Download Introduction Welcome to the Academic Literacies video series

 Introduction Welcome to the Academic Literacies video series Learning: In Our Own Words. This series was developed as a unique in‐house instructional tool to assist York librarians, counsellors, writing instructors and faculty in the advancement of academic literacy instruction. It is a teaching tool meant to engage students in critical discussion (reflect, question, analyze and discuss) around their academic skills and experiences. The seven videos in the series consist of the following: 1. University Life 2. Learning Skills 3. Doing Research 4. Choosing Sources 5. Google/Internet 6. Libraries 7. Writing + Citing What? Moreover, this is a peer‐to‐peer learning tool that captures the student voice/experience (“real life, real students, real experiences”). In these videos students voice their individual experiences about a range of skills including research, writing and learning skills as well as adjusting to university life. The content of the videos are student‐driven and reflect the various topics and academic literacies skills and experiences that students themselves focused on. The students interviewed are predominantly enrolled in social sciences and humanities programs. To this end, some academic literacies skills are not discussed in the video (notably numeracy). Why? Numerous studies address the value of videos as an instructional tool (Berk, 2009, Blasco et al. 2006). Videos integrated into the classroom are not only engaging to students (especially digital natives), they also easily address a variety of learning styles (auditory, visual, kinetic) and can be used to teach critical thinking. We also believe that social learning or peer‐based learning, where students learn from their peers, can also be an empowering and enriching way to engage learners. How? We have included a guide for each video to get you started on engaging your students with videos! Each guide consists of the following:  a summary, including a transcript  quick (less than 15 minutes) discussion questions  sample lesson plans to promote active learning The videos can be viewed as a series from 1‐7, as stand alone videos each tied to a particular instructional goal or anyway you want. They can serve as launch pads to other videos in the series. The guides provide only suggestions of possible discussion points that leaders can use to encourage students to engage in critical discussion of the video topics. We encourage you to tweak and revise it for your own needs. Please feel free to contact us with suggestions and comments. Norda Majekodunmi ([email protected]) and Kent Murnaghan ([email protected]) Video 1: University Life Summary This video showcases students discussing their first year at York University. It consists of two sections: the student experience in university and some academic resources/services they found useful. Students discuss a range of topics including the differences between high school and university, adjusting to university life, getting involved in extracurricular activities as well as resources & academic support services they used. See Appendix A for a transcript of the University Life video. Suggested Uses  student orientations  learning skills workshops  faculty teaching workshops (e.g. CST)  first year courses: in lecture halls, in classes Discussion Questions (10‐15 minutes) *Optional: Prior to showing video encourage students to jot down thoughts as they watch video for possible discussion (e.g. what was interesting, what they agreed with, disagree with, surprised about etc.) The following are possible talking points that may be discussed with students in groups or as a class:  The students in the video discussed their first year at York University (“horrible”, “really, really hard”), what has been your experience at York like so far? Poll which students live in residence versus those who commute. How could this affect your experience here?  What did you find most challenging about your first year?  One student mentioned that they “believe that it is incredibly important to be responsible for your own learning in university” and another mentioned “more independence is required from you”. What does that mean to you?  What resources did you find useful; not so useful? [Some resources mentioned included: academic advising, teaching assistants, York International, International Student Association, Open Learning Centre, Red Zone, library, Writing Centre] Sample Lesson Plan with Hands‐on Activity (20‐30 minutes) Objectives:  Students think more critically about what university life means to them  Students think more about how to be independent in university  Students think how to find resources to assist in their transition to university  Help students to connect to academic supports/resources  Encourage peer‐learning and sharing of information 1. Introduce video: i.e. “This video showcases students discussing their first year at York University. These are York students, speaking in their own voices, talking about content that matters to them. We will hear what they know. After viewing this video and hearing what these students know and learned, it would be good to hear your own voices as well so that we can engage in a larger conversation around university life”. Prior to showing video encourage students to jot down thoughts (e.g. what was interesting, what they agreed with, disagree with, surprised about etc.) as they watch video for discussion afterward. VARIATION: PRIOR to introducing video have students discuss in groups or as a class their general experience at York (challenges, surprises etc.) that can be compared with the video contents 2. Play video (either entire video or by sections; [“University Life” section starts at 0:02 and ends at 1:54; “Resources” section starts at 1:55 ]. 3. Poll students about what they felt were some of the topics and issues discussed in the video that they could relate to. What is missing from the conversation? What particular challenges in university have they faced? 4. Record the various themes that are brainstormed. As a class, choose the top 3 (or 4 depending on size) most important challenges. 5. Divide the class into groups/pairs according to size of classroom. Assign a challenge (e.g. finding research for my assignment, selecting courses, time management etc.). Have students discuss in groups their challenge and brainstorm answers to the following questions: a) What possible resources could help them overcome the challenge? b) How would you go about finding resources to get help? c) List some resources that other students might use to help them overcome this challenge (e.g. websites, guides etc.) For example, Challenge: how to select courses? Finding resources: talking to friends/peers, teacher assistants, course director etc.; going online Possible Specific Resources:  Academic Advising page: http://www.yorku.ca/yorkweb/currentstudents/academicsupport/academicadvising.html,  Centre for Student Success http://www.yorku.ca/laps/students/advising.html 6. Have each group present their list of resources to class and discuss how they found these resources. Resources List Academic Advising http://www.yorku.ca/yorkweb/currentstudents/academicsupport/academicadvising.html ACMAPS ‐ Atkinson Centre for Mature and Part‐Time Students http://www.yorku.ca/acmaps/ Career Centre http://www.yorku.ca/careers/students.htm Disability Services http://www.yorku.ca/cds/ ESL Open Learning Centre http://www.yorku.ca/eslolc/keele/default.asp Learning Skills Services http://www.yorku.ca/cds/ Red Zone http://redzone.yorku.ca/ Writing Centres http://www.yorku.ca/yorkweb/currentstudents/academicsupport/writingcentres.html York International http://international.yorku.ca/ York University Libraries http://www.library.yorku.ca/ Appendix A: University Life Transcript Here’s what we’ve experienced our first year at York. My first term at York was crucial. Horrible. It was really hard. It was really, really different from high school. Whereas in high school you didn’t have to put in as much effort. And I came out with a 93 average and then I come to York and my average is like just a 70. And that is like me working my butt off. It is just a lot more work and the volume of work is a lot, a lot more. I was accustomed to doing things last minute and getting good grades. To my disappointment it didn’t work out that way in university. I learned the really hard way when I got my grades back from the first semester. I would be lying if I didn’t say it was the hardest year of my academic career. There is a huge change from high school because more independence is required from you. You have to basically learn to manage your time and not fool around and partying. I had a really good experience in my first year at York. I was encouraged to get involved in extracurricular activities. I developed leadership skills and built networks with other students. In my first year I was a Volunteer Student Ambassador and a speaker at York International. I felt that during my first year, because I was in residence I had to work especially hard not to get side‐
tracked. I believe that it is incredibly important to be responsible for your own learning in university. No teacher or parent is getting at you to finish your assignments or study or even attend class anymore, but if you don't you will pay for it ‐‐both literally and figuratively. It is really important to have a sense of self control. It is a key for success. Here are some of the resources we’ve used… The role of academic advising is very important. These people help and guide you to choose subjects that are best suited for you. It is very important to ask questions during your meeting because you want to be well informed for the courses that you will be taking. Even after orientation advisors are still useful for any questions. It can be relieving and calming to get your questions answered‐as I know from experience with seeing one. Your TA’s are your best friends. By always interacting with your TA’s, they will understand your weaknesses and strengths and they will better tutor you. Also, if you always show them a draft, or present an overview of your paper, or even hand them your thesis statement you have a better chance of receiving a good mark. For international students like me, we need academic support to help us adjust to a new environment and get used to university life. I would say York International and the International Student Association are the best choices. There is a special program called Open Learning Centre. It concentrates on tutoring students whose second language is English. We can also visit Red Zone, where senior students and peer mentors can help new students to find out about the programs they need to know about. The library at York is amazing! Unfortunately, I commute to York so I am not always at York so I prefer going to the library near my house. I would highly recommend making good use of the library. I am the type of person that needs absolutely no distractions in order to do my work and the library is an excellent place to do that because the other people are there for the exact reason you are, to have quiet working time, which means NO DISTRACTIONS!” I also used the writing centre a lot. Different departments will have different tutors to help you if you are struggling.