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Disciplinary Literacy And Information Literacy: Parallels And Paradigms, Ginni Fair
Disciplinary Literacy And Information Literacy: Parallels And Paradigms, Ginni Fair
Georgia International Conference on Information Literacy
Current literature on the teaching of reading and writing in the context of a content area has transitioned from “content area literacy” to “disciplinary literacy.” Content-Area literacy focuses on students’ ability to use reading and writing in order to learn the subject matter in a content area classroom. It emphasizes reading strategies that are generalizable for reading informational texts across multiple content areas. Disciplinary literacy, on the other hand “emphasizes the unique tools that the experts in a discipline use to participate in the work of that discipline” (Shanahan & Shanahan, 2008).
Often, educators differentiate between “learning to read/write” and …
Digital Storytelling: A New Approach To Boost Information Literacy In First-Year Writing Courses, Yvonne B. Wichman
Digital Storytelling: A New Approach To Boost Information Literacy In First-Year Writing Courses, Yvonne B. Wichman
Georgia International Conference on Information Literacy
While the principles of rhetoric have changed little over the ages, the methods of delivery have changed, and at the heart of this evolution is modern technology. Traditional-age college students, ages 18 to 25, are part of the iGeneration. Rarely, do we see students walking around our campuses without some sort of technology in their hands. Be it an iPod or iPhone, today’s students are plugged in.
Clearly, the dissemination of information is moving from textual to visual, which means that students must learn to view visual and aural information in the same way that they view the printed word, …