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04/08/23 1
Making transitions from academic literacy to
professional literacy: the nexus of the practical
and the theoretical.
04/08/23 2
PEPE INC 2008
Jan Millwater ( Dr.)
President, PEPE INC . Journal Editor.
Faculty of EducationQueensland University of TechnologyKELVIN GROVE Q 4059
Brisbane ( temperature 29 degrees C) Australia.
04/08/23 3
Transitions Learning and Employability
I wish to acknowledge the work contributed by the QUT team- Professor Peter
Taylor-ED,
Dr Robyn Nash- Health,
Deidre Seeto - MD,
Melinda Service- Health,
Christy Collis &, Shaaron Boughen - Creative Industries.
04/08/23 4
Key words
Transitions
tertiary literacy
graduate attributes
graduate capabilities
employability skills
transferable skills
lifelong learning.
professional literacy
04/08/23 5
Methodology literature search into government and university
reports on university/employers needs with regard to employability
interviews with staff (especially course leaders and coordinators)
students in focus groups an analysis of reports from final year students in
capstone units (Internships and the Education Faculty Stepping Out Conference)
case studies of exemplary teaching and learning events and strategies
our own stories/experiences.
04/08/23 6
Conceptual framework
Department of Education Science and Training, 2006 ;
Business Industry and Higher Education Collaboration Council, 2007;
Watts, 2006; Yorke & Knight, 2006; Washer, 2007; Association of Graduate Careers
Advisory Services, 2005.
04/08/23 7
Transitions Learning
students’ sense of themselves, as individuals and as learners
the sense-of-self that students are challenged to re-construct in order to achieve transition
Commitment to change
04/08/23 8
Transition phases over time. Taylor, P. G., Millwater, J., & Nash, R. (2007).
Talking about transitions: the value of a conceptual approach (p. 3).
Figure 1: Transition phases over time
04/08/23 9
Employabilty
assumes the ability to effectively apply knowledge and a range of skills which workers need to enter and continue to use effectively within work environments.
is contained within graduate attributes of the individual
should not be confused with simply getting employment
04/08/23 10
Graduate Attributes
the qualities, skills and understandings a university community agrees its students would desirably develop during their time at the institutions (Bowden, Hart, King, Trigwell, & Watts, 2000)
shape the contribution they are able to make to their profession and as well as a citizen…
04/08/23 11
Graduate capabilities
equivalent to employability skills and are generic across the university
generic to a whole range of life and work contexts
04/08/23 12
Tertiary literacies v. Professional literacies
04/08/23 13
Professional Literacy
As work-ready preservice professionals make the transition out of university they look forward to being further professionally developed within a new environment by their employers
PL cannot be attained until a job is attained – extension of levels of attributes
Context variables shape new learning
04/08/23 14
Articulation of GA into PL.
In using a Learning Continuum concept an appreciation of the particular principles listed below generate the deep learning ability which forms integrated knowledge and understanding and attitudes
Acquisition Application Personalisation Actualisation
04/08/23 15
Institution embeddednesss In particular, the four recommendations of the
project, with reference to course curriculum design ,are these:
All courses draw on a shared QUT-wide understanding of and language for transitions
All courses systematically scaffold students’ understanding, confidence, and self-management of their transitions into new professional environments thorugh enlightened and engaging teaching and learning processes
All courses systematically scaffold the development of students’ employability
All three above be embedded in the core curriculum and must be monitored and evaluated through a university wide assessment scheme..