Strenthening information literacy through collaboration: Implications for AIM


Autoria(s): White, Sonia; Shannon, Tony
Data(s)

01/10/2014

Resumo

Because of its size, its excellent VET history, and its emerging higher education provision, AIM is in a special position to be an exemplar of good practice in the VET-HE transition. Many dual sector providers, by virtue of their size, tend to focus on higher education, on the assumption that VET ‘competence’ implies that their VET entrants to HE are confident and capable in information literacy skills. While this is only one of the many challenges that such students face in their undergraduate programs, it is the most critical for most of them in their quest for academic success. All students (school leavers, gap-year participants, articulating, mature age) entering HE will face specific challenges. For articulating students, the nature of credit transfer arrangements will often mean they commence studies in units that are not designated first year units. In this case, the embedded support structures are not as prominent. The existing literature is not consistent in reports on the rates of completion, retention and attrition of articulating students. There is some evidence that VET-qualified students have higher retention rates than school leavers [1], but limited information literacy skills can lead to attrition [2].

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/84079/

Publicador

Australian Institute of Music

Relação

http://eprints.qut.edu.au/84079/1/AIM%20Occ%20Papers%2030.pdf

White, Sonia & Shannon, Tony (2014) Strenthening information literacy through collaboration: Implications for AIM. AIM Occasional Papers, 30.

Direitos

Copyright 2014 The Author(s)

Fonte

Children & Youth Research Centre; Faculty of Education; School of Early Childhood

Tipo

Journal Article