Tag Archives: academic literacy

287 – Development of student voice in assessed student writing: a shared exploration with partner colleges – Format CoLab featuring 3 presentations and a discussion – Peter Gledhill, Brenda Desmond

The presentations will explore and reflect on 3 practical ways of supporting student writing development; use of exemplars in modelling discourse, embedding micro writing activities, using reading aloud to promote editing.

Teaching of referencing & information skills at SHU

Practical interventions by librarians

Impact on student performance

Practical interventions by library staff at Sheffield College and changes in practice following meetings with RCAT and Sheffield College tutors

Next steps

The presenters are ;

Ashley Barnes (Performance ) Cathy Malone (QESS)

Jo Beadle & Tom Field (Performance, Sheffield College)

Steve Gascoigne ( Performance, Rotherham College)

Questions for discussion: How are discourse features are presented and explored at a course level in your subject? How do we model and support progression in writing?

How can writing be used to explore a subject formatively?

287 LTA SheffieldworkshopJune20134

 

222 – Engaging students with a resource list: an exploration of student perceptions, expectations and use of reading lists – Alison Lahlafi, Peter Gledhill

Strand: Supporting students; The technology enhanced course

Anticipated outcomes: Participants will be better informed about student perceptions, expectations and approach to using reading lists. They will be aware of best practice approaches and use of technology to help develop reading lists into dynamic resource lists.

Session outline (or abstract): max 300 words

Reading lists are an integral part of most course modules, described as being “at the heart of the academic experience,” (Swain, 2006, p18) and “one of the most important resources for any course of study in UK HE”, (Secker, 2005, p41).This session explores student perceptions and expectations around reading lists, presenting findings from SHU student focus groups on reading lists, and a literature review on student engagement with reading lists.

Elements considered:

  • whether student reading list usage is “means-end instrumentalism” focussing on a “minimalist approach to use of a limited number of sources”, (Stokes & Martin, 2008, p 124)
  • “futility of multiple copy provision” (Chelin, 2005 p 49) set against “UK students’ reluctance to buy books” (Swain, 2006, p19)
  • how reading lists can “spoon-feed” or encourage information skills/student autonomy (Stokes and Martin, 2008)
  • the need for “decoding” of reading lists to provide better signposting to students, (Carroll, 2002)

The session also explores the potential impact of Resource Lists Online (RLO), including an enhancement of the student experience of reading lists and how RLO encourages the use of a mixture of resources to develop a reading list into a resource list. Best practice recommendations for resource lists at SHU are outlined.

Session activity: “The good, the bad and the ugly”. Short five minute activity asking participants to consider two different resource lists from a student’s perspective, identifying elements which can help engage students with their reading.

References:

CARROLL, J. (2002) Suggestions for teaching international students more effectively. [online] Last accessed 1st March 2013 at: http://145.33.5.5/NR/rdonlyres/8168C349-8698-4844-8BEB-4B59EAA4C0E9/0/JCarroll2002guidelinesforteachinginternational_students.pdf

CHELIN, J. (2005) Five hundred into 4 won’t go: how to solve the problem of reading list expectations. SCONUL Focus, 36, 49-51.

SECKER, J. (2005) DELIVERing library resources to the virtual learning environment. Program electronic library and information systems, 39(1), 39-49.

STOKES, P. and MARTIN, M. (2008) Reading lists: a study of tutor and student perceptions, expectations and realities. Studies in Higher Education, 33(2), 113-125.

SWAIN, H. (2006) Makeovers for the guides to essential reading. [online] Times Higher Education, 26 January. Last accessed 1st March 2013 at: http://www.timeshighereducation.co.uk/

Click to view presentation:  222 lta conference 2013 Gledhill and Lahlafi