Levelling the playing field: Embedding academic skills for post graduate students

Sheryl Mansfield, Amy West, Gillian Siddall

    Research output: Contribution to JournalArticle


    Academic skills at university level often involve expertise from different
    professional areas. Whilst the academic librarian (information literacy) and
    learning development tutor may coordinate their sessions, they often deliver
    content separately. The model we chose to adopt with one particular cohort
    was to deliver some aspects collaboratively by team teaching, in addition
    to facilitating separate sessions; this allowed the students to understand the
    difference in our expertise as well as the synergy that exists in our roles.
    The cohesive approach supported students’ academic skills development;
    it also allowed evaluation of the sessions to consider different perspectives,
    which helped when planning future content.

    Normally we prepare sessions in isolation from students’ perspectives, as
    the skills requirement is informed via a dialogue with academic staff. This
    article outlines the value of a collaborative approach in gaining an initial
    understanding of competencies at level 7 and in being responsive to needs
    of the students. The authors involved all stakeholders in this process, as
    sometimes the needs of the students are interpreted differently by academics
    than by the students themselves. This approach produced organic and tailored
    sessions to level the playing field amongst the students.
    Original languageEnglish
    Article number71
    Pages (from-to)54-57
    Number of pages4
    JournalSCONUL Focus
    Issue number71
    Publication statusPublished - 21 Feb 2020


    Bibliographical note

    ISSN 1745-5790


    • Academic skills
    • Academic literacy

    Cite this

    Mansfield, S., West, A., & Siddall, G. (2020). Levelling the playing field: Embedding academic skills for post graduate students. SCONUL Focus, (71), 54-57. [71].