シラバス Syllabus

授業名 ACADEMIC LITERACY 2
Course Title ACADEMIC LITERACY 2
担当教員 Instructor Name Stuart Warrington
コード Couse Code NUC283_N20B
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 Term4

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 this course are to familiarize students 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

受講後得られる具体的スキルや知識 Learning Outcomes


• For students to gain knowledge of and English ability in areas of 21st century academic literacy not
covered in Academic Literacy 1.

• For students to be able to understand, use and integrate different digital technologies into their lives
as a means to facilitate their understanding of globalising 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 5: Smaller or Bigger?: Different Types of Mobile Devices
Grammar: Expressing negativity without using ‘not’
Vocabulary: Related to different types of handheld devices
Task: Reading for general understanding (gist), details, and language on handheld devices

Class 2:

Chapter 5: Smaller or Bigger?: Different Types of Mobile Devices
Grammar: Expressing negativity without using ‘not’
Vocabulary: Related to different types of handheld devices
Task: Using chapter grammar, vocabulary and knowledge acquired on handheld devices to describe an example of size changes in a particular handheld device and why this has occurred.


第2日(Day2)

Class 3:

Chapter 8: Artificial Brains: Artificial Intelligence
Grammar: Conjunctions
Vocabulary: Related to artificial intelligence
Task: Reading for general understanding (gist), details, and language on artificial intelligence

Class 4:

Chapter 8: Artificial Brains: Artificial Intelligence
Grammar: Conjunctions
Vocabulary: Related to artificial intelligence
Task: Using chapter grammar and vocabulary to describe an example of the use of artificial intelligence


第3日(Day3)

Class 5:

Chapter 6: Light Brings Hope: The Use of Solar-Powered Technology in Africa
Grammar: Passive Voice
Vocabulary: Related to empowering and life changing technology
Task: Reading for general understanding (gist), details, and language on the use of solar-powered technology in Africa

Class 6:

Chapter 6: Light Brings Hope: The Use of Solar-Powered Technology in Africa
Grammar: Passive Voice
Vocabulary: Related to empowering and life changing technology
Task: Using chapter grammar, vocabulary and knowledge acquired on digital innovations to describe a technology used as a positive change agent in a developing country


第4日(Day4)

Class 7 - Mid-term examination -

Class 8:

Chapter 13: Powering the Home of the Future: Elon Musk & Powerwall
Grammar: Connectors
Vocabulary: Related to innovative technology
Task: Reading for general understanding (gist), details, and language on Elon Musk and Powerwall


第5日(Day5)

Class 9:

Chapter 13: Powering the Home of the Future: Elon Musk & Powerwall
Grammar: Connectors
Vocabulary: Related to innovative technology
Task: Using chapter grammar, vocabulary and knowledge acquired on digital innovations to describe a technology used to save energy

Class 10:

Chapter 15- Cars of the 21st century: Elon Musk & Tesla Motors
Grammar: Quantifiers / Determiners
Vocabulary: Related to innovative technology
Task: Reading for general understanding (gist), details, and language on Elon Musk and Tesla Motors


第6日(Day6)

Class 11:

Chapter 15- Cars of the 21st century: Elon Musk & Tesla Motors
Grammar: Quantifiers / Determiners
Vocabulary: Related to innovative technology
Task: Using chapter grammar, vocabulary and knowledge acquired on digital innovations to describe an environmentally friendly vehicle.

Class 12:

Chapter 17- Teach Yourself Anything: Online Learning
Grammar: Pronouns and Adjectives
Vocabulary: Related to innovative technology
Task: Reading for general understanding (gist), details, and language on online learning


第7日(Day7)

Class 13:

Chapter 17- Teach Yourself Anything: Online Learning
Grammar: Pronouns and Adjectives
Vocabulary: Related to innovative technology
Task: Using chapter grammar, vocabulary and knowledge acquired on digital innovations to describe an example of online learning from MOOC.org

Class 14 - Review of Units


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

使用ケース一覧 List of Cases

    ケースは使用しません。

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:

• AI Experiments (https://experiments.withgoogle.com/ai)
• Autodraw.com & Quickdraw.com
• Innovation Africa (Innoafrica.org) & Japan for Sustainability (JapanFS.org.)
• UNIDO Environmental Technology Database (http://www.unido.or.jp)
• Tesla.com
• Massive Open Online Course (MOOC.org)

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

The evaluation has been designed to reflect the course objectives.

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






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