Browsing by Author "Feekery AJ"

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    Enhancing students’ professional information literacy: Collaboratively designing an online learning module and reflective assessments
    (1/06/2021) Feekery AJ; Chisholm K; Jeffrey C; Diesch F
    Creating information literate students and future employees is an expected outcome of a tertiary education. This paper shares insights from a successful collaboration between an academic and three university librarians to create an online learning module designed to develop students’ professional information literacy capability: identifying business information types, searching online databases, and evaluating quality using a new indigenous-informed evaluation approach. Student learning was measured using reflective tasks and assessments. The paper challenges teachers and librarians to consider ways they can collaborate to explicitly embed information literacy (IL) skills development into large disciplinary courses, particularly during the transition into tertiary learning, to enhance lifelong learning capability and meet future workplace IL demands.
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    Smoothing the path to transition
    (2015) Emerson L; Kilpin K; Feekery AJ
    This report is the key project output from a two-year, $200,000 TLRI-funded PAR research project centred on exploring the perceived academic literacy gap in the transition from secondary to tertiary learning contexts. The research adopted an academic literacy pedagogy to connect writing and critical thinking with disciplinary knowledge development, rather than a writing skills pedagogy often adopted in academic preparation courses and learning support centres, which tends to focus on structural element of writing. The project sought to understand the academic learning demands and teaching practices in Year 13 and first year university courses, and, through the recognition of key elements of difference in approaches to teaching academic literacy, develop ways to bridge the expectation gap, thereby smoothing the transition into tertiary learning demands. Key interventions were developed to familiarise secondary teachers and students to tertiary learning demands and expectations via university visits and collaborative exploration of academic literacy and IL opportunities inherent in NCEA unit standards and assessments. The research identified key pressures on secondary teachers, particularly the perceived accountability pressure of NCEA achievement, and a lack of strategic instruction centred on academic literacy, and particularly IL, which emerged as a key element for further investigation in secondary schools. The TLRI fund is a highly contested research fund, with an emphasis on partnerships between teachers and researchers to improve educational outcomes for learners.