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A strengths-based approach to widening participation students in higher education

A strengths-based approach to widening participation students in higher education PurposeThe purpose of this paper is to highlight the need for a pedagogical shift from “problems” to “possibilities”, which will help ease the transition of students into higher education (as well as the transitions between levels of study and employment), especially those coming from under-represented and under-privileged backgrounds, known in the UK as the widening-participation category.Design/methodology/approachGSM London is the first higher education provider in the UK to implement a strengths-based approach to staff and student development. This study looks at the delivery plan for strengths-based education, especially how it can inform and reshape information literacy instruction in the library and other academic skills modules.FindingsHigher education is an important environment to help learners develop their talents into strengths, which can be defined as “the ability to provide consistent and near-perfect performance in a given activity” (Buckingham and Clifton, 2005, p. 20). There is a perception that widening-participation students have more significant gaps or weaknesses upon entering university education. This case study confirms that not remediation but a strengths-based approach has the strongest potential to enable students to better manage their weaknesses and become independent learners.Research limitations/implicationsFurther research is required, as not enough empirical data could be collected after only one semester of strengths-based learning implementation at GSM.Originality/valueThe author attempts to re-conceptualise information literacy instruction and propose a mapping exercise, in which library instruction is aligned to the principles of strengths-based education and the language of 34 themes in the popular strengths assessment tool from the Gallup organisation. The expectation is to build fluid transitions between levels of study and academic matters and extracurricular activities that students take part in. This approach can also assist learners far beyond the library and long after they leave university, equipping students with a skillset that enables a more meaningful participation in society. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reference Services Review Emerald Publishing

A strengths-based approach to widening participation students in higher education

Krutkowski, Sebastian
Reference Services Review , Volume 45 (2): 15 – Jun 12, 2017
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References (26)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
0090-7324
DOI
10.1108/RSR-10-2016-0070
Publisher site
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Abstract

PurposeThe purpose of this paper is to highlight the need for a pedagogical shift from “problems” to “possibilities”, which will help ease the transition of students into higher education (as well as the transitions between levels of study and employment), especially those coming from under-represented and under-privileged backgrounds, known in the UK as the widening-participation category.Design/methodology/approachGSM London is the first higher education provider in the UK to implement a strengths-based approach to staff and student development. This study looks at the delivery plan for strengths-based education, especially how it can inform and reshape information literacy instruction in the library and other academic skills modules.FindingsHigher education is an important environment to help learners develop their talents into strengths, which can be defined as “the ability to provide consistent and near-perfect performance in a given activity” (Buckingham and Clifton, 2005, p. 20). There is a perception that widening-participation students have more significant gaps or weaknesses upon entering university education. This case study confirms that not remediation but a strengths-based approach has the strongest potential to enable students to better manage their weaknesses and become independent learners.Research limitations/implicationsFurther research is required, as not enough empirical data could be collected after only one semester of strengths-based learning implementation at GSM.Originality/valueThe author attempts to re-conceptualise information literacy instruction and propose a mapping exercise, in which library instruction is aligned to the principles of strengths-based education and the language of 34 themes in the popular strengths assessment tool from the Gallup organisation. The expectation is to build fluid transitions between levels of study and academic matters and extracurricular activities that students take part in. This approach can also assist learners far beyond the library and long after they leave university, equipping students with a skillset that enables a more meaningful participation in society.

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Reference Services Review – Emerald Publishing

Published: Jun 12, 2017

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