The student voice on integrative teaching and learning of academic literacy at a South African university of technology
Résumé
Abstract This study undertakes a detailed analysis of students' reflections to determine whether integrative learning and teaching of academic literacy improves students’ learning experience and adds value to the academic literacy course. The rationale for the study is that there is yet, no agreement at the selected institution on the most effective model for designing and teaching academic literacy courses. As such, many models exist, creating the need for ongoing inquiry on the appropriateness and value of the different models. Also, most studies give voice to lecturers rather than the students for whom the courses are designed. Following an empirical research conducted in a selected academic program at the University of Technology, students were interviewed. Questionnaires were administered to fifteen students, vis-a-vis their reflections on integrative learning and teaching. The findings revealed that integrative learning and teaching of academic literacy had value in the specific case, improving students’ learning experience, making disciplinary discourses more elicit and ensuring that literacy skills acquired were applied in the discipline or content areas.
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