scholarly journals Supporting students' academic literacies in post-COVID-19 times: Developing digital videos to develop students' critical academic reading practices

2021 ◽  
Vol 18 (4) ◽  
pp. 35-49
Author(s):  
Sally Baker ◽  
◽  
Caitlin Field ◽  
Jung-Sook Lee ◽  
Nicole Saintilan ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Social Research ◽  
Unmet Need ◽  
Methods Course ◽  
Collaborative Partnerships ◽  
Reading Practices ◽  
Academic Literacies ◽  
Digital Videos ◽  
Academic Reading ◽  
Individual Interviews

While embedding Academic Language and Literacies (ALL) instruction in discipline-specific courses is known to be effective, it is difficult to enact across the siloed university. Moreover, the move to online/ remote delivery during COVID-19 has necessitated greater focus on the development of online supports. This article reports on an effort to embed digital ALL support in a mandatory social research methods course, which we argue is particularly suited to academic literacies instruction. A series of digital videos were created to complement a literature review assignment, and were evaluated using video analytics, end-of-course student surveys, and individual interviews with tutors. Quantitative analysis of viewing patterns demonstrated that the majority of students accessed the videos multiple times, while qualitative data suggest that students generally had positive responses to the videos. However, thematic analysis of interviews with tutors showed that while they considered the content helpful, they also had reservations about the length and use of the videos. These findings clearly demonstrate the extent of the unmet need to integrate these types of approaches into undergraduate courses. We also argue that if universities wish to maintain currency in a shifting, globalised world, they must do more to foster the types of collaborative partnerships that facilitate effective ALL instruction in undergraduate coursework. These findings carry particular relevance for teaching and learning literacies in the wake of COVID-19, because digital video has become even more integral to higher education.

scholarly journals Agency and Accountability in the Academic Reading of International Graduate Students

2021 ◽  
Vol 11 (4) ◽  
Author(s):  
Mahmoud Altalouli
Keyword(s):  
Graduate Students ◽  
International Graduate Students ◽  
Reading Practices ◽  
Literacy Practice ◽  
Graduate Course ◽  
First Semester ◽  
Academic Reading ◽  
Individual Interviews ◽  
International Graduate ◽  
English Reading

This grounded theory study explores the academic English reading practices of six EAL (English as an additional language) students from Asia in a graduate course in their first semester at a U.S. university. Academic reading is an understudied yet foundational literacy practice for graduate students. Data include classroom observations of the graduate course during one semester; individual interviews with six students and the course instructor; and the collection of documents. Drawing on the analytic lenses of agency and accountability, the findings show that while the requirements established by the instructor and syllabus explicitly or implicitly held students accountable for the work, students also responded strategically to the course’s accountability structure. They agentively made choices about how to engage with the readings in terms of the purposes for which they read and how much time they spent on the readings.

scholarly journals Editorial - Becoming Well Read: Charting the complexities of academic reading and navigating the reading journeys of undergraduate and postgraduate students

2020 ◽  
Vol 17 (2) ◽  
pp. 2-6
Author(s):  
Angela Rhead ◽  
◽  
Christopher Little ◽  
Keyword(s):  
Higher Education ◽  
Reading Practices ◽  
Academic Literacies ◽  
Special Issue ◽  
Academic Practice ◽  
Postgraduate Students ◽  
Learning And Teaching ◽  
Academic Reading

Welcome to this special issue dedicated to the development of academic reading practices in higher education. We are particularly pleased to introduce this issue as it highlights a significant yet overlooked aspect of academic literacies. Emerging from our introduction of Academic Reading Retreats (Rhead 2019) and a UK-based ‘Becoming Well Read’ symposium in 2019, we seek, therefore, to shine a light on this area of academic practice with the curation of this collection of articles, which explore the learning and teaching of academic reading in more depth.

The Cycle of Academic Reading Fear Among Undergraduates

2020 ◽  
Vol 16 (3) ◽  
pp. 265
Author(s):  
Noor Hanim Rahmat ◽  
Mazlen Arepin ◽  
Suraiya Sulaiman
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Anxiety Scale ◽  
Academic Reading ◽  
Reading Anxiety

This study investigates students' fear in academic reading as well as the influence of perceived difficulties in their reading comprehension. The paper aims to study the level of anxiety as experienced by undergaduate students in academic reading. Data from 25 respondents were analyzed quantitatively using Reading Anxiety Scale (FLRAS) developed by Saito, Horwitz, and Garza (1999). Te objectives of the study are to examine the influence of students' fear and perceived difficulties in academic reading. The findings of this study reveal that factors such as background and culture, general reading ability, vocabulary, grammar as well as teaching method can make readers fear reading. The results of this study bear interesting implications towards the teaching and learning of academic reading in English as a Second Language.

scholarly journals “A child with autism only has one childhood”: main themes and questions for research from the “Digital Bubbles” seminar series

2017 ◽  
Vol 11 (3) ◽  
pp. 113-119 ◽  
Author(s):  
Sarah Parsons ◽  
Nicola Yuill ◽  
Mark Brosnan ◽  
Judith Good
Keyword(s):  
Teaching And Learning ◽  
Social Research ◽  
Responsible Innovation ◽  
Future Research ◽  
Content Type ◽  
Community Stakeholders ◽  
Autistic People ◽  
Seminar Series ◽  
The Uk ◽  
Main Ideas

Purpose The purpose of this paper is to present an overview of the main messages and key questions for further research arising from the seven-seminar series entitled, “Innovative technologies for autism: critical reflections on digital bubbles”, funded by the Economic and Social Research Council in the UK. Design/methodology/approach A synthesis of the main ideas is presented, drawing on the presentations, discussions, participant feedback, and short papers from across the seminar series, which took place between November 2014-2016. Findings There were many positive examples where technologies were positioned and used as facilitative “bridges” between ideas, communities, understanding, and experiences. Researchers and community stakeholders also emphasised the importance of taking different perspectives and working in stronger partnerships with each other. Four overarching research questions were developed from these themes to provide a roadmap for future research, relating to: responsible innovation, technology-enabled social interaction, learning and pedagogy, and engagement. Originality/value The findings and methodologies produced by the Digital Bubbles seminar series, available on the project website (http://digitalbubbles.org.uk/) and in a series of short papers, provide a rich repository of state-of-the-art thinking in the field of autism and technology that is being utilised nationally and internationally in teaching and learning. This paper suggests some valuable future research directions and highlights the importance of establishing and maintaining multi-disciplinary research teams, with autistic people and their families at their core.

The three R’s: reading, (W)Riting, and researching through multi-genre project

2017 ◽  
Vol 12 (1) ◽  
pp. 42-55 ◽  
Author(s):  
Kathryn Roberts ◽  
Kristy Brugar
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Peer Interactions ◽  
Student Response ◽  
Methods Course ◽  
Research Approach ◽  
Historical Inquiry ◽  
Social Studies Methods ◽  
Content Type ◽  
Action Research Approach

Purpose The purpose of this paper is to examine how the authors, two teacher educators, planned for and guided 23 students (teacher candidates) through a multi-genre historical inquiry experience, integrating instruction on the Inquiry Arc and writing process, during a co-taught literacy and social studies methods course. The authors describe the ways in which the students demonstrated both active and passive participation and resistance to this process/project, and the related implications. Design/methodology/approach Using an action research approach, this paper reports analysis and interpretation of lesson plans, course materials, debriefing notes, field notes, student response notebooks and intermediate and final inquiry project artifacts. Findings All students demonstrated gains in content knowledge through their products, oral presentations, group discussions, or conferences with the authors; and all gained experience with the Inquiry Arc and process writing. Many students saw the benefits of collaboration and social construction of knowledge as they moved toward more central participation. Practical implications Instructors cannot mandate full participation in any task, but can influence the conditions (i.e. pedagogy, task, scaffolding) to increase the possibility of positive peer interactions and learning. Originality/value This paper contributes to the knowledge of teaching and learning innovation in teacher preparation coursework.

scholarly journals A LEITURA LITERÁRIA DE A HORA DA ESTRELA: UM PERCURSO DE ENCONTROS E DESCOBERTAS

2019 ◽  
Vol 21 (1) ◽  
pp. 116-134
Author(s):  
Sarah Vervloet Soares ◽  
Neide Luzia de Rezende
Keyword(s):  
Teaching And Learning ◽  
School Library ◽  
First Year ◽  
Clarice Lispector ◽  
Reading Practices ◽  
Literary Reading ◽  
Literature Teaching ◽  
Espírito Santo ◽  
Federal Institute ◽  
Espirito Santo

Resumo: O presente artigo apresenta um relato de experiência de leitura literária, realizada no primeiro ano do ensino médio, do Instituto Federal do Espírito Santo (IFES – campus Piúma) e, ainda, discute alguns aspectos que se tornaram relevantes durante essa prática. Por meio de aulas transformadas em encontros, o projeto de leitura da obra A hora da estrela (1977), de Clarice Lispector, teve o objetivo de aproximar os alunos da prática da leitura. Assim, a leitura literária, a mediação de leitura, a interação com a biblioteca escolar, a produção do portfólio de leitura e a didática de literatura são os principais pontos de interesse deste artigo. Para tanto, dialogaremos, principalmente, com Colomer (2007), Petit (2008, 2009, 2013), Jauss (1994), Rouxel (2013) e Rezende (2013). A leitura literária, neste caso, resultou na abertura para novas possibilidades de ensino e aprendizagem e provocou nos estudantes maior autonomia para se expressarem, emitirem opiniões a respeito das leituras, ou seja, trata-se de um momento em que eles se reconheciam como leitores de literatura. Palavras-chave: Leitura literária. Portfólio de leitura. LITERARY READING OF THE HOUR OF THE STAR: A JOURNEY OF ENCOUNTERS AND DISCOVERIES Mediação de leitura. A hora da estrela. Clarice Lispector. Abstract: This paper reports on a literary reading experience in the first year of high school, at the Federal Institute of Espírito Santo (IFES – campus Piúma) and discusses some aspects that became relevant during this practice. Through lectures turned into meetings, the reading project of The hour of the star (1977), by Clarice Lispector, aimed to bring students closer to reading practices. The main points of interest in this paper are the literary reading, the reading mediation, the interaction with the school library, the reading portfolio production and the literature teaching. In order to do this, discussions are mainly based on Colomer (2007), Petit (2008, 2009, 2013), Jauss (1994), Rouxel (2013) e Rezende (2013). The experience resulted in the opening of new teaching and learning possibilities and provoked in the students a greater autonomy to express themselves, to express their opinions regarding the readings; in other words, it was a time when they recognized themselves as literature readers. Keywords: Literary reading. Reading mediation. Reading portfolio. The hour of the star. Clarice Lispector.

Virtual Mentors

2013 ◽  
pp. 258-276 ◽  
Author(s):  
Marialice B. F. X. Curran ◽  
Regina G. Chatel
Keyword(s):  
Social Media ◽  
Teacher Preparation ◽  
21St Century ◽  
Teaching And Learning ◽  
Role Model ◽  
Teacher Preparation Programs ◽  
Collaborative Partnerships ◽  
Preparation Programs ◽  
Virtual Mentoring ◽  
Traditional Mentoring

Social media has the potential to revolutionize teaching, learning, and collaborative partnerships in teacher preparation programs. Traditional mentoring has been conducted in person, via mail, telephone, e-mail, conferences, and typical daily interactions. However, the emergence of social media has led to an exciting development called the iMentor Model, virtual mentoring via social media. Through the iMentor Model, teacher candidates observed 21st century teaching methods that they were not always able to observe locally. The traditional mentor is an advisor, a coach, a facilitator, or a role model. An iMentor demonstrates these qualities as well as embracing multiple social networking platforms in teaching and learning. iMentors model three components of the Saint Joseph College School of Education Conceptual Framework (2010): Rigorous of Mind, Compassionate of Heart, and an Agent of Change in their teaching. This chapter discusses how the use of iMentors brings teacher preparation into the 21st century.

Understanding Online Learners' Media Literacy for Effective Training of Online Instructors

2019 ◽  
pp. 1-19
Author(s):  
Cathryn Crosby
Keyword(s):  
Media Literacy ◽  
Online Courses ◽  
Online Course ◽  
Academic Literacies ◽  
Online Learners ◽  
Online Instructors ◽  
Course Content ◽  
Literacy Proficiency ◽  
Academic Reading ◽  
Writing Practices

The increase in online courses offered in higher education, the reliance on highly developed academic literacy skills to learn course content, the complex nature of media literacy, the negotiation of multiple technologies, and the corresponding media literacy together can be quite challenging for online learners. Most research conducted on academic literacies has focused primarily on academic reading and writing practices rather than on media literacy. This chapter discusses an investigation of media literacy in an online course, the experience learners had with this literacy and online tasks. The chapter discusses results of data from the online learners and instructor, which showed the instructor required different media literacy proficiency than what the online learners possessed prior to beginning the online course. Finally, the chapter presents implications the study findings have for online instructors' effective development, design, and delivery of online courses and development of online learners' media literacy.

The Design of Learning Materials within Small Scale Projects

2012 ◽  
pp. 371-386
Author(s):  
Michael Hammond ◽  
Jie Hu
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Early Stage ◽  
User Participation ◽  
Small Scale ◽  
Research Approach ◽  
Learning Materials ◽  
Academic Reading ◽  
Action Research Approach

This chapter discusses the design of learning materials in the context of small scale projects within higher education. It describes the enduring appeal of instructional material and its growing use following the take up of virtual learning environments (VLEs) / learning platforms in teaching and learning. It suggests that action research approaches may be of value in the design of instructional material as they offer systematic, formative feedback at an early stage in the design process and prioritise user participation. A case study is provided of a broadly action research approach to the design of instructional material to support academic reading skills at one university. The case exemplifies the strengths of action research but also highlights the tensions and difficulties, in particular that of securing the engagement of stakeholders. The implications for further research are brought out.

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