Academic Literacies as Cornerstones in Course Design: A Partnership to Develop Programming for Faculty and Teaching Assistants
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ERIC Institute of Education Sciences
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| Autores principales: | , |
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| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
2016
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| Materias: | |
| Acceso en línea: | |
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| _version_ | 1867181600067813376 |
|---|---|
| author | Bury, Sophie Sheese, Ron |
| author_facet | Bury, Sophie Sheese, Ron Bury, Sophie Sheese, Ron |
| collection | Education Resources Information Center |
| contents | Academic Literacies as Cornerstones in Course Design: A Partnership to Develop Programming for Faculty and Teaching Assistants Bury, Sophie Sheese, Ron Academic Discourse Partnerships in Education Teaching Assistants Literacy Education Educational Development Study Skills Extracurricular Activities Program Design Workshops Program Descriptions Assignments Feedback (Response) Role Teaching Methods Library Research Information Literacy Faculty Development Instructional Design College Faculty Foreign Countries We discuss an educational development approach to embedding academic literacies instruction within disciplinary curricula. This developmental, embedded approach contrasts with the generic, extra-curricular, study-skills approach adopted in many universities. Learning Commons partners at York University, including librarians, writing instructors, and learning skills counsellors, collaborated with educational developers in the York Teaching Commons to design a program for course instructors and teaching assistants (TAs) who seek to improve their students' academic literacies. This program includes interactive workshops focusing on strategies to facilitate the redesign of courses and assignments so as to give explicit attention to process-related practices and abilities involved in library research and writing. The academic theory underpinning this program is outlined along with its key content elements. We also describe how the program draws on SPARK (Student Papers and Academic Research Kit), an online resource, created by the York Learning Commons under a Creative Commons license with the goal of helping students succeed with written academic assignments. Feedback from instructors and TAs support that the program has played an important role in helping them to question their assumptions and redesign their teaching practice. |
| format | Recurso educativo Open Access |
| id | eric_EJ1110536 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2016 |
| record_format | eric |
| spellingShingle | Academic Literacies as Cornerstones in Course Design: A Partnership to Develop Programming for Faculty and Teaching Assistants Bury, Sophie Sheese, Ron Academic Discourse Partnerships in Education Teaching Assistants Literacy Education Educational Development Study Skills Extracurricular Activities Program Design Workshops Program Descriptions Assignments Feedback (Response) Role Teaching Methods Library Research Information Literacy Faculty Development Instructional Design College Faculty Foreign Countries Academic Literacies as Cornerstones in Course Design: A Partnership to Develop Programming for Faculty and Teaching Assistants Bury, Sophie Sheese, Ron Academic Discourse Partnerships in Education Teaching Assistants Literacy Education Educational Development Study Skills Extracurricular Activities Program Design Workshops Program Descriptions Assignments Feedback (Response) Role Teaching Methods Library Research Information Literacy Faculty Development Instructional Design College Faculty Foreign Countries We discuss an educational development approach to embedding academic literacies instruction within disciplinary curricula. This developmental, embedded approach contrasts with the generic, extra-curricular, study-skills approach adopted in many universities. Learning Commons partners at York University, including librarians, writing instructors, and learning skills counsellors, collaborated with educational developers in the York Teaching Commons to design a program for course instructors and teaching assistants (TAs) who seek to improve their students' academic literacies. This program includes interactive workshops focusing on strategies to facilitate the redesign of courses and assignments so as to give explicit attention to process-related practices and abilities involved in library research and writing. The academic theory underpinning this program is outlined along with its key content elements. We also describe how the program draws on SPARK (Student Papers and Academic Research Kit), an online resource, created by the York Learning Commons under a Creative Commons license with the goal of helping students succeed with written academic assignments. Feedback from instructors and TAs support that the program has played an important role in helping them to question their assumptions and redesign their teaching practice. |
| title | Academic Literacies as Cornerstones in Course Design: A Partnership to Develop Programming for Faculty and Teaching Assistants |
| topic | Academic Discourse Partnerships in Education Teaching Assistants Literacy Education Educational Development Study Skills Extracurricular Activities Program Design Workshops Program Descriptions Assignments Feedback (Response) Role Teaching Methods Library Research Information Literacy Faculty Development Instructional Design College Faculty Foreign Countries |
| url | https://eric.ed.gov/?id=EJ1110536 |