Academic literacy program implementation in an Ecuadorian University: a multinomial logit approach

Abstract

The 'FCSHlee' program proposed by ESPOL Polytechnic University's School of Social and Humanistic Sciences (FCSH, acronym in Spanish), consisted in the implementation of a reading requirement of culturally enriching book by subject. This study shares the experience of an academic literacy initiative in the Ecuadorian university, ESPOL's case. The program aimed to enhance undergraduate students' cultural level as well as oral and written communication skills. We develop a significant sample (N = 387) of the students that were part of the program and collected the data through surveys after its completion. The study describes details of the program, its scope, implementation, statistics, and conditions. Among the careers studied at the FCSH, Economics was the one that had a bigger margin of appreciation towards the program, which is a factor that could indicate that these groups of students possess reading orientation given the analytical characteristics of their study program.

The The boosting academic literacy for young learners’ reading comprehension and character building

“…Here, they use critical thinking, experiences, and background knowledge to produce findings that are relevant to compete in the tournament for the winner selection. In this case, the form of academic literacy activates involvement, motivation to read, and critical thinking to find out good values in a context (Méndez Prado et al, 2019). Through academic literacy, students not only learn social topics but also know how to behave properly, such as owning tolerance among people, respecting parents, teachers, and the elders, upholding good values to develop national language, art, custom, and culture.…”