YUL research and professional contributions
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Research conducted by York University Library Faculty members can be found in this collection, along with professional contributions such as presentation slides and instructional videos.
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Browsing YUL research and professional contributions by Subject "academic literacy"
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Item Open Access "Digging Deeper: The Role of An Information Literacy Award as Part of an Undergraduate Research Fair to Profile and Evaluate Students’ Information Literacy Skills at York University," presented at WILU Conference, May 21-23 2014. University of Western Ontario, London, ON(2014-06-15) Bury, Sophie; Craig, Dana; Shujah, SarahThis presentation describes the development of the Undergraduate Research Fair at York University as the broader context to York's first Information Literacy Award. We devote special attention to describing the application process, questions asked, criteria applied, and the adjudication process. We discuss how this award, as part of a grander multidisciplinary Fair, provides students with the opportunity to showcase their research, and it provides librarians insight into students' academic literacy skills.Item Open Access Embedding academic literacy in disciplinary courses. Presented at STHLE 2013. June 19-22 2013. Cape Breton University, NS.(2013-11-03) Bury, Sophie; Sheese, RonThe 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.Item Open Access Literacies — Information and beyond: The Learning Commons and the embedding of academic literacy instruction in disciplinary courses. Presented at WILU Conference, May 8-10 2013. University of New Brunswick, Fredericton, NB(2013-11-03) Bury, Sophie; Sheese, Ron; Katz, RebeccaThe 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, 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 librarians work with other campus support services to extend the narrower traditional focus on information literacy. 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. We base our work in part on focus groups we conducted with York instructors for the purpose of learning how they conceptualize the needs of their students, and their own role as instructors, in the development of academic literacy. We will describe the primary results of our discussions and how those results assisted us in designing our faculty programming.Item Open Access Teaching with SPARK. Co-presented with Ron Sheese (York University) at STHLE Conference 2014, Queen's University, Kingston, ON, June 2014.(2014-09-02) Bury, Sophie; Sheese, RonThe York University Learning Commons has recently developed SPARK (Student Papers and Academic Research Kit), a freely available online resource to assist students in learning to write essays in the social sciences and humanities. SPARK, created from an academic literacies perspective, provides support within a single online resource for developing skills in multiple areas related to essay writing – time management, library searching, and essay revision, for example. While SPARK can be used by students on their own, our session will focus on how course instructors can incorporate SPARK into their teaching. We will discuss common problems that students face in the preparation of academic essays and how SPARK can be used in the context of disciplinary courses to help students address these problems and improve the quality of their writing.Item Open Access Undergraduate Students' Writing, Research and Learning Skills: Academic Literacy Research and Practice at York University. Co-presented with Ron Sheese (York University) at TRY Conference, Toronto, ON, May 2014.(2014-09-02) Bury, Sophie; Sheese, RonWe will talk about the contrast between student and instructor conceptions of the writing and library research process. This has been informed by grant-funded research in which we conducted focus groups with York faculty members and reviewed literature on academic literacy teaching practices. We will describe our recent efforts to take what we learned through this research and work with York's Teaching Commons to encourage the integration of academic literacy instruction into disciplinary courses through work with instructors on assignment design and curriculum development. We will also describe the recently developed on-line resource SPARK (Student Papers and Academic Research Kit) and discuss how it might bridge the efforts of students and faculty to develop academic literacy.