Step Up to Masters Supporting the academic skills transition for taught postgraduate students

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Jiani Liu http://orcid.org/0000-0003-2930-2304 Daniel John Pullinger http://orcid.org/0000-0002-6886-6869

Abstract

The article in question introduces research conducted by the Learning Development Team at the University of Leeds on the academic literacy skills development needs and expectations of taught postgraduate students, and the subsequent creation of an innovative new online resource, Step Up to Masters. As well as focusing on key topics highlighted by the research, the resource encourages students to reflect on their individual development priorities and to select the most relevant support options for their successful transition to taught postgraduate (PGT) study. The rationale behind this reflect and select approach has been informed by a synthesis of (a) the outcomes of key studies on the diverse needs and challenges faced by PGT students when making the transition to Masters study, and (b) the team’s own research findings on PGT students’ academic development priorities and preferences. Step Up to Masters received the Digital Award for Information Literacy 2020, and was central to the online PGT induction programme initiated at Leeds for 2020/21 in response to the coronavirus pandemic. 

Article Details

How to Cite
LIU, Jiani; PULLINGER, Daniel John. Step Up to Masters. Journal of Information Literacy, [S.l.], v. 15, n. 3, p. 100-118, dec. 2021. ISSN 1750-5968. Available at: <https://ojs.lboro.ac.uk/JIL/article/view/PRJ-V15-I3-1>. Date accessed: 14 aug. 2022. doi: https://doi.org/10.11645/15.3.3095.
Section
Project reports