Learning advisors provide academic literacy development support in a variety of configurations, ranging from one-on-one consultations through to large-scale lectures. Such lectures can be generic, stand-alone modules or embedded within a discipline-specific course. Pragmatic and institutional considerations suggest that a generic model of delivery often has an effective role to play; however, there are strong pedagogical arguments for adopting an embedded approach wherever possible. The practice of embedding literacy interventions within subject papers is time-consuming and often logistically challenging; therefore, in order to help learning advisors, their managers and academic staff in faculties to consider the issues, options and constraints in a systematic manner, this paper proposes a best-practice model drawing from over two decades of literature and the authors’ practical experience over the same period in New Zealand and overseas. In order to elucidate the model, the paper critiques an embedded academic literacy skills programme facilitated by an interdisciplinary studies unit at Auckland University of Technology (AUT), New Zealand. The programme is embedded in a core paper entitled Knowledge, Enquiry and Communication (KEC) which is a prerequisite for entry into all of the Health Science programmes. As well as describing key features which have contributed to the success of the programme, the authors identify several key factors which need to be taken into account when considering embedded academic literacy initiatives
Increasingly, tertiary librarians are required to teach as part of their role. There is recognition that ongoing professional development (PD) is required in teaching and learning as this is not generally provided as part of formal library qualifications. Using an education design-based research approach, this collaboration aimed to enhance the teaching practice of liaison librarians to enable more consistent review, planning, and design of information literacy workshops. As part of a wider PD programme for liaison librarians at Auckland University of Technology (AUT), learning advisors developed and taught three workshops. The learning advisors were chosen by the library leadership due to their teaching expertise and adaptability. They provide embedded, academic literacy support for students tailored to specific assessment guidelines and marking criteria. The aim was to share examples of learner advisor practice underpinned by relevant theory and applied directly to an information literacy context. Liaison librarians were exposed to workshop strategies to develop appropriate learning outcomes, content, and pedagogical approaches for planning ongoing teaching. They had opportunities to assess and evaluate their current knowledge and skills and consider new approaches. These sessions enabled the team to go forward with shared knowledge to guide their workshop design to create more consistent, sustainable, and measurable content. Another outcome was the co-development of workshop design principles which have been applied to the redevelopment of workshops. As this process is replicable, the value of sharing knowledge and expertise between teams such as learning advisors and liaison librarians is worth exploring further.
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