A critical reflection on the use of an embedded academic literacy program for teaching sociology

Journal article


Black, Michelle and Rechter, Susan. (2013) A critical reflection on the use of an embedded academic literacy program for teaching sociology. Journal of Sociology. 49(4), pp. 456 - 470. https://doi.org/10.1177/1440783313504056
AuthorsBlack, Michelle and Rechter, Susan
Abstract

New government education policies stress both social justice and economic imperatives. The tensions between these goals for universities are familiar themes for critique. The diversity, and shift in cultural capital among university students is also a concern. The authors of this article teach sociology at an Australian university with a comparative over-representation of students with low levels of cultural capital in academic literacy: research, reading and writing skills. In this article we outline and discuss the approach and outcomes of a pilot online program ‘Leap into Sociology’, developed to help sociology students increase their academic literacy in sociology. The program is, like other academic skills support programs, premised on an understanding that the development of academic research and writing skills needs to be ‘embedded’ in discipline units to be most useful for students. Our discussion considers these challenges in relation to current tensions in higher education work and policy contexts.

Keywordscultural capital; embedding academic literacy; inclusion; teaching sociology
Year2013
JournalJournal of Sociology
Journal citation49 (4), pp. 456 - 470
PublisherThe Australian Sociological Association
ISSN0004-8690
Digital Object Identifier (DOI)https://doi.org/10.1177/1440783313504056
Scopus EID2-s2.0-84887542628
Page range456 - 470
Research GroupSchool of Arts
Publisher's version
File Access Level
Controlled
Place of publicationAustralia
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https://acuresearchbank.acu.edu.au/item/8v773/a-critical-reflection-on-the-use-of-an-embedded-academic-literacy-program-for-teaching-sociology

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