The Experts below are selected from a list of 41226 Experts worldwide ranked by ideXlab platform
Isabel Lopezcobo - One of the best experts on this subject based on the ideXlab platform.
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undergraduate students perspectives on digital competence and Academic Literacy in a spanish university
2017Co-Authors: Fernando Guzmansimon, Eduardo Garciajimenez, Isabel LopezcoboAbstract:Abstract Recent studies show that students’ digital competence is part of a process of Academic Literacy that requires the development of information and ICT literacies. This article attempts to analyse digital competence and the development of information and ICT literacies in relation to Academic Literacy practices which take place in the learning process in undergraduate studies. Data were collected through completion of self-report questionnaires asking about the writing and reading practices and the process of Literacy development in university students. The survey was completed by a sample of 786 students in the School of Education. The data obtained were analysed using the techniques of principal components analysis and discriminant analysis. The results describe the ICT and information literacies in Literacy practices of the participants, and their relation to the Academic Literacy process that takes place at university. The results have allowed us to assess the processes for the development of ICT and information literacies and their relationship to Academic Literacy. Our study indicates a wide gap between digital competence developed in informal learning contexts and its scarcity in university Literacy practices (formal learning settings). In general, Spanish University Academic practices do not incorporate ICT and information literacies processes as a part of students’ Academic Literacy. Deficient ICT and informational literacies may lead to difficulties in the professional development of teachers.
Lynn Coleman - One of the best experts on this subject based on the ideXlab platform.
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incorporating the notion of recontextualisation in Academic literacies research the case of a south african vocational web design and development course
2012Co-Authors: Lynn ColemanAbstract:This article describes a small scale ethnographically oriented research study seeking to contribute to understanding student Academic Literacy practices in a South African vocational, web design and development course. In this course digital multimodal assessments are the main means whereby students demonstrate their learning. The findings of the study provide insights into the contextualised ways in which student Academic Literacy practices are shaped by Academic and professional contexts where digital and multimodal practices are privileged. The Academic literacies perspective used in this study, while useful for exploring the nature of student Academic Literacy practices, has not paid enough attention to theorising how Literacy practices are shaped by broader contextual influences. To address this limitation the paper speculates about how the Bernsteinian concept of knowledge recontextualisation might be used alongside an Academic literacies frame. The inclusion of an empirical focus on recontextualisa...
Heeseon Jeong - One of the best experts on this subject based on the ideXlab platform.
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impact of genre based pedagogy on students Academic Literacy development in content and language integrated learning clil
2018Co-Authors: Heeseon JeongAbstract:Abstract In Content and Language Integrated Learning (CLIL) programmes, students learn content subjects through a second/foreign language, and they encounter difficulties when trying to master the Academic language involved. Grounded on systemic functional linguistics, genre-based pedagogy emphasises contextualised language use, thereby serving as a potential pedagogical framework for CLIL teachers to incorporate language scaffolding in content subject lessons. This study aims to investigate how genre-based pedagogy can be implemented to facilitate students’ learning of content knowledge and Academic Literacy. One Integrated Humanities teacher implemented genre-based pedagogy with her Grade 8 students in an English-medium school in Hong Kong. Comparing the essays before and after the intervention, the students produced better argumentative essays in terms of logical development of ideas and use of Academic language, which could be attributed to how the teacher incorporated language scaffolding in the lessons. These findings demonstrate the potential of genre-based pedagogy and illuminate effective CLIL pedagogy.
Cheryl Geisler - One of the best experts on this subject based on the ideXlab platform.
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Academic Literacy and the nature of expertise reading writing and knowing in Academic philosophy
1994Co-Authors: Cheryl GeislerAbstract:Contents: Preface. Part I: Core Concepts. Literacy Among Experts in the Academy: The Academic Professions. Literacy Among Novices in the Academy: Students in School. Expertise as Cognitive Abstraction. Expertise as Professionalized Knowledge. Literacy and the Nature of Expertise. Part II: Studying Space and Time. Observing Writers with Protocol Data. Modeling Writing as Activity. Part III: Studies at a Single Site of Academic Literacy: Philosophical Ethics. Design and Analytic Framework for These Studies. The Genre of the Philosophic Essay: Transforming Readers' Experience. Composing the Philosophic Essay: Transforming Everyday Conversation. Representing Philosophical Ethics: Transforming Everyday Narrative. At the Boundaries of Expertise: Transforming Apprenticeship in an Instructional Situation. Part IV: Reflection and Reform. Reflecting on Academic Literacy. Reforming Academic Literacy. Appendices: Chronological Bibliography of the Cognitive Process Tradition. Directions for "Thinking-Aloud" Protocols. Interview Guide for Experts and Novices. Interview Guide for the Teacher. Interview Guide for the Students. The Career of William James. Participants' Final Texts. Rules for the Analysis of Text Structure. Chronological Listing of Participants' Narratives. Rules for Aggregating Conversational Interchanges. Coding the World of Discourse. Week-by-Week Analysis of the Class.
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Academic Literacy and the nature of expertise reading writing and knowing in Academic philosophy
1994Co-Authors: Cheryl GeislerAbstract:The first full-length account integrating both the cognitive and sociological aspects of reading and writing in the academy, this unique volume covers educational research on reading and writing, rhetorical research on writing in the disciplines, cognitive research on expertise in ill-defined problems, and sociological and historical research on the professions. The author produced this volume as a result of a research program aimed at understanding the relationship between two concepts -- Literacy and expertise -- which traditionally have been treated as quite separate phenomena. A burgeoning literature on reading and writing in the academy has begun to indicate fairly consistent patterns in how students acquire Literacy practices. This literature shows, furthermore, that what students do is quite distinct from what experts do. While many have used these results as a starting point for teaching students "how to be expert," the author has chosen instead to ask about the interrelationship between expert and novice practice, seeing them both as two sides of the same project: a cultural-historical "professionalization project" aimed at establishing and preserving the professional privilege. The consequences of this "professionalization project" are examined using the discipline of Academic philosophy as the "site" for the author's investigations. Methodologically unique, these investigations combine rhetorical analysis, protocol analysis, and the analysis of classroom discourse. The result is a complex portrait of how the participants in this humanistic discipline use their Academic Literacy practices to construct and reconstruct a great divide between expert and lay knowledge. This monograph thus extends our current understanding of the rhetoric of the professions and examines its implications for education.
Fernando Guzmansimon - One of the best experts on this subject based on the ideXlab platform.
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undergraduate students perspectives on digital competence and Academic Literacy in a spanish university
2017Co-Authors: Fernando Guzmansimon, Eduardo Garciajimenez, Isabel LopezcoboAbstract:Abstract Recent studies show that students’ digital competence is part of a process of Academic Literacy that requires the development of information and ICT literacies. This article attempts to analyse digital competence and the development of information and ICT literacies in relation to Academic Literacy practices which take place in the learning process in undergraduate studies. Data were collected through completion of self-report questionnaires asking about the writing and reading practices and the process of Literacy development in university students. The survey was completed by a sample of 786 students in the School of Education. The data obtained were analysed using the techniques of principal components analysis and discriminant analysis. The results describe the ICT and information literacies in Literacy practices of the participants, and their relation to the Academic Literacy process that takes place at university. The results have allowed us to assess the processes for the development of ICT and information literacies and their relationship to Academic Literacy. Our study indicates a wide gap between digital competence developed in informal learning contexts and its scarcity in university Literacy practices (formal learning settings). In general, Spanish University Academic practices do not incorporate ICT and information literacies processes as a part of students’ Academic Literacy. Deficient ICT and informational literacies may lead to difficulties in the professional development of teachers.
