Academic Literacies as Cornerstones in Course Design: A Partnership to Develop Programming for Faculty and Teaching Assistants

Autor/inn/en	Bury, Sophie; Sheese, Ron
Titel	Academic Literacies as Cornerstones in Course Design: A Partnership to Develop Programming for Faculty and Teaching Assistants
Quelle	In: Journal of University Teaching and Learning Practice, 13 (2016) 3, Artikel 3 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Hochschulpartnerschaft; Bildungsentwicklung; Studientechnik; Außerunterrichtliche Aktivität; Programme design; Programmaufbau; Programmplanung; Lernwerkstatt; Schulung; Assignment; Auftrag; Zuweisung; Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; Informationskompetenz; Lesson concept; Lessonplan; Unterrichtsentwurf; Fakultät; Ausland
Abstract	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. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01