Scaffolding Academic Reading and Writing at the Koori Centre

David Rose; Leah Lui Chivizhe; Anthony Mcknight; Arthur Smith

doi:10.1017/S1326011100003811

Authors

David Rose University of Sydney
Leah Lui Chivizhe University of Sydney
Anthony Mcknight University of Sydney
Arthur Smith University of Sydney

DOI:

https://doi.org/10.1017/S1326011100003811

Abstract

This paper describes a “scaffolding” methodology for teaching academic literacy that has achieved outstanding success with Indigenous adults returning to formal study at the Koori Centre, University of Sydney. The paper begins by outlining the background to the Koori Centre program and the literacy needs of Indigenous students. We then describe the methodology, including the approach to teaching academic reading, making notes from reading, and writing new texts using these notes. These are key skills required for academic study, which Koori Centre students need to learn. The paper concludes by describing some of the results for students’ literacy development and changing approaches to teaching in the Koori Centre.

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