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

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dc.contributor.author Bury, Sophie
dc.contributor.author Sheese, Ron
dc.date.accessioned 2013-11-03T15:56:58Z
dc.date.available 2013-11-03T15:56:58Z
dc.date.issued 2013-11-03
dc.identifier.uri http://hdl.handle.net/10315/26589
dc.description.abstract The 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.language.iso en en_US
dc.subject academic literacy en_US
dc.subject information literacy en_US
dc.subject critical skills en_US
dc.subject faculty en_US
dc.subject educational development en_US
dc.subject learning commons en_US
dc.subject qualitative research en_US
dc.title Embedding academic literacy in disciplinary courses. Presented at STHLE 2013. June 19-22 2013. Cape Breton University, NS. en_US
dc.type Presentation en_US

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