A primer on how to read academic articles by guiding the class through a series of questions. Give students 5-15 minutes per slide to answer the questions (individually or in groups) before talking about their answers to questions with the whole class.
Explores how reading and the writing process are as important as and critically connected to the research process. Chapter five has the greatest emphasis on information literacy. Provides examples of instructional support to facilitate conversations between librarians and faculty, as well as ways librarians can work directly with students.
The Collegiate Assessment of Academic Proficiency (CAAP) is a nationally-normed assessment program from ACT which measures outcomes of the general education programs at the end of the first 2 years of college.
The ETS® Proficiency Profile assesses four core skill areas: critical thinking, reading, writing, and mathematics--with a little bit of information literacy-- in a single test that the Voluntary System of Accountability (VSA) has selected as a gauge of general education outcomes. Option to add an essay to the ETS Proficiency Profile assessment is available as well as up to 50 locally authored questions. Fixed-choice questions, with a 40-minute version or a 2-hour version available. Cost is $12.50-$16.50 per student.
Students write to communicate and their writing, when citing sources, must communicate what they understand of others’ writings. By asking students to write with the purpose of summarizing, paraphrasing, and quoting a selected article to their classmate, they will experience what you experience when you read their writing. They will understand the purpose and mechanics of using sources in their writing. Activity is highly adaptable and suitable for independent readers high school and above. Activity can be modified for lower level learners.
A brief two page handout on how to read abstracts for scholarly journals for lower division undergraduates in particular. Examples include one from social sciences and one from humanities.
Explains the foundation for using VALUE rubrics to assess student authentic work, how to create protocols and parameters for a scale-able VALUE assessment, and how to report the results of using a VALUE rubric.
