ABSTRACT
The need for learning support in tertiary institutions is now an acknowledged and accepted fact in universities worldwide. This is largely because of increased participation in senior secondary and tertiary education, which has resulted in the enrollment at university of students from a wider range of backgrounds than previously. This has meant larger numbers of students who, for a variety of reasons, do not have the skills and background knowledge once considered essential for beginning university study (Baldauf, 1997; Garner, 1997; McInnes and James, 1995; Parker, 1997). No longer is it possible to assume that students are ready for specialized, academic study (Johnston, 2001; McInnes and James, 1995). Increasing numbers of first-year students are challenged by the expectations of tertiary institutions, with respect to thinking and learning, and many students struggle with their new role as independent learners and critical thinkers (Beasley, 1997; Johnston, 2001; McInnes and James, 1995). This is exacerbated by the recent proliferation of courses in response to increased demand and the introduction of new electronic forms of discourse (Taylor, 2000; Threadgold, Absalom, and Golebiowski, 1997). These days, the notion of tertiary literacy, which refers to the skills and abilities considered fundamental to success in and essential outcomes of tertiary study (Parker, 1997), is a significant issue.
