Facing the future: the changing shape of academic skills support at Bournemouth university
Facing the future: the changing shape of academic skills support at Bournemouth university
This paper explores the potential impact of changes to higher education in England on student expectations, engagement, lifestyles and diversity, and outlines implications for the development of digital literacy within academic skills support at Bournemouth University (BU). We will investigate how tackling resource constraints with organisational change can also enable efficient, centralised provision of support materials that utilise networks to overcome the risk of fragmented support for digital literacy. We will also look at how changing delivery modes for support can accommodate changing student lifestyles whilst tackling a weakness of centralised support for digital literacy: that it can become detached from the student's subject-focused academic practice. Finally we will explore how involving students in developing support can help us to face changes to student expectations and engagement whilst ensuring that materials are authentic and speak to learners in their own voice.
digital literacy social media organisational change higher education learning support academic skills
1 - 11
Ford, Neil
6a41e07d-32cd-408f-baa8-d00256c75ce8
Bowden, Melissa
f7f28264-f0b5-492f-acae-4ca2d75192b0
1 March 2013
Ford, Neil
6a41e07d-32cd-408f-baa8-d00256c75ce8
Bowden, Melissa
f7f28264-f0b5-492f-acae-4ca2d75192b0
Ford, Neil and Bowden, Melissa
(2013)
Facing the future: the changing shape of academic skills support at Bournemouth university.
Journal of Learning Development in Higher Education, (5), .
Abstract
This paper explores the potential impact of changes to higher education in England on student expectations, engagement, lifestyles and diversity, and outlines implications for the development of digital literacy within academic skills support at Bournemouth University (BU). We will investigate how tackling resource constraints with organisational change can also enable efficient, centralised provision of support materials that utilise networks to overcome the risk of fragmented support for digital literacy. We will also look at how changing delivery modes for support can accommodate changing student lifestyles whilst tackling a weakness of centralised support for digital literacy: that it can become detached from the student's subject-focused academic practice. Finally we will explore how involving students in developing support can help us to face changes to student expectations and engagement whilst ensuring that materials are authentic and speak to learners in their own voice.
Text
JLDHE Ford and Bowden 17 2 13
- Accepted Manuscript
More information
Published date: 1 March 2013
Keywords:
digital literacy social media organisational change higher education learning support academic skills
Identifiers
Local EPrints ID: 416490
URI: http://eprints.soton.ac.uk/id/eprint/416490
ISSN: 1759-667X
PURE UUID: 16ac39c2-343a-4ed0-87f3-4fd99722f2de
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Date deposited: 20 Dec 2017 17:30
Last modified: 16 Mar 2024 04:23
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Author:
Melissa Bowden
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