Supporting academic literacies: university teachers in collaboration for change
Year: 2016
Type: article
Abstract: This article deals with an action research project, where a group of university teachers from different disciplines reflected on and gradually extended their knowledge about how to support students’ academic literacy development. The project was conducted within a ‘research circle’ [Bergman, L. 2014. “The Research Circle as a Resource in Challenging Academics’ Perceptions of How to Support Students’ Literacy Development in Higher Education.” Canadian Journal of Action Research 15 (2): 3–20], in which the teachers engaged in a continuous dialogue where experience-based and research-based knowledge could meet. The two-year long process was divided into three phases: exchange of experiences and knowledge, small-scale empirical investigations in the participants own teaching, and presentations of the outcome of the research circle work. The main focus in this article is the second phase. The choice of small-scale-investigations, and how they were discussed and developed in the collaborative work, will be foregrounded as well as the changes that occurred in the participants’ teaching practices and how the participants value the outcome of the research circle work.
Source: Teaching in Higher Education
Author: Lotta Bergman
Institution: Malmö University
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: Malmö Högskola
OpenAlex ID: W2303159596