Scaffolding academic literacy in a diverse first-year higher education classroom: Evaluating the effectiveness of a blended learning model

Britta Schneider, Brian Zammit, Mark Roper-Armstrong

Research output: Contribution to journalArticleResearchpeer-review


The differing levels of academic preparedness of commencing students and the provision of institutional support with respect to academic and information literacy present universities with a number of challenges. This paper discusses the effectiveness of an innovative and integrated blended learning model to scaffold and embed the teaching and learning of university literacy practices in a first-year Arts unit. The Action Research project ran over the course of two semesters and found increasing collaboration between discipline, Academic Language and Learning as well as Library staff to be key to the success of this multi-layered strategy. Analysis of educators’ in-class experiences, student feedback and site traffic data suggests that a collaborative blended learning model effectively enhances the first-year experience for all stakeholders.
Original languageEnglish
Pages (from-to)A188-A204
Number of pages17
JournalJournal of Academic Language and Learning
Issue number1
Publication statusPublished - 2017
Externally publishedYes


  • first year experience
  • embedding academic and information literacy
  • blended learning
  • transition pedagogy

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