The Implications of Literacy Teaching Models

Abstract

First year students often experience a culture shock as certain literacy practices at the university level are different from their experiences in high schools. Some major challenges that students encounter include students’ ability to maintain academic integrity practices in their studies, to comprehend complex academic texts to outline key ideas, and to communicate confidently and effectively in diverse academic genres. As these challenges are common, often universities offer activities to assist students’ with their academic enculturation process. The three popular literacy teaching models currently in practice are the generic, embedded and literacies models. All the three models offer challenges in their effective practice. By evaluating the ethnographic data from the models used at UNSW Canberra Academic Language Learning Unit (ALL), this paper argues that in line with Lea and Street’s (2006) discussion, literacies is the most effective approach for developing students’ lifelong skills for effective communication, reading and critical thinking. Literary teaching should involve an advanced inquiry into writing practices in diverse disciplines helping students’ identifying and practicing using language devices and rhetorical structures in academic genres.

‘Integrated Laboratory of Scientific-academic Literacies - LILA’: facing challenges in language education

“…This type of partnership may foster opportunities for improvement and affordances to confront and/or overcome challenges due to the possibility of participatory research and exchange of expertise knowledge. Collaboration is a condition to construct the ecologies of academic literacies, aiming for feedback on content as well as communication skills (GUNAWARDENA, 2017).…”

“…As stated earlier, the activities to be developed at LILA are based on collaborative work (GUNAWARDENA, 2017). In this perspective, we promote a teacher/professor integration among the different institutions of higher education around the objectives previously described.…”

The assessment of presence and performance in an AR environment for motor imitation learning: A case-study on violinists

“…Thus, the concept of social presence is particularly relevant in this context. It shares similarities with intimacy and immediacy but also accounts for the intermediating variable of media ( Gunawardena & Gunawardena, 1995 ). As some media are better at delivering the verbal and nonverbal cues crucial for intimacy and immediacy, social presence can be considered a function of the medium ( Kreijns et al, 2007 ; Short et al, 1976 ), among other parameters ( Gunawardena & Zittle, 1997 ; Petersen et al, 2021 ; Walther, 1992 ).…”