'Maybe I Can Do This. Maybe I Should Be Here': Evaluating an Academic Literacy, Resilience and Confidence Programme

Autor/inn/en	Donovan, Christina; Erskine-Shaw, Marianne
Titel	'Maybe I Can Do This. Maybe I Should Be Here': Evaluating an Academic Literacy, Resilience and Confidence Programme
Quelle	In: Journal of Further and Higher Education, 44 (2020) 3, S.326-340 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Donovan, Christina) ORCID (Erskine-Shaw, Marianne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2018.1541972
Schlagwörter	Academic Language; Literacy; Resilience (Psychology); Self Efficacy; Intervention; Self Concept; Foreign Countries; Anxiety; Program Effectiveness; College Freshmen; Social Support Groups; Student Participation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Alphabetisierung; Schreib- und Lesefähigkeit; Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Ausland; Angst; Studienanfänger; Social support; Soziale Unterstützung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	It has been well documented in research that students from so-called 'non-traditional' backgrounds can experience significant difficulty in accessing higher education, in part due to a lack of cultural capital. This is further reinforced by 'invisible pedagogic practices' such as 'critical analysis', 'structure' and 'argument', which uphold the prestige of disciplines without adequately inducting students into such practices. Through the evaluation of an academic literacy intervention ('ARC') designed to improve the academic resilience and confidence of students on an undergraduate degree programme, this paper demonstrates that 'literacy' is as much a social practice as it is a set of applied skills. Thus, 'academic literacy' should constitute both study skills and academic socialisation. This paper further argues that the acquisition of 'academic literacy' necessitates the adoption of an 'academic identity', which is an emotional as well as an intellectual endeavour. This requires institutions to move away from the deficit model of 'academic literacy support' towards models which enable the construction of a shared academic identity and cultivate a sense of belonging to the university environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01