“All too often teachers take a Level 1 view…’ it’s not my job to explain such basics’. Not so. It is precisely the teacher’s job” (Biggs, 2003, p130). This poster will show how an IBL approach is implemented to embed literacies development into teaching and learning. The models currently employed at Christchurch Polytechnic Institute of Technology (CPIT) will be displayed as a basis for discussion of the complexities and challenges integral to such an approach and the professional alliances that can promote or inhibit the success of the model.

1. Literacies Development:
Generic – the specialist (usually a Learning
Whose job is it anyway?
Developer) does the literacies teaching.
Integrated – the specialist works with the faculty
academic teaching using “deliberate acts of teaching”