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UCQ

Information & Academic Literacy

Year 1 BNRT & PDBN

Attributes of Year 1 competencies for both BNRT and PDBN students focus on beginner level knowledge (remembering) and comprehension (understanding) in forming a solid foundation for the years to come.

Area Competency Attributes
Academic Integrity Develop self-efficacy and metacognitive awareness (ACRL, 2013) through a proactive approach to understanding directions for assignments and meeting deadlines

Planning for and outlining assignments completed with support. 

Student may or may not ask clarifying questions.
  Understand the value of attribution and engagement of sources and apply appropriate APA style citations to reveal discourse with these texts

Recognizing and associating ethical considerations and academic integrity (AI). 

Minimum required number of sources used.
  Edit and develop written work distinguishing between revision for macro-level concerns (focus, source use, organization, logic) and micro-level concerns (grammar, mechanics, and spelling, APA format; ICAS, 2002)

Recognizing the need for and applying basic editing strategies.

Using Microsoft Word spellcheck function or other editing tools. 

Reviewing work for compliance with stated expectations of an assignment.
  Write as part of a process of discovery, including one’s role within that discovery, in producing text-based knowledge and discourse using different methodologies (ACRL, 2013) Identifying evidence that is limited to that which favourably supports personal opinion with disregard of contrary evidence: one-sided argument.
Reading Actively and critically analyze and respond to text materials throughout the reading and writing process  (ACRL, 2013) Demonstrating understanding of texts by successfully responding to comprehension questions or task directions.
  Predict the direction of an argument through rhetorical and structural cues with an understanding of how the parts form a whole and application of this knowledge to own discourse (reading, writing, listening)

Recognizing structure of a text.

Understanding purpose of this structure (i.e. purpose of title, headings, topic sentences, introduction, conclusion, and thesis).
 

Distinguish different disciplinary discourses and intended audiences (ACRL, 2013)

Recognizing structure of texts and extending this knowledge to guide reading.
  Speculate within application of critical thinking and analysis to texts and source materials 

Beginning to participate in critical and analytical response to source materials.
Discourse Communicate and consult via various electronic media (email, discussion boards, etc.; ICAS, 2002)

Recognizing the need for and demonstrating formal language / tone within professional electronic communications.

Responses are focused on agreement.
  Create documents in a variety of media and formats (e.g. PowerPoint, posters, digital journals and blogs, etc.)

Recording and grouping information for clear expression within a given medium (e.g., digital journals, e-portfolios, and/or PowerPoints).

Title includes a statement of the type of assignment that may hint at the main idea of the paper.
  Clearly and concisely communicate at the appropriate level for intended audience and disciplinary discourse (ACRL, 2013)  Defining, describing, and narrating within discourse.
  Structure writing according to purpose and audience with argument and evidence clearly organized and synthesized in logically developed rhetorical arrangements (ICAS, 2002) Accurately summarizing and paraphrasing shorter passages together in a logical order.
  Consider the influence of cultural, historical political and social context on the production of texts (ACRL, 2013)

Identifying and recalling contextual influences of self.

Distinguishing between contextual influences of self and others.