Academic literacies and the A-B-C-D Formula: Engineering students' use of online activities for critical reading skills development

Abstract

Academic literacies are linked to core graduate attributes for engineering programmes, and it is essential for students to develop them so they can meet the professional literacy expectations of the engineering field (Ministry of Education, 2020). Specifically, critical reading and academic writing are interconnected practices, and they require considerable time and training to master. However, some programmes provide few opportunities for students to practice these competencies (Craig & Bielenberg, 2015). Others rely on a bolt-on approach that disconnects academic literacy needs from the discipline (Wingate, 2006). This study takes a more proactive approach by embedding the academic literacies model in a first-year engineering course.

An action research intervention was designed, using blended learning as the vehicle through which engineering students practiced an original reading-to-write formula called the A-B-C-D Formula for Critical Reading. This combination aimed to create stronger connections between the practice of academic literacies, discipline-specific content, and related assessments. Two research questions were explored via this approach: 1. How might undergraduate engineering students' critical reading skills be enhanced by online practice of the A-B-C-D Formula as formative assessment? 2. How does online practice of the A-B-C-D Formula influence student attitudes towards critical reading and the academic writing process?

Quantitative and qualitative data were collected at different stages throughout the intervention via numerous instruments. These included two surveys, interview transcripts, the critical reading rubric, the feedback comment library, the critical reading online activities, my teaching log, and Moodle's tracking function. Even though this study yielded some statistical data, the resulting trends were viewed in relation to qualitative results through the larger lens of thematic analysis.

Data analysis underwent several stages, which established links between results and generated the study's five key themes: - the need to practice academic literacies in advance of an assessment; - students' desire for varied and interactive learning experiences; - the need for plenty of time dedicated to practice; - the expectation of receiving high-quality feedback; - connections between the intervention and students' budding professional identity.

Insights gleaned from this action research have aided the refinement of its teaching and learning resources. An updated version is shared as a model for other educators to adapt and use in their courses. In summary, this thesis serves as a bridge between the fields of academic literacies and engineering by developing the communication skills of students who will build the tools and world of our future. It also illuminates student attitudes towards the role of academic literacies in engineering education, including connections to their evolving identity.