#Take5 #101 Collaborating to embed academic literacies: Enhancing our best practice model

Introduction

This #Take5 blog is brought to you by Sue Raleigh, Robyn McWilliams and Dr Quentin Allan at Auckland University of Technology in Aotearoa New Zealand. 

Embedding academic literacies: Background

In 2014, Robyn and Quentin published an article arguing in favour of a collaborative approach to embedding academic literacies, as opposed to a generic, ‘one size fits all’ approach to the teaching of academic writing (McWilliams & Allan, 2014). Key points included: a student-centred emphasis – with the focus on close analysis of student-generated text, a guided rather than remedial student support methodology, effective collaboration between learning advisors and faculty lecturers, a multiple approaches principle with embedded initiatives, and the importance of sustained institutional support.  

Embedding academic literacies: Best practice model 2014

From an historical perspective, the key features of our approach were captured in this diagram.

Figure 1 best practice model (McWilliams & Allan, 2014)

The point of departure is the assignment task, around which the literacy intervention is developed. There are two typical scenarios: either learning advisors identify courses with success and retention issues and reactively approach the subject lecturer(s) with an offer to develop an intervention; or, the subject lecturers proactively request assistance from learning advisors. Here is a summary of the process:

• LA and SL analyse the assignment task, learning outcomes and marking criteria
• LA and SL assess learner needs and devise teaching materials (face-to-face or asynchronous for self-access)
• LA, SL and S debrief
• LA and SL revise the assessment and/or the intervention

The model is presented in the spirit of a multiple-approaches philosophy, each intervention being tailored to the unique demands of the specific assignment, the course in which it is located, and its wider discipline-specific discourse community. Over the last decade, our approach has remained fundamentally the same, however, with an important change in emphasis.

Embedding academic literacies: Best practice model 2024

Reflecting on the collaborative work we have done since then has inspired us to rework the original model. 

Figure 2 Revised best practice model (2024)

Here, we can see that the original elements are still in place, but now the student exemplar text occupies a more central role in the collaborative process. The value of using exemplars is that both learning advisors and faculty lecturers can spend time in analysing actual student writing, ranging from A grade through to C/D grade. Learning advisors typically have a background in applied linguistics and are able to identify patterns of usage that help to focus discussion on appropriate teaching interventions. This leads to the development of teaching/learning materials that incorporate annotations of the student exemplar – often with animations.

The use of annotated text examples and animations extends to unpacking the assignment tasks first. In this blog, we demonstrate the approach taken with short answer question assessments.

Developing teaching/learning materials: Analysing the question

Here is an example of a question from a second semester test for students studying human anatomy and physiology (HAP2):

Figure 3 Annotated question

Students are encouraged to analyse the question through focussing on the meaning and intended writing expectation of the key words.

What you are writing about? (focus on noun phrases); and How you should write about it? (focus on verbal processes).

Attention is drawn to verbs such as ‘describe’ and ‘organise’ as these words have precise meanings. 

• Describe: Provide and reproduce information
• Organise: Order/arrange information systematically

The next stage in the teaching is to draw students’ attention to the elements of the process itself 

Figure 4 Process diagram

This provides a framework for organising the elements of the process that will be used in the description of haemostasis.

Figure 5 Process diagram illustrated [haemostasis]

Constructing an answer to a question

Having explored the question, and basic understandings, the next step is to consider appropriate ways to draft an answer. One useful way that we have found is to devise activities that draw students’ attention to patterns of language, such as verb use.

Figure 6 Activity to highlight verbs that describe process

Students are given time to read the sample answer, and prompted to share their analyses.

After a suitable amount of time, the responses are discussed together.

Figure 7 Answer showing verbs used to describe process

Attention is drawn to the types of verbs, and students are invited to share what they notice about these words, e.g. main verbs, tendency to use present simple tense, or ‘will’ for future; also use of auxiliaries to form passive voice.

Students are then shown a summary list of verb forms that they can use in their short answers.

Figure 8 Summary list of language exponents for describing

With careful use of colour for annotation, attention then moves from verbal processes to noun groups. Again, an activity is used to engage students, and then time made available for discussion.

Figure 9 Activity to highlight noun groups relating to process of haemostasis

Figure 10 Text annotated to highlight noun groups [ haemostasis]

With a change of colour for annotation, attention then moves to the function of linking words.

Figure 11 Text annotated to highlight linking words in description of process

Again, a summary list of useful language is provided, and space provided for students to ask questions before the workshop ends.

Embedding academic literacies: Reflecting on our collaboration 

In the busyness of the teaching semester, there is seldom time for quiet reflection.  Heidegger talks about the clearing in the forest as a metaphor for moments of clarity that help us to understand the complexity of our busy lives. 

Revisiting our teaching materials after a year or so has passed allows us to reflect on the process of collaboration, the teaching/learning materials that have been developed, our interactions with students, and the overall efficacy of the approach. Our moment of clarity is the realisation that the use of student texts for close linguistic analysis, and subsequent annotation for teaching purposes is highly effective.

References

Allan, Q., McWilliams, R., & Raleigh, S. (2023). Collaboration for academic literacies development and enriched inter-professional relationships. In S. Abegglen, S. Sinfield & T. Burns (Eds.), Collaboration in higher education: A new ecology of practice (pp. 39-43). Bloomsbury.

McWilliams, R., & Allan, Q. (2014). Embedding academic literacy skills: Towards a best practice model. Journal of University Teaching and Learning Practice, 11(3), 1-20. http://ro.uow.edu.au/jutlp/vol11/iss3/8

Author Profiles

Sue Raleigh is a Senior Lecturer in the School of Public Health and Interdisciplinary Studies at Auckland University of Technology (AUT). As well as teaching and jointly coordinating a second-year undergraduate course on human anatomy and physiology, teaching includes direct entry first-year Master of Nursing students studying a course on applied pathophysiology. Sue works with Learning Advisors to develop tools that helps students navigate learning and assessments. As an experienced faculty lecturer, Sue has received a number of teaching accolades, including the Vice Chancellor’s Excellence in Teaching award in 2016.

Robyn McWilliams, FHEA, is a Senior Lecturer at Auckland University of Technology (AUT). With expertise in applied linguistics and curriculum development, her current role is Learning Advisor within Te Mātāpuna Library & Learning Services. Robyn works closely with faculty lecturers in the disciplines of Health and Education to develop a range of resources to support students’ academic literacies. Robyn is a passionate tango dancer and she has also been known to cut a dash on the ceilidh floor.

 Dr Quentin Allan, SFHEA, is a Senior Lecturer at Auckland University of Technology (AUT). With expertise in applied linguistics and curriculum development, his current role is Learning Advisor within Te Mātāpuna Library & Learning Services. He works closely with faculty lecturers in a range of disciplines to support students’ academic literacies; he also supports postgraduate research students in thesis writing. Outside of academia, Quentin loves sailing and spends as much time as possible afloat.