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Information & Academic Literacy

Year 4 BNRT & Year 3 PDBN

Attributes of competencies for Year 4 BNRT and Year 3 PDBN students focus on proficiency in evaluation and creation as a means of synthesizing Years 1, 2, 3, and beyond into future practice and/or studies.

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 and outlining strategies extended beyond classroom / assignments to consider how to operationalize them in the student’s nursing career.
  Understand the value of attribution and engagement of sources and apply appropriate APA style citations to reveal discourse with these texts

Integrating and contextualizing all source material using both citation and narrative structures in clear attribution.

Focus placed on finding “right” sources, not number of sources.

  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)

Assessing and modifying one’s own writing in recognition of writing as a process requiring on-going revision.

Student work is free of careless errors at both micro and macro levels so that one could clearly apply reverse outlining to the work.

  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) Considering and negotiating diverse opinions, values, judgements, and information in and across context(s) to support and confound arguments.
Reading Actively and critically analyze and respond to text materials throughout the reading and writing process (ACRL, 2013) Extrapolating and constructing concepts or themes across multiple sources.
  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)

Predicting the course an argument or narrative will follow.

Integrating a variety of arguments or positions to draw conclusions.


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

Experimenting with and formulating a variety of responses with respect to diverse texts.

  Speculate within application of critical thinking and analysis to texts and source materials Synthesizing a broad range of ideas, prior knowledge, and experience to create and/or present a response to or perspective beyond a specific topic of discussion. 
Discourse Communicate and consult via various electronic media (email, discussion boards, etc.; ICAS, 2002)

Considering and producing electronic communications for patient / community education (e.g., creating electronic media for public consumption), including job applications. 

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

Assessing, designing, and developing different types of media to most appropriately address the purpose and audience of a document.
Title focused on and reflects the main idea of the document.

Headings crafted to guide the reader.

  Clearly and concisely communicate at the appropriate level for intended audience and disciplinary discourse (ACRL, 2013) Considering and integrating varied sentence structures, transitional devices, and rhetorical structures according to rhetorical purpose.
  Structure writing according to purpose and audience with argument and evidence clearly organized and synthesized in logically developed rhetorical arrangements (ICAS, 2002) 

Purposefully exploring a variety of positions and responses to selected, relevant texts to create organized, clear, and logical syntheses of these texts.

Anticipating issues in contexts that are beyond source materials.

  Consider the influence of cultural, historical political and social context on the production of texts (ACRL, 2013)

Justifying source selection according to topic / argument rather than comfort.

Negotiating diverse perspectives and ways of knowing within selected texts.