The inclusion of tutor voices in the design and teaching of disciplinary-oriented academic literacy modules at a South African university
DOI:
https://doi.org/10.56285/jltVol60iss1a7859Keywords:
academic literacy, disciplinary-oriented, tutor voices, access, success, massificationAbstract
This article draws on reflections from accounting tutors employed in an academic literacy (AL) module for Accounting Sciences to discuss how tutors can make valuable contributions to curriculum design and assessment practices. It employs Nyamnjoh’s incompleteness and conviviality framework (2017, 2024) and the reflections as qualitative data to explore the ways tutors’ active participation in the module can enhance effective teaching and learning. Here, I argue that effective design and teaching of disciplinary-oriented academic literacy (AL) modules depend on collaborative relationships between disciplinary lecturers, AL practitioners, and students. Firstly, tutors represent the voices of students and they provide disciplinary knowledge to AL practitioners. Secondly, they provide critical feedback to both AL practitioners and disciplinary lecturers. This feedback enables AL practitioners to design and teach content that is directly responsive to the needs and expectations of the disciplines. Finally, they contribute to shifting students’ negative perceptions about AL modules through regular peer interactions. These aspects are vital for the effective design and teaching of disciplinary-oriented modules and for building sustained collaborative relationships.
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