Information Literacy Is Going to the Dogs

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Simulated learning: Assessing student perceptions of skill development and employability in a criminology course

Internationally, there is an increasing focus on enhancing student employability as an outcome of successful university study (Pavlin and Svetlik 2014). While definitions of employability remain contested, the marketisation of universities in the UK and globally, (Wilton, 2014) has proliferated managerial approaches and metrics to assess student outcomes. The emergent Teaching Excellence Framework in the UK (Office for Students, 2018) intends to include graduate 'employment' within their metrics to assess teaching excellence. Thus, universities have implemented a range of approaches to developing the employability of their students, whether curricular, extra-curricular, or co-curricular. This paper will outline a rationale for developing a simulation module for criminology undergraduate students, along with a description of how the module was operationalised adopting experiential learning approaches and utilising models of reflection (Schon, 1983, Gibbs, 1988). The module was developed in partnership with practitioners, and adopted six active learning techniques to deliver student centred learning (O'Neill and McMahon 2005): outside speakers - visiting criminal justice professionals; criminal justice agency student visits; the provision of a reflective student work book; service learning in the form of opportunities for student placements; assessments designed to facilitate student reflection on their own career pathways, and an imaginary case study approach framework for the teaching delivery. Using summative assessments as a data set, a thematic analysis highlighted from students' own perspective, how their employability and skills have been developed as a consequence of undertaking the module. These include articulating transferable skills (Monks et al, 2009, Pollard et al 2015; Jackson 2016), personal growth through developing empathy and compassion and the identification of new opportunities. Finally, pragmatic

Life in recovery in Australia and the United Kingdom : do stages of recovery differ across national boundaries?

The evidence is now clear that more than one half of those who have a lifetime addiction to alcohol or drugs will eventually achieve stable recovery. As documented in the Life in Recovery surveys and elsewhere, recovery often brings about positive changes across a diverse range of life domains. Although this suggests that there are some universal experiences of recovery, there has been a lack of comparative recovery research examining the variations in recovery experiences across different settings and cultures. Using a combined data set of the United Kingdom and Australian Life in Recovery surveys and the three-stage model of recovery, the authors compare life achievements at each stage across the two settings. There are differences in patterns of recovery, with elevated levels of ongoing mental health problems in Australia, and significant involvement with the criminal justice system in the United Kingdom, suggesting a contextual and structural role in understanding recovery pathways. The implications for policy and practice are reviewed around structural barriers and the role of social justice in advancing recovery models and pathways

Seeing to Believe It: Student Words and Websurfing to Conduct Research in First-Year Writing

This workshop invites participants to watch actual students surfing the web, looking for the best sources as part of the LILAC Project’s endeavor to study information literacy skills. Using interactive visual, verbal, and audial delivery methods, presenters and participants will practice meaningful discussions, observations, and questions surrounding what it means to be a first-year student conducting research. Presenters will share what changed in students’ research behaviors (and in the teacher’s approach) based on the use of these videos as a portion of the writing and research practices in the English 1102 classroom. Participants will join discussions and an activity to create meaningful, engaged learning using this medium. Concepts of knowledge transfer, engaged and authentic learning will be the pivotal theoretical frameworks for this presentation. More specifically, participants will view LILAC videos in which students narrate as they conduct research; then presenters and participants will explore various activities that the videos promote (discussions, games, and other activities related to teaching research skills). Participants will leave with ready-to-use strategies that will be useful with their own students

Colloquium: Building a Model

This presentation traces one institution’s preliminary attempt to identify and use the kind of data that will help build a first-year writing program with more impact, more success, and more authentic learning than before. The discussion promises to engage participants in ways that will enable them to begin discussions about successful educational reform based in good general education principles while remaining cognizant of SACS requirements

Scaffolding Information Literacy Learning Outcomes for the GA Core Curriculum

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