Making transitions from academic literacy to professional literacy

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Making transitions from academic literacy to professional literacy: the nexus of the practical and

Making transitions from academic literacy to professional literacy: the nexus of the practical and theoretical. 3/9/2021 1

PEPE INC 2008 n Jan Millwater ( Dr. ) n President, PEPE INC. Journal

PEPE INC 2008 n Jan Millwater ( Dr. ) n President, PEPE INC. Journal Editor. n n 3/9/2021 Faculty of Education Queensland University of Technology KELVIN GROVE Q 4059 Brisbane ( temperature 29 degrees C) Australia. 2

Transitions Learning and Employability I wish to acknowledge the work contributed by the QUT

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. 3/9/2021 3

Key words Transitions tertiary literacy graduate attributes graduate capabilities employability skills transferable skills lifelong

Key words Transitions tertiary literacy graduate attributes graduate capabilities employability skills transferable skills lifelong learning. professional literacy 3/9/2021 4

Methodology n n n 3/9/2021 literature search into government and university reports on university/employers

Methodology n n n 3/9/2021 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. 5

Conceptual framework n n n 3/9/2021 Department of Education Science and Training, 2006 ;

Conceptual framework n n n 3/9/2021 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. 6

Transitions Learning n n n 3/9/2021 students’ sense of themselves, as individuals and as

Transitions Learning n n n 3/9/2021 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 7

Transition phases over time. Taylor, P. G. , Millwater, J. , & Nash, R.

Transition phases over time. Taylor, P. G. , Millwater, J. , & Nash, R. (2007). Talking about transitions: the value of a conceptual approach (p. 3). 3/9/2021 8

Employabilty n n n 3/9/2021 assumes the ability to effectively apply knowledge and a

Employabilty n n n 3/9/2021 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 9

Graduate Attributes n n 3/9/2021 the qualities, skills and understandings a university community agrees

Graduate Attributes n n 3/9/2021 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… 10

Graduate capabilities n n 3/9/2021 equivalent to employability skills and are generic across the

Graduate capabilities n n 3/9/2021 equivalent to employability skills and are generic across the university generic to a whole range of life and work contexts 11

Tertiary literacies v. Professional literacies 3/9/2021 12

Tertiary literacies v. Professional literacies 3/9/2021 12

Professional Literacy n n n 3/9/2021 As work-ready preservice professionals make the transition out

Professional Literacy n n n 3/9/2021 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 13

Articulation of GA into PL. In using a Learning Continuum concept an appreciation of

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 n Acquisition n Application n Personalisation n Actualisation 3/9/2021 14

Institution embeddednesss n n n 3/9/2021 In particular, the four recommendations of the project,

Institution embeddednesss n n n 3/9/2021 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. . 15

Thank you Please email me on j. millwater@qut. edu. au For paper (incl. references.

Thank you Please email me on j. millwater@qut. edu. au For paper (incl. references. ) 3/9/2021 16