Artykuły w czasopismach: „Academic literacy”

1

Clemensen, Nana, i Lars Holm. "Relocalising academic literacy". Learning and Teaching 10, nr 3 (1.12.2017): 34–55. http://dx.doi.org/10.3167/latiss.2017.100304.

Pełny tekst źródła

Streszczenie:

Abstract This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.

Style APA, Harvard, Vancouver, ISO itp.

2

Clemensen, Nana, i Lars Holm. "Relocalising academic literacy". Learning and Teaching 10, nr 3 (1.12.2017): 34–55. http://dx.doi.org/10.3167/latiss.2018.100304.

Pełny tekst źródła

Streszczenie:

This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.

Style APA, Harvard, Vancouver, ISO itp.

3

MacMillan, Margy, i Allison MacKenzie. "Strategies for integrating information literacy and academic literacy". Library Management 33, nr 8/9 (19.10.2012): 525–35. http://dx.doi.org/10.1108/01435121211279885.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

4

Jin, Xiaoyu, Ni Shen i Jie Qin. "Research on Cultivating Academic Literacy of Academic Graduate Students". Journal of Education and Educational Research 4, nr 3 (24.08.2023): 104–6. http://dx.doi.org/10.54097/jeer.v4i3.11381.

Pełny tekst źródła

Streszczenie:

With the growing number of graduate students, it is critical to improve the quality of graduate education. By defining the connotation and extension of academic literacy, combined with the existing problems of academic graduate students, we constructed an academic literacy cultivation system for academic graduate students from four aspects: curriculum system reform, teaching method reform, academic guidance relationship between tutors and students, and academic exchange platforms, which puts forward relevant institutional mechanisms to provide a feasible path for improving academic literacy.

Style APA, Harvard, Vancouver, ISO itp.

5

Pfeffer, Thomas. "Academic media literacy and the role of universities". Perspectives of Innovations, Economics and Business 14, nr 2 (10.05.2014): 83–93. http://dx.doi.org/10.15208/pieb.2014.10.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

6

Patel, Shreya, Carley Anderson, Christian Mpody, Priyanka Vachhani, Jeanine Guidry i Linsey Grove. "Academic Literacy: Reaching Our Own". American Journal of Public Health 108, nr 1 (styczeń 2018): 6. http://dx.doi.org/10.2105/ajph.2017.304200.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

7

Stratton, Greg. "Academic Literacy: Translating a Snapshot". International Journal of Learning: Annual Review 14, nr 10 (2008): 111–18. http://dx.doi.org/10.18848/1447-9494/cgp/v14i10/45485.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

8

Kosmoski, Georgia J., Geneva Gay i Edward L. Vockell. "Cultural Literacy and Academic Achievement". Journal of Experimental Education 58, nr 4 (lipiec 1990): 265–72. http://dx.doi.org/10.1080/00220973.1990.10806540.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

9

Dison, Laura. "Academic literacy for education students". Education as Change 16, nr 2 (grudzień 2012): 355–57. http://dx.doi.org/10.1080/16823206.2012.746023.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

10

Parry, Sharon. "Achieving Academic Literacy: Disciplined Discourse". Higher Education Research & Development 8, nr 2 (styczeń 1989): 147–59. http://dx.doi.org/10.1080/0729436890080203.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

11

Amar, Rachida Mohamed, i Horía Mohamed Amar. "Academic Literacy in University Students". Revista de Gestão Social e Ambiental 18, nr 8 (18.04.2024): e06247. http://dx.doi.org/10.24857/rgsa.v18n8-044.

Pełny tekst źródła

Streszczenie:

Objective: The aim of this research is to explore the academic literacy of university students, evaluated as a construct composed of five dimensions: academic writing and discursive genres, stages and steps in academic writing, sources of information used, digital literacy, and the use of digital platforms for collecting academic works. Theoretical Framework: This section presents the main concepts and academic literature that support the research, providing a solid foundation to understand the context of the study. Method: The methodology adopted for this research is quantitative in nature, with a cross-sectional design, and exploratory and descriptive scope. Data collection was conducted using a questionnaire composed of five dimensions, in order to cover all aspects inherent to academic literacy. Results and Discussion: The study on academic writing in university students reveals significant deficiencies in essential practices and skills. A high percentage of students infrequently engage in writing academic texts and self-assess as deficient in essay writing, which suggests a lack of confidence and critical ability. Moreover, most do not follow proper planning or drafting processes in their work and tend to opt for less rigorous information sources like Google, instead of specialized academic databases. These findings indicate an urgent need to reinforce the teaching of academic writing and digital literacy, with a focus on improving argument structuring and critical evaluation of sources to prepare students for future academic and professional challenges. Originality/Value: This study provides a critical perspective on the effectiveness of academic writing practices in higher education, identifying key areas for improvement of essential skills and digital literacy among university students.

Style APA, Harvard, Vancouver, ISO itp.

12

Henderson, Fiona, i Paul Anthony Whitelaw. "Academic Literacy and Cultural Familiarity: Developing and Assessing Academic Literacy Resources for Chinese Students". Interdisciplinary Journal of e-Skills and Lifelong Learning 9 (2013): 013–27. http://dx.doi.org/10.28945/1772.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

13

Lopez de Aguileta, Garazi. "Developing School-relevant Language and Literacy Skills through Dialogic Literary Gatherings". International Journal of Educational Psychology 8, nr 1 (24.02.2019): 51. http://dx.doi.org/10.17583/ijep.2019.4028.

Pełny tekst źródła

Streszczenie:

Research in the field of educational linguistics has found that low levels of academic language development negatively affect children’s language, reading and writing skills and, therefore, academic achievements. This is more noticeable in students from low SES backgrounds, who traditionally have a lower exposure to academic language. Nevertheless, dialogic learning environments such as Dialogic Literary Gatherings (DLGs), a worldwide educational practice where participants read and debate literary classics in an egalitarian dialogue, contribute to the appearance of school-relevant language and literacy skills. Although multiple studies on DLGs have shown their impact in different levels, including improving vocabulary and reading skills, the emergence of such skills has not been studied in depth yet. This exploratory study aims to analyze the emergence of academic language and literacy skills in 19 students between the ages of 11 and 13 studying in a school in Spain with over 90% immigrant students. Results show that the egalitarian dialogue in which DLGs are based favors the emergence of school-relevant language and literacy skills, such as judgements and arguments, referential links, or connectives.

Style APA, Harvard, Vancouver, ISO itp.

14

Köse, Gül Durmuşoğlu, İlknur Yüksel, Yusuf Öztürk i Musa Tömen. "Turkish Academics’ Foreign Language Academic Literacy: A Needs Analysis Study". International Journal of Instruction 12, nr 1 (3.01.2019): 717–36. http://dx.doi.org/10.29333/iji.2019.12146a.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

15

Gunawardena, Maya. "The Implications of Literacy Teaching Models". International Journal of Education and Literacy Studies 5, nr 1 (31.01.2017): 94. http://dx.doi.org/10.7575/aiac.ijels.v.5n.1p.94.

Pełny tekst źródła

Streszczenie:

First year students often experience a culture shock as certain literacy practices at the university level are different from their experiences in high schools. Some major challenges that students encounter include students’ ability to maintain academic integrity practices in their studies, to comprehend complex academic texts to outline key ideas, and to communicate confidently and effectively in diverse academic genres. As these challenges are common, often universities offer activities to assist students’ with their academic enculturation process. The three popular literacy teaching models currently in practice are the generic, embedded and literacies models. All the three models offer challenges in their effective practice. By evaluating the ethnographic data from the models used at UNSW Canberra Academic Language Learning Unit (ALL), this paper argues that in line with Lea and Street’s (2006) discussion, literacies is the most effective approach for developing students’ lifelong skills for effective communication, reading and critical thinking. Literary teaching should involve an advanced inquiry into writing practices in diverse disciplines helping students’ identifying and practicing using language devices and rhetorical structures in academic genres.

Style APA, Harvard, Vancouver, ISO itp.

16

Walton, Geoff, i Jamie Cleland. "Information literacy". Journal of Documentation 73, nr 4 (10.07.2017): 582–94. http://dx.doi.org/10.1108/jd-04-2015-0048.

Pełny tekst źródła

Streszczenie:

Purpose The purpose of this paper is to present a qualitative investigation into whether online textual postings, produced by undergraduate students as part of an undergraduate module, can demonstrate their information literacy (IL) capabilities as a discursive competence and socially enacted practice. It also asks whether these online postings embody power relations between students, tutors and librarians. Design/methodology/approach Foucault’s notion of discursive competence and the separate but complementary concept of practice architectures (specifically focussing on “sayings”) devised by Lloyd were used as thematic lenses to categorise online discussion board postings from a formative online peer assessment exercise created for first-year UK undergraduate students. Online postings were the node of analysis used to identify patterns of language across online conversation. These postings were inductively analysed through manual content analysis. Subject’s responses were initially categorised using open coding. Findings Postings appeared to embody student’s discursive competence and information practice in IL, especially their level of information discernment and what constituted a quality “reference” for an assignment. However, they also demonstrated that the notion of “references” (information artefacts such as a journal article) perform a certain function in reproducing the discursive practices of an academic discipline as an agreed construct between tutor, student and librarian. Practical implications Students were engaged in the process of becoming good scholars by using appropriate online postings to create valid arguments through assessing other’s work, but what they did not do was question received meanings regarding the quality of information they used as evidence. Far from exhibiting the desired outcome of critical thinking (a cornerstone of IL) students who appeared most articulate in discussion tended to emulate the “strong discourse” put forward by their tutors and librarians. Originality/value This research uses practice architectures and discourse analysis to analyse students’ IL capabilities and the context in which they are developed. An approach not employed hitherto. This has practical implications for the ways in which academics and librarians introduce students to the academic discourse of their discipline and the ways in which the production, communication and exchange of information in academic contexts is characterised.

Style APA, Harvard, Vancouver, ISO itp.

17

Chow, Susan Ka Yee, i Jade Lai King Wong. "Supporting Academic Self-Efficacy, Academic Motivation, and Information Literacy for Students in Tertiary Institutions". Education Sciences 10, nr 12 (29.11.2020): 361. http://dx.doi.org/10.3390/educsci10120361.

Pełny tekst źródła

Streszczenie:

Academic self-efficacy, academic motivation, and information literacy are considered crucial to fostering student learning in tertiary institutions. The aim of this study was to examine the information literacy self-efficacy and academic motivation of college students and to identify the predictors of information literacy self-efficacy. The participants included students in their junior and senior years studying nursing, healthcare, and non-healthcare disciplines at a self-financing institution. Data were collected through a quota sampling method using a questionnaire. In total, 504 valid questionnaires were returned. The results indicated a moderate positive correlation between the two variables. The nursing students were found to have lower information literacy self-efficacy scores than those from the other disciplines. The results from a multiple regression analysis showed that the following factors are predictors of information literacy self-efficacy: being a nursing student, total scores for academic motivation, and owning a personal computer. Nurse educators are encouraged to strengthen the information literacy skills of nursing students, as this is an essential component in the application of evidence-based practices in the nursing profession.

Style APA, Harvard, Vancouver, ISO itp.

18

Cadiz-Gabejan, Alona Medalia, i Melinda Jr C. Takenaka. "Students’ Computer Literacy and Academic Performance". Journal of World Englishes and Educational Practices 3, nr 6 (30.06.2021): 29–42. http://dx.doi.org/10.32996/jweep.2021.3.6.4.

Pełny tekst źródła

Streszczenie:

This study determined the level of computer literacy and its influence on the academic performance of junior high school students. Specifically, it probed into the students’ attitude toward computers and sought answers to the following: the extent of students’ computer literacy in terms of Word Processing, Spreadsheet, Presentation, and General Computing; their academic performance based on the mean percentage scores during the first and second quarters of the school year 2019-2020; issues and problems encountered by them relative to the extent of their computer literacy; and the solutions that may be suggested by themselves to address the constraints they encountered relative to the extent of their computer literacy. Also, by employing descriptive-correlational analysis, the study examined the significant differences in the extent of students’ computer literacy in said areas when paired according to their attitude toward computers and the significant relationship between their academic performance and the extent of their computer literacy in terms of the identified areas. Generally, the findings of the study revealed that the students needed to enhance the extent of their computer literacy in the areas of word processing, spreadsheet, presentation, and general computing. The results also signified that the greater the extent of their computer literacy in said areas, the higher their academic performance. This implied that classroom intervention activities are imperative to enhance the extent of the students' computer literacy. Thus, teachers should support them by implementing an intervention program that improves students’ level of computer literacy in the specific areas mentioned.

Style APA, Harvard, Vancouver, ISO itp.

19

Hess, Juliet, Vaughn W. M. Watson i Matthew R. Deroo. "“Show Some Love”: Youth and Teaching Artists Enacting Literary Presence and Musical Presence in an After-School Literacy-and-Songwriting Class". Teachers College Record: The Voice of Scholarship in Education 121, nr 5 (maj 2019): 1–44. http://dx.doi.org/10.1177/016146811912100502.

Pełny tekst źródła

Streszczenie:

Background/Context Youth's multiliteracies and musical practices are increasingly considered as taking place beyond school and including community-based educational contexts. Literacy scholars increasingly seek to understand the social and cultural contexts of literacy practices, underscoring youths’ identities as present and future civic participants. Moreover, Small's concept of musicking reframes academic understandings of music to acknowledge the multiplicity of ways youth are inherently musical. Yet less is known about social and cultural contexts of multiliteracies practices and musicking activities of youth of color in community-based education settings. Moreover, less is understood about how youth demonstrate academic literacies and musicking activities, already present and informed by their lived experiences, and the formal curriculum of community-based educational contexts. This article examines the multiliteracies practices and musicking activities of youth of color during open mic at The Verses Project, a community-based literacy-and-songwriting class, to explore how youth demonstrate what Tatum and Muhammad referred to as “literary presence” and what we extend as youth's literary presence and musical presence. Purpose/Objective/Research Question/Focus of Study This study1 details ways in which youth of color extended their literary and musical presence as active civic participants through engagement in open mic, in the context of a 15-week community-based literacy-and-songwriting class. In examining experiences of youth participants and teaching artists across open mic, we ask: What academic literacy practices and multifaceted musical activities already-present in youth's lived experiences do youth demonstrate during open-mic? And how do youth demonstrate literary presence and musical presence across literacy practices and musical activities? Setting Data for this study were collected at the Community Music School—Detroit (CMS-D) during an after-school literacy-and-songwriting class for youth age 9 to 15. Research Design Data for this 15-week qualitative study, informed by critical ethnography, were collected using videotaped observations, field notes, focus-group interviews, curriculum-planning meetings, multimodal artifacts, and researcher memos. Conclusions/Recommendations This article shows how youth demonstrated uses of open mic, reflecting sharing as an act of bravery; teaching artists across open mic scaffolded youth's development of literary and musical presence; and youth, in words and music, across open mic, enacted already-present academic literacies and musicking activities. We discuss possibilities for using open mic in formal, school-based, English and music classrooms and extend the possibilities of theory, research, and teaching in literacy studies and music education that attend to the lived experiences of youths’ literate and musical lives.

Style APA, Harvard, Vancouver, ISO itp.

20

Hoyer, Jennifer. "Information is social: information literacy in context". Reference Services Review 39, nr 1 (15.02.2011): 10–23. http://dx.doi.org/10.1108/00907321111108088.

Pełny tekst źródła

Streszczenie:

PurposeThis paper aims to discuss traditional conceptions of information literacy as created within an academic context to address information needs within this context. It seeks to present alternative realities of information use outside the academic sector, and to suggest that information literacy instruction within academia does not go far enough in preparing students for the information society beyond university. The aim is then to follow this by discussion of appropriate information literacy models to prepare young people for information use in a variety of workplace environments.Design/methodology/approachAs an example of the application of appropriate information literacy models for successful workplace information use, the Edmonton Social Planning Council youth internship program is examined through a case study of two successful internship projects.FindingsThis youth internship program provides young people with skills that are highly relevant to their information environment outside the academic sector. It provides them with a framework for interacting with information that can be applied in any academic or non‐academic setting in which they find themselves.Practical implicationsThe program described could serve as inspiration for other public, private or nonprofit organizations to collaborate on similar initiatives. It also serves to remind academic librarians of core information best practices that must be conveyed through library instruction if students are to become good information citizens.Originality/valueWhile information literacy instruction receives much attention in the academic sphere, it is necessary to take a broader view of information use throughout the lifetime of information users and the instruction required to prepare students adequately. The paper focuses on these issues.

Style APA, Harvard, Vancouver, ISO itp.

21

Starfield, Sue. "Language, Cognition, and ESL Literacy. Cummins, EAP, and Academic Literacy". TESOL Quarterly 28, nr 1 (1994): 176. http://dx.doi.org/10.2307/3587208.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

22

Schwartz, Judith. "Visual literacy: academic libraries address 21st century challenges". Reference Services Review 46, nr 4 (12.11.2018): 479–99. http://dx.doi.org/10.1108/rsr-04-2018-0048.

Pełny tekst źródła

Streszczenie:

Purpose This paper aims to explore a study that examines the role of academic librarians who teach visual literacy within their information literacy curricula. Design/methodology/approach The author developed a survey that was distributed to five listservs during a three-week period, generating 118 responses from academic libraries. The author subsequently interviewed 16 participants. Findings The findings reveal that visual literacy is important across all disciplines. However, a majority of academic librarians who replied to the survey stated that they do not teach visual literacy. Only 37.3 per cent of the respondents indicated that they or their institutions include a visual literacy component in their sessions. Practical implications The paper identifies the most relevant visual literacy trends, and it includes examples of visual literacy skills and concepts being taught in academic libraries. It provides ideas to develop marketing strategies to increase student enrollment in library workshops. Originality/value This study has expanded librarians’ awareness of the Association of College and Research Libraries (ACRL) Visual Literacy Competency Standards for Higher Education. In addition, it explores the teaching of multiliteracies such as visual literacy within the information literacy framework in the academic library. The survey data demonstrate that academic librarians are slowly embracing visual literacy and including it in their information literacy instruction across all disciplines. The study recommends that librarians work on their professional development to become multiliterate to remain relevant within their academic communities.

Style APA, Harvard, Vancouver, ISO itp.

23

Yuldasheva Rano Juraevna. "ACADEMIC LITERACY AND WRITING IN UNIVERSITY: FROM THEORY TO PRACTICE". European Journal of Higher Education and Academic Advancement 1, nr 1 (9.11.2023): 322–26. http://dx.doi.org/10.61796/ejheaa.v1i1.288.

Pełny tekst źródła

Streszczenie:

The author examines the problem of developing students' academic literacy and teaching writing from the perspective of theory and practice. The article analyzes the nature and structure of academic literacy and puts forward the thesis that the formation of academic literacy is based on the concept of academic discourse. Written language is seen as a key component of academic literacy, and teaching writing is built on learning to translate academic written discourse.

Style APA, Harvard, Vancouver, ISO itp.

24

Ramos Vosgerau, Dilmeire Sant’Anna, Patricia Meyer, Joanita do Rocio Artigas i Juslaine Lucília Mickosz Dallegrave. "Experiences in Academic Literacy with MOOC". Creative Education 07, nr 13 (2016): 1834–50. http://dx.doi.org/10.4236/ce.2016.713186.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

25

Warren, James. "Aristotle, Academic Literacy, and America's Pastime". International Journal of Sport and Society 4, nr 3 (2014): 23–32. http://dx.doi.org/10.18848/2152-7857/cgp/v04i03/53973.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

26

Greek, Marit, i Kari Mari Jonsmoen. "The troublesome guidance towards academic literacy." Nordic Journal of Information Literacy in Higher Education 10, nr 1 (31.05.2018): 54–64. http://dx.doi.org/10.15845/noril.v10i1.271.

Pełny tekst źródła

Streszczenie:

According to research findings, students having graduated from upper secondary school, ought to be sufficiently prepared for meeting the demands of higher education, and for further developing their textual competences within the discipline specific contexts. Nevertheless, according to lecturers and librarians in higher education, students are still in need of guidance in their textual work. The question is what the students need and who are qualified for guiding the students. The overall goal is to promote a meaningful writing process, when assisting the students towards the planned academic learning outcome. The article discusses «Writing courses» as a phenomenon, in light of writing theory and literacy research. According to international research findings, writing in higher education is part of a disciplinary discourse, and disciplinary literacy skills are essential for building textual competences within a specific disciplinary community. Thus the essential factors in guiding students in their writing process, are genre conventions, text organization and argumentation. However, the students also need guidance in searching relevant literature as well as dealing with sources in a correct manner. The article emphasizes the significance of textual knowledge when guiding the students in higher education. However, librarians and lecturers possess different knowledge, and are part of different disciplinary discourses. There is therefore a need for debating what guidance in writing is to be, and how lecturers and librarians can complement each other and together offer constructive and relevant guidance.

Style APA, Harvard, Vancouver, ISO itp.

27

Rycke, Ine De. "A Student Perspective on Academic Literacy". ITL - International Journal of Applied Linguistics 159 (1.01.2010): 1–26. http://dx.doi.org/10.1075/itl.159.01ryc.

Pełny tekst źródła

Streszczenie:

Abstract Becoming academically literate involves two main parties: teaching staff and students. Previous research (Belcher, 1994; Cotton, 2004; Van de Poel & Brunfaut, 2004) has indicated that a discrepancy exists between the interpretations of and expectations about academic literacy of teaching staff on the one hand and students on the other. The different interpretations of academic literacy and the lived experiences of both parties need to be identified before the existing discrepancy between the concept as used by teaching staff and students can be narrowed or even bridged. This article is based on the results of a study conducted at the University of Antwerp in 2009. It aims to shed light on the students’ interpretation of academic literacy and integrate the student perspective in a definition of academic literacy.

Style APA, Harvard, Vancouver, ISO itp.

28

Lee, Marta, i Sandra Yaegle. "Information Literacy at an Academic Library". Journal of Library & Information Services in Distance Learning 2, nr 3 (13.01.2006): 33–44. http://dx.doi.org/10.1300/j192v02n03_04.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

29

Oliveira, Célia, João Lopes i Louise Spear-Swerling. "Teachers’ academic training for literacy instruction". European Journal of Teacher Education 42, nr 3 (14.02.2019): 315–34. http://dx.doi.org/10.1080/02619768.2019.1576627.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

30

Greenleaf, Cynthia, Ruth Schoenbach, Christine Cziko i Faye Mueller. "Apprenticing Adolescent Readers to Academic Literacy". Harvard Educational Review 71, nr 1 (1.04.2001): 79–130. http://dx.doi.org/10.17763/haer.71.1.q811712577334038.

Pełny tekst źródła

Streszczenie:

Throughout the United States, concern is growing among educators about the numbers of students in secondary schools who do not read well. In response, committed and well-meaning educators are increasingly advocating remedial reading courses for struggling adolescent readers. In this article, Cynthia Greenleaf, Ruth Schoenbach, Christine Cziko, and Faye Mueller offer an alternative vision to remedial reading instruction. The authors describe an instructional framework — Reading Apprenticeship — that is based on a socially and cognitively complex conception of literacy, and examine an Academic Literacy course based on this framework. Through case studies of student reading and analyses of student survey and test score data, they demonstrate that academically underperforming students became more strategic, confident, and knowledgeable readers in the Academic Literacy course. Students in Academic Literacy gained on average what is normally two years of reading growth within one academic year on a standardized test of reading comprehension. Student reflections, interviews, and pre-post surveys from Academic Literacy revealed students' new conceptions of reading for understanding, their growing interest in reading books and favorite authors, their increasing repertoires of strategies for approaching academic reading, and their emerging confidence in themselves as readers and thinkers. They argue for investing resources and effort into demystifying academic reading for their students through ongoing, collaborative inquiry into reading and texts, while providing students with protected time for reading and access to a variety of attractive texts linked to their curriculum. This approach can move students beyond the "literacy ceiling" to increased understanding, motivation, opportunity, and agency as readers and learners. These findings challenge the current policy push for remedial reading programs for poor readers, and invite further research into what factors create successful reading instruction programs for secondary school students.

Style APA, Harvard, Vancouver, ISO itp.

31

van der Slik, Frans, i Albert Weideman. "Measures of improvement in academic literacy". Southern African Linguistics and Applied Language Studies 26, nr 3 (grudzień 2008): 363–78. http://dx.doi.org/10.2989/salals.2008.26.3.5.632.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

32

Bowker, Lynne. "Machine translation literacy: Academic libraries' role". Proceedings of the Association for Information Science and Technology 56, nr 1 (styczeń 2019): 618–19. http://dx.doi.org/10.1002/pra2.108.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

33

Reveles, John M., Ralph Cordova i Gregory J. Kelly. "Science literacy and academic identity formulation". Journal of Research in Science Teaching 41, nr 10 (grudzień 2004): 1111–44. http://dx.doi.org/10.1002/tea.20041.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

34

Warhol, Tamara. "Using Facebook to Support Academic Literacy". Journal of Adolescent & Adult Literacy 58, nr 1 (26.08.2014): 25. http://dx.doi.org/10.1002/jaal.312.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

35

Fouché, Ilse. "Impact measurement: quantitatively determining the improvement in students’ academic literacy levels at a South African university". Journal for Language Teaching 51, nr 1 (5.07.2021): 163–99. http://dx.doi.org/10.4314/jlt.v51i1.7.

Pełny tekst źródła

Streszczenie:

Academic literacy interventions are becoming increasingly important in a country where the secondary education system no longer adequately prepares students for the literacy demands of higher education. This article investigates whether there was an improvementin students’ academic literacy levels between the onset and completion of an academic literacy module at a South African university. This is done by using a combination of instruments selected from a proposed evaluation design for academic literacy interventions, suggested by Fouché, Van Dyk and Butler (2016). A pre-test / post-test design is used, where, firstly, students’ results in a validated and reliable generic academic literacy test are considered. Secondly, students’ writing abilities are assessed by means of two instruments: a rubric and quantitative measures. Finally, students’ academic literacy marks are correlated to other variables, and interpreted within the context of the study, to give additional insight into the impact of the academic literacy course. Findings indicate that students showed an improvement across a wide array of academic literacy abilities, in particular their ability to use source material in their writing assignments, and their usage of a wider range of academic vocabulary. However, there were also areas where students did not display anyimprovement. Based on the experience of implementing various evaluation instruments, several recommendations are made on how future researchers could avoid pitfalls that were encountered in this study.

Style APA, Harvard, Vancouver, ISO itp.

36

Zhang, Haomin, i Winfred Wenhui Xuan. "Word knowledge in academic literacy skills among collegiate ESL learners". Applied Linguistics Review 10, nr 2 (26.05.2019): 201–18. http://dx.doi.org/10.1515/applirev-2017-0057.

Pełny tekst źródła

Streszczenie:

AbstractThe study probed into the relationship between word knowledge and academic literacy skills in college-level English as a second language (ESL) learners. Morphological awareness and vocabulary knowledge were included in the word knowledge measures. In addition, reading comprehension and academic writing were the outcome variables. Using the data from 118 ESL students in Hong Kong, we found that both morphological awareness and vocabulary knowledge contributed to academic literacy skills. More important, direct and indirect effects of word knowledge on academic literacy skills were tested to provide insight into how two facets of word knowledge interact in shaping academic literacy acquisition. The results demonstrated that vocabulary knowledge mediated the relationship between morphological awareness and academic literacy skills. The study suggests that morphological sensitivity could enhance word meaning extraction and local meaning construction, which subsequently facilitates academic literacy skills.

Style APA, Harvard, Vancouver, ISO itp.

37

Amaliah, Risa Saskiatul, Ai Nur Solihat i Bakti Widyaningrum. "Analys of academic flow, digital literacy and self-regulated learning on academic achievement". Educenter : Jurnal Ilmiah Pendidikan 2, nr 3 (25.09.2023): 299–305. http://dx.doi.org/10.55904/educenter.v2i3.925.

Pełny tekst źródła

Streszczenie:

The success of learning can basically be seen from the high and low learning outcomes. This research aims to determine the influence of academic flow, digital literacy and self-regulated learning on the academic achievement of Siliwangi Tasikmalaya University students. This research uses an explanatory survey method with a quantitative approach, the population in this research are Siliwangi Tasikmalaya University students class 2018-2021. Sampling in this study used a purposive random sampling technique with a total of 387 students as respondents. The data collection technique uses a questionnaire and the data analysis technique used is multiple linear regression analysis. The research results show that academic flow has a significant effect on student academic achievement, digital literacy has a significant effect on student academic achievement, self-regulated learning has no effect on student academic achievement, academic flow, digital literacy and self-regulated learning simultaneously influence student academic achievement. The coefficient of determination shows that academic flow, digital literacy and self-regulated learning together influence student academic achievement by 8.2 percent and the remaining 91.8 percent is influenced by other factors that are not included careful in this research.

Style APA, Harvard, Vancouver, ISO itp.

38

Banat, Siti Mahmudatul, i Adi Cilik Pierewan. "READING LITERACY AND METACOGNITIVE STRATEGY FOR PREDICTING ACADEMIC ACHIEVEMENT". LITERA 18, nr 3 (27.11.2019): 485–97. http://dx.doi.org/10.21831/ltr.v18i3.24806.

Pełny tekst źródła

Streszczenie:

The importance of reading literacy is shown in the results of achievement among international countries. Reading literacy has not become a culture for most students. Some students have not used reading strategies to improve their understanding. This will affect the academic achievement. This expost facto research design aims to examine: (1) wether reading literacy can predict academic achievement in knowledge and skill, (2) wether metacognitive strategy can predict academic achievement in knowledge and skill, and (3) wether reading literacy and metacognitive strategy together can predict academic achievement on knowledge and skill. The population is 543 students of three pilot senior high schools of Curriculum 2013 in Kulon Progo. The sample is 359 students established using the Table of Isaac and Michael. The instrument used is a questionnaire. The result is as follows. (1) Reading literacy can predict academic achievement in knowledge, but it cannot predict academic achievement in skill. (2) Metacognitive strategy can predict academic achievement in knowledge and skill. (3) Reading literacy and metacognitive strategy simultaneously can predict academic achievement on knowledge and skill. Therefore literacy habituation and the use of metacognitive strategies are strongly recommended to improve academic achievement of knowledge and skills.

Style APA, Harvard, Vancouver, ISO itp.

39

박지순. "A Study on Academic Literacy in Korean Educationfor Academic Purposes". Review of Korean Cultural Studies 58, nr 58 (czerwiec 2017): 167–88. http://dx.doi.org/10.17329/kcbook.2017.58.58.006.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

40

Glew, Paul J., Lucie M. Ramjan, Mandy Salas, Katherine Raper, Heidi Creed i Yenna Salamonson. "Relationships between academic literacy support, student retention and academic performance". Nurse Education in Practice 39 (sierpień 2019): 61–66. http://dx.doi.org/10.1016/j.nepr.2019.07.011.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

41

Tentolouris, Filippos. "What Can Count As Critical Academic Literacy Education?" Journal of Language and Education 9, nr 3 (30.09.2023): 192–99. http://dx.doi.org/10.17323/jle.2023.16211.

Pełny tekst źródła

Streszczenie:

Background and Purpose: The issue of what can count as “critical” in relation to academic literacy education has not been discussed in detail in relative review studies. Therefore, this opinion article aims to contribute to this issue by exploring the question whether a field of academic literacy education can be underpinned. Approach: First, I revisit some models of academic literacy education (rhetorical models of critical consciousness, models of critical language awareness, genre-based models, multiliteracies, ethnographic-based academic literacies) which have been considered as “critical” in taxonomies of these review studies. Then, I compare these models showing their similarities and differences regarding what is “critical” and how it is situated within academic literacy education. Conclusion: Finally, I argue that since there are contrasting conceptualisations among these models in relation to what is “critical” and how it can be associated with academic literacy education, critical academic literacy education can count as a relativist and not a unified field.

Style APA, Harvard, Vancouver, ISO itp.

42

Esquicha Medina, Antonio. "Switching the paradigm in academic literacy: from a normative to a transformative insight in academic writing". Educación 31, nr 60 (18.03.2022): 155–75. http://dx.doi.org/10.18800/educacion.202201.007.

Pełny tekst źródła

Streszczenie:

Academic literacy in a second language (L2) is a competence required by current society in academic and professional fields. However, perspectives have changed throughout the years in order to comply with the requirements of modern society; challenging academic writing standards. Therefore, an ample and inclusive comprehension that informs current practices occurring worldwide, where English is considered a lingua franca for communication, is required. This systematic literature review aims to describe an overview of paradigms towards academic writing as a continuum, integrating both traditional and current literacy practices throughout a revision of empirical studies conducted in this area. To conclude, switching from traditional normative approaches to more transformative ones, under the scope of New Literacy Studies and longitudinal studies, is suggested as an alternative towards academic literacy in English in L2.

Style APA, Harvard, Vancouver, ISO itp.

43

Rust, Chris, i Lorna Froud. "'Personal literacy': the vital, yet often overlooked, graduate attribute." Journal of Teaching and Learning for Graduate Employability 2, nr 1 (7.04.2011): 28–40. http://dx.doi.org/10.21153/jtlge2011vol2no1art551.

Pełny tekst źródła

Streszczenie:

"There is no difference between academic skills and employment skills,"(Jackson, 2011, p1). This paper argues that there is often a false dichotomy in the minds of academics between employability, and the so-called 'skills agenda', and the teaching of academic disciplines. And even in professional courses, the view of employability can be very blinkered, limited to getting a job and working in the specific profession e.g. law, nursing, architecture. It is our argument that an explicit focus on the graduate attribute 'personal literacy' - literally the ability to 'read oneself', to be critically self-aware- can unite the academic and employability agendas and reveal them as one, joint enterprise. We also argue that both the development of employability and the learning of academic disciplines can be significantly improved through the development of students' critical self-awareness and personal literacy. Having made this case, we then go on to consider examples of how this might be achieved in practice.

Style APA, Harvard, Vancouver, ISO itp.

44

Wahyuni, Dewi Sri. "INTEGRATING CRITICAL THINKING IN TEACHING ACADEMIC WRITING". UAD TEFL International Conference 1 (20.11.2017): 144. http://dx.doi.org/10.12928/utic.v1.162.2017.

Pełny tekst źródła

Streszczenie:

One of targets issued by UN through SDGs (Sustainable Development Goals) in education is ensuring that all youth and adults have to achieve literacy and numeracy skills through long live education for both men and women. It is due to facts that education does not nationally wide spread among the developing and mostly, the third world countries. In those countries, the citizens whom literacy and numeracy skills are built up well are only them whose motivation in learning is high. Simply, it can be said that literacy awareness of those countries is unsatisfying. Realizing this fact, Indonesian government revises the National Curriculum of 2013 by the year 2017 and puts some important issues in learning process: (1) integrating five characters building; (2) elaborating literacy skills and 21st century skills (4C); and (3) integrating High Order Thinking Skill. Not only applied in lower education, these rules can be adopted also in higher education, such as university. Based on the literacy awareness and 4C skills that have to be developed during learning process, this research is aimed at increasing students’ soft skills through integrated character building, literacy skills habit, and critical thinking awareness in academic writing class. By enrolling action research to gain the objectives and taking whole semester, this research works on increasing students’ autonomy and honesty in learning, literacy in reading through article journal comprehension, and critical thinking through article journal summarizing.

Style APA, Harvard, Vancouver, ISO itp.

45

Sebolai, K. "Evaluating academic literacy teaching at a South African university: A case study of an academic literacy programme". Journal for Language Teaching 48, nr 1 (20.11.2014): 51. http://dx.doi.org/10.4314/jlt.v48i1.3.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

46

Lee, Haeyoung, i Youngsek Kim. "Self-narrative Inquiry on the developmental experience of ‘Academic literacy’ of a middle-aged female Ph.D. graduate student". Korean Association for Qualitative Inquiry 10, nr 2 (30.06.2024): 293–323. http://dx.doi.org/10.30940/jqi.2024.10.2.293.

Pełny tekst źródła

Streszczenie:

The purpose of this study is to understand the meaning of ‘academic literacy’ as it is acquired through the experiences of middle-aged female Ph. D. students and the impact of academic literacy on their identity formation as members of the academic community. For this study, the experiences of middle-aged female in the academic context during the fifth semester of their Ph. D. program were studied through Self-narrative inquiry method, and the researcher’s reflection journals were analyzed as the primary data, and memory data, assignments, and feedback data were used as secondary data. For this researcher, ‘academic literacy’ has become a social practice competency that recognizes and expresses the identity of an academic community. The impact of academic literacy on the formation of academic community identity: the language used during academic work is a lens through which the researcher’s life and academic context are read, and the act of revealing knowledge and making it visible is a social practice that shapes and embodies meaning. It was a competency necessary for interacting with other members of the academic community, and it manifested itself in critical literacy that made them aware of the power relations that underlie knowledge. The implications of this study are that it may provide a basis for a shift in understanding and perception of the growing participation of adult learners in higher education and the academic environment.

Style APA, Harvard, Vancouver, ISO itp.

47

Johnson, Sarah C., Margaret Bausman i Sarah Laleman Ward. "Fostering Information Literacy". Advances in Social Work 21, nr 1 (14.06.2021): 1–25. http://dx.doi.org/10.18060/24697.

Pełny tekst źródła

Streszczenie:

Genuine collaboration between academic librarians and social work faculty in which information literacy is embedded in social work education is lacking. Drawing from the results of the authors’ 2016 quantitative study surveying academic social work librarians across the United States, this qualitative follow-up uses data from 27 semi-structured interviews concerning the prevalence and nature of information literacy instruction (ILI) in social work education, how ILI is introduced and sustained in social work curricula, and the alignment between ILI efforts with institutional goals, guidelines from accreditation authorities, and professional social work practice standards. The literature review engages the reader in a robust definition of “information literacy” as applied to social work practice and its connection to social justice and anti-oppressive pedagogy. The findings and subsequent discussion center on current systemic obstacles in ensuring social work graduates enter the profession with sufficient information literacy (IL) skills for an ethical, research-informed, data-driven practice and conclude with recommendations for the evolution of integrated ILI at a local level within social work curricula. Collaborative and sustainable partnerships among academic librarians and social work faculty are essential for educating information literate social work practitioners of tomorrow.

Style APA, Harvard, Vancouver, ISO itp.

48

Jordaan, Heila, i Sharon Moonsamy. "Academic Literacy and Cognitive Processing: Effects on the Examination Outcomes of Speech-Language Pathology Students at a South African University". Journal of Cognitive Education and Psychology 14, nr 1 (2015): 98–109. http://dx.doi.org/10.1891/1945-8959.14.1.98.

Pełny tekst źródła

Streszczenie:

This study was conducted in the South African context, where education is in a state of transition. One of the central issues in higher education is the development of academic literacy. However, as a result of an inadequate focus on educational linguistics and a lack of explicit instruction in academic literacy, many students do not achieve their full potential. This study focuses on aspects of academic literacy in the examination responses of a group of students studying in the discipline of speech-language pathology. The purpose of the study was to determine whether or not there is a relationship between the students’ academic literacy skills and their ability to answer examination questions. By means of an exploratory retrospective longitudinal record review, the examination scripts of 20 students were rated for evidence of various academic literacy skills. The ratings were highly correlated to the actual examination marks in both years of study, suggesting that there is a need to incorporate explicit instruction in academic literacy to develop students’ metacognitive processes while reading and writing for academic purposes.

Style APA, Harvard, Vancouver, ISO itp.

49

Crhová, Jitka, i María del Rocío Domínguez. "Mexican university teacher-researchers’ biliteracy beliefs and practices". Journal of Language and Cultural Education 4, nr 3 (1.09.2016): 3–31. http://dx.doi.org/10.1515/jolace-2016-0023.

Pełny tekst źródła

Streszczenie:

Abstract There has been a growing interest in describing higher education academic literacy. In our study, literacy is conceived as multi-layered phenomena, multiple in its character, denominated “multiliteracies” (Cope & Kalantzis, 2013). Furthermore, within the multiliteracies frame, multilingual literacies (Martin-Jones & Jones, 2000) are distinguished and discussed in the present paper, in particular the development of biliteracy in local academic settings. This paper explores connections between the teachers’ perceptions on literacy, teachers’ own biliteracy development as publishing authors and researchers. The research draws on the data obtained through a questionnaire applied in the first phase of the project to 100 participants from three public universities from northern, central and southern part of Mexico, which was completed by analysis of narratives gathered through interviews from a reduced sample of participants (31). The results seem to indicate that language teachers-researchers perceive their L2 literacy in wider terms, beyond mere reading-writing skills development and decodification of the text, which seems to be apparent in academics with higher academic credentials.

Style APA, Harvard, Vancouver, ISO itp.

50

Olave-Arias, Giohanny, Ilene Rojas-García i Mireya Cisneros-Estupiñán. "The College Dropout Problem and Academic Literacy". Educación y Educadores 16, nr 3 (1.12.2013): 455–71. http://dx.doi.org/10.5294/edu.2013.16.3.4.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Artykuły w czasopismach na temat „Academic literacy”

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych