2005: LAS2005: Critiquing and Reflecting: LAS Profession and Practice

Refereed Proceedings of the 2005 Biannual Language and Academic Skills in Higher Education Conference, Australian National University Canberra, 24-25 November 2005

Abstract

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Preface … 7-10

The John Grierson Keynote: Critiquing and reflecting: Kate Chanock … 11–19

Language and academic skills advising in the era of internationalisation: A multiliteracies perspective: Adela Abu-Arab … 21–29

LAS advisers as virtual tutors: A report on an interactive online writing course for undergraduate students: Chi Baik and Damian Sweeney … 31–43

‘Knowingly constructing’ our future: Reflecting on individual LAS practice: Annie Bartlett … 45–54

The LAS adviser’s role in supporting dyslexic students: Kate Chanock … 55–64

Creativity versus routinisation: Critical reflections on the role of the learning adviser: Susan Crozier … 65–73

Toward a knowledge management framework for language and learning services: Brian Curtis … 75–85

Locating learning advisers in the new university: What should be our role? Wendy Green, Sara Hammer and Robyn Stephens … 87–98

Improving oral communication in pharmacy education through interdisciplinary research: Bev Kokkinn and Libby Hotham … 99–108

Postgraduate Essentials: An online transition program for commencing PhD students: Wendy Larcombe and Anthony McCosker … 109–118

LAS and its disciplinary ambitions: Stephen Milnes … 119–129

Theorising what we do: Defamiliarise the university: Kerry O’Regan … 131–139

Representation for (re)invention: Alisa Percy and Jeannette Stirling … 141–154

A web of interconnectedness: The implications of coordinating a peer mentoring program: Clare Power and Neera Handa … 155–165

Should students acknowledge significant learning assistance with their assignments or theses? David R. Rowland and Mandy Symons … 166–176

Truth games / Truth claims: Resisting institutional notions of LAS as remediation: Jeannette Stirling and Alisa Percy … 177–187

Embedded information literacy: A collaborative approach: D. Ambery and J. Manners … 188–204

Email in a ‘thirdspace’: enhancing intercultural communication: Helen Benzie … 205-216

Creating a Rich Environment: Cooperation between academic support and disciplinary teaching staff: Glenda Crosling and Anne V. Wilson … 217–231

Making a difference and self-efficacy: Interviews with Jude Carroll, Kate Chanock and Marcia Devlin: Julianne East … 232–247

Leadership in LAS: Beginning a conversation: Liz Horrocks … 248–259

The poetics of writing instruction: Andrew Johnson … 260–270

Learning and the Net Generation: Are LAS advisers helping or hindering? Alex McNight … 271–284

The perils of skills: Towards a model of integrating graduate attributes into the

Disciplines: Tim Moore and Brett Hough … 285–302

Chasing Pokemon – in pursuit of the LAS ideal: Chris Orsmond … 303–323

Who am I writing for? Potential and problems of writer roles in assessment tasks: Jan Pinder … 324–333

Role conflation in the writing of undergraduate Law students: Steve Price … 334–346

While they were learning, what was I doing? Anne V. Wilson … 347–358