シラバス Syllabus

授業名 ACADEMIC LITERACY 1
Course Title ACADEMIC LITERACY 1
担当教員 Instructor Name Stuart Warrington
科目ナンバリングコード Course Numbering Code
授業形態 Class Type 講義 Regular course
授業形式 Class Format
単位 Credits 2
言語 Language EN
科目区分 Course Category
学位 Degree BSc
開講情報 Terms / Location 2020 UG Nisshin Term3
コード Couse Code NUC265_N20B

授業の概要 Course Overview

Mission Statementとの関係性 / Connection to our Mission Statement

授業の目的(意義) / Importance of this course

In line with NUCB's mission statement, this English language course aims to educate and inspire students to become innovative and ethical leaders through the medium of English. In so doing, it is hoped they can grasp and take on the ideal of ʻFrontier Spiritʼ and the ability to create knowledge in English for the advancement of business and society.

The theme of the course is 21st century academic literacy.

The goals of the course are to familiarize prospective teachers with the key concepts of 21st century academic literacy in English. These include:

1. digital competence - the cognitive and practical skills requisite to function in and engage with the 21st
century world

2. digital usage – the application of skills drawn from digital competence to specific and real contexts

3. digital transformation –the development of digital usage such that it facilitates innovation and
creativity and acts as an empowering and motivating change agent.

4. Critical reflection and reflexive action on goals 1, 2 and 3

学修到達目標 / Achievement Goal


本授業の該当ラーニングゴール Learning Goals

*本学の教育ミッションを具現化する形で設定されています。

LG1 Critical Thinking
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication

受講後得られる具体的スキルや知識 Learning Outcomes


• For prospective teachers to gain knowledge of and English ability in 21st century academic literacy of a digital nature such that it can be taught to junior or senior high school students

• For prospective teachers to be able to understand, use and integrate different digital technologies into junior or senior high school as a means to facilitate students’ understanding of globalising literacy practices which enable and encourage international communication, future thinking, and future possibilities.

SDGsとの関連性 Relevance to Sustainable Development Goals

教育手法 Teaching Method

教育手法 Teaching Method % of Course Time
インプット型 Traditional 80 %
参加者中心型 Participant-Centered Learning ケースメソッド Case Method 20 %
フィールドメソッド Field Method 0 %
合計 Total 100 %

事前学修と事後学修の内容、レポート、課題に対するフィードバック方法 Pre- and Post-Course Learning, Report, Feedback methods

The course takes a learner-centred approach aiming to engage students in practical, interactive, reflective and reflexive tasks with specific goals which will help them develop their digital literacy. Tasks will be of a formal and informal nature and be carried out both in and beyond the classroom so students grasp the ubiquitous nature of digital literacy.

授業スケジュール Course Schedule

第1日(Day1)

Class 1

Chapter 11 - The Start of the World Wide Web (WWW)
Grammar: Modals / Definite Future Tense
Vocabulary: Related to the World Wide Web (WWW)
Task: Reading for general understanding (gist), details, and language on the origins and the reasons for the creation of World Wide Web (WWW)

Class 2

Chapter 11 - The Start of the World Wide Web (WWW)
Grammar: Modals / Definite Future Tense
Vocabulary: Related to the World Wide Web (WWW)
Task: Using chapter grammar and vocabulary to summarize the origins and purpose of the World Wide Web (WWW)



第2日(Day2)

Class 3

Chapter 10 - What to do with all the data?: Automated Systems
Grammar: Conditionals
Vocabulary: Related to the organization and use of online data/information
Task: Reading for general understanding (gist), details, and language on the organization of online data

Class 4

Chapter 10 - What to do with all the data?: Automated Systems
Grammar: Conditionals
Vocabulary: Related to the organization and use of online data
Task: Using chapter grammar and vocabulary and knowledge acquired on automated systems to describe an example of how Google organizes data online




第3日(Day3)

Class 5

Chapter 16 - It’s a Wiki World: Wikipedia & Wiki/Weebly
Grammar: Tag Questions
Vocabulary: Related to Wikipedia & Wikis
Task: Reading for general understanding (gist), details, and language on Wikipedia and Wikis

Class 6

Chapter 16 - It’s a Wiki World: Wikipedia & Wiki /Weebly
Grammar: Tag Questions
Vocabulary: Related to Wikipedia & Wiki/Weebly
Task: Using chapter grammar and vocabulary and search and website design skills to create and contribute to a Wiki / Weebly site



第4日(Day4)

Class 7 - Mid-term examination

Class 8

Chapter 1 - Forms of Digital Communication
Grammar: Imperatives
Vocabulary: Related to forms of digital communication
Task: Reading for general understanding (gist), details, and language on forms of digital communication






第5日(Day5)

Class 9

Chapter 1- Forms of Digital Communication
Grammar: Imperatives
Vocabulary: Related to forms of digital communication
Task: Using chapter grammar and vocabulary and digital communication skills acquired to communicate in the real world

Class 10

Chapter 19 -Online Language
Grammar: Uses of the pronoun ‘it’
Vocabulary: Related to online language
Task: Reading for general understanding (gist), details, and language on online language




第6日(Day6)

Class 11

Chapter 19 - Online Language
Grammar: Uses of the pronoun ‘it’
Vocabulary: Related to online language
Task: Using chapter grammar and vocabulary and online language skills acquired to contribute to an SNS in the real world.

Class 12

Cybersafety: Why is it important?
Grammar: Past, Present & Future Tenses
Vocabulary: Related to cybersafety
Task: Reading for general understanding (gist), details, and language on cybersafety



第7日(Day7)

Class 13

Cybersafety: Why is it important?
Grammar: Past, Present & Future Tenses
Vocabulary: Related to cybersafety
Task: Using cybersafety skills acquired to assist and advise someone online on cybersecurity

Class 14: Review



成績評価方法 Evaluation Criteria

*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
講師用内規準拠 Method of Assessment Weights
コールドコール Cold Call 0 %
授業内での挙手発言 Class Contribution 25 %
クラス貢献度合計 Class Contribution Total 25 %
予習レポート Preparation Report 25 %
小テスト Quizzes / Tests 25 %
シミュレーション成績 Simulation 0 %
ケース試験 Case Exam 0 %
最終レポート Final Report 0 %
期末試験 Final Exam 25 %
参加者による相互評価 Peer Assessment 0 %
合計 Total 100 %

評価の留意事項 Notes on Evaluation Criteria

Preparation Report = Homework via Google Classroom

使用ケース一覧 List of Cases

    ケースは使用しません。

配布教材と教室における電子機器の利用マナーについて Guidelines for Classroom Technology and Proper Use of Course Materials

  1. ケースメソッド教育の中核は、積極的な参加と知識の共有です。この教育を支えるため参加者は授業中の電子機器(例:スマートフォン、ノートパソコン)の使用を制限するよう求められます。許可を得た場合でも、教室内では電子機器は、ケース討議に資する目的でのみ使用してください。授業中は、たとえケース討議に関連していても、検索エンジンや生成AIの使用は避けて下さい。
  2. 配布教材(ケースを含む)は指定された授業への参加以外の目的で利用しないで下さい。著者の権利、著作権、特定情報の機密性を保護するため、許可なく教材を個人や組織(生成AI を含む)に提供することはできません。このルールは、印刷物・電子教材のいずれにも適用されます。
  1. Active participation and shared learning is at the core of the case method learning.Participants are asked to limit their use of electronic devices (e.g., laptops, smartphones) during classroom sessions in support of this model. Even with permission granted, devices should only be used in the classroom in service to the case discussion. Online searches and generative AI tools, even if related to the case discussion, are discouraged while class is in session.
  2. Students are prohibited from using the course materials (including cases) distributed by the university for any purpose other than participation in the designated class.Students must not input, process or test course materials with any artificial intelligence (AI) tools, bots, software, or platforms without the author’s permission. These actions violate the terms of use for the course materials and may also constitute copyright infringement.

教科書 Textbook

  • Daniel O'Keeffe & Tetsuo Shibagaki「 It’s a Wired World.」Seibido(2017)9784791960262

参考文献・資料 Additional Readings and Resource

Digital Platforms & Websites:

• Twitter / Facebook / Line
• Wikipedia
• Wiki / Weebly
• Google.com & Google Search
• Office of the e-safety Commissioner (Government of Australia)

授業調査に対するコメント Comment on Course Evaluation

As this is a skills- and language-based course, the evaluation has been designed to naturally reflect this.

担当教員のプロフィール About the Instructor 


Stuart Warrington, Ed.D., has over 30 years of experience teaching EFL, ESL, EAP, ESP and EIL/ELF to mostly university students. He has been at NUCB since 2014 and previously taught in Japanese universities in Tokyo and Niigata-ken and, before that, in English language institutes in Seoul, South Korea and Calgary, Canada. His research interests and areas of expertise lie in self-access learning and advising, learner autonomy and agency, ecological language learning, and the language learner ecologies. He also researches professionalism, professionalisation and continuing professional development in language learning advising and managing. Stuart holds a B.A. in Psychology (University of Manitoba, Canada), a Certificate in TESOL (Canadian Global TESOL Training Institute), a Master of Education in TESL (University of Calgary, Canada), a TESL Professional Certificate - Standard 3 Trainer (TESL Canada Federation) and a Doctorate of Education in TESOL (University of Exeter, UK). He regularly publishes peer-reviewed papers in the field, presents at conferences, does language teacher-training workshops abroad, and occasionally edits and reviews articles for peer-reviewed journals.

Refereed Articles

  • (2025) Enhancing EFL Teacher Participation in an Asynchronous Online Forum: Integrating the Delphi Technique with Emancipatory Participatory Action Research. Action Learning and Action Research Journal 31(2): ISSN Print: 1326-964X, Online: 2206-611X
  • (2024) Autonomous learning in Cambodia: A solution for problematic educational conditions?. Cambodian Journal of Educational Research 4(2): 3005-2149 (Online) / 3006-290X (Print)
  • (2022) Exploring Student Perceptions of Self-Access Learning for Active Learning: A Case Study. SiSAL Journal (Studies in Self-Access Learning Journal) 13(1): 2185-3762
  • (2020) Looking in, Looking out: Autoethnographically Applying a Model for Learning Advisor Autonomy. JASAL Journal 1(1): 2435-3884
  • (2020) Have a Look Around: The Effect of a ‘Push’ Activity on Future SAS Use. Studies in Self-Access Learning Journal 11(1): 2185-3762






ページ上部へ戻る