scholarly journals Variations on the Theme of Information Literacy – Implementation of Information Literacy into the First-Year Curriculum at Åbo Akademi University

2016 ◽  
Vol 8 (1) ◽  
pp. 9-14
Author(s):  
Eva Costiander-Huldén ◽  
Linda Nisula ◽  
Anna Sundberg
Keyword(s):  
Information Literacy ◽  
Study Skills ◽  
Chemical Engineering ◽  
First Year ◽  
First Year Students ◽  
Study Programme ◽  
Literacy Implementation ◽  
Search For Information ◽  
The University ◽  
First Time

How can information literacy (IL) courses be organized into the curriculum in the best possible way for first-year students at Finnish universities? This question has been discussed time and time again. At Åbo Akademi University we have, since fall 2015, developed a course in Academic study skills where IL is included in the course. This means that IL is now for the first time included in all study programmes at the university. The IL module is, however, implemented in different ways in different faculties. In this article, we will focus on the method of embedded learning of IL in the study programme of Chemical Engineering, as it was implemented during the fall semester 2015 for all freshmen. For the first time the library was involved in a “hands-on” project with practical tasks at the Faculty of Science and Engineering. The students were motivated to learn how to search for information and how to improve their skills in reference management, and they passed the course.

scholarly journals Veiledningssamtale for første års studenter: Et innspill til praksisnærhet og studiekvalitet

2020 ◽  
pp. 67-79
Author(s):  
Anne-Lise With
Keyword(s):  
Career Guidance ◽  
Well Being ◽  
First Year ◽  
First Year Students ◽  
Study Programme ◽  
Quality In Higher Education ◽  
University Of Oslo ◽  
The University ◽  
Shed Light

This chapter deals with counselling for first-year students as a way to strengthen motivation and mastery. Based on the model ForVei – preparatory counselling, it is argued for the relevance of the counselling conversation as a part of follow-up and study programme quality in higher education and the time of mass education. ForVei is based on the basic values MSHRL – Met, Seen, Heard, Respected, Equal, which is central to the way the conversation is conducted. It is the student’s motivation, mastery and well-being that are the main focus of ForVei, which is now practiced at several universities in Norway, such as the University of Oslo and Nord University. The chapter contains examples from our own research project on ForVei – counselling at INN University, where career guidance is a theme, as well. In the perspective of the student’s motivation and experience, counselling and learning theory are used, among others, with Vance Peavy’s constructivist Socio-Dynamic Counselling and Mark S. Savicka’s concept of self-efficacy. The latter, for example, helps to shed light on differences in self-perception and belief in one’s own resources and abilities. The chapter deals with these and other topics in light of study programme quality and ForVei – counselling for first-year students.

scholarly journals Med tvivlen som følgesvend: En analyse af omfang af og kilder til studietvivl blandt studerende

2016 ◽  
Vol 10 (19) ◽  
Author(s):  
Kim Jesper Herrmann ◽  
Rie Troelsen ◽  
Anna Bager-Elsborg
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Quantitative Analysis ◽  
Student Development ◽  
Education System ◽  
First Year ◽  
Course Selection ◽  
First Year Students ◽  
Study Programme ◽  
The University

De senere års uddannelsespolitiske initiativer har belønnet studerende, der er hurtige til at vælge en videregående uddannelse, og som holder fast i den uddannelse, de nu engang har valgt. At vælge uddannelse er imidlertid ledsaget af tvivl, og nyere dansk forskning har vist, at studerende vedvarende forhandler deres position på uddannelsen. I dette studie undersøgte vi, hvor stor en andel af aktive universitetsstuderende, der stadig var i tvivl om deres valg af studie, og vi undersøgte baggrunden for denne tvivl. På baggrund af en kvantitativ analyse af svar fra 4.339 studerende på Aarhus School of Business and Social Sciences, Aarhus Universitet, fandt vi, at en tredjedel af de studerende, selv efter optagelse på deres uddannelse, stadig var i tvivl om, hvorvidt de havde valgt det rigtige studie, og at dette gjaldt for førsteårsstuderende såvel som for studerende på femte år. Analysen viste yderligere, at studietvivl var mere udbredt blandt studerende, som havde (i) svært ved at se det interessante og relevante i fagene; (ii) lav tiltro til egne akademisk evner; (iii) opnået lave karakterer ved forudgående eksamener på universitetet. I artiklens perspektivering diskuterer vi, hvorvidt studietvivl må betragtes som et almindeligt og uproblematisk studie- og livsvilkår eller, om studietvivl må antages at være problematisk. Recent reforms of the Danish education system tend to favour those students who are quick to decide what higher education course they want to study and then stick to their decision. However, research has shown that the process of course selection and completion is not always linear and that students continuously negotiate their position in their study programme. In this study we examined how current university students experienced doubt about their choice of programme, and we examined the context surrounding this doubt. Based on a quantitative analysis of answers from 4339 students at the Aarhus School of Business and Social Sciences, we found that one third of students, even after enrolment in the university, had doubts about their choice of study programme. This was true for first-year students as well as students in their fifth year. Furthermore, the analysis showed that those students who (i) had difficulties finding interest and relevance in their study programme, (ii) had low confidence in their own academic abilities or (iii) had achieved low marks in previous exams at the university, were the most likely to be uncertain about their choice of course. We discuss whether having doubts about a chosen area of study once the programme has started can be considered a normal and unproblematic process in student development, or whether it should be considered problematic.

scholarly journals Assessment in the One-Shot Session: Using Pre- and Post-tests to Measure Innovative Instructional Strategies among First-Year Students

2013 ◽  
Vol 74 (6) ◽  
pp. 574-586 ◽  
Author(s):  
Jacalyn E. Bryan ◽  
Elana Karshmer
Keyword(s):  
Student Learning ◽  
Information Literacy ◽  
Physical Models ◽  
Assessment Tools ◽  
First Year ◽  
First Year Students ◽  
Post Test ◽  
The One ◽  
University Experience ◽  
The University

Many studies focus on the use of different assessment tools within information literacy instruction; however, there are very few that discuss how pre- and post-tests can be used to gauge student learning, and even fewer of those published deal with pre- and post-test assessment within the one-shot paradigm. This study explores the effectiveness of using nonlinguistic representations—kinesthetic, graphic, and physical models—in one-shot library sessions for first-year students in SLU 100 Introduction to the University Experience. As hypothesized, the findings suggest that the use of such representations can enhance student learning and assist in developing research skills that are essential to acquiring information literacy.

scholarly journals Genre analysis of essays in the Social Sciences: The case of Botswana students

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Joel M. Magogwe ◽  
Unity M. Nkateng
Keyword(s):  
Social Sciences ◽  
Study Skills ◽  
English For Academic Purposes ◽  
Genre Analysis ◽  
First Year ◽  
First Year Students ◽  
Essay Writing ◽  
University Of Botswana ◽  
The Social ◽  
The University

Writing is a challenging but requisite skill at university and other life situations. At university, essay writing is generally challenging to first-year students across disciplines or faculties. This study therefore describes the writing challenges of the Faculty of Social Sciences students at the University of Botswana. To that end, this study asks the following research questions: (1) What writing tasks are first-year students in the Faculty of Social Sciences given? (2) What problems do the students encounter when writing essays in the Faculty of Social Sciences? (3) What kind of assistance do students receive on writing essays? This article is underpinned by the English for Academic Purposes genre analysis framework. All in all, the findings of this study point to the need for a more intensive writing programme for first-year students at the University of Botswana in which both faculties and the Communication and Study Skills Unit will cooperatively assist students with writing. Students’ responses clearly indicated the need for such collaboration.

scholarly journals Genre analysis of essays in the Social Sciences: The case of Botswana students

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Joel M. Magogwe ◽  
Unity M. Nkateng
Keyword(s):  
Social Sciences ◽  
Study Skills ◽  
English For Academic Purposes ◽  
Genre Analysis ◽  
First Year ◽  
First Year Students ◽  
Essay Writing ◽  
University Of Botswana ◽  
The Social ◽  
The University

Writing is a challenging but requisite skill at university and other life situations. At university, essay writing is generally challenging to first-year students across disciplines or faculties. This study therefore describes the writing challenges of the Faculty of Social Sciences students at the University of Botswana. To that end, this study asks the following research questions: (1) What writing tasks are first-year students in the Faculty of Social Sciences given? (2) What problems do the students encounter when writing essays in the Faculty of Social Sciences? (3) What kind of assistance do students receive on writing essays? This article is underpinned by the English for Academic Purposes genre analysis framework. All in all, the findings of this study point to the need for a more intensive writing programme for first-year students at the University of Botswana in which both faculties and the Communication and Study Skills Unit will cooperatively assist students with writing. Students’ responses clearly indicated the need for such collaboration.

scholarly journals The natives of Smolensk province – first-year students of Moscow university of 1917

2020 ◽  
Author(s):  
V. Pushkov ◽  
◽  
S. Zavjalov ◽  
Keyword(s):  
Social Structure ◽  
First Year ◽  
Medical Department ◽  
First Year Students ◽  
Petty Bourgeoisie ◽  
The Social ◽  
And Mathematics ◽  
The University ◽  
First Time ◽  
Mathematics Department

In 1917 Smolensk province stood on the second place by the quantity of sophomores of the Moscow university next to Vladimir province (139 and 158 students correspondingly). 7 districts out from 11 were represented. Mainly graduators of gymnasia and the Seminary entered the university. For the first time 8 girls became students. Principally the social structure of students included petty bourgeoisie, clergy and peasantry. Most part of students entered physics and mathematics department, much smaller part entered medical department and ones of law and of linguistics and history.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

scholarly journals What Can Students’ Bibliographies Tell Us?- Evidence Based Information Skills Teaching for Engineering Students

2006 ◽  
Vol 1 (2) ◽  
pp. 12 ◽  
Author(s):  
Fei Yu ◽  
Jan Sullivan ◽  
Leith Woodall
Keyword(s):  
Web Sites ◽  
Engineering Students ◽  
Chemical Engineering ◽  
First Year ◽  
Journal Articles ◽  
First Year Students ◽  
Internet Resources ◽  
Information Skills ◽  
Upper Level ◽  
Department Faculty

Objective - This project sought to identify students’ strengths and weaknesses in locating, retrieving, and citing information in order to deliver information skills workshops more effectively. Methods - Bibliographies submitted from first-year engineering and second- and fourth-year chemical engineering students’ project reports were analysed for the number of items cited, the variety of items cited, and the correct use of citation style. The topics of the project reports were also reviewed to see the relationships between the topics and the items cited. Results - The results show that upper level students cited more items in total than did lower level students in their bibliographies. Second- and fourth-year engineering students cited more books and journal articles than first-year students cited. Web sites were used extensively by all three groups of students, and for some first-year students these were the most frequently used sources. Students from all three groups had difficulties with citation style. Conclusion - There was a clear difference in citation frequency between upper and lower level engineering students. Different strategies of information skills instruction are needed for different levels of students. Librarians and department faculty members need to include good quality Internet resources in their teaching and to change the emphasis from finding information to finding, interpreting, and citing accurately.

Criteria and indicators associated with adaptation to the educational process of first-year students at the university

2021 ◽  
pp. 87-93
Author(s):  
Evgeniya N. Popova
Keyword(s):  
Research Topic ◽  
Educational Process ◽  
First Year ◽  
Higher Education Research ◽  
Adaptation Process ◽  
Adaptive Potential ◽  
First Year Students ◽  
Self Development ◽  
The University

The issue of adaptation of modern first-year students to the educational process at the university is one of the current pedagogical tasks. Successful adaptation significantly affects the quality of received education, the degree of formation of personal and professional qualities, contributes to the development of motivation, self-education, and self-development. The purpose of the research is to substantiate the criteria, indicators, and levels of adaptation of first-year students to the learning process at the university. The material for the study was the domestic scientific sources of studying the peculiarities of the adaptation process of students to educational activities in higher education. Research methods: analysis and generalization of psychological-pedagogical and educational-methodical literature on the research topic. We determine as the main criteria for the adaptation of first-year students to the university, the adaptive potential and professionally important qualities of students, consider these concepts, their structure, and their basic properties. On the basis of the analysis and generalization of the existing indicators of the implementation of the adaptive potential, we formulate the author's indicators for determining the level of its development. The degree of formation of professionally important qualities of students are low, medium, and high levels of development of emotional intelligence, negative communicative attitude, intellectual lability, and stress tolerance.

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