Online from: 2011
Subject Area: Education
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|Title:||The use of English literature in the context of work-based learning – a pedagogic case study|
|Author(s):||Christine A. Eastman, (Institute for Work-based Learning, Middlesex University, London, UK)|
|Citation:||Christine A. Eastman, (2013) "The use of English literature in the context of work-based learning – a pedagogic case study", Higher Education, Skills and Work-based Learning, Vol. 3 Iss: 1, pp.62 - 72|
|Keywords:||Case study, Critical reflection, Curriculum development, English literature, Learning, United Kingdom, Work based learning|
|Article type:||Case study|
|DOI:||10.1108/20423891311295000 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
Purpose – The purpose of this paper is to persuade curriculum developers that the aims of incorporating English literature, particularly in the concern with developing a responsive openness of mind, could and perhaps should be a part of any work based learning programme.
Design/methodology/approach – Using a qualitative approach and drawing on the experience at a university in the south-east of England, this study provides an exploration of and insights into incorporating English literature in journal reflection within the context of work-based learning.
Findings – The purpose of this paper was to present a case study of a course that was taught through a blend of requiring research on writers and reflective journaling and then assessed by a means of formative (journal entries shared and discussed) and summative (final formal presentations) feedback.
Originality/value – The author believes that the paper has demonstrated some ideological and practical insights to offering a work-based learning course marrying literature and journal use. The author is convinced that the learning journal remains a potent tool in the arsenal of materials used to engage learners in the skills of enquiry. Furthermore, incorporating aspects of a rich field such as English literature allowed students to become open to alternative theories, challenge their attitudes, jettison old ways of thinking – in short, through learning, self-analysing and reflecting, to improve practice.
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