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1.
Kim Chuppa-Cornell Mary Zimmerer 《Community College Journal of Research & Practice》2013,37(7):459-461
ABSTRACTReading and library faculty collaborated in the revision of the developmental reading curriculum at Chandler-Gilbert Community College in an effort to strengthen students’ reading and information literacy skills through project-based learning. This article describes how the new curriculum addresses the challenging concepts defined in the Framework for Information Literacy for Higher Education in an effort to prepare students more effectively for college-level courses. The results of this new curriculum included stronger posttest scores and student success data. 相似文献
2.
《College Teaching》2013,61(4):121-128
In fall 2012, an interdisciplinary team of science, English, and library faculty embedded reading, writing, and information literacy strategies in Science, Technology, Engineering, and Mathematics (STEM) curricula as a first step in improving student learning and retention in science courses and aligning them with the Next Generation Science and Common Core State Standards. The authors present their reading, writing, and information literacy contributions, explaining the importance of introducing these concepts and strategies into science courses. 相似文献
3.
William J. Campion Marybeth Kyle 《Community College Journal of Research & Practice》2013,37(1):95-104
A critical information literacy model centers libraries within the curriculum where students find, evaluate and use information in order to conduct successful research (Swanson, 2011). This report documents the process by which the El Centro College (Dallas County Community College District) librarians and the psychology faculty collaborated in bringing information and research skills into the psychology curriculum. The sessions included (a) the research process of finding articles in professional psychology journals, (b) instruction on creating references using NoodleTools ? (an integrated tool for note-taking, outlining, and building references), and (c) how to write in American Psychological Association (APA) style. The integration of the library sessions within the classroom setting of team teaching with the instructor suggests an ideal opportunity for educators to enhance the academic, research, and information literacy education for all students. 相似文献
4.
目前,国内关于项目学习的实践与研究多将其定位于核心课程之外的综合实践活动课或是核心课程的外围和边缘．真正与学科教学融合而使项目成为课程核心的相关研究较少,了解国内外试图改变“学科中心”转向项目学习与学科知识融合的已有研究经验对改变此现状较为重要。综述主要从项目学习在学科中的应用研究着手．对项目学习在学科中的应用领域、实施过程、实施效果等方面进行研究分类和分析,最后提出项目学习在学科中应用的未来研究发展方向。 相似文献
5.
Contemporary teacher educators often find themselves teaching large numbers of students from increasingly diverse backgrounds an expanded curriculum in a university environment characterised by cost‐cutting and a climate of “user pays”. Ensuring that students graduate with sufficiently well‐developed literacy skills to equip them to prepare future generations for the complex literacy requirements of contemporary society can be challenging. Informed by data from a longitudinal, qualitative study of 10 students' literacy development across the four years of a Bachelor of Education course, we propose a range of strategies that can be used to develop effective literacy practices. Through careful mapping of the assessment requirements over a four year degree, and by setting tasks which require students to engage with complex reading material and which offer a high degree of challenge coupled with adequate support, staff can assist students to develop the range of literacy practices required for success at university and in their future teaching careers. 相似文献
6.
Advances in information technology provide an opportunity for academic librarians and professors to offer innovative collaborative courses. The purpose of collaboration between a faculty member and a professional librarian is to integrate instruction in the course subject matter with bibliographic instruction. This integration promotes learning information acquisition skills and critical thinking, as well as the use of library resources. Research skills that students need in order to use contemporary information technology are included. The integration of those skills with the subject material of the course is described. Two applications of freshman/sophomore level courses are discussed in the paper. Course rationale, topics, and course assignments are illustrated. It is argued that students must learn modern methods of acquiring information in order to make informed independent judgments and in order to achieve understanding in any particular discipline. Providing students with the skills required to achieve access to the ever‐widening body of available information is an essential requirement of contemporary liberal education. These skills are transferable to subsequent course work and will provide the basis for life‐long learning habits. The paper presents the argument that students' achievement of “library literacy” can be promoted by effective course collaboration between faculty members and professional librarians. Benefits and problems of such collaborative courses are also discussed. 相似文献
7.
Abstract Content, literacy development, and technology use are being integrated as tools for learning. As part of this process, K‐12 educators and teacher preparation faculty have been trying to come to grips with what preservice teachers should know and be able to do regarding this integration. The university/school partnership in this case study sheds light on how content area standards, literacy, and technology standards can be addressed and taught in a project carried out in cyberspace. This case study investigated how literacy strategies embedded in a Web‐based project enhanced the writing performance of students in a middle school science classroom. After choosing a topic and researching, analyzing, and synthesizing the information, the students wrote essays on the earth's surface. Results of this case study suggest that Web‐based activities did have an effect on students’ performance as they became engaged in a cyber‐context to construct meaning. 相似文献
8.
Paul A. Illich Cathy Hagan Leslie McCallister 《Community College Journal of Research & Practice》2013,37(5):435-453
Community colleges utilize open-door admission policies to provide educational opportunities for all students, including those who are academically under-prepared in one or more areas. Current approaches to assisting under-prepared students include the targeted delivery of remedial courses in math, English, and reading. This approach typically relies on the use of standardized placement tests to determine whether students have remedial needs. Based on those placement test scores, students may have a remedial need in only one of the core academic areas (e.g., math, English, or reading). In such cases, students may concurrently enroll in required remedial courses and college-level courses unrelated to the area in which they are considered to be academically under-prepared. The research reported in this article evaluated the assumption that a student's under-preparedness is limited to a specific area by assessing the college-level performance of students concurrently enrolled in remedial and college-level courses. The results show that college-level pass rates are much lower among students concurrently enrolled in remedial courses who do not successfully complete one or more of these remedial courses. These students under-perform irrespective of the type of college-level course. In contrast, students who pass their remedial courses are generally successful in their college-level courses. Policy implications in regard to developmental education are discussed. 相似文献
9.
For special education preservice teachers to be prepared to assist students with disabilities to achieve their maximum potential in literacy, an innovative, co‐taught literacy unit was implemented within existing methods courses. The intensive, 6‐week unit was created to prepare all candidates in both mild interventions and severe interventions licensure programs to meet the literacy needs of diverse learners. The curriculum was designed around the National Reading Panel's five critical components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) in addition to the topics of emergent literacy and writing. Pre‐ and posttests were administered, revealing a significant growth in participant knowledge related to literacy assessment and instruction. Implications for future efforts to improve literacy outcomes for students with disabilities by improving teachers' knowledge and skills related to literacy instruction are discussed. © 2010 Wiley Periodicals, Inc. 相似文献
10.
Christopher R. Capsambelis 《Journal of Criminal Justice Education》2013,24(1):113-127
More criminal justice students are interested in a career in physical evidence collection. Oftentimes faculty have limited knowledge of the subject, which undermines their efforts to advise students on how to secure such a position. Additionally, because crime scene technicians have traditionally learned the position through “on-the-job” training, few academic programs exist designed to provide this education and training. This paper provides an overview of the development of a college-level degree program that will prepare individuals for careers as crime scene technicians and gives faculty a basis for advising students about this career option. 相似文献
11.
Elizabeth Quintero 《Journal of Early Childhood Teacher Education》2013,34(3):199-211
Abstract Problem‐posing teaching using multicultural children's literature nourishes an integrated literacy curriculum that supports young children's meaningful learning. This method encourages integrated learning that is both developmentally and culturally meaningful through interacting with story, reading literature, and participating in related learning activities. The problem‐posing method was developed by Paulo Freire [Education for Critical Consciousness, Seabury, New York] and critical pedagogists. The method leads students of any age, experience or ability level to base new learning on personal experience in a way that encourages critical reflection. This method has not been widely used with younger learners, but lends itself well to integrated early childhood literacy development. This article shows selected qualitative data samples from case studies of early childhood teacher education students as they experience the method in a literacy course and as they use the method with young children. A critical analysis of the students’ work draws out key points regarding literacy development in a rapidly changing world. The teacher education students’ work provides an arena for developing the theory further as they implement theoretically‐based pedagogy with young learners. Data reveal issues regarding critical literacies and postmodern approaches to early childhood education. 相似文献
12.
Emily Schnee 《Community College Journal of Research & Practice》2018,42(12):825-847
Research indicates that there has been a decline in college reading over the past decades, yet few studies have been conducted at community colleges. The aim of this exploratory study was to gain a broad view of what reading across the curriculum looks like at one urban community college from the perspectives of students and faculty. A survey was administered to students to gather information on their reading practices, beliefs, and attitudes. A second survey was distributed to full-time faculty to gather information on assignments, practices, and beliefs regarding reading. Findings indicate that many students do not complete assigned readings. Further, women students spend more time on reading and attend class more often having completed assigned reading than men. There are discrepancies between students’ and faculty’s assessments of students’ reading abilities, whether reading is essential to course success and between the kinds of readings commonly assigned and those students enjoy reading. The study identified areas for further research on reading in community college including the relationship between gender, reading compliance, and community college outcomes; the effectiveness of reading compliance strategies; the relationship between PowerPoint use and student reading; and students’ use of active reading strategies. The findings also point out the need for pedagogical innovation in the teaching of reading in community college, namely through the implementation of reading across the curriculum programs. 相似文献
13.
Andrea C. Goldfien Norena Norton Badway 《Community College Journal of Research & Practice》2014,38(2-3):122-130
Bridge programs, in which underprepared students gain the academic and technical skills necessary for college level courses and entry-level employment, are a promising initiative for expanding access to, and success in, community college education. For career pathways related to science, technology, engineering, or mathematics (STEM), bridge programs are critical for enlarging the pool of students who are exposed to, and can aspire to, STEM preparation. This study, conducted with support from the National Science Foundation Advanced Technological Education program, followed four community colleges for a year to understand local factors that facilitated or impeded implementation of a bridge program in which basic skills were contextualized in biotechnology. The findings are that implementation of a contextualized curriculum requires substantial faculty learning. Implementation of these bridge programs was facilitated by instructional leadership by both administration and faculty. Administration assisted in creating the conditions that supported learning by coordinating faculty schedules and funding faculty time for initial and ongoing program development. Faculty benefitted by the support of experienced team members who could guide interdisciplinary learning. Implementation was facilitated when team members met frequently and when faculty worked collaboratively to implement the curriculum. Recommendations include planning for faculty development, both for faculty collaboration and contextualizing curriculum. 相似文献
14.
15.
《Journal of Further & Higher Education》2012,36(3):309-316
Abstract Universities and colleges place entry requirements on the students who join their courses which incorporate implicit conditions, such as literacy skills, as well as subject‐specific academic abilities. As a consequence reading skills are often taken for granted in the teaching of tertiary students. Biggs and Collis have presented a well‐argued, and empirically validated, taxonomy of student learning development. Chall has identified the stages of reading development through which individuals may pass during their lives. This study links these two models of intellectual development in order to produce an integrated taxonomy of the reading and learning development of students. The combined classification is used to discuss practical ideas for tutors in facilitating their students’ intellectual development. The suggestions propounded include the increased use of transferable skills courses, customised reading lists and devolved responsibility for administering access to textbooks. 相似文献
16.
分析高职院校开展信息素养教育的现状,结合北京政法职业学院图书馆开展信息素养教育实际,从新生入馆教育信息素养意识的引导,开展资源库培训和主题讲座等多种形式的信息素养活动,构建信息素养课程体系,组织学生参加信息素养大赛等方面,阐述高职院校图书馆开展信息素养教育的实践情况,总结了开展信息素养教育的效果,提出学校未来信息素养教育的新举措。 相似文献
17.
This article argues for the importance of integrating a focus on language, literacy, and academic development for United States-educated language minority (US-LM) students, sometimes called Generation 1.5. It describes four initiatives at community colleges in California that aim to do so. US-LM students have completed some K–12 schooling in the United States, but their English is considered by community college faculty, staff, or assessment measures to be inadequate for college-level instruction. Although enacting effective language and literacy support for Generation 1.5 has centered on debates about whether these students belong in English as a Second Language (ESL) or remedial English courses, how they can best be identified and tested, or whether they should be taught in separate classes, we argue that more fundamental shifts are needed. Instead of conceiving of students’ language and literacy development solely in terms of progress through ESL or remedial English sequences, educators designing support for US-LM students must also consider larger contexts of students’ academic progress, promoting students’ development of language and literacy for success in academic and professional settings as well as progress toward completing credits required for associate degrees, certificates, and transfer to four-year institutions. 相似文献
18.
Amelia Mañá 《Cultura y Educación》2013,25(1):184-202
AbstractThis paper is a review of studies about processes and secondary school students’ difficulties with these processes when they use information to answer questions. The PISA program uses this kind of task-oriented reading situation to evaluate reading literacy, which is also a common reading situation in educational settings. Four key strategies are identified to successfully perform this kind of task: decide how to read the information, comprehend the task, decide when to search for information in order to solve the task, and self-regulate that search process. Moreover, this paper provides accurate information about the students’ difficulties in becoming skilled readers when they use information to answer questions. This information might help teachers and educational counselors in the design of interventions to improve reading literacy in schools. 相似文献
19.
This paper reports on the way in which a teacher led the literacy development of two students who were nonreaders and nonwriters. The two students received instruction in a special education room for students with learning disabilities. The teacher implemented an integrated instructional program in reading and writing that was designed to: (a) embed literacy instruction in meaningful and purposive activities, (b) respond to the needs, capabilities and interests of learners, and reflect their zones of proximal development, (c) promote self-regulated learning, and (d) foster students' membership in a literacy community. This paper focuses on the strategies the teacher used to mediate reading and writing development and the effects of the strategies on the narrative and expository writing performance of her students. 相似文献
20.
Chien-hsing Wang Yi-Ting Ke Jin-Tong Wu Wen-Hua Hsu 《Journal of Science Education and Technology》2012,21(1):125-132
This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet
as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential
to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology
and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy
over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed
to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information
synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when
introducing information technology into the classroom. The authors suggest that further research should focus on how to break
the culture of “copy-and-paste” by teaching the skills of note-taking and synthesis through inquiry projects for science learning.
Also, further research on teacher professional development should focus on using collaboration action research as a framework
for re-designing graduate courses for science teachers in order to enhance classroom technology integration. 相似文献