As the academic year gets underway, we’re reminded of the hurdles students face in adapting to the unique communication methods (pedagogical literacies) embedded in every course. From mastering discipline-specific writing conventions to engaging with critical analysis and digital tools, it’s a lot to navigate. While students may meet academic entry requirements, mastering these literacies often proves more complex than expected.
At the University of Bristol, students bring diverse experiences and personal communication styles (personal literacies) to their studies. These don’t always align with traditional academic norms, and this can cause difficulty with understanding.
The ‘Book’ Club
To address these challenges, I have developed a ‘Book’ Club, not your typical book club, but a space where students can discuss with their lecturers moments of tension or clarity during their learning experiences. The ‘book’ here is metaphorical, instead of discussing typical texts, the books represent the personal insights and struggles students bring to the table. This informal setting encourages open dialogue, helping students navigate where their personal and pedagogical literacies align – or conflict.
What are the advantages of running a ‘Book’ Club?
I’m inviting lecturers to run a ‘Book’ Club, guided by me, for your undergraduate students in Teaching Block 2. There are many advantages for you and your students in engaging with a ‘Book’ Club:
Inclusive learning environment: The unique space created by the ‘Book’ Club encourages open dialogue, helping students feel heard and valued by connecting personal experiences to academic learning.
Bridging literacies: Providing this extra time and space for open dialogue helps students to navigate the gap between personal and pedagogical literacies, promoting better understanding and retention of course material.
Empowers students: The ‘Book’ Club encourages students to leverage their learning strengths, building confidence and improving their overall academic performance.
Adaptive teaching approaches: The ‘Book’ Club encourages lecturers to adapt teaching strategies based on student feedback, fostering more inclusive and responsive pedagogy.
Minimal time commitment: The ‘Book’ Club requires only one or two hour-long meetings with students and two brief interviews, so should be easy to integrate into busy schedules.
It’s a minimal time commitment, but the benefits for your students and your teaching practice could be transformative.
If this sounds like a conversation worth having, I’d love to hear from you. For more details or to express interest, please contact me, Emma Evans at emma.evans@bristol.ac.uk.
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