Literacies are at the heart of learning in higher education. They describe the abilities and skills of students to be independent learners, who understand the ways in which they learn and are able to critically reflect on the impact of assessment and learning styles on their learning. Staff literacies describe the staff practices that encourage and support students acquire and enhance their own seven fundamental literacies:
The capacity of our students at St Mary’s to maximise their learning and performance by engaging effectively with digital learning environments (e.g. Moodle) and other digital learning resources, and by locating, critically evaluating and integrating digital tools, data resources and digital sources into their studies.
The capacity of our staff to employ digital learning environments, digital learning resources and digital learning and teaching tools (e.g. Poll Everywhere) to encourage active learning in their modules and high levels of student engagement.
The capacity of our students to develop both the attitudes and skills of the independent, autonomous learner. This process should begin in the 1st year of study, with the emphasis on a growing independence and autonomy during the programme of study, culminating in students completing work in the 3rd year that requires high levels of independent learning literacy.
The capacity of our staff at St Mary’s to employ pedagogical strategies that encourage, empower and provide opportunities for students to develop and apply their skills as independent learners.
Jade Salim on Independent Learning Literacies:
The capacity of our students not just to locate information quickly and effectively but also to critically evaluate information, and integrate it effectively within their studies. Students know when and why they need information, where to find it, how to evaluate, use and communicate it in an ethical manner.
The capacity of our staff at St Mary’s not just to locate information quickly and effectively but also to deploy it effectively and integrate it efficiently into their teaching and into student learning resources.
The capacity of our students to develop and apply the critical reading, academic writing skills and referencing skills required to meet the demands of study and assessment in higher education. Also, the ability of students to demonstrate disciplinary and professional knowledge and skills, and an understanding what it means to think and behave as a member of that disciplinary and/or professional community of practice.
The ability of our staff to model good practice in the application of academic literacies for the benefit of their students – e.g. via their own published outputs, handouts, learning materials provided in hard copy or via Moodle.
The capacity of our students to engage in a dialogue relating to the rationale and purpose of assessment, and to understand the criteria on which they are assessed, and to understand and relate their own performance in relation to the descriptors set out in St Mary’s marking scales. Also, the capacity of students to access and act on the feedback they have been provided with so as to enhance their understanding and subsequent academic or practice-based performance.
The capacity of our staff at St Mary’s to build constructive alignments between module outcomes and assessment, to design relevant and authentic assessments that have clear marking criteria and that drive high levels of student engagement. Also, an ability to ensure fair and consistent marking, and to provide high quality feedback at the right time to maximise student performance.
Kim Salmons on Building Assessment Literacy and Soft Skills:
The capacity of our students to understand why they are being taught in particular ways, and to develop insights into pedagogic practices, pedagogical research (where appropriate) and principles, as well gaining insights into their own learning strategies and preferred learning styles.
The capacity of our staff at St Mary’s to build effective alignments between module outcomes and the pedagogies they employ to support students to achieve and demonstrate mastery of them. This also entails ensuring that out staff are able to draw on and integrate into their teaching and pedagogical approach, both best practice in the sector and examples of pedagogic research relating to teaching in higher education.
Damian O'Byrne on Building Pedagogical Literacy:
The capacity of our students to apply ethical principles in decision-making and in research. Their capacity to understand the value and implications of working in diverse settings/contexts with people of different faiths.
The capacity of our staff to embed and model ethical practices in the delivery of taught programmes and to embrace approaches that highlight the principles of faith literacy.