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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 8...13 Hits 61 – 80 of 256 61 Multimodal literacy in academic environments: PowerPoint as a motivational genre Consonni, Stefania. - 2019 BASE Show details 62 An important, but neglected aspect of learning assistance in higher education: exploring the digital learning capacity of academic language and learning practitioners Podorova, Anna; Irvine, Sarah; Kilmister, Michael. - : University of Wollongong/Centre for Educational Development and Interactive Resources, 2019 BASE Show details 63 A SEMIOTIC ANALYSIS OF LINGUISTIC AND CONCEPTUAL DEVELOPMENT IN MATHEMATICS FOR ENGLISH LANGUAGE LEARNERS Shin, Hyunsook In: Doctoral Dissertations (2019) BASE Show details 64 Retrofitting Educators Through Sheltered Instruction Training: A Longitudinal Case Study Examining the Efficacy of a Five-year District-wide Intervention Effort Ferraro, Marisa In: Doctoral Dissertations (2019) BASE Show details 65 Decentering and recentering the writing centre using online feedback: towards a collaborative model of integrating academicliteracies development Collett, Karen Suzette; Dison, Arona In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 79-98 (2019) (2019) Abstract: Since its inception in 1994, the University of the Western Cape’s Writing Centre has been on the margins, viewed as an add-on to central learning and teaching activities at the university (Archer and Richards 2011, Clarence 2011). In this article, we use the constructs of place, space, and power to explore the decentering of feedback on students’ writing from the face-to-face, physical location of the Centre to the formative assessment space in a module. We reflect on the Centre’s engagement with a formative online feedback intervention conducted by a lecturer within a Bachelor of Education Honours course. Writing centre tutors participated in providing formative feedback on nested, scaffolded tasks leading to a long essay, using the feedback function of the Turnitin platform. The space of engagement with students moved from the face-to-face, physical writing centre location to the online space. We found that the development of the academic writing and feedback literacies of writing tutors, students, and the lecturer were developed through sustained and responsive online and face-to-face communities of praxis. In this process, there was a partial decentering and recentering of the role of the Centre, enabled by technology and the integration of the development of academic literacies within the course curriculum. The sustained engagement between the lecturer, tutors, and writing centre coordinator played an essential role in the effectiveness of the intervention. However, in order to further develop the feedback literacies of students, the online feedback needs to be complemented with additional face-to-face interaction. We argue for both a decentering and recentering of the role of writing centres towards supporting departments in the integration of academic literacies development into curricula. One of the ways of doing this is by using technology to expand capacity in order to give students feedback on their writing within a blended learning environment that focuses on formative assessment. Keyword: academic literacies; African languages and literature; feedback literacy; formative assessment; online feedback; P1-1091; Philology. Linguistics; PL8000-8844; writing centre URL: https://doaj.org/article/cf501187474b487e8fec38c87507153c https://doi.org/10.5842/57-0-811 BASE Hide details 66 In-between access and transformation: analysing a university writing centre’s academic support programme for education students as third space Namakula, Halima; Maria Prozesky In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 39-56 (2019) (2019) BASE Show details 67 Definition and design : aligning language interventions in education Weideman, Albert In: Stellenbosch Papers in Linguistics Plus, Vol 56, Iss 0, Pp 31-46 (2019) (2019) BASE Show details 68 Contextualiser pour didactiser : le copier-coller dans le champ des littératies universitaires Fanny Rinck In: Corela (2019) (2019) BASE Show details 69 Narrowing the Gap between EFL and ESL:: A Case Study of an International Graduate Student’s Development of Academic Literacy in the U.S. Chen, Xin In: INTESOL Journal; Vol. 16 No. 1 (2019); 79-98 ; 2373-8936 (2019) BASE Show details 70 The use of personal experience as a strategy for critical reading and writing Kahu, E; Gerrard, H. - : Queensland University of Technology, 2018. : https://studentsuccessjournal.org/article/view/552, 2018 BASE Show details 71 The Vocabulary-Comprehension Relationship across the Disciplines: Implications for Instruction Janis Harmon; Karen Wood In: Education Sciences ; Volume 8 ; Issue 3 (2018) BASE Show details 72 Scholastic Liberation: Schools' Impact on African American Academic Achievement Johnson, Aaron M. In: Language Arts Journal of Michigan (2018) BASE Show details 73 A Teaching-Learning Grant Initiative: Developing the Critical Literacy Instructional Abilities of Pre-Service Educators Katz, Anne, Ph.D.; Bynoe, Vivian In: National Youth Advocacy and Resilience Conference (2018) BASE Show details 74 “We don’t need to write to learn computer sciences”: writing instruction and the question of first‐year, later or not‐at‐all Wong, Melissa. - : University of Bedfordshire, 2018 BASE Show details 75 (Psychological and Social) Factors Influencing the Educational Outcomes of North Korean Students in South Korean Schools Jang, Jeongsuk. - : University of Alberta. Department of Educational Psychology., 2018 BASE Show details 76 Reverberating Words and ‘Becoming Other than the Other’ in Adult Literacy: Bakhtinian Reflections on a Powerful Literacy-Influenced GED Academic Writing Framework Lotas, Alexandra Vandike. - 2018 BASE Show details 77 The proof of the pudding … analysing student written texts for evidence of a successful literacy intervention Devereux, LM; Wilson, K; Kiley, A. - 2018 BASE Show details 78 Examining the Effects of Embedding American Sign Language into Literacy Instruction for Students with Autism Stump, Josephine. - 2018 BASE Show details 79 The Enactment of Academic Language Policy in the International University: A Mixed-Methods Investigation Chen, Le In: Electronic Thesis and Dissertation Repository (2018) BASE Show details 80 On the Space/Time of Information Literacy, Higher Education, and the Global Knowledge Economy Nicholson, Karen Patricia In: FIMS Publications (2018) BASE Show details Page: 1 2 3 4 5 6 7 8...13

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