Collaborating to Embed/ Integrate Development of Academic Literacies

Collaborating to embed/ integrate development of academic literacies

into subjects in the disciplines

Kate Chanock, 2014

This list includes publications on topics related to collaborations between discipline lecturers and various kinds of language/ learning/ information/ teaching professionals:

·  accounts of practice across a range of disciplines;

·  theoretical discussions of differences between discipline cultures;

·  relevance of the graduate skills/ generic attributes movement to efforts at embedding

It’s not comprehensive, and the literature is growing, so please add anything you think is useful.

Adlong, W., Bedgood, D., Bishop, A., Dillon, K., Prenzler, P., Robards, K., & Ryan, D. (2006). Reaching outside of the discipline: Chemistry teachers or organisational developers? In A. Bunker & I. Vardi (Eds.). Critical Visions: Thinking, Learning and Researching in Higher Education. Proceedings of the 29th Annual HERDSA Conference. Rotorua, 1-4 July 2006 (pp. 19-27). Retrieved May 15, 2009 from http://www.herdsa.org.au/?page_id=164

Airey, J. (2011). The Disciplinary Literacy Discussion Matrix: A Heuristic Tool for Initiating Collaboration in Higher Education. Collaborating for content and language integrated learning: The situated character of faculty collaboration and student learning. Across the Disciplines, 8(3). Retrieved October 5, 2014, from http://wac.colostate.edu/atd/clil/index.cfm

Allan, J., & Clarke, K. (2007). Nurturing supportive learning environments in higher education through the teaching of study skills: To embed or not to embed? International Journal of Teaching and Learning in Higher Education, 19 (1), 64-76. Retrieved from Http://www.isetl.org/ijtlhe

Al-Mahmood, R., & Gruba, P. (2007). Approaches to the implementation of generic graduate attributes in Australian ICT undergraduate education. Computer Science Education 7(3), 171–85.

Ambery, D., Manners, J., & Smith, K. (2005). Embedding information literacy: A collaborative approach. Paper presented at the LAS 2005 Conference, Critiquing and reflecting: LAS profession and practice. http://www.aall.org.au/sites/default/files/las2005/Ambery_Manners_%26_Smith.pdf

Anderson, C., & Hounsell, D. (2008). Knowledge practices: ‘doing the subject’ in undergraduate courses. The Curriculum Journal 18 (4), 463-478.

Ardington, A., (2010). Negotiating different approaches to knowledge through interdisciplinary exchange: the way forward for sustainable writing development. Writing Development in Higher Education Conference, 28-30 June 2010. http://www.writenow.ac.uk/news-events/wdhe-conference-2010/conference-presentations/tuesday-29-june-2010/ (Paper 26).

Ashton-Hay, S & Roberts, R 2012, 'Financial reporting: towards socially inclusive support for international students', Journal of Academic Language and Learning 6 (2), A14-A28.

Baik, C., & Greig, J. (2009). Improving the academic outcomes of undergraduate ESL students: The case for discipline-based academic skills programs. Higher Education Research and Development 28 (4), 401–16.

Bailey, R. (2010). The role and efficacy of generic learning and study support: What is the experience and perspective of academic teaching staff? Journal of Learning Development in Higher Education 2, 1–13.

Barnard, A., Nash, R., & O’Brien, M. ((2005).Information literacy: Developing lifelong skills through Nursing education. falseJournal of Nursing Education 44 (11), 505-10.

Bath, D., Smith, C., Stein, S., & Swann, R. (2004). Beyond mapping and embedding graduate attributes: Bringing together quality assurance and action learning to create a validated and living curriculum. Higher Education Research and Development 23 (3), 313–28.

Bazerman, C. (1981). What written knowledge does: Three examples of academic discourse. Philosophy of the Social Sciences 11, 361–87.

Bean, J. (2007) Empowering writing in the disciplines by making it invisible.Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture7(2), 275-283.

Beasley, C. (2002). Letter of the law. In G. Crosling & G. Webb (Eds.) Supporting student learning: Case studies, experience and practice from higher education (145-152). London: Kogan Page.

Becher, T. (1981) Towards a definition of disciplinary cultures.Studies in Higher Education;6:(2) 109-122.

Becher, T., Trowler, P.R. (2001)Academic Tribes and Territories: Intellectual enquiry and the culture of disciplines(2ndedn). Buckingham: Open University Press/SRHE.

Bernstein, B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology of Education 20 (2), 157-173.

Blakeslee, A. (2007). Writing in the disciplines. Journal of Business and Technical Communication 21 (3), 243-247/

Brackley, T., & Palmer, C. (2002). Evaluating collaboration between lecturers and academic skills advisors: A case study. In J. Webb & P. McLean (Eds.). Academic skills advising: Evaluation for program improvement and accountability (pp. 93-104). Melbourne: Victorian Language and Learning Network. Retrieved November 5, 2013 from http://www.aall.org.au/teaching-and-learning-resources .

Brooman-Jones, S., Cunningham, G, Hanna, L., & Wilson, D. (2011). Embedding academic literacy – a case study in Business at UTS: Insearch. Journal of Academic Language & Literacy 5 (2), A1–A13.

Buzzi, O., Grimes, S., & Rolls, A. (2012). Points of departure: Writing for the discipline in the discipline? Teaching in Higher Education 17 (4), 479–484.

Carter, M. (2007). Ways of knowing, doing, and writing in the disciplines. College Composition and Communication, 58(3), 385-418.

Cassar, A. (2010). Student transitions – an embedded skills approach to scaffolded learning in a nursing curriculum. Paper presented at the First Year in Higher Education Conference, Brisbane, Australia. Retrieved from http://fyhe.com.au/past_papers/papers10/content/pdf/14F.pdf

Catterall, J. (2008). Beyond the classroom: The effect of institutional factors on scholarly teaching and learning innovations. Studies in Learning, Evaluation, Innovation and Development, 5(3), 55-66.

Chalmers, D., Barrett-Lennard, S., & Longnecker, N. (2011). Good practice guidelines: Developing communication skills units and embedding communication skills into the New Courses. Retrieved November 6, 2013 from http://www.catl.uwa.edu.au/projects/communication

Chanock, K. with Burley, V. (Eds.) (1995). Proc. Language and Academic Skills Conference: Integrating the teaching of academic discourse into courses in the disciplines. Melbourne: Language and Academic Skills Units of La Trobe University. Retrieved from http://www.aall.org.au/conferences.

Chanock, K. (1997). Never say 'I'? The writer’s voice in essays in the humanities, In Z. Golebiowski (Ed.). Proc. First National Conference on Tertiary Literacy: Research and Practice (pp. 54-63). Melbourne: Victoria University of Technology.

Chanock, K. (2000). Discussions of discourse: LAS and the disciplines looking at language together. In G. Crosling, T. Moore, & S. Vance (Eds.). Proc. National Language and Academic Skills Conference: Language and LEARNING: The learning dimension of our work (pp. 66-76). Melbourne: CeLTS, Monash University.

Chanock, K. (2003). A framework for analyzing varieties of writing in a discipline. The WAC Journal, 14: 49-65.

Chanock, K. (2004a). Introducing students to the culture of enquiry in an Arts degree. Milperra, NSW: Higher Education Research and Development Society of Australasia (HERDSA).

Chanock, K. (2004b). Introduction to academic discourse for students in humanities and social sciences. http://www.aall.org.au/sites/default/files/KateChanock_2004IntroAcDiscourse.pdf (available at AALL website: http://www.aall.org.au/teaching-and-learning-resources)

Chanock, K. (2004c). A shared focus for WAC, writing tutors and EAP: Identifying the “academic purposes” in writing across the curriculum. The WAC Journal, 15, 19-32.

Chanock, K. (2004d). From one-to-one teaching to curriculum design: Dropping the “re” from “remediation”. In J. Harbord (Ed.). Proceedings of the Second Conference of the European Association for the Teaching of Academic Writing. Budapest: Centre for Academic Writing, Central European University.

Chanock, K. (2005). Scholarship of Teaching and Learning: Investigating patterns and possibilities in an academic oral genre. Communication Education, 54 (1), 92-99.

Chanock, K. (2006). "How can we handle the specificity of the writing challenges that face our students?" Zeitschrift Schreiben: Writing in secondary school, college, and professional training. http://www.zeitschrift-schreiben.eu/ (the article is at http://www.zeitschrift-schreiben.eu/cgi-bin/joolma/index.php?option=com_content&task=view&id=15&Itemid=32; accessed 5/11/2006)

Chanock, K. (2007a). What academic language and learning advisers bring to the scholarship of teaching and learning: problems and possibilities for dialogue with the disciplines. Higher Education Research & Development 26 (3), 269-280. Available at http://www.herdsa.org.au/journal.php

Chanock, K. (2007b). Valuing individual consultations as input into other modes of teaching. Journal of Academic Language and Learning 1 (1), A1-A9. Available at http://www.aall.org.au/journal/ojs/index.php/jall/issue/current

Chanock, K. (2007c). On being a colleague. In W. Macauley, Jr. & N. Mauriello (Eds.). Marginal Words, Marginal Work? Tutoring the Academy in the Work of Writing Centers (pp. 85–103). Cresskill, NJ: Hampton Press.

Chanock, K. (2010). Developing students’ academic skills: An interdisciplinary approach. In M. Davies, M. Devlin, & M. Tight (Eds.). Interdisciplinary higher education: Perspectives and practicalities. Bingley (UK): Emerald Group Publishing.

Chanock, K. (2013). Teaching subject literacies through blended learning: Reflections on a collaboration between academic learning staff and teachers in the disciplines. Journal of Academic Language and Learning, 7 (2), A106–A119. Retrieved from http://journal.aall.org.au/index.php/jall

Chanock, K., Horton, C., Reedman, M., & Stephenson, B. (2011). Collaborating to embed academic literacies and personal support in first year discipline subjects. Journal of University Teaching & Learning Practice 9 (3), article 3. Retrieved June 21, 2013, from http://ro.uow.edu.au/jutlp/vol9/iss3/3

Clarence, S. (2010). Teaching writing collaboratively in the faculty of law at the University of the Western Cape. http://www.writenow.ac.uk/news-events/wdhe-conference-2010/conference-presentations/monday-28-june-2010/ (Paper 45).

Clerehan, R., Moore, T., & Vance, S. (2001, December). Collaborating in the transition to tertiary writing. Proceedings of the 18th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) (pp. 125-132). Melbourne.

Clughen, L., & Connell, M. (2012). Writing and resistance: Reflections on the practice of embedding writing in the curriculum. Arts and Humanities in Higher Education 11 (4), 333-345.

Cochrane, C., (2006). Embedding information literacy in an undergraduate management degree: Lecturers’ and students’ perspectives. Education for Information 24 (2), 97-123.

Cook, S., Nielsen, L., Stewart, L., Edwards, J., & Baker, H. (2009, August). Collaborate, innovate, change: Designing and delivering an information literacy programme to undergraduate nursing students. Proceedings of Tenth International Congress on Medical Librarianship, Positioning the Professionals (pp. 1-20). Brisbane.

Corbin, J., & Karasmanis, S. (2010). Evidence into practice: evaluation of an innovative information literacy model for first year Health Sciences students. Conference Proceeding La Trobe University and Pacific Rim First Year in Higher Education Conference (13th : 2010 : Adelaide, Australia).

Cranney, J., Morris, S., Spehar, B., & Scoufis, M. (2008). Helping first year students think like psychologists: supporting information literacy and teamwork skill development. Psychology Learning and Teaching 7 (1), 28-36.

Crosling, G. & Farley, A. (2002). Generalising the generic. In G. Crosling & G. Webb (Eds.) (2002). Supporting student learning: Case studies, experience and practice from higher education (162-170). London: Kogan Page.

Crosling, G. & Webb, G. (2002). Supporting student learning: Case studies, experience and practice from higher education. London: Kogan Page.

Crosling, G., & Wilson, A. (2005). Creating a rich environment: Co-operation between academic support and disciplinary teaching staff. Paper presented at the Language and Academic Skills Conference, Critiquing and Reflecting. Retrieved February 28, 2011, from http://www.aall.org.au/conferences/las/papers

Cummings, R. (1998). How should we assess and report student generic attributes? Proceedings of the 1998 Teaching and Learning Forum, University of Western Australia, Perth.

Davies, M., Devlin, M. (2007)Interdisciplinary Higher Education: Implications for teaching and learning. Melbourne: Centre for the Study of Higher Education. Available from: http://www.cshe.unimelb.edu.au/

Day, T., Humphreys, L., & Duncombe, B. (2010). Encouraging undergraduates' academic writing development in e-learning contexts that students access independently or in subject-based groups. Writing Development in Higher Education Conference, 28-30 June 2010. http://www.writenow.ac.uk/news-events/wdhe-conference-2010/conference-presentations/tuesday-29-june-2010/ (Paper 88).

De la Harpe, B., & David, C. (2012). Major influences on the teaching and assessment of graduate attributes. Higher Education Research & Development, 31 (4), 493–510.

Deane, M., & Foster, S. (2010). Engaging students in legal writing. http://www.writenow.ac.uk/news-events/wdhe-conference-2010/conference-presentations/monday-28-june-2010/ (Paper 97).

Deane, M., & Ganobcsik-Williams, L. (2011). Chapter 17: Providing a hub for writing development: A profile of the Centre for Academic Writing (CAW), Coventry University, England. In C. Thaiss, G. Bräuer, P. Carlino, & L. Ganobcsik-Williams (Eds.). Writing programs worldwide: Profiles of academic writing in many places. Parlor Press/WAC Clearinghouse. Retrieved from http://wac.colostate.edu/books/wpww/

Deane, M., & O’Neill, P. (Eds.). (2011). Writing in the disciplines. Houndmills: Palgrave Macmillan.

Devereux, L., Macken-Horarik, M., Trimingham-Jack, C., & Wilson, K. (2007). Writing to learn and learning to write. How can staff help university help students develop effective writing skills? In P. Jeffery (Ed.), Engaging pedagogies, AARE Conference 2006. Adelaide: The Australian Association for Research in Education.

Devereux, L., & Wilson, K. (2008). Scaffolding literacies across the Bachelor of Education program: an argument for a course‐wide approach. Asia-Pacific Journal of Teacher Education 36 (2), 121-134.

Devereux, L., & Wilson, K. (2013). Scaffolding tertiary literacy practices in a first year unit: A best practice model. In S. May (Ed.), LED 2011: Refereed conference proceedings of the 3rd International Conference on Language, Education and Diversity (pp. 1-22). Auckland, New Zealand: University of Auckland.

Docherty, P., Tse, H., Forman, R., & McKenzie, J. (2010). Extending the principles of intensive writing to large macroeconomics classes. The Journal of Economic Education, 41(4), 370-382.

Donahue, C. (2010). Writing, speaking and the disciplines at Dartmouth’s Institute for Writing and Rhetoric. Arts and Humanities in Higher Education 9 (2), 223–226.

Dunworth, M. (2007). Joint Assessment in Inter‐professional Education: A Consideration of Some of the Difficulties. Social Work Education 26 (4), 414-422.

Durkin, K., & Main, A. (2002). Discipline-based study skills support for first-year undergraduate students. Active Learning in Higher Education 3, 24–39.

Einfalt, J., & Turley, J. (2009a). Developing a three-way collaborative model to promote first year student engagement and skill support. e-Journal of Business Education & Scholarship of Teaching 3 (2), 41-48. Retrieved from http://www.ejbest.org

Einfalt, J., & Turley, J. (2009b). Engaging first year students in skills development: A three-way collaborative model in action. Journal of Academic Language and Learning, 3(2), A105-A116. A-129

Ellis, J., & Salisbury, F. (2004), Information literacy milestones: Building upon the prior knowledge of first year students. Australian Library Journal, 53(4), 383-396.

Elton, L. (2010). Academic writing and tacit knowledge. Teaching in Higher Education 15 (2), 151–60.

Emerson, L., & Clerehan, R. (2009) Writing Program Administration outside the North American context. In D. Strickland, & J. Gunner (Eds.). The writing program interrupted: Making space for critical discourse (pp. 166-174). Portsmouth, NH: Boynton-Cook.

Evans, E., Tindale, J., Cable, D., & Mead, S. (2009). Collaborative teaching in a linguistically and culturally diverse higher education setting: A case study of a postgraduate accounting program. Higher Education Research and Development 28 (6), 597–613.