This book offers an interdisciplinary approach to the teaching of academic writing and information literacy in a new digital dimension, drawing on recent trends towards project-based writing, digital writing and multimodal writing in Education, and synthesising theory with practice to provide a handy toolkit for teachers and researchers. The author combines a practical orientation to teaching academic writing and information literacy with a grounding in current theories of writing instruction in the digitalized era, and argue that as digital environments become more universal in modern society - particularly in the aftermath of the coronavirus pandemic - the lines between traditional academic writing and multi-modal digital writing must necessary become blurred. This book will be of use to teachers and instructors of academic writing and information literacy, particularly within the context of English for Academic Purposes (EAP), as well as students and researchers in Applied Linguistics, Pedagogy and Digital Writing.

This volume of the World of Science Education gathers contributions from Latin American science education researchers covering a variety of topics that will be of interest to educators and researchers all around the world. The volume provides an overview of research in Latin America, and most of the chapters report findings from studies seldom available for Anglophone readers. They bring new perspectives, thus, to topics such as science teaching and learning; discourse analysis and argumentation in science education; history, philosophy and sociology of science in science teaching; and science education in non-formal settings. As the Latin American academic communities devoted to science education have been thriving for the last four decades, the volume brings an opportunity for researchers from other regions to get acquainted with the developments of their educational research. This will bring contributions to scholarly production in science education as well as to teacher education and teaching proposals to be implemented in the classroom.

In a world like today, man's very survival depends on his need and quest for Knowledge. Education is the vehicle to drive for this knowledge; Learning is the fuel that powers that vehicle's engine, which is Teaching. Engine and fuel components must be in good condition for a smooth operation of the vehicle. Our educational system has a malfunction in either or both of those components. As proof, President Obama cited a 50% High School drop out rate, when he recently proposed needed educational reform. Ineffective teaching or inadequate learning or both result in poor testing ability, which delays our journey to good education. Phil Labbe, from his school years and afterwards, discovered that learning from classroom only returned lower than expected test performance. Loving to learn, he realized that self-motivation, desire to learn on his own, plus classroom teaching, improved his learning potential and test results. He proved it to himself and to others. How and how much you learn make a difference. By taking an active part in his learning, the student/learner becomes selftutored; therefore, enters TUTOR YOURSELF. This book demonstrates that when students make a covenant with themselves to reach a definite goal, and condition themselves to follow strategies to enhance learning, they succeed with good test performances, higher grades, graduation and a good job. Unless we develop our innate skills for learning, it is very difficult to improve our lot. In this context, Phil Labbe developed and completed the method HOW TO PASS ALL TESTS. Tests are very important. While there is no known panacea against failing, the approach in this book shows that Active Learning does lead to more successful test passing. This book could give students a leg up in their "Race to the Top"(Reform campaign just launched by Education Dept.). It is a race that so vitally needs to be won.

Have you ever wondered why your students don't revise? Or why they revise ineffectively? Often, they simply don't know how. This is where The Revision Revolution comes in. What if, instead of just telling students to revise, we taught them explicit study skills from Year 7? What if we made revision enjoyable, even irresistible? The aim is not just to help students pass exams, but to embed their learning and help them grow into knowledgeable and informed young adults. In this book, Helen Howell and Ross Morrison McGill guide you step by step through how to start and sustain a revision revolution in your school, building a culture of effective study that flows through all aspects of school life.

If you want to start an argument in a teachers' lounge, bring up the topic of how best to teach grammar. There is a wide spectrum of opinion. Traditionalists claim that we must explicitly teach grammar. Students drill the basics and diagram sentences. Sometimes their study and drills take the place of writing, but these teachers claim that good writing demands good grammar. At the opposite end of the spectrum are teachers who claim that the best way to learn grammar is to write, thereby being forced to use grammar in writing and editing. They reason that students will learn grammar in the context of actually using it, without all the drills and worksheets. They trust the writing process to instill an appreciation for grammar, instead of actually teaching it. Teachers on the write-to-learn-grammar side claim that students who are only taught grammar rules might pass tests, but since they didn't learn in the context of writing, they typically don't apply the rules when they write. Grammar traditionalists say students in writing classes never learn grammar at all, because it is not explicitly taught. In Tools, Not Rules, authors Tommy Thomason and Geoff Ward take the middle-ground position that grammar should be taught as part of the writing process. Tommy Thomason is a veteran journalist and university journalism professor at TCU. Geoff Ward is a well-known Australian professor and associate dean from James Cook University in Townsville. Both have written several books and work extensively with American teachers. Publisher's website: http://www.eloquentbooks.com/ ToolsNotRules-TeachingGrammarInTheWritingClassroom.html