Embedding academic literacy in disciplinary courses. Presented at STHLE 2013. June 19-22 2013. Cape Breton University, NS.

dc.contributor.authorBury, Sophie
dc.contributor.authorSheese, Ron
dc.date.accessioned2013-11-03T15:56:58Z
dc.date.available2013-11-03T15:56:58Z
dc.date.issued2013-11-03
dc.description.abstractThe growth of the Learning Commons concept has fostered increased adoption of an integrated approach to the support of student learning. Academic support services associated with reading, writing, library research, and learning skills collaborate to offer programming that recognizes the recursive, non-linear nature of scholarly processes. Academic literacy becomes a central focus as educational development offices work with other campus support services to develop faculty-support partnerships and embed literacy instruction within disciplinary courses. A librarian, writing professor, and literacy studies graduate student will describe how the York University Learning Commons is striving to move beyond the library and into the classroom. We will describe our recent efforts to encourage the integration of academic literacy instruction into disciplinary courses through work with instructors on assignment design and curriculum development.en_US
dc.identifier.urihttp://hdl.handle.net/10315/26589
dc.language.isoen
dc.subjectacademic literacyen
dc.subjectinformation literacyen
dc.subjectcritical skillsen
dc.subjectfacultyen
dc.subjecteducational developmenten
dc.subjectlearning commonsen
dc.subjectqualitative researchen
dc.titleEmbedding academic literacy in disciplinary courses. Presented at STHLE 2013. June 19-22 2013. Cape Breton University, NS.en
dc.typePresentation

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