Embedding academic literacy skills into the mainstream curriculum: the case of information systems 131/132
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Date
2016
Authors
Journal Title
Journal ISSN
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Publisher
Central University of Technology, Free State
Abstract
This paper reports on collaborative teaching between two academic literacy
(AL) specialists and two lecturers teaching first-year students Information
Systems (IFS) 131/132 during the 2012 and 2013 academic years in the
Faculty of Economic and Management Sciences at the University of the
Western Cape. The aim of the collaborative teaching was to embed AL skills
into the first-year IFS curriculum in order to ensure that the transfer of skills
was taking place effectively. The objective was to determine whether the skills
taught were enabling the students to pass their IFS modules well, thereby
ensuring access for success. The theoretical framework used in this paper
draws on Barton's 'ecology' approach to literacy and learning; the social
learning theory of Wenger; and the views of Bransford, Brown and Cocking on
how people learn and transfer knowledge.
Description
Keywords
Academic literacies, Collaborative teaching, Embedded approach, First year students, Information systems, Successful learning
Citation
Ndesi, L. et al. (2016). Embedding academic literacy skills into the mainstream curriculum: the case of information systems 131/132. Journal for New Generation Sciences, 14(1): 107 - 123