Facilitating Pathways for Second Language Students with Information Literacy Skills

By:
M/s Thelma Blackford
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Pathway or enabling programs have as part of their objectives the aim to facilitate the preparedness of international students for undergraduate study at Australian Universities. Evidence of limited use of paraphrasing, summarizing and quoting as well as high levels of near and exact copying are frequently the result of poor L2 proficiency. Problems exist when using the Internet regarding the adoption of sound methods for determining the value and authenticity of information. If such strategies are practiced unintentionally this may be more attributable to patchwriting than to plagiarism. Novice L2 students may also not be able to create appropriate syntactic transformations due to not only the complexity of making paraphrases and summaries but also because there is disagreement as to what are acceptable paraphrases. Scaffolding processes for L2 learners may best be facilitated with the help of information literacy skills. The fostering of the integration of textual resources with an emphasis on referencing protocol can provide support for students as they learn to avoid plagiarizing practices. Our pathway international students who process online their writing of a research argumentative essay are supported by library staff and teachers in accessing the four layers of information. These information literacy layers are enquiry, library, technology and scholarly.


Keywords: Patchwriting
Stream: Curriculum and Pedagogy
Presentation Type: Paper Presentation in English
Paper: Facilitating Pathway Second Language Writing Students with Information Literacy Skills May Be a More Effective Means for the Avoidance of Plagiarizing Practices


M/s Thelma Blackford

School of Languages and Intercultural Education, Curtin University
Australia

I have been teaching at Curtin University since 1990, first at ELICOS and for the past 10 years at Foundation Studies. I originally researched students' uses of referencing textual sources and how their uses correlated with students' learning approaches. The research in this area of process writing helped to fine-tune our teaching pedagogy for the academic argumentative research essay. In a pathway course such as Foundation Studies it is important to provide the scaffolding required to prepare our students for entry into undergraduate courses. I am still interested in developing information literacy and writing skills as well as addressing the issues that pathway students need to surmount to continue successfully with their tertiary studies. My interests now lie in fully understanding the implications of an internationalised curriculum so that my students are better prepared for issues facing International students especially issues such as integration where their value as International students needs to be further maximised.

Ref: L05P0760