Thanks to special grant funding made available to campus units through University of Cincinnati's five-year diversity plan, UC Libraries started special library programming for international students. The presentation at the ACRL International Perspectives on Academic & Research Libraries Group meeting describes the identified areas of special service and programming as well as the diversity project's current success and future planning.
The poster demonstrates the tools and activities used by a large urban university library system to incorporate the ACRL Framework threshold concepts at every stage of a student’s academic career in order to launch students to success on and beyond campus in collaboration with faculty and instructional designers.
This presentation explores Asao Inoue’s 2014 assertion that “students find reasons to learn and
grow as writers when their labor is truly honored” in the contexts of basic writing student
reflection and contract grading.
This presentation proposes ways in which we can better design, deliver, and assess mobile
learning environments for a diversity of students in composition classrooms.
The emerging scene of using mobile devices for composition instruction is ripe for inclusiveness, and can be considered an iteration of Mary Louise Pratt’s “linguistic utopia.”
This presentation will describe how assignments and evaluations were transformed from "paper &
pencil" methods into multiple digital literacy formats to enable diverse student writers to assess
their progress and to improve their performance.
The Multi-Genre Research Project: Teaching Students the Research Skills for Academic Writing will discuss ways to help students become more flexible writers by developing an awareness of how genre works. According to scholars who study students' ability to transfer knowledge from one context to another, genre knowledge, among other skills, helps students analyze and adapt to various writing situations.
This session examines reading in the composition classroom building from a qualitative analysis of student annotations. Participants will explore social annotation tools that facilitate collaborative, strategic reading among students and instructor feedback on students’ reading strategies. Participants are encouraged to bring an electronic device to participate in this demonstration.
This demonstration focuses on using free verse poetry to strengthen L2 writers’ interpretive and invention skills. Drawing on the recent “translingual” turn, it explores poetry as a bridge to academic writing for language learners. Participants will read a short contemporary poem and compose their own “connotative definition,” using brainstorming exercises.
In a media landscape dominated by polarizing rhetoric, writing instructors have a renewed
responsibility to thoughtfully engage students. Utilizing a multimodal assignment, Rogerian and
Toulmin argument models can be applied and assessed by students in real-world and online
settings to foster empathy for opposing viewpoints by analyzing assumptions.