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.
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.
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.
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.
Eastman, C. (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 No. 1, pp. 62-72. https://doi.org/10.1108/20423891311295000Download as .RIS
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