Developing academic literacies through understanding the nature of disciplinary knowledge
- Clarence, Sherran, McKenna, Sioux
- Authors: Clarence, Sherran , McKenna, Sioux
- Date: 2017
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61062 , vital:27942 , https://doi.org/10.18546/LRE.15.1.04
- Description: Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, and procedural. This paper argues, however, that academic literacies work tends to conflate literacy practices with disciplinary knowledge structures, thus obscuring the structures from which these practices emanate. This paper demonstrates how theoretical and analytical tools for conceptualizing disciplinary knowledge structures can connect these with academic literacies development work. Using recent studies that combine academic literacies and theories of knowledge in novel ways, this paper will show that understanding the knowledge structures of different disciplines can enable academic developers to build a stronger body of practice. This will enable academic developers working within disciplinary contexts to more ably speak to the nature of coming to know in higher education.
- Full Text:
- Date Issued: 2017
- Authors: Clarence, Sherran , McKenna, Sioux
- Date: 2017
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61062 , vital:27942 , https://doi.org/10.18546/LRE.15.1.04
- Description: Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, and procedural. This paper argues, however, that academic literacies work tends to conflate literacy practices with disciplinary knowledge structures, thus obscuring the structures from which these practices emanate. This paper demonstrates how theoretical and analytical tools for conceptualizing disciplinary knowledge structures can connect these with academic literacies development work. Using recent studies that combine academic literacies and theories of knowledge in novel ways, this paper will show that understanding the knowledge structures of different disciplines can enable academic developers to build a stronger body of practice. This will enable academic developers working within disciplinary contexts to more ably speak to the nature of coming to know in higher education.
- Full Text:
- Date Issued: 2017
“War of the worldly codes”: articulating the gap between legal academia and practice
- Authors: Clarence, Sherran
- Date: 2017
- Language: English
- Type: text , conference publication
- Identifier: http://hdl.handle.net/10962/66972 , vital:29007
- Full Text:
- Date Issued: 2017
- Authors: Clarence, Sherran
- Date: 2017
- Language: English
- Type: text , conference publication
- Identifier: http://hdl.handle.net/10962/66972 , vital:29007
- Full Text:
- Date Issued: 2017
Knowledge and knowers in teaching and learning: an enhanced approach to curriculum alignment
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59823 , vital:27655 , http://www.legitimationcodetheory.com/pdf/2016Clarence-c.pdf
- Description: John Biggs’ well-known curriculum design approach, constructive alignment, is widely used in higher education in the United Kingdom, Australia and South Africa. Developed with one dominant account of learning through curriculum, this approach has a gap in terms of accounting for other kinds of knowledge building, and associated knower development. This paper proposes a complementary approach that accounts for different kinds of knowledge and knower building. Using Legitimation Code Theory’s concept of Specialisation, the paper argues that accounting for what makes a discipline ‘special’ in terms of its basis for legitimate achievement can enable curriculum writers to align curricula more effectively with that basis in different disciplines. Using a case study approach, this paper shows how this tool can provide lecturers and academic development practitioners with a useful mode of analysing curriculum alignment to more ably account for differential development of disciplinary knowledges and knowers.
- Full Text:
- Date Issued: 2016
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59823 , vital:27655 , http://www.legitimationcodetheory.com/pdf/2016Clarence-c.pdf
- Description: John Biggs’ well-known curriculum design approach, constructive alignment, is widely used in higher education in the United Kingdom, Australia and South Africa. Developed with one dominant account of learning through curriculum, this approach has a gap in terms of accounting for other kinds of knowledge building, and associated knower development. This paper proposes a complementary approach that accounts for different kinds of knowledge and knower building. Using Legitimation Code Theory’s concept of Specialisation, the paper argues that accounting for what makes a discipline ‘special’ in terms of its basis for legitimate achievement can enable curriculum writers to align curricula more effectively with that basis in different disciplines. Using a case study approach, this paper shows how this tool can provide lecturers and academic development practitioners with a useful mode of analysing curriculum alignment to more ably account for differential development of disciplinary knowledges and knowers.
- Full Text:
- Date Issued: 2016
Peer tutors as learning and teaching partners: a cumulative approach to building peer tutoring capacity in higher education
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61335 , vital:28016 , http://cristal.epubs.ac.za/index.php/cristal/article/view/69
- Description: Peer tutors in higher education are frequently given vital teaching and learning work to do, but the training or professional development and support opportunities they are offered vary, and more often than not peer tutors are under-supported. In order to create and sustain teaching and learning environments that are better able to facilitate students’ engagement with knowledge and learning, the role of peer tutors needs to be recognised differently, as that of learning and teaching partners to both lecturers and students. Tutors then need to be offered opportunities for more in-depth professional academic development in order to fully realise this role. This paper explores a tutor development programme within a South African writing centre that aimed at offering tutors such ongoing and cumulative opportunities for learning and growth using a balanced approach, which included scholarly research and practice-based training. Using narrative data tutors provided in reflective written reports, the paper explores the kinds of development in tutors’ thinking and action that are possible when training and development is theoretically informed, coherent, and oriented towards improving practice.
- Full Text:
- Date Issued: 2016
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61335 , vital:28016 , http://cristal.epubs.ac.za/index.php/cristal/article/view/69
- Description: Peer tutors in higher education are frequently given vital teaching and learning work to do, but the training or professional development and support opportunities they are offered vary, and more often than not peer tutors are under-supported. In order to create and sustain teaching and learning environments that are better able to facilitate students’ engagement with knowledge and learning, the role of peer tutors needs to be recognised differently, as that of learning and teaching partners to both lecturers and students. Tutors then need to be offered opportunities for more in-depth professional academic development in order to fully realise this role. This paper explores a tutor development programme within a South African writing centre that aimed at offering tutors such ongoing and cumulative opportunities for learning and growth using a balanced approach, which included scholarly research and practice-based training. Using narrative data tutors provided in reflective written reports, the paper explores the kinds of development in tutors’ thinking and action that are possible when training and development is theoretically informed, coherent, and oriented towards improving practice.
- Full Text:
- Date Issued: 2016
Reimagining curriculum through a Bernsteinian lens: rethinking the canon in Political Science
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: text , conference publication
- Identifier: http://hdl.handle.net/10962/66961 , vital:29006
- Full Text:
- Date Issued: 2016
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: text , conference publication
- Identifier: http://hdl.handle.net/10962/66961 , vital:29006
- Full Text:
- Date Issued: 2016
Transforming the use of tutorials through academic staff development
- Clarence, Sherran, Wolff, Karin, Winberg, Simon, Farmer, Jean-Lee, Esambe, Emmanuel
- Authors: Clarence, Sherran , Wolff, Karin , Winberg, Simon , Farmer, Jean-Lee , Esambe, Emmanuel
- Date: 2016
- Language: English
- Type: text , conference publication
- Identifier: http://hdl.handle.net/10962/66982 , vital:29008
- Full Text:
- Date Issued: 2016
- Authors: Clarence, Sherran , Wolff, Karin , Winberg, Simon , Farmer, Jean-Lee , Esambe, Emmanuel
- Date: 2016
- Language: English
- Type: text , conference publication
- Identifier: http://hdl.handle.net/10962/66982 , vital:29008
- Full Text:
- Date Issued: 2016
Assessment in higher education: reframing traditional understandings and practices
- Clarence, Sherran, Quinn, Lynn, Vorster, Jo-Anne
- Authors: Clarence, Sherran , Quinn, Lynn , Vorster, Jo-Anne
- Date: 2015
- Language: English
- Type: Book , text
- Identifier: http://hdl.handle.net/10962/59534 , vital:27624
- Description: The case studies in this publication provide examples of lecturers who have considered the role of assessment in their courses carefully. All of them have engaged with matters related to assessment as part of the formal courses or qualifications offered by staff of the Centre for Higher Education Research, Teaching and Learning (CHERTL) at Rhodes University. In these courses lecturers are encouraged to reflect critically on their current assessment practices, engage with some of the literature and research on assessment in higher education, and then re-conceptualise their assessment methods and approaches. These case studies were drawn from the assignments and portfolios that they completed as part of the summative assessment for the courses they attended. The purpose of the case studies is pedagogic and to illustrate a range of assessment practices and principles. For the sake of clarity some of the details have been omitted or slightly changed.
- Full Text:
- Date Issued: 2015
- Authors: Clarence, Sherran , Quinn, Lynn , Vorster, Jo-Anne
- Date: 2015
- Language: English
- Type: Book , text
- Identifier: http://hdl.handle.net/10962/59534 , vital:27624
- Description: The case studies in this publication provide examples of lecturers who have considered the role of assessment in their courses carefully. All of them have engaged with matters related to assessment as part of the formal courses or qualifications offered by staff of the Centre for Higher Education Research, Teaching and Learning (CHERTL) at Rhodes University. In these courses lecturers are encouraged to reflect critically on their current assessment practices, engage with some of the literature and research on assessment in higher education, and then re-conceptualise their assessment methods and approaches. These case studies were drawn from the assignments and portfolios that they completed as part of the summative assessment for the courses they attended. The purpose of the case studies is pedagogic and to illustrate a range of assessment practices and principles. For the sake of clarity some of the details have been omitted or slightly changed.
- Full Text:
- Date Issued: 2015
- «
- ‹
- 1
- ›
- »