Abstract

This paper presents a case study review of a major assessment task in a core postgraduate-level subject in the Information Systems (IS) discipline. Through a critical analysis, the review identified three types of literacies that the subject aims to distil in students: critical, academic and digital literacies. The critical analysis was used to identify whether, and how, students were taught these literacies through the completion of a major assessment, which asked students to review an existing information system. Three opportu nities for improvement were identified, these were: greater use of scaffolding in the development of literacy skills; involving experts from across the institution and industry to develop student skills; and embedding technology within assessments. Validation of the case study findings to determine their generalizability is underway. It is envisaged that these three methods can be applied in any information systems subject to improve students’ literacies. Through their application, it is expected that students will be better equipped to deal with the continual changes they will face in their careers.

Recommended Citation

Freeman, M.B. (2014). Academic Literacies: A Critical Review of a Core Information Systems Postgraduate Subject. In V. Strahonja, N. Vrček., D. Plantak Vukovac, C. Barry, M. Lang, H. Linger, & C. Schneider (Eds.), Information Systems Development: Transforming Organisations and Society through Information Systems (ISD2014 Proceedings). Varaždin, Croatia: Faculty of Organization and Informatics. ISBN: 978-953-6071-43-2. http://aisel.aisnet.org/isd2014/proceedings/Education/2.

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Academic Literacies: A Critical Review of a Core Information Systems Postgraduate Subject

This paper presents a case study review of a major assessment task in a core postgraduate-level subject in the Information Systems (IS) discipline. Through a critical analysis, the review identified three types of literacies that the subject aims to distil in students: critical, academic and digital literacies. The critical analysis was used to identify whether, and how, students were taught these literacies through the completion of a major assessment, which asked students to review an existing information system. Three opportu nities for improvement were identified, these were: greater use of scaffolding in the development of literacy skills; involving experts from across the institution and industry to develop student skills; and embedding technology within assessments. Validation of the case study findings to determine their generalizability is underway. It is envisaged that these three methods can be applied in any information systems subject to improve students’ literacies. Through their application, it is expected that students will be better equipped to deal with the continual changes they will face in their careers.