{"id":1233,"date":"2012-05-11T07:34:27","date_gmt":"2012-05-11T00:34:27","guid":{"rendered":"http:\/\/pps.unnes.ac.id\/pps2\/?p=1233"},"modified":"2012-05-11T07:34:27","modified_gmt":"2012-05-11T00:34:27","slug":"international-seminar-enhancing-academic-literacy-to-foster-conservation-values-in-character-education-16-june-2012","status":"publish","type":"post","link":"https:\/\/unnes.ac.id\/sps\/2012\/05\/11\/international-seminar-enhancing-academic-literacy-to-foster-conservation-values-in-character-education-16-june-2012\/","title":{"rendered":"INTERNATIONAL SEMINAR: Enhancing academic literacy to Foster Conservation Values in Character Education (16 June 2012)INTERNATIONAL SEMINAR: Enhancing academic literacy to Foster Conservation Values in Character Education (16 June 2012)"},"content":{"rendered":"

BACKGROUND<\/strong><\/p>\n

As one of the most popular issues in recent studies, academic literacy has become an essential part of education and is situated in the intersection of all fields of studies including those of conservation values and character building.<\/p>\n

The elements of academic literacy\u2014reading, writing, listening, speaking, critical thinking, use of technology, and habits of mind<\/strong> that foster academic success including the success in implanting conservation values and better character trait \u2014 are expected of students across all college disciplines. These competencies should be learned in the content areas of higher education.<\/p>\n

The habits of mind expected of students\u2014their curiosity, their daring, their participation in intellectual discussions\u2014are predicated upon their ability to convey their ideas clearly and to listen and respond to divergent views respectfully. Therefore, it is expected that (1) students have an appetite to experiment with new ideas, challenge their own beliefs, seek out other points of view, and contribute to intellectual discussions; (2) analytical thinking be taught, and students be encouraged to apply those analytical abilities to their own endeavors as well as to the work of others; (3) students generate critical responses to what they read, see, and hear, and develop a healthy skepticism toward their world; (4) students assume a measure of responsibility for their own learning, discern crucial values of the academic community,\u00a0 seek assistance when they need it, and\u00a0 advocate for their own learning in diverse situations.<\/p>\n

Relating these variables to one another, this seminar aims to explore and investigate the ways in which the enhancement of academic literacy may in turn provide additional values to conservation\u00a0 efforts and character education.<\/p>\n

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AREAS OF INTEREST<\/strong><\/p>\n