Learning outcome
Demonstrate the literacy and numeracy skills necessary to understand and interpret information and communicate according to the context.
Academic Literacy and Numeracy Graduate Learning Outcome
This course will introduce you to the Academic Literacy and Numeracy Graduate Learning Outcome and processes for aligning and embedding content across a course or subject. This short course ensures that Charles Sturt courses prepare students with the communication, mathematical, and interpretation skills necessary for academic and professional success.
Accessing the GLO
The Academic Literacy and Numeracy GLO is available to Charles Sturt staff for self-enrolment through the Brightspace Learning system. Use the following instructions to enrol.
Student Benefits
Graduates will acquire discipline-specific literacy and numeracy skills necessary to understand, interpret, construct, and present information effectively in their academic and professional life. They will employ critical communication and problem-solving skills to successfully navigate and contribute to the creation of a nurturing and functional physical, social, and emotional world responsive to the needs of others.
Scaffolding
- Focus on appropriate skills for the level of the subject. This includes:
- critical reading
- listening, and observing
- building mathematical understanding and proficiency in the early stages
- development of argument and using mathematical information to solve problems and communicate results in the middle stages
- demonstrating relevant AQF and professional threshold skills in the later stages.
- Consistent expectations across same-level subjects in a course. Graduated development of these expectations across the course.
- Model and explicitly articulate the need for effective communication and problem-solving skills.
Course Requirements
- At least one assessment in an early core subject must focus on identifying existing literacy and numeracy skills and direct students to sources of support.
- Final year subjects must allow students to demonstrate relevant AQF and professional threshold standard skills.
- Communication and problem-solving/numeracy must feature and be contextualised in the 'course and subject learning outcomes, learning and teaching schedule, assessments, and marking criteria.
- Literacy and numeracy demands in assessment must be aligned to appropriate learning and teaching events.
Teaching Practices
- Use of an early, low-stakes assessment that provides information on literacy and numeracy skills, and directs students to appropriate sources of support.
- Scaffolding of assessments by requiring early submission of essay plans or introductory paragraphs.
- Model effective language skills in all course materials and documents (e.g., subject outlines, assessments, rubrics, notes, presentations).
- Provide feedback on literacy and numeracy skills in addition to feedback on content in assignments.
- Explicit teaching of underlying literacy and numeracy skills or embedded workshops on academic writing or numeracy skills.
- Assist students to engage with the Academic Skills team.
Assessment
- Assessment of this GLO can be done discretely with a focused criterion, but is better done explicitly within the content criteria.
Support
For additional support, please contact the Academic Skills Coordinators
Please visit Academic Skills for more information.
