An analysis of first year preservice teacher education students’ use of literacy support resources in assessment: implications for practice and further research

This paper forms part of a symposium focussing on a collaborative research project undertaken by a team of first year lecturers in the School of Education at James Cook University. The First Year Literacy Initiative (FYLI) is a systematic approach to addressing concerns about preservice teachers’ literacy levels articulated in national and state reviews (Masters, 2009). The preservice teacher education cohort at James Cook University, Cairns is distinctive in that students are more likely to belong to traditionally marginalised groups than the norm (JCU, 2008). As such, they are more likely to be considered ‘at risk’ in terms of literacy performance.