Re-integrating academic development and academic language and learning: a call to reason

Percy, Alisa

doi:10.1080/07294360.2014.911254

Cited by 13 publications

(9 citation statements)

References 22 publications

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“…A related point is the role of academic literacy specialists. Based on our study, we encourage these specialists to work with subject specialists in a professional development role (Percy 2014), starting with an appreciation of genre and the nature of academic literacy, the turf of the academic literacy specialist. This position is not new.…”

Section: Discussionmentioning

confidence: 99%

“…This view has been echoed by Elton (2010) and Wingate (2016). Percy (2014) goes further by advocating the 're-integration' of staff responsible for the professional development of lecturers and those responsible for the development of student academic literacy in order to 'promote the development of language and learning simultaneously' (p. 1203). Currently, however, subject modules remain primarily occupied with content knowledge; learning outcomes are formulated in terms of disciplinary content acquisition, with little attention to the literacy development required for communication of that knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Hidden expectations: scaffolding subject specialists’ genre knowledge of the assignments they set

2019

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Subject specialists' knowledge of academic and disciplinary literacy is often tacit. We tackle the issue of how to elicit subject specialists' tacit knowledge in order to develop their pedagogical practices and enable them to communicate this knowledge to students. Drawing on theories of genre and metacognition, a professional development activity was designed and delivered. Our aims were to (1) build participants' genre knowledge and (2) scaffold metacognitive awareness of how genre knowledge can enhance their pedagogical practices. The findings reveal that participants built a genre-based understanding of academic literacy and that the tasks provided them with an accessible framework to articulate and reflect upon their knowledge of disciplinary literacy. Participants gained metacognitive awareness of misalignments between what they teach and what they expect from students, their assumptions about students' prior learning and genrebased strategies to adapt their practice to students' needs. Our approach provides a theoretically grounded professional development tool for the HE sector.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Hidden expectations: scaffolding subject specialists’ genre knowledge of the assignments they set

2019

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“…In Australia, we are often referred to as Academic Language and Literacy (ALL) educators and our teaching workload is focused on academic skills, literacy and numeracy support, and curriculum development. Our field is focused on SoTL in higher education (Association for Academic Language and Learning, 2010), with the addendum that SoTL covers a wide range of practices and draws on a variety of academic traditions (Percy, 2014). Chanock's (2011aChanock's ( , 2011b comprehensive literature review of ALL publications in Australia over the past 30 years notes that Discernible in this literature is a sense of ALL practitioners being on the periphery, believing that neither the students, nor their needs, nor the nature of ALL work, were understood by the institutions within which they worked.…”

Section: Introductionmentioning

confidence: 99%

Being chimaera: a monstrous identity for SoTL academics

Bennett

Hobson

Jones

et al. 2015

Higher Education Research & Development

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Lurking on the fringes of university culture are academic identities that do not fit into the usual disciplinary communities. Aiming to explore the experience of 'being academic' when not linked directly to a discipline, this paper examines the stories of a diverse group of SoTL scholars who work in a centralised multi-campus academic skills support centre in an Australian university. Framed as group auto-ethnography, the paper inquires into the everyday experience of these academics through narrative analysis of multiple first-person accounts and makes apparent the monstrousness of deaffiliated academic identities. Despite diverse disciplinary backgrounds, the author-participants found that they now shared a tripartite academic identity formed through the negotiation of three roles: the teacher, the disciplinarian, and the educational researcher. Using the chimaera, a mythical threeheaded monster as an organising metaphor, this paper aims to provide agency and visibility for often under-represented and unacknowledged academic identities.

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“…There are (at least) two potential readings of this quotation. Firstly, it could be argued that the very existence of a learning services department invites lecturers to refer students for support even when there is a lack of familiarity with the type of support Notwithstanding these structural references, responses relating to skillsfocussed instruction tended to highlight forms of academic support that focus on the redemption of individual learners (Percy 2014). An interesting juxtaposition to this was offered by Lecturer 2 (Applied Soft) who expressed misgivings that the very nature of generic academic support structures was resulting in conditioned responses from students, saying that:…”

Section: The Interviewsmentioning

confidence: 99%

“…Whilst the structure and purpose of academic development in higher education has been examined over a considerable period of time and across a broad range of social and cultural contexts, the 'highly fragmented nature of academic development' (Buyl 2017, 78) continues to challenge the Academy; features of this challenge include the political problematisation of student failure (Percy 2014) and the complexity of pedagogic priorities (Hathaway 2015). For example, the ways in which we codify knowledge in order to decide whether a student has demonstrated a set of agreed academic standards raises questions about the relationship between teaching and learning and the difference between attainment and achievement.…”

Section: Introductionmentioning

confidence: 99%

Contradictory perspectives on academic development: the lecturers’ tale

Hallett

2019

Teaching in Higher Education

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This paper seeks to analyse lecturers' views on how they understand academic development in order to elucidate current arguments around how knowledge is codified in higher education, and to what end. Whilst work of this nature has been carried out in a number of national and institutional contexts, much attention has been given to research embedded in particular subject areas or within academic development departments. By utilising Interpretative Phenomenological Analysis, a series of super-and subordinate themes that represent the ways in which each lecturer describes academic development have been mapped across the existing literature in a form that has not been done to date. The results of this analysis highlight the need to think beyond the binaries subsumed within learner-/disciplinefocussed or institutionally-/epistemologically-constrained barriers to academic development.

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Re-integrating academic development and academic language and learning: a call to reason

Cited by 13 publications

References 22 publications

Hidden expectations: scaffolding subject specialists’ genre knowledge of the assignments they set

Hidden expectations: scaffolding subject specialists’ genre knowledge of the assignments they set

Being chimaera: a monstrous identity for SoTL academics

Contradictory perspectives on academic development: the lecturers’ tale

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