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UCQ

Information & Academic Literacy

Year 2 BNRT & Year 2 Fall Term PDBN

Attributes of Year 2 competencies for both BNRT (full academic year) and PDBN (fall term) students focus on intermediate level application of the knowledge (remembering) and comprehension (understanding) they built in Year 1.

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 without support. 

Student may reword instructions for self-understanding and will ask questions for clarification if needed.
  Understand the value of attribution and engagement of sources and apply appropriate APA style citations to reveal discourse with these texts

Growing application of ethics within and knowledge of technical aspects of AI. 

Developing implementation of  language of attribution to introduce source material.

Sources beyond minimum number appear not to be critically selected.
  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)

Demonstrating knowledge of common style errors as well as resources to support development in these areas including LCguides, WC handouts, APA manual, and feedback from peers and Writing Centre.

Reviewing work to revise and produce more than one draft. 
  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) Examining one’s own opinions based on evidence through (e.g., reflection).
Reading Actively and critically analyze and respond to text materials throughout the reading and writing process  (ACRL, 2013) Demonstrating comprehension of texts by constructing paraphrases and summaries of source ideas to support arguments.
  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)

Applying understanding of textual structure and purpose to identify evidence that supports the thesis / conclusion / main argument of a paper.

Active reading
 

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

Judging the value / strength of a text based on structural knowledge of texts.
  Speculate within application of critical thinking and analysis to texts and source materials 

Examining source materials with a questioning attitude and curiosity to experiment with different ways to apply abstract ideas or theories to real world problems.
Discourse Communicate and consult via various electronic media (email, discussion boards, etc.; ICAS, 2002)

Consistently applying formal language in professional electronic communications.

Responses may include the formulation of questions / requests.
  Create documents in a variety of media and formats (e.g. PowerPoint, posters, digital journals and blogs, etc.)

Presenting documents to address a given purpose (e.g., patient education: posters, pamphlets, blogs, and/or social media).
 
Title is focused on the main idea of the paper and may hint at the type of assignment.

Level headings used to organize ideas.
  Clearly and concisely communicate at the appropriate level for intended audience and disciplinary discourse (ACRL, 2013)

Demonstrating knowledge of cause / effect and compare / contrast rhetorical structures.

Applying a variety of transitional words or phrases to establish connection between ideas.
  Structure writing according to purpose and audience with argument and evidence clearly organized and synthesized in logically developed rhetorical arrangements (ICAS, 2002) Implementing accurate summary and paraphrase of larger text / passages for the purpose of basic argumentation.
  Consider the influence of cultural, historical political and social context on the production of texts (ACRL, 2013) Explaining how contextual influences shape perspective when given specific assignment directives to locate these influences within a preselected text.