Embedding academic literacy skills into the mainstream curriculum: the case of information systems 131/132

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dc.contributor.authorNdesi, L.
dc.contributor.authorKimani, L.
dc.contributor.authorLatief, N.
dc.contributor.authorMcghie, Venicia
dc.date.accessioned2018-05-26T07:22:20Z
dc.date.available2018-05-26T07:22:20Z
dc.date.issued2016
dc.description.abstractThis 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.en_US
dc.description.accreditationDHET
dc.identifier.citationNdesi, 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 - 123en_US
dc.identifier.issn1684-4998
dc.identifier.urihttp://hdl.handle.net/10520/EJC-6ce997f05
dc.identifier.urihttp://hdl.handle.net/10566/3735
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherCentral University of Technology, Free Stateen_US
dc.rightsJournal for New Generation Sciences is an Open Access journal
dc.status.ispeerreviewedTRUE
dc.subjectAcademic literaciesen_US
dc.subjectCollaborative teachingen_US
dc.subjectEmbedded approachen_US
dc.subjectFirst year studentsen_US
dc.subjectInformation systemsen_US
dc.subjectSuccessful learningen_US
dc.titleEmbedding academic literacy skills into the mainstream curriculum: the case of information systems 131/132en_US
dc.typeArticleen_US

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