Faculty Perceptions of Students' IL Learning in First-Year Writing

This study examines faculty perceptions of teaching information literacy and explores the influence of these perceptions on pedagogy. The study adopted an inductive phenomenographic approach, using 24 semi-structured interviews with faculty teaching first-year courses at an American public research university. The results of the study reveal four qualitative ways in which faculty experience teaching information use to first year students that vary within three themes of expanding awareness. The resulting outcome space revealed that faculty had two distinct conceptions of teaching information literacy: (1) Teaching to produce experienced consumers of information, and (2) Teaching to cultivate intelligent participants in discourse communities. When information experiences are intentional, and involve using and teaching information use while learning the discipline content, this becomes “informed learning”, which is a pedagogical construct developed by Christine Bruce (Bruce and Hughes, 2010) that involves experiencing information in new ways while learning disciplinary information behaviors and content. This study gives new insight into the nature of this “informed learning” in first-year college courses and reveals that faculty create cultures of inquiry in their classes and, in so doing, treat information literacy as central to their disciplines. In addition to providing a more substantial understanding of faculty perceptions of teaching information use, the study indicates that the new ACRL Framework for Information Literacy and the changes to SCONUL Framework reflect an approach to teaching information literacy that will be welcomed in the college classroom.

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First-Year Writing and the Angles of Austerity: A Re-Domesticated Drama

Composition in the Age of Austerity ◽

10.7330/9781607324454.c009 ◽

2016 ◽

pp. 132-145 ◽

Cited By ~ 1

Author(s):

Nancy Welch

Keyword(s):

First Year ◽

First Year Writing

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Is English language as a medium of instruction a hurdle for first year MBBS teaching learning? Perceptions of students and teachers

International Journal of Research in Medical Sciences ◽

10.18203/2320-6012.ijrms20174012 ◽

2017 ◽

Vol 5 (9) ◽

pp. 4195 ◽

Cited By ~ 2

Author(s):

Madhur M. Gupta ◽

Mahesh Deshmukh ◽

Suresh Chari

Keyword(s):

English Language ◽

Abrupt Change ◽

National Language ◽

Medical Graduate ◽

First Year ◽

Medium Of Instruction ◽

Indian Medical ◽

Perceptions Of Students ◽

Teaching Learning ◽

Medical Teachers

Background: Presently there is a linguistic dualism i.e. thinking in one language and studying in the other. Proficiency in English is the need of the hour. However, for some an abrupt change in the medium of language along with introduction of terminologies can become a potential barrier to academic success.Methods: A questionnaire based study was carried out in 150 students and 25 teachers of first MBBS.Results: Majority of the students and teachers considered that English as a medium of instruction is not a problem. They also opined that English should be retained as a medium of instruction since it is of global importance; use of regional /national language should be allowed since it will help in dealing with patients and thus better patient care.Conclusions: Since English is the language of global importance, medical teachers should work together to find out a practical approach in addressing some of the problem areas faced by few medical students to help them perform better as an Indian medical graduate.

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Re-Imagining the First Year as Catalyst for First-Year Writing Program Curricular Change

Journal of the Scholarship of Teaching and Learning ◽

10.14434/josotl.v19i1.26780 ◽

2019 ◽

Vol 19 (1) ◽

Author(s):

Virginia Crank ◽

Sara Heaser ◽

Darci L. Thoune

Keyword(s):

College Retention ◽

Habits Of Mind ◽

Curricular Change ◽

First Year ◽

Writing Program ◽

Research Project ◽

First Year Writing ◽

Writing Courses ◽

Multiple Measures ◽

Writing Course

This article describes a revision of a first-year writing program curriculum using the pillars of the Reimagining the First-Year Program. The authors adapted principles related to mindset and habits of mind from both college retention scholarship and composition scholarship. After developing a research project in order to understand what elements of mindset correlate with readiness for credit-bearing writing courses, the authors created a multiple measures placement system for enrolling students in a credit-bearing first-year writing course with co-requisite support.

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Building a local learner corpus

International Journal of Learner Corpus Research ◽

10.1075/ijlcr.16017.kwo ◽

2018 ◽

Vol 4 (1) ◽

pp. 112-127 ◽

Cited By ~ 1

Author(s):

Monica H. Kwon ◽

R. Scott Partridge ◽

Shelley Staples

Keyword(s):

Faculty Members ◽

First Year ◽

Construction Process ◽

Writing Program ◽

First Year Writing ◽

Learner Corpus ◽

Writing Course ◽

Teaching Interventions ◽

Learner Corpus Analysis ◽

Writing Instructors

Abstract This paper describes the construction process involved in creating a robust local learner corpus of texts produced by international students in a first-year writing course at a large public, mid-western university in the U.S. We show how involving faculty members and graduate students of our local writing program in the process of learner corpus analysis provides them with opportunities to develop their skills and knowledge as writing instructors, course designers, and, ultimately, knowledge producers. An additional benefit of such an undertaking is that the corpus can become part of the infrastructure of a research community that allows continued contributions by others individually and collaboratively. We also illustrate the usefulness of our local learner corpus for research, teaching, mentoring, and collaboration within our writing program with examples of the research projects and teaching interventions we have developed.

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