Academic literature on the topic 'Tertiary literacy'
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Journal articles on the topic "Tertiary literacy"
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Absalom, Doug, and Zosia Golebiowski. "Tertiary literacy on the cusp." Australian Review of Applied Linguistics 25, no. 2 (January 1, 2002): 5–17. http://dx.doi.org/10.1075/aral.25.2.02abs.
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Abstract This paper outlines some of the recent concerns regarding a perceived decline in literacy standards in Australia, with reference to changing literacy abilities and standards in tertiary education. It presents a summary and critique of the current discussions on changes in literacy expectations and contemporary notions of literacy. It concludes with a summary of three important ‘agents of change’: economic rationalism, multiculturalism and computerisation.
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Papadopoulou, Maria, Sophia Goria, Polyxeni Manoli, and Evgenia Pagkourelia. "Developing multimodal literacy in tertiary education." Journal of Visual Literacy 37, no. 4 (October 2, 2018): 317–29. http://dx.doi.org/10.1080/1051144x.2018.1540177.
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Thomas, Ian, Louise Kyle, and Amaya Alvarez. "Introducing Environmental Literacy in the Tertiary Curriculum." Australian Journal of Environmental Education 15 (1999): 95–101. http://dx.doi.org/10.1017/s0814062600002652.
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AbstractThere are many examples of environmental courses in tertiary institutions, but the integration of environmental education across the range of courses has generally not occurred. The paper describes a process and strategy to establish environmental literacy in tertiary courses. This strategy was developed from a project to introduce waste minimisation education into four disciplinary based courses. Since waste minimisation was introduced in the context of ecological sustainability, the project provided a framework for the broad principles of environmental literacy. The project began with the assumption that adequate materials were already available, but what was needed was a process that would guide academics in the revision of their course content, and would support them in making changes. The paper reports on the conduct of the project and, based on our experiences, presents a strategy for developing curriculum change. This strategy has been developed to recognise the contexts associated with environmental understanding and tertiary institutions, and the processes needed to facilitate the change.
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Feekery, Angela Joy, Katherine Chisholm, Carla Jeffrey, and Fiona Diesch. "Enhancing students’ professional information literacy." Journal of Information Literacy 15, no. 2 (June 8, 2021): 150. http://dx.doi.org/10.11645/15.2.2856.
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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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Kaur, Sarjit, and Gurnam Kaur Sidhu. "Evaluating the Critical Literacy Practices of Tertiary Students." Procedia - Social and Behavioral Sciences 123 (March 2014): 44–52. http://dx.doi.org/10.1016/j.sbspro.2014.01.1396.
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Sarpong-Danquah, Beatrice, Prince Gyimah, Kwasi Poku, and Brenda Osei-Poku. "Financial Literacy Assessment on Tertiary Students in Sub-Saharan Africa: A Ghanaian Perspective." International Journal of Accounting and Financial Reporting 8, no. 2 (May 8, 2018): 76. http://dx.doi.org/10.5296/ijafr.v8i2.12928.
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The study assesses the financial literacy level among tertiary students in Sub-Saharan Africa country, Ghana. The study uses primary data through self-administered questionnaires, and employs purposive sampling to select four hundred and eighty (480) students across tertiary institutions in Ghana for data analysis. The study reaffirms that on the average, students lack financial knowledge especially on insurance (mean = 40.54 percent). However, students portray the highest level of financial literacy in savings and borrowing (mean = 52.88 percent). Also, information technology positively influences 95 percent of student’s financial literacy. We recommend that tertiary institutions should inculcate educational program on financial literacy to broaden understanding of financial issues among students. Policy makers should redesign curriculum to include financial literacy courses especially for non-business students. Finally, financial seminars and talks should be focused on teaching relevant financial concepts and the youth should be educated and encouraged to utilize digital or technological platforms to enable them gain more knowledge in finance.
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Bock, Zannie, and David H. Gough. "Social literacies and students in tertiary settings." Australian Review of Applied Linguistics 25, no. 2 (January 1, 2002): 49–58. http://dx.doi.org/10.1075/aral.25.2.05boc.
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Abstract In this article we explore the consequences of the social literacies model of understanding students’ academic literacy practices at a South African University. We highlight some of the paradoxes of this model in South Africa in terms of the particular demands of dominant literacy practices and past discriminatory policies which denied access to such practices and which created alternative practices. We include some observations we have made about including alternative literacies in assessment practices in tertiary classrooms.
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Kirkpatrick, Andy, and Denise Mulligan. "Cultures of learning." Australian Review of Applied Linguistics 25, no. 2 (January 1, 2002): 73–99. http://dx.doi.org/10.1075/aral.25.2.07kir.
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Abstract Australian university students are characterised in some quarters, and by employer groups especially, as lacking a high facility with literacy skills. But what literacy skills do students actually need for tertiary study in Australia today? What expectations do students and teachers have about learning the particular literacy skills needed to acquire, evaluate and convey information in their discipline? And to what extent are traditional notions of the culture of learning in Australian universities as ‘critically active’ reflected in practice? This paper compares course requirements and student reading practices in a selection of units in Business, Engineering, Health Science and Social Science and the findings challenge prevailing ideas of what constitutes ‘tertiary literacy’ in Australian universities.
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Rinekso, Aji Budi, Rojab Siti Rodliyah, and Intan Pertiwi. "Digital literacy practices in tertiary education: A case of EFL postgraduate students." Studies in English Language and Education 8, no. 2 (May 3, 2021): 622–41. http://dx.doi.org/10.24815/siele.v8i2.18863.
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Over the past few decades, technologies grew rapidly, transforming traditional instructions to be more digitalized and stimulating many researchers to study digital literacy practices in a school-educational context. However, studies exploring digital literacy practices in the context of tertiary education are still scarce. Within the qualitative approach, this study investigated digital literacy practices by EFL (English as a Foreign Language) postgraduate students. Moreover, it intensively discusses the kinds of digital tools used by the participants and the purposes of using them. Additionally, the way the participants conceptualized digital literacy was also elaborated. Thirty-four EFL Master students of a public university in Bandung, Indonesia, participated in this study. An online open-ended questionnaire and semi-structured interviews were applied in data collection. Meanwhile, eight dimensions of digital literacy in the Hague and Payton’s frameworks were used as the basis of the thematical analysis of the interview data. Results showed that the participants conceptualized digital literacy as soft skills for managing digital information covering the acts of searching, comprehending, evaluating, creating, and sharing. The prominent result of this study relates to how the participants used digital tools for academic/research and general purposes. Subsequently, this study recommends that tertiary education institutions provide more training on maximizing digital tools for academic writing and broader access to prepaid journal articles. Further exploration of lecturers’ digital literacy practices is highly recommended.
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Ahmed, Aashi, Bushra Anwar, Mehjabeen Qureshi, Maliha Asim, and Nadia Nisar. "Assessment of Health literacy and its determinants in patients visiting tertiary care hospital, Rawalpindi, Pakistan." Pakistan Journal of Public Health 10, no. 4 (March 29, 2021): 220–25. http://dx.doi.org/10.32413/pjph.v10i4.674.
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Background: Health literacy refers to the ability to access, understand and use health related information to promote good health. It is required to achieve good health of an individual. Good health literacy has been shown to improve health outcomes of a person and is now the focus of many researches internationally. The objective of the study was to assess health literacy levels and its determinants in patients visiting tertiary care hospital in Rawalpindi Methods: This cross-sectional survey was conducted in three public sector tertiary care hospitals in duration of four months. 450 adults of either gender with age > 18 years capable of providing informed consent and able to communicate in any of the local languages were selected from outpatient and emergency departments. The data entry and statistical analysis were done using SPSS version 23. Results: 26.2% of people had poor health literacy, 56.4% had satisfactory health literacy whereas only 17.3% had good health literacy. Health literacy was poorest in domain of disease prevention (lowest mean score of 2.3+.86). Mean health literacy was significantly positively associated with higher income, and higher frequency of watching health-related television programs. Conclusion: Health literacy levels were found to be low in our study population. Gaps in health literacy should be addressed by more research and interventions. The health educators (health care professionals) can play a major role in helping to enhance the health literacy and act as an advocate for health education.
Dissertations / Theses on the topic "Tertiary literacy"
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au, M. Kemp@murdoch edu, and Marian Kemp. "Developing Critical Numeracy at the Tertiary level." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060831.171947.
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Students at university encounter quantitative information in tables and graphs or through prose in textbooks, journals, electronic sources and in lectures. The degree to which students are able to engage with this kind of information and draw their own conclusions, influences the extent to which they need to rely on the interpretation of others. In particular, students who are studying in non-mathematical disciplines often fail to engage seriously with such material for a number of reasons. These may include a lack of confidence in their ability to do mathematics, a lack of mathematical skills required to understand the data, or a lack of an awareness of the importance of being able to read and interpret the data for themselves. In this thesis, the successful choice and use of skills to interpret quantitative information is referred to as numeracy.
The level of numeracy exhibited by a student can vary depending on the social or cultural context, his/her confidence to engage with the quantitative information, the sophistication of the mathematics required, and his/her ability to evaluate the findings. The first part of the thesis is devoted to the conceptualisation of numeracy and its relationship to mathematics.
The empirical study that follows this is focused on an aspect of numeracy of importance to university students: the reading and interpreting of tables of data in a range of non-mathematical contexts. The students who participated in this study were enrolled in degree programs in the social sciences. The study was designed to measure the effectiveness of a one-hour intervention workshop aimed at improving the levels of the students numeracy. The short length of the intervention was dictated by practical and organisational constraints. This workshop involved reading and interpreting a table of data using strategies based on the SOLO taxonomy (Biggs & Collis, 1982).
The SOLO taxonomy was developed mainly as a means of classifying the quality of responses across both arts and science disciplines. The categorisation uses five levels: prestructural, unistructural, multistructural, relational and extended abstract. It can be used as a diagnostic tool at all levels of education as it can be seen as a spiral learning structure repeating itself with increasing levels of abstraction. It can also be used as a teaching tool in feedback to students.
A measuring instrument, also based on the SOLO taxonomy, was designed to gauge the levels of the students responses to these tasks. Each response was allocated a level that was subsequently coded as a number from zero to seven. Because the responses were in distinct ordered categories, it was possible to analyse the scores using the Rasch Model (Rasch 1960/80) for polytomous responses, placing both the difficulty of the tasks and the ability of the students on an equal interval scale. The Rasch Model was also used to evaluate the measuring instrument itself. Some adjustments were made to the instrument in the light of this analysis. It was found that it is possible to construct an instrument to distinguish between levels of students written responses for each of the chosen table interpretation tasks.
The workshop was evaluated through a comparison of the levels achieved by individual students before and after the workshop. T-tests for dependent samples indicated a significant improvement (p < 0.01) in student performance.
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Chabthanom, Ladda. "Critical literacies in a Thai tertiary education context /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19018.pdf.
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Wilson, Ian Robert. "Academic literacy and self-efficacy in adult students preparing for tertiary study." Thesis, University of Auckland, 2012. http://hdl.handle.net/2292/19496.
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Levels of academic literacy and self-efficacy were investigated to find possible relationships to variations in demographic and experiential backgrounds, academic results, and acceptance into future courses. The 212 adults studied were from a diverse range of backgrounds and were enrolled in the largest bridging programme in New Zealand, preparing for tertiary study. Quantitative data assessing reading, writing, and vocabulary skills were compared to quantitative and qualitative data on the self-efficacy beliefs of their academic literacy to participate in the current and future courses, and their readiness for future study. These were examined and triangulated with interview data, and compared to demographic data, academic results, and the outcome of applications to future academic courses. The study measured academic literacy levels in relation to the Learning Progressions published by the Tertiary Education Commission in New Zealand (2008), and to Nation's (1983) Vocabulary Levels Test. Self-efficacy beliefs were reported by participants through questionnaire and interviews using a labelled Likert percentage scale outlined by Bandura (2006). The quantitative data were analysed by descriptive statistics, correlation, and analysis of variance. It was found that participants with comparatively higher academic ability but lower self-efficacy received significantly lower end-of-semester grade score averages than their peers. Lower grade scores were also received when self-efficacy for academic study was substantially different from their actual academic literacy. Adults who had a first language other than English had significantly lower academic literacy measurements yet the highest self-efficacy. Bandura's observation on the importance of self-efficacy beliefs to match academic literacy was supported by this study. A moderate correlation between academic literacy skills and academic results was established. The sources of self-efficacy---previous personal success, observation of significant others, verbal persuasion and encouragement, and an emotional/physiological response to situational pressures---proposed by Bandura (1977, 1986, 1994, 1997), and supported in the social cognitive literature, were established for the adults in this study. However, the self-efficacy measures used did not correlate significantly with academic results or acceptance outcomes. Future research possibilities are indicated.
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Rivard, Jane Nathalie. "An investigation into diglossia, literacy, and tertiary-level EFL classes in the Arabian Gulf States /." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99388.
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This study investigates whether the remedial tertiary-level EFL classes in the Arabian Gulf States optimize the process of acquiring English for the majority of the students, namely the graduates of government high schools. I have endeavoured to uncover, by reference to my three years as an EFL teacher in the Gulf and the pertinent literature, why so much time and effort invested by myself and my students resulted in such a disproportionate lack of progress in reading and writing. I show how three major factors (diglossia, a linguistic trichotomy, and low literacy levels) conspire to impede students from learning to read and write in English through second language methodology and compare this situation to the one in Quebec. I conclude with two suggestions to make tertiary-level EFL classes more efficient and effective: the use of more familiar methodology and the teaching of reading and writing through a literacy framework. I also propose some longer-term solutions to deal with the linguistic trichotomy, a problem the Gulf Arabian States may wish to address if they intend to pursue the goal of providing a world-class education to their children.
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Baskin, Colin, and Colin Baskin@jcu edu au. "Analysing the Dynamics of a Textually Mediated Community of Practice: The Social Construction of Literacy in the Business Faculty." Griffith University. School of Cognition, Language and Special Education, 2000. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20021219.151517.
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This study is positioned within existing debates about the meaning and role of academic literacy, how it shapes and then frames the academic and professional writing practices of business students. It explores relationships between literacy, individual writers and the academy. It goes beyond merely locating these relationships, pointing more to the need to understand how particular student and staff groups within the faculty describe academic writing practices, and in turn act upon these descriptions. Current formulations of academic literacy reflect a heavy emphasis by academic and professional communities on the commodity value of 'literacy skills'. This happens despite the fact that not much is known about the details and current culture of literacy practices in Australian universities, and how these are inflected by different disciplinary areas and cross-cultural factors. Given the divergent applications of literacy that exist across the business professions, there remains a distinct lack of consensus over the meaning of literacy in business higher education communities. Institutional responses reflect this lack of consensus, and are expressed as inflections around a perceived 'crisis' in tertiary literacy standards. Business and professional faculties, while simultaneously embracing the economic and policy imperative underlying mass education, are seen to remain scornful of the service obligation this brings. Implicit in current understandings of academic literacy are the taken for granted connections between basic literacy, reading and writing, schooling, education and employment. These connections underwrite the relations of institutional arrangements, everyday practices, policy construction, and the conditions for student evaluation in the faculty. This study begins from where literacy is located 'bodily', and provides in the first instance a content analysis which explicates and presents student discussions on various ways of thinking about, framing and reframing academic writing. The project then turns to contemporary literacy theory for an explanation of how a community discourse of 'academic literacy' is conceived, produced and in turn reproduced. Contemporary literacy theory has embraced three theoretical frameworks in its move away from a traditional uni-dimensional view of literacy, namely critical social theories, discourse and textual studies, and ethnographic research methodologies (Smith 1988). This trinity of frameworks is used in the second instance to examine a series of interviews with student writers. This data makes visible the means by which institutions value certain literacy practices over others, practices which support the naturalized world of writing required by the faculty and its professional communities. Dominant literacy practices are identified, and interpretive procedures from the field of Ethnomethodology are used to account for the ways in which discourses on academic writing both reflect and produce social and community realities. Theories of discourse are used to examine the social construction of student writing practices within this local faculty community by identifying the attributes and assumptions that are attached to different community members to account for aspects of writing practice. The key to understanding academic literacy practices is found in explication of the social processes and practices that organise the 'everyday' world of the business faculty. This project discloses how the subjective world of academic literacy is organised, and how this form of organisation is articulated 'to the social relations of the larger social and economic process' (Smith 1988:152). In the strict context of this study, this means being able to disclose for certain groups of student writers, how their situations and literacy practices are organised and determined by social processes outside the scope of their 'everyday' world. This process of discovery requires the researched to actively construct 'local' referents as categories and concepts which, when applied to a faculty context, can form an observable, local practice as a dialectic 'between what members do in tending the categories and concepts of (an) institutional ideology' on academic writing (Smith 1988:161). The interpretive practices students use to analyse literacy practices bring academic literacy into being. The outcomes of the study show that the relationships between literacy, the individual and the academy are currently explained and understood in terms of the connections that can be made between existing professional and academic community discourses. Here the concept of a 'literacy crisis' resides. It is expressed through informant talk as a perceived fall in academic literacy standards. Informant debate on what has caused this decline is generally expressed through two key positions. One of these holds a rhetorical view of literacy as a somewhat natural and procedural outcome of the higher educational process, positioning literacy within an oppositional framework of deficit cultural and linguistic models. A second view evokes a competitive agenda of limited and limiting academic and professional opportunities. Behind these arguments and their rebuttals, lie assumptions about the 'literate' person as a member of the faculty. In arguing that research into the field of academic literacy has concealed a student sub-text, this study argues that literacy has been constructed, implemented and investigated from the perspective of the institution. It follows that academic literacy can be better understood as a socially constructed and signifying space, one which includes opportunities for students to create their own powerful identities as writers and as members of professional and faculty communities. This project bridges many aspects of student experience, with the major focus upon that which has been excluded by the absence of students from the making of the topics and the relevance of the discourse. For this compelling reason, this project has direct relevance to teachers, researchers, fieldworkers and policy-makers involved in the overlapping fields of literacy and higher education.
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Wilson, Therese Maree. "Statistical reasoning at the secondary tertiary interface." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16358/.
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Each year thousands of students enrol in introductory statistics courses at universities throughout Australia, bringing with them formal and informal statistical knowledge and reasoning, as well as a wide range of basic numeracy skills, mathematical inclinations and attitudes towards statistics, which have the potential to impact on their ability to develop statistically. This research develops and investigates measures of each of these components for students at the interface of secondary and tertiary education, and investigates the relationships that exist between them, and a range of background variables. The focus of the research is on measuring and analysing levels and abilities in statistical reasoning for a range of students at the tertiary interface, with particular interest also in investigating their basic numeracy skills and how these may or may not link with statistical reasoning allowing for other variables and factors. Information from three cohorts in an introductory data analysis course, whose focus is real data investigations, provides basis for the research. This course is compulsory for all students in degree programs associated with all sciences or mathematics. The research discusses and reports on the development of questionnaires to measure numeracy and statistical reasoning and the students' attitudes and reflections on their prior school experiences with statistics. Students' attitudes are found to be generally positive, particularly with regard to their self-efficacy. They are also in no doubt as to the links that exist between mathematics and statistics. The Numeracy Questionnaire, developed to measure pre-calculus skills relevant to an introductory data analysis course which emphasises real data investigations, demonstrates that many students who have completed a basic algebra and calculus senior school subject struggle with skills which are in the pre-senior curricula. Direct examination of the responses helps to understand where and why difficulties tend to occur. Rasch analysis is used to validate the questionnaire and assist in the description of levels of skill. General linear models demonstrate that a student's numeracy score depends on the result obtained in senior mathematics, whether or not the student is a mathematics student, gender, whether or not higher level mathematics has been studied, self-efficacy and year. The research indicates that either the pre-senior curricula need strengthening or that exposure to mathematics beyond the core senior course is required to establish confidence with basic skills particularly when applied to new contexts and multi- step situations. The Statistical Reasoning Questionnaire (SRQ) is developed for use in the Australian context at the secondary/tertiary interface. As with the Numeracy Questionnaire, detailed examination of the responses provides much insight into the range and features of statistical reasoning at this level. Rasch analyses, both dichotomous and polychotomous, are used to establish the appropriateness of this instrument as a measuring tool at this level. The polychotomous, Rasch partial credit model is also used to define a new approach to scoring a statistical reasoning instrument and enables development and application of a hierarchical model and measures levels of statistical reasoning appropriate at the school/tertiary interface. General linear models indicate that numeracy is a highly significant predictor of statistical reasoning allowing for all other variables including tertiary entrance score and students' backgrounds and self-efficacy. Further investigation demonstrates that this relationship is not limited to more difficult or overtly mathematical items on the SRQ. Performance on the end of semester component of assessment in the course is shown to depend on statistical reasoning at the beginning of semester as measured by the partial credit model, allowing for all other variables. Because of the dominance of the relationship between statistical reasoning (as measured by the SRQ) and numeracy on entry, some further analysis of the end of semester assessment is carried out. This includes noting the higher attrition rates for students with less mathematical backgrounds and lower numeracy.
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Matemane, Matwale Reon. "The relationship between financial literacy and saving habits : an analysis of black South Africans with a commercial tertiary education." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60723.
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Financial literacy has been identified in previous studies as an area that has not been researched extensively in South Africa. This is particularly true for Black South Africans who have been previously disadvantaged and excluded from the mainstream economy and financial services in the apartheid regime. Lower savings and over-indebtedness amongst this group can be attributable to the lower financial literacy levels emanating from the inequalities of the past. This study aims to assess the financial literacy of Black South Africans with a commercial tertiary qualification working in Pretoria and Johannesburg based on descriptive research and structured questionnaires. The study first establishes that although people with a commercial tertiary qualification are more financially literate than those with non-commercial tertiary qualification, Black South Africans are nevertheless less financially literate than their Coloured, Indian and White contemporaries. Secondly, those who have savings have higher financial literacy than those who do not have savings.Mini Dissertation (MCom)--University of Pretoria, 2016.
Financial Management
MCom
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Chu, Fidelis Ewe. "Developing first year part-time students academic competencies in an academic literacy module." Thesis, University of Western Cape, 2010. http://hdl.handle.net/11394/8494.
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Magister Artium - MAThe transition from high school to university for many students all over the world has never been very easy and this is also true in the South African context. At the University of the Western Cape the majority of students, particularly part-time students, come from previously disadvantaged institutions of learning. This problem is exacerbated by the fact that most tertiary institutions in South Africa, including The University of the Western Cape, use English as the official language of instruction even though more than three quarters of students entering into institutions of higher learning in South Africa are second or even third language English speakers who do not have the language competence level required in the medium of instruction to successfully negotiate academic curricula.
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Fouche, Ilse. "Improving the academic literacy levels of first-year Natural Sciences students by means of an academic literacy intervention." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26500.
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Over the past years, there has been a consistent call from Government and industry for South African tertiary institutions to deliver more graduates in the fields of science and technology. This, however, is no mean feat for universities, as the pool of prospective candidates delivers very few students with the necessary academic literacy abilities, and very few students who passed mathematics and science at the right levels to succeed in science higher education. This puts tertiary institutions under mounting pressure to accept students who are under-prepared and to support these students appropriately. The plight of Open and Distance Learning (ODL) institutions like the University of South Africa (UNISA) is even more desperate, as they are often left with those students who are either unable to gain entrance into, or to afford the study fees of, residential universities. These students are often in greater need for face-to-face interaction than are their counterparts at residential universities, yet they generally receive very little of this. The intervention examined and critiqued in this study is an attempt at raising the academic literacy levels of first-year students at UNISA in the fields of science and technology by means of a 60-hour face-to-face workshop programme. As its foundation, it uses the principles of collaborative learning and authentic material design. It also treats academic literacy abilities as interdependent and holistic. This study starts with a broad overview of the context. This is followed by a review of the literature. This review focuses on concepts such as collaborative learning, academic literacy, English for academic purposes, English for specific purposes and English for science and technology. Thereafter, a needs analysis is done in which students’ Test for Academic Literacy Levels (TALL) pre-test results, as well as a sample of their assignments, are examined. In addition, the workshops in this intervention programme are analysed individually. To determine the effectiveness of the academic literacy intervention, students’ pre- and post-TALL results are scrutinised, and a feedback questionnaire filled in at the end of the year is analysed. Subsequently, recommendations are made as to how the workshop programme could be improved. Findings show that the academic literacy intervention did improve students’ academic literacy levels significantly, though the improvement is not enough to elevate students from being considered at-risk. However, with fine-tuning the existing programme, the possibility exists that students’ academic literacy levels might be further improved. This calls for a careful examination of the areas in which students’ performance did not improve significantly. Student feedback indicated a positive attitude towards the entire intervention programme, as well as a marked preference for collaborative learning and face-to-face interaction. In the redevelopment of the current workshop programme, such preferences would have to receive attention, so as to integrate students’ wants, together with what they lack and what they need, in subsequent interventions. In conclusion, the limitations of this study are discussed, and recommendations are made for future research, as the current study must be seen as only the beginning of a process of action research that could lead to a sustainable intervention programme in future. CopyrightDissertation (MA)--University of Pretoria, 2010.
Unit for Academic Literacy
Afrikaans
unrestricted
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Dimitriou, Constantine C. "The role of group writing activity on disciplinary literacy appropriation at university." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665448.
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The work of Humanities & Social Sciences students involves learning to express disciplinary content in essay assessment to disciplinary norms. Though tutors use a genre for professional writing, literacy is often not part of the classroom discussion. Therefore, many students have difficulty appropriating the communicative tools of that disciplinary genre. This may be solved by a turn in pedagogy towards tutors’ awareness of students’ processes (Hornsby & Osman, 2014) which may, in turn, improve tutors’ feedback. Ethnography has provided insights into students’ attitudes, their impressions of feedback and experiences, largely through interview methods, and classroom observation (Saville-Troike, 1989), but assessment writing does not typically occur in class. What was needed was a closer examination of students’ literacy processes. This study looked at literacy work through Activity Theory (Leont’ev, 1978) which represents human activity as a contextualised system where a group works together towards an object. Group collaboration allows for concepts to be negotiated and for interpretations to be shared, which can aid understanding (Mercer, 1995). This cross-sectional study examined three L2-English Business Studies student groups’ collaborative writing with observation of activity as its primary instrument for capturing student literacy work. Using an Educational Talk framework (Mercer, 1995) to examine the qualities of negotiation, this study offers a new understanding of students’ processes of literacy work and their possible effect on literacy appropriation. The results showed how the task and other structural tensions drive literacy work, and how the particular attributes of Educational Talk, in a tertiary context, contribute to the negotiation of meaning in the resolution of tensions. It also showed how literacy work involves the inter-mingling of textual work, subject content (Tardy, 2006, 2009) and contextual factors. These indicate the importance of group literacy activity for students, and the importance of understanding group discussions involving literacy work.
Books on the topic "Tertiary literacy"
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Akinde, Adebayo D. Information technology in the service of mankind: Computer literacy and IT applications in the management of tertiary institutions. Ijebu-Ode: School of Science, Tai Solarin College of Education, 2001.
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Akinde, Adebayo D. Information technology in the service of mankind: Computer literacy and IT applications in the management of tertiary institutions. Ijebu-Ode: School of Science, Tai Solarin College of Education, 2001.
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Meeting on Collection and Dissemination of Science and Technology Results from African Tertiary Institutions (1998 Pretoria, South Africa). Report of the Meeting on Collection and Dissemination of Science and Technology Results from African Tertiary Institutions, Pretoria, 4-7 May 1998. [Accra]: Association of African Universities, 1998.
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Österlund, Mia. Novel Districts: Critical Readings of Monika Fagerholm. Helsinki: Finnish Literature Society / SKS, 2016.
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Heath, Anthony F., Elisabeth Garratt, Ridhi Kashyap, Yaojun Li, and Lindsay Richards. The Fight against Ignorance. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198805489.003.0004.
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There was great progress in increasing participation rates in secondary and tertiary education post-war, as there was in Britain’s peer countries. There was also an increase in the proportion of the age group achieving qualifications such as GCSEs but many doubts have been raised about the comparability of these qualifications over time. Independent studies of reading and literacy suggest that progress was positive but slow, while independent cross-national studies show that average test scores of British schoolchildren did not progress any faster than in peer countries. It is doubtful therefore whether educational reforms have made much difference. However, education also contributes to the empowerment of a country’s citizens and to values and behaviours such as tolerance and healthy lifestyles, and educational expansion has contributed to social progress in this way.
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Bulaitis, Zoe Hope. Value and the Humanities: The Neoliberal University and Our Victorian Inheritance. Springer Nature, 2020.
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Ribó, Ignasi. Prose Fiction: An Introduction to the Semiotics of Narrative. Open Book Publishers, 2019.
Find full textBook chapters on the topic "Tertiary literacy"
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van der Cingel, Paul. "Advances in Nontechnical Network Literacy: Lessons Learned in Tertiary Education." In Network Science In Education, 45–56. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77237-0_3.
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Ismael, Dler Abdullah. "Kurdish Tertiary EFL Teachers’ Assessment Literacy in Alternative Assessments and Its Influence on the Ethicality of Their Assessments." In Second Language Learning and Teaching, 29–45. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32601-6_3.
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Zalewski, Jan. "Helping Low Achievers to Succeed in Tertiary Education: Explicit Teaching of Academic Literacy as a Way to Positive Educational Experiences." In Second Language Learning and Teaching, 323–36. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32954-3_18.
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Junge, Ranka, Tjasa Griessler Bulc, Dieter Anseeuw, Hijran Yavuzcan Yildiz, and Sarah Milliken. "Aquaponics as an Educational Tool." In Aquaponics Food Production Systems, 561–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15943-6_22.
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AbstractThis chapter provides an overview of possible strategies for implementing aquaponics in curricula at different levels of education, illustrated by case studies from different countries. Aquaponics can promote scientific literacy and provide a useful tool for teaching the natural sciences at all levels, from primary through to tertiary education. An aquaponics classroom model system can provide multiple ways of enriching classes in Science, Technology, Engineering and Mathematics (STEM), and the day-to-day maintenance of an aquaponics can also enable experiential learning. Aquaponics can thus become an enjoyable and effective way for learners to study STEM content, and can also be used for teaching subjects such as business and economics, and for addressing issues like sustainable development, environmental science, agriculture, food systems, and health. Using learner and teacher evaluations of the use of aquaponics at different educational levels, we attempt to answer the question of whether aquaponics fulfils its promise as an educational tool.
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Lehman, Iga Maria, and Rob Anderson. "Academic Identities and Literacy Practices: A Few Remarks on the Influence of EAP Instruction on the Construction of Disciplinary Identities of Italian Tertiary Students." In Second Language Learning and Teaching, 139–52. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56892-8_9.
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Støle, Hildegunn, Åse Kari H. Wagner, and Knut Schwippert. "The Importance of Parents’ Own Reading for 10-Year Old Students’ Reading Achievement in the Nordic Countries." In Equity, Equality and Diversity in the Nordic Model of Education, 363–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_14.
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AbstractThe Nordic education model of an inclusive school for all aims at giving children equal, and excellent, opportunities for acquiring high levels of reading ability. It is well documented that both students’ and their parents’ reading interest is closely and positively associated with students’ reading achievement. There is therefore cause for concern when reading interests seem to be in decline both among parents and among today’s students. Family socio-economic background is also well known to relate strongly to students’ reading achievement. Especially children of parents with low education are likely to be deprived of opportunities of beneficial reading activities, such as seeing their parents read, being read to by family members, and learning to enjoy reading for themselves in the early years of school. On the other hand, it is possible that parents who enjoy reading and/or read much at home, provide their children with a basis for acquiring good reading skills, regardless of their educational background. Our article analyses data from four cycles (2001–2016) of the Progress in International Reading Literacy Study (PIRLS), and several Nordic countries, in order to establish whether parental reading can compensate for low parental education levels. We find that parents’ reading enjoyment, but not their frequent reading in their spare time, to some degree does compensate for lack of tertiary (high) education. However, if increasingly fewer parents like to read, more children will go without the opportunity to develop reading enjoyment themselves, and this will likely affect more children from low-SES backgrounds than from higher SES-backgrounds.
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Diallo, Bakary, Sidiki Traoré, and Therrezinha Fernandes. "AVU's Experience in Increasing Access to Quality Higher Education through e-Learning in Sub-Saharan Africa." In Multiple Literacy and Science Education, 165–79. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-690-2.ch010.
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Universities and other tertiary institutions in developing nations around the world are facing major challenges in meeting the demand for increasing access to higher education (HE): limitations imposed by inadequate funding, poor infrastructure and sometimes lack of political vision, added to the demographic explosion, make it almost impossible for some of these developing nations to ensure access to all to higher education solely through the conventional face-to-face mode. In this context, the Information and Communication Technologies (ICTs) are providing an alternative to face-to-face education. Moreover, they have the potential to significantly increase access to quality higher education, improve management of tertiary institutions, increase access to educational resources through digital libraries and open education resources, foster collaboration and networking between universities, foster collaboration between the private sector and tertiary institutions, enhance sub-regional and regional integration and facilitate the mobility of teachers and graduates. In Sub-Saharan Africa (SSA), the African Virtual University (AVU), a Pan African Inter-Governmental Organization initially launched in Washington in 1997 as a World Bank project, works with a number of countries toward reaching the goal of increasing access to quality higher education and training programmes through the use of ICTs. The AVU has been the first-of-itskind in this regard to serve the Sub-Saharan African countries. In this chapter, the AVU’s twelve years experience in delivering and improving access to quality higher distance education throughout Africa will be discussed. The AVU has trained more than 40,000 students since its inception; this is the proof that it is possible to achieve democratization of tertiary education in Africa despite many challenges.
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Hadjiconstantinou, Stavroulla. "Multimodal texts in support of linguistic and critical thinking development in English for specific purposes." In Tertiary education language learning: a collection of research, 29–45. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.51.1253.
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In light of widespread recognition of the need to explore new forms of literacy brought by the contemporary semiotic world, this study explores the potential Critical Thinking (CT) may offer in developing learners’ critical literacy in an English for Specific Purposes (ESP) context enhanced with the use of technology. Drawing on research in critical pedagogy that highlights the importance of raising learners’ critical awareness through language, I explore how critical practices of identifying and negotiating the expression of personal opinion in multimodal texts, in an English for the Media context particularly sensitive to issues of criticality, can enhance the development of multimodal literacy. This development is informed by Design-Based Research (DBR) (McKenney & Reeves, 2013), in which iteration and refinement of an intervention designed around these practices leads to the development of principles deriving from the evolution of the design.
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Adekunle, Salako E. "Student Attitude in Mathematics and Science-Related Courses for Digitally Based Society." In Developing Mathematical Literacy in the Context of the Fourth Industrial Revolution, 80–98. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3868-5.ch004.
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One of the principal objectives of teaching and learning mathematics, science, and technology (MST) is to produce a digitally-based society, and students are pillars to achieve this fundamental objective in this information age. The study investigated students' attitude in MST education for digitally-based society in the South-West region, Nigeria. A sample of 1,080 from the population of 2,700 was used from six private and six public tertiary institutions in the six states that made up the region. A questionnaire with a reliability coefficient of 0.813 was used to gather research data for analysis. Findings revealed that the students in the South-West geopolitical region had a poor attitude in mathematics, chemistry, physics, and computer science, and there was a poor academic performance in MST education. There was a significant difference between public and private tertiary institutions students' attitude towards MST-related courses. Recommendations on periodical workshops and training of teachers on the innovativeness in the teaching of science-based subjects were made.
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Stevens, Lisa Patel, and Molly Dugan. "The Dynamic Design of Learning with Text." In Multiliteracies and Technology Enhanced Education, 53–69. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-673-0.ch004.
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In this chapter, the authors explore the current challenges facing educational institutions to design learning spaces congruent for learning with and through multimodal textual practices. The chapter reviews the inherent design, or grammar, of multimodal literacy practices and that of learning with these texts. Using examples from secondary and tertiary contexts, constructs from complexity theory offer a theoretical lens that is more generative for conceptualizing and analyzing dynamic literacy practices in educational institutions than multimodal literacy. The chapter concludes with a discussion of the tensions that arise form these examples, using Bourdieu’s (1984) habitus to problematize the future of designing dynamic educational spaces.
Conference papers on the topic "Tertiary literacy"
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Trisanti, Novia. "Developing Critical Literacy Practices using Speaking Tasks of Tertiary Level Students." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007166503090312.
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Li, Chili, Chen Cao, and Yuehua Wang. "EXPLORING DIGITAL LITERACY AWARENESS IN ENGLISH LEARNING AMONG CHINESE TERTIARY EFL LEARNERS." In ICETC'20: 2020 12th International Conference on Education Technology and Computers. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3436756.3437022.
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"Differences in navigation behaviour based on literacy levels within a tertiary healthcare complex in Northwest Nigeria." In WABER 2019 Conference. WABER Conference, 2019. http://dx.doi.org/10.33796/waberconference2019.31.
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von Solms, S., W. S. Hurter, and J. Meyer. "A Sustainable Model for Problem Based Learning in a South African School." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-68075.
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South Africa is currently facing an education dilemma with high numbers of youth unemployment and a growing specialized skills shortage in Science, Technology, Engineering and Mathematics (STEM). STEM problem based learning events, hosted by government and the corporate sector, has shown to improve science and technology literacy and to encourage the youth to pursue tertiary education in the field of science. Unfortunately, schools face a range of challenges which restricts them from participating in these learning methods, depriving learners of the advantages offered by problem based learning. This paper presents a model for the sustainable provision of STEM problem based learning opportunities in South African schools. The presented model is based on a two-team mentoring model which makes problem based learning sustainable in a South African school environments. The Shell Eco Marathon is in its third year, and the students that have passed through the program will now be progressing to university. The impact of this program, therefore, will be become evident by the success of the students’ studies in the near future.
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Jake III Parawan Neri, Martiniano. "Information Technology Education Policy Framework for Developing Countries: Survey and Cluster Analysis of Worldwide Patterns in Information Technology Education." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3311.
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The paper examines worldwide patterns of operations of IT education using 31 countries’ data on IT education focusing on contexts, inputs, processes and outcomes of IT education with the end-in-view of deriving sets of national policies for IT education in the Philippines. In all, 13 variables were used as multivariate inputs to a cluster analysis algorithm which aim to cluster countries in terms of a 13 x 13 similarity matrix utilizing a hierarchical cluster method. Data per variable needed in the cluster analysis were obtained from the internet in most of the countries identified. Results revealed that developing countries’ IT education differed from the IT education of developed and less developed countries in terms of: Contexts (Level of Development, Economic Basis, Educational System), Input (Percent of IT Professionals, National Literacy Rate, Percentage of Universities offering IT Courses), Process (Nature of Tertiary level Curriculum, Number of Years of exposure to IT, Provision of OJT in the curriculum, Instructional system, Admission status of IT courses), Output (Level of IT specialization), and Outcome (Employment status). On the basis of the hierarchical cluster analysis performed, policy recommendations are given to enhance the delivery of IT education in the Philippines and to sharpen its contribution to national development.
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Peens, Shaun. "HIGHER EDUCATION INSTITUTIONS’ NEED TO INITIATE CHANGE TO THE ACCOUNTING CURRICULUM DURING THE FOURTH INDUSTRIAL REVOLUTION (4IR)." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end032.
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In South Africa, the Further Education and Training phase (FET) in Accounting faces a major decline in learner numbers. The current format of FET Accounting serves little purpose in preparing learners for Accounting courses at tertiary level, if FET Accounting is not a precondition to Professional and Chartered Accountant courses. This study followed a qualitative research approach, from five Focus Groups at five Secondary schools in the Motheo Educational district, comprising of 16 FET Accounting Teachers to consider possible reasons for the decline of learners in FET Accounting. As result, uncertainty exists regarding the future of FET Accounting and the Accounting profession, when guidance teachers are presumably advising learners to take less suitable subjects, like Mathematical Literacy, History of Geography to enhance school reports. These findings influence the social responsibility of teachers; and it also results in many Accounting students having to spend two or more additional years at university due to their apparent lack of basic Accounting skills. Additionally, the negative perception towards FET Accounting might impact learners’ choices who might not plan a career in Accounting, thereby limiting their ability to secure any career in the financial sector. Collaborative social change is required from the Accounting profession and university alike, especially in the Fourth Industrial Revolution era, where a high degree of ethics and transparency are required.
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Turner, Rodney. "IS Skills of Business Students in Transition from Secondary to Tertiary Studies." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2670.
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This paper reports an analysis of IT software skills of some Victorian students on entry to first year tertiary studies in Business along with an analysis of their performance in “Office” type application assignments. The assumption that youth of today are IT literate on exit from school is questioned. Despite survey results suggesting a high level of skill in word processing and, to a lesser extent in spreadsheets, results on assignments in these areas may suggest students perceive their skills as being better than their actual performance. In crowded curricula, where there is pressure to include ever more material at the expense of more traditional topics, word processing and spreadsheet applications are sometimes suggested for removal. The study reported here finds little evidence that these topics should be removed from the curriculum at this stage.
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Armie, Madalina, José Francisco Fernández Sánchez, and Verónica Membrive Pérez. "ESCAPE ROOM AS A MOTIVATING TOOL IN THE ENGLISH LITERATURE CLASSROOM AT TERTIARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end058.
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The escape room, also known as escape game, is a gamification tool that aims to promote increased motivation and improved teamwork (Wood & Reiners, 2012). Recently, escape rooms have achieved prominence in the classroom as pedagogical instruments valid for any type of discipline. In the educational field in particular, the escape room can be defined as an action game in real time where the players, in teams, solve a series of puzzles or problems and carry out tasks related to the curricular contents worked on throughout the course, in one or more rooms with a specific objective and at a specific time (Nicholson, 2015). To do this, learners must put into practice the knowledge acquired about a particular subject, as well as their creative and intellectual abilities, and deductive reasoning. Despite being a pedagogical tool that has emerged as an innovative element in the last five years or so, the use of escape rooms for teaching-learning the English language at different educational levels has been studied qualitatively and quantitatively (Dorado Escribano, 2019; López Secanell & Ortega Torres, 2020). However, there is no study on the applicability of the escape room in the English literature classroom at the tertiary educational level. This paper aims to demonstrate how the inclusion of this innovative pedagogical tool can serve not only for teaching the language, but also for working on theoretical-practical contents of subjects focused on literary studies of the Degree in English Studies. In order to achieve the proposed objectives, the study will focus on the identification of types of exercises to implement as part of the educational escape room aimed at a sample of students; the preparation of tests/ exercises based on the established objectives; the design of a pre- and a post- questionnaire based on the established objectives; the implementation of the escape room in the literature class and the evaluation of the impact of this educational tool to foster students’ motivation.