| Autor: |
Nunn, Roger, Opeyemi, Oladiji, Mohammed Ali, Eyad, Spyropoulos, Christoforos, Khan, Jowaria, Dileep, Nitika |
| Předmět: |
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| Zdroj: |
English Scholarship Beyond Borders; 2021, Vol. 7 Issue 2, p89-108, 20p |
| Abstrakt: |
This paper considers the development of informational competence through project-based learning (PBL). We compare Puren's (2021) and Acar's (2021a, 2021b) discussion (2021) of informational competence in European and Turkish contexts with our own approach to using Grice's maxims (Grice 1989) to develop informational competence in an English-medium university in the UAE. We attempted a qualitative validation of the project-based writing of first-year students, including their own reflections on their use of Grice's maxims to develop their informational competence. Students were successful in finding needed information and in knowing "how to create, or cause to be created, unavailable information". Our finding indicated that evaluating the quality of evidence (Grice's maxim of quality) was the biggest challenge for students. The use of epistemic modality in relation to the maxim of quality links up to one of Puren's criteria: "how to organize, analyze, interpret, and evaluate information, including source reliability" (Puren, 2021 and 2009). Work done in different cultural and educational contexts on developing informational competence appears to reach similar conclusions about the importance of how we evaluate and report on the quality of evidence that supports knowledge claims. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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