» Academic Career Literacy Program

Chris Bourg, in a, insisted that despite the fact that “neoliberalism is toxic for higher education…research libraries can & should be sites of resistance.” (Bourg 2014). Critical librarianship is at pains always to show that the existing information system mirrors the larger social and political order, which is characterized by a radically asymmetrical distribution of power, and is shot through, systematically and structurally, by racism, sexism, homophobia, militarism, and class oppression. An advocacy of progressive literacy of any kind within this system and environment, requires on the part of the librarian: resistance to existing regimes of knowledge, as institutionalized by academic disciplines and departments (and enforced by academic rules and administrative bureaucracies), resistance to the commodification of knowledge, and even resistance to the stated goals of higher education as they are commonly promoted, especially by administrators, politicians, bureaucrats and educational reformers. Failing to resist all too easily provides reinforcement to the existing system, and helps reproduce it.

Defining Academic Literacy | revisionspiral, v. 2.0

The goal of the Academic Career Literacy Program is to enhance career outcomes by increasing the number of underrepresented students that plan for experiential learning and scholarly activities. The project objectives include: 1) increase the number of high-need students who participate in curricular and co-curricular planning, 2) increase the number of high-need students who develop a personal statement that will allow them to apply to graduate/professional school, 3) increase the number of high-need students who apply for national scholarships, 4) develop electronic resources for financial literacy and academic career literacy over the life of the grant. This program is federally funded by the U.S. Department of Education. The mission is to develop and expand Texas A&M University-Kingsville's capacity to support students, families and the communities they live in through the development of support and innovative programs, best practices and services designed to encourage learning and empower learners.
The Academic Career Literacy Program helps students articulate motivations and goals.Students have the opportunity to meet with an Academic Career Counselor. During one-on-one sessions, students will develop personal statements that will allow them to apply for National Scholarships or to post-graduate programs. In addition, peer mentors support the Academic Career Literacy Program by encouraging intentional exploration “beyond career assessment” to instill a sense of urgency in students to explore gainful employment opportunities that link to their chosen field of study. Peer mentors use resources and guiding questions approved by the Academic Career Counselor to help mentees reflect on their career decision. Come by in person, or contact:Amanda Galvan, M.S., LPC located at Mesquite Village West, Room 104 D

Academic Literacy, Learning, and Numeracy ..

Five Areas of Instructional Improvement to Increase Academic Literacy By: Joseph K

There is substantial evidence that typical middle and high school classrooms in the United States, particularly those serving predominantly poor and minority students, provide little opportunity for the type of extended and open discussion of reading content recommended here (Applebee, 1993; Nystrand, Gamoran, & Heck, 1993). The importance of these findings is underlined by a statement in the recent National Association of State Boards of Education document Reading at Risk: How States Can Respond to the Crisis in Adolescent Literacy that "what has remained unchanged in too many middle and high schools and classrooms is the nature of teaching itself" (2005, 18).

Play and Learn English Language Games - Literacy Center

Within science, coaches must be familiar with the National Science Education Standards, the Benchmarks for Science Literacy and state and local standards. They must know the specific demands of science textbooks (e.g., their dependence on prior knowledge, the density of ideas, the manner in which concepts build across a chapter or chapters, the need for continual review, the importance of distinguishing empirical facts from opinion, the need to use scientific knowledge to draw inferences and to discern cause-and-effect relationships, the importance of following lab instructions and of interpreting diagrams, abbreviations, and symbols). These demands are formidable, and, left unattended, they might discourage teachers and students from using the text at all. It is the job of the coachto highlight them for teachers and also to provide reasonable strategies for making these important texts more accessible and useful to students.

Understanding Language | Language, Literacy, and …

Haven’t boys always lagged behind girls in literacy skills? Yes, but literacy skills never mattered so much as they do today. In 1989 the nation’s governors met in Charlottesville, Virginia, to launch the school reforms we see today. Essentially, the goal was to put as many students as possible on a college preparation track. The key tools needed to succeed in college courses, arts or sciences, are the abilities to read quickly and accurately and write with precision and accuracy. The governors were right to set that goal, and educators were right to respond by teaching those skills in kindergarten and 1st grade. The problem arose when nobody realized that boys are ill-equipped to acquire those skills that early, at least not with the teaching methods used in the past. As a result, too many boys fall behind, conclude that school is for girls, and never try to catch up. Once boys shift their attention to video games or hip-hop music, parents and educators erroneously conclude those factors trigger the problem. In fact, boys bury themselves in games after seeing few rewards for them in school.