| 授業名 | ACADEMIC LITERACY 1 |
|---|---|
| Course Title | ACADEMIC LITERACY 1 |
| 担当教員 Instructor Name | Stuart Warrington |
| コード Couse Code | NUC265_N20B |
| 授業形態 Class Type | 講義 Regular course |
| 単位 Credits | 2 |
| 言語 Language | EN |
| 学位 Degree | BSc |
| 開講情報 Terms / Location | 2020 UG Nisshin Term3 |
授業の概要 Course Overview
Misson 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
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
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
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.
• 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.
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 1Chapter 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 3Chapter 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 5Chapter 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 examinationClass 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 9Chapter 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 11Chapter 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 13Cybersafety: 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。
*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)
• 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 20 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 professionalism, professionalisation and continuing professional development in English language teaching, critical and public pedagogy in English language teaching, and self-access and self-directed learning and advising. Stuart holds a B.A. in Psychology (University of Manitoba), a Certificate in TESOL (Canadian Global TESOL Training Institute), a Master of Education in TESL (University of Calgary), a TESL Professional Certificate - Standard 3 (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 and occasionally edits and reviews articles for a few peer-reviewed journals.
Refereed Articles
- (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
- (2018) Push, Don't Pull: One Self-Access Centre's Struggle for an Identity. Studies in Self-Access Learning Journal 9(2): ISSN 2185-3762
- (2015) Exploring the Construal of Membership in English Language Teachers' Associations: A Window into Professional Identity through Japanese Voices. Open Research Exeter