This paper explores how lecturers across a range of subjects perceived lectures. In particular, what did they regard the role of modern technology to be. Twenty‐five lecturers were interviewed, using a semi‐structured schedule. Results indicated a range of views from the lecture as an inspirational address to providing a detailed outline of each point in a related sequence. Nearly all of the sample regarded their main function as transmitting knowledge in some form or other. There was a range of attitudes towards modern technology, from those who refused to use it to passionate advocates of Power Point presentations and advocates of the use of videos of world famous lecturers in the field.

The focus of this investigation was the study methods of nursing students during their first year. The sample was 113 first-years. Quantitative data were gathered from all who completed Section C of the revised version of Entwistle and Tait's (1995) Approaches to Learning and Studying. Analysis showed that the majority did not consult their tutors; however peers provided a strong source of learning support. The skills of reading, writing essays, listening to lectures and contributing to seminars were generally satisfactory. However, there was some concern about some of the other basic academic skills of this cohort: in particular their ability to read textbooks.

Much research has been done on note taking at lectures over the past 75 years. However, in the UK during the past decade students have been admitted without the traditional formal qualifications. The aims of this study were to compare the core academic skill of note taking at lectures of these Wider Access students with both international and conventional students. What were the aims of their note taking? What techniques did they use? Two methods were used: (i) the notes from a lecture of the international and conventional students were analysed according to Hull's categories, as extended by Sutherland; (ii) six students from each group were interviewed on why and how they took notes. The goal of most international students was instrumental: to get an accurate record of the lecture which would help them with subsequent essays and exams. Most of the British students (both Wider Access and conventional) had a similar aim, however a minority of the latter were more likely to see the lecture in addition as a source of references for further reading.

Taking notes in lectures is a key component of academic literacy and has been much investigated both from the point of view of the discourse structure of lectures and the ways in which native and non-native speakers of English take notes. However, most research has not considered the role of students' conceptualisations of the process. This paper examines whether research into students' conceptualisations can contribute to our understanding of taking notes in lectures. The paper describes an illustrative investigation into student conceptualisations based on a series of structured interviews with 18 students, six first year traditional undergraduates, six access students, and six first year international students. The interviews examined how students think about the purposes of taking notes in lectures, the content of the notes, what should happen to the notes after the lecture and the students' previous experience of taking notes. The paper concludes that our understanding of this aspect of academic literacy would be enriched if it took account of students' conceptualisation of the process, that this would lead to a more heterogeneous view of taking notes in lectures and that there may be a case for more integration of EAP into mainstream courses.