An assessment of the academic literacy (al) modules offered at the University of the Western Cape: Towards an embedded hybrid academic literacies model
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Date
2021
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Western Cape
Abstract
This study was about new incoming students’ academic development needs and induction to
higher education studies at a historically Black university in the Western Cape Province in
South Africa. The overall purpose was to assess four of the seven faculties’ academic literacies
modules in order to ascertain whether they provided holistic support to first-year students
who the university admits to its respective undergraduate degree programmes. The study had
three objectives. The first objective was to determine each faculty’s academic literacies
module’s theory and practices. The second was to evaluate the four modules to determine if
they were addressing the needs of first-year students holistically. The third and last objective
was to arrive at an embedded hybrid academic literacies model that faculties could use within
their specific contexts and disciplinary fields.
Description
Philosophiae Doctor - PhD
Keywords
Academic development, Academic literacies, Decolonisation, First-year students, Three-year degree programmes, University of the Western Cape