Hallett, Fiona (2013) Study support and the development of academic literacy in higher education: a phenomenographic analysis. Teaching in Higher Education, 18 (5). pp. 518-530. ISSN 1356-2517 DOI https://doi.org/10.1080/13562517.2012.752725

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Abstract

This article seeks to understand the process employed, across a university in England, to support the acquisition of academic literacy. Whilst this offers a very specific UK focus, this article draws upon related work in Australian, American and African contexts around study support, academic literacy and academic development. A phenomenographic analysis is used to interpret variation in lived experience of study support of three participant groups: students, tutors and support staff, and the resulting ‘outcome spaces’ are analysed with respect to the role of a variety of study support mechanisms in the development of academic literacy. This study concludes with an examination of how the tensions and conflicts that arise through a lack of shared meaning and aspiration can serve as an indicator of the need for a deeper understanding of both the range of student profiles in higher education and of what we mean by study support.

Item Type:	Article
Subjects:	L Education > L Education (General)
Divisions:	Education
Date Deposited:	02 Sep 2013 13:33
URI:	http://repository.edgehill.ac.uk/id/eprint/5366

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