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ERIC Number: EJ1146628
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0965-948X
Introducing a Compendium of Psychological Literacy Case Studies: Reflections on Psychological Literacy in Practice
Taylor, Jacqui; Hulme, Julie
Psychology Teaching Review, v21 n2 p25-34 Aut 2015
This article introduces a set of case studies that were submitted to us following requests in psychology conferences and publications, and through professional networks. The full versions of the case studies make up the first version of a Psychological Literacy Compendium of Practice that is available online at The first part of this article presents a brief synopsis of each case study and categorises case studies to allow those considering introducing psychological literacy activities to easily compare and contrast different approaches. Categories include: when the activity takes place in the curriculum; whether it is a core or elective unit, or optional activity; and assessment strategies. In the second section, we evaluate each case study in terms of which of the nine psychological attributes identified by McGovern et al. (2010) each case study illustrates. This information can be used to assist curriculum design and quality assurance procedures, and highlights the need to define the attributes of psychological literacy that activities are designed to address. Finally, we conclude with a discussion and some suggestions for future work and activities. This article aims to highlight practical ideas to develop psychological literacy and to encourage academics and practitioners to use the Compendium to develop activities to embed psychological literacy within the Psychology curriculum.
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A