Academic Literacy and Cultural Familiarity: Developing and Assessing Academic Literacy Resources for Chinese Students

Autor/inn/en	Henderson, Fiona; Whitelaw, Paul A.
Titel	Academic Literacy and Cultural Familiarity: Developing and Assessing Academic Literacy Resources for Chinese Students
Quelle	In: Interdisciplinary Journal of E-Learning and Learning Objects, 9 (2013), S.13-27 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2033
Schlagwörter	Cheating; Plagiarism; Foreign Countries; Partnerships in Education; Focus Groups; Workshops; Music; Television; State Universities; Academic Discourse; Literacy; College Students; Electronic Learning; Educational Resources; Popular Culture; Foreign Students; Films; Program Evaluation; Teaching Methods; Asians; Student Attitudes; Feedback (Response); College Faculty; Teacher Attitudes; Literacy Education; Video Technology; Australia; China + Suchen Sie Ihr Suchwort? Prellen; Plagiat; Ausland; Hochschulpartnerschaft; Lernwerkstatt; Schulung; Musik; Fernsehen; Fernsehtechnik; Staatliche Universität; Discourse; Diskurs; Alphabetisierung; Schreib- und Lesefähigkeit; Collegestudent; Bildungsmittel; Popkultur; Film; Programme evaluation; Programmevaluation; Teaching method; Lehrmethode; Unterrichtsmethode; Asian; Asiat; Asiatin; Asiaten; Asiate; Schülerverhalten; Fakultät; Lehrerverhalten; Australien
Abstract	Academic dishonesty, including plagiarism, is a chronic problem. This paper reports the results of a project undertaken at a public funded university in Melbourne, Australia, in partnership with colleagues from a public funded university in Beijing, China, to combat this and other problems associated with academic literacy. The prime focus of the project was to improve students' un-derstanding of and skills associated with academic literacy. This is important for all students in transition to higher education. The project evolved from an earlier pilot project which developed e-learning resources based on the Elaboration Likelihood Model (Petty & Cacioppo, 2000). The pilot project's e-learning resources comprised examples from popular culture, particularly film, television, and music to engage students with the topic. Subsequent evaluation of that project found that it was not suitable for international students, especially those from China due to the cultural specificity of the resources. Consequently, a series of focus groups and workshops were conducted to identify how to improve these resources and make them accessible and meaningful for Chinese students. Outcomes of this project include the development and production of five e-learning resources, each dealing with a different issue identified in the feedback. (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/IJELL/Overview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01