Skip to main content Skip to main navigation menu Skip to site footer

Vol. 7 No. 2 (2013): Special Issue: Proceedings of the 11th Biennial Conference of the Association for Academic Language and Learning

Published: 2013-11-28

Editorial

Introduction to the Special Issue

Alison Brown

E1
- PDF

Research Articles

Lost in (open learning) space

Jane Kehrwald, Michael Head, Rowena Harper

A1-A10
- PDF
Scenarios for collaboration: Idiosyncratic and ad hoc

Shem Macdonald, Britta Schneider, Giselle Kett

A11-A19
- PDF
Against the odds: Teaching writing in an online environment

Ingrid Wijeyewardene, Helen Patterson, Martin Collins

A20-A34
- PDF
Transitions and shifting understandings of writing: Building rich pictures of how moving from school to university is experienced through exploration of students’ discourses of writing

Sally Baker

A35-A49
- PDF
Enabling parents, partners and friends to collaborate in student transition and success

Helen Johnston, Diana Collett, Ben Kooyman

A50-A61
- PDF
Identifying students requiring English language support: What role can a PELA play?

Anne Jillian Harris

A62-A78
- PDF
Supporting academic literacies in an online environment

Sasikala Nallaya, Jane Kehrwald

A79-A94
- PDF
Student perceptions of embedded writing programs taught by disciplinary academics

Kerry Ann Hunter, Harry Tse

A95-A105
- PDF
Teaching subject literacies through blended learning: Reflections on a collaboration between academic learning staff and teachers in the disciplines

Kate Chanock

A106-A119
- PDF
“Like catching smoke”: Easing the transition from TAFE to university

Iris Mary Ambrose, Clare Cunnington, Marie Bonne, Kate Chanock, Sandra Jardine, Janet Muller

A120-A131
- PDF
Factors likely to impact the effectiveness of research writing groups for off-campus doctoral students

Olga Kozar, Juliet Lum

A132-A149
- PDF
From principles to practice: Implementing an English language proficiency model at UniSA

Rowena Harper

A150-A164
- PDF
Academic advisors as agents of change in collaborations with faculty based staff

Tahereh Khollas Pourshafie, Kathleen Brady

A165-A174
- PDF