Reflections on 14 years at AUT
DOI:
https://doi.org/10.26473/10.26473/ATLAANZ.2025.2/012Abstract
Quentin Allan emphasises the shift from 1:1 consultations to embedded workshops underpinned by Systemic Functional Linguistics, the creation of online resources containing annotated exemplars of assignment types from different subjects, and he calls for a core competencies framework for learning advisors in Aotearoa New Zealand.
References
Bassett, M., & Macnaught, L. (2024). Embedded approaches to academic literacy development: A systematic review of empirical research about impact. Teaching in Higher Education, 30(5), 1065–1083. https://doi.org/10.1080/13562517.2024.2354280
Bassett, M, & Wattam, C. (2024). ‘We didn't need to know about everything all at once’: Using UX to give students easy access to relevant assessment resources. In T. Cochrane, V. Narayan, E. Bone, C. Deneen, M. Saligari, K. Tregloan, & R. Vanderburg (Eds.), Navigating the terrain: Emerging frontiers in learning spaces, pedagogies, and technologies. Proceedings ASCILITE 2024. Melbourne (pp. 23–33). https://doi.org/10.14742/apubs.2024.1081
Malik, M. (2021). Core competencies for the practice of tertiary learning advising in New Zealand. ATLAANZ Journal 5(1), Article 5. https://doi.org/10.26473/ATLAANZ.2021/005
Raleigh, S., McWilliams, R., & Allan, Q. (2024). #Take5 #101 Collaborating to embed academic literacies: Enhancing our best practice model. Association for Learning Development in Higher Education. https://aldinhe.ac.uk/take5-101-collaborating-to-embed-academic-literacies-enhancing-our-best-practice-model/
