARD TOGETHER