Mel Henderson, BYU, uses the following materials to guide students in writing a critical analysis of a movie. The plan could be adapted to writing critical analyses of other texts.
Mel Henderson, BYU, wants her students to think about and value their own literacy, not just as writers but also as readers. She developed the following materials to coach students in the writing of an expressive essay that explores and evaluates their own literacy.
Course materials for English 300 and 399--internship support courses taught by Trina Harding, English Department Internship Coordinator at Brigham Young University. These courses support students in their internships and give them university credit for the internship. The materials include
Literature and Landscape: For many years professors from the English Department at Brigham Young University have taken students on a study abroad program where students read literature, keep a journal and write personal essays, and hike through landscapes where British writers lived. The following materials are from that program:
Insects, Writing, and Art program materials: In 2014, and Mark Graham and Kheng S.Lim (Art), conducted a field study program that involved a preparatory, on campus course during winter semester and a field study program during spring term where students lived and worked at Brigham Young University’s Lytle Ranch Field Study Station in Southern Utah. It was facilitated by BYU’s study abroad office, who advertised, collected student funds, and helped manage the budget. Students received GE (art and composition) and Biology (Entomology) credit, and the course targeted Biology education majors. Here are some of the course materials from that program:
Integrated Natural History--Utah. For many years, C. Riley Nelson (Biology), John Bennion (English), Brian Cannon (History), and Brian Hill (Experience Design and Management) ran a seven-week, integrated, field-study program that explored water systems and National Parks in Utah and gave freshman students credit in composition, Utah history, biology, and recreation. Here are some of the course materials from that program:
Contemporary American Political Rhetoric: an experience-based graduate course on political rhetoric (Brian Jackson, English, BYU): Syllabus and assignment descriptions.
Wellman, L. (2014). “Experiential Learning through the Visual Arts: Developing Essential Knowledge for LifeHood.” Dartmouth College Hood Museum of Art Quarterly, Summer 2014, 10-11.
Perron, W. (2013) Through the Eyes of a Dancer. Wesleyan University Press.
Taylor, J. C. (1981). Learning to Look: A Handbook for the Visual Arts. Phoenix Books. University of Chicago Press; Second edition.
Tordini, C. E. (2018). “Art, Experience and Learning: Art As Enhancement Of Experiential Learning.” Master of Philosophy in Organizational Dynamics Theses. University of Pennsylvania. https://repository.upenn.edu/od_theses_mp/15
Teaching materials and resources: Experiential Writing Promotes Lifelong Learning
Template for articulating lifelong learning competencies, objectives, aptitudes, and curricular activities.
Ayenigbara, I. O. (2022). Preventative measures against the development of dementia in old age. Korean Journal of Family Medicine. 43(3): 157–167. https://doi.org/10.4082/kjfm.21.0030
Erhard, K., Kessler, F., Neumanna, N, Ortheil, H.-J., & Lotze, M. (2014). Professional training in creative writing is associated with enhanced fronto-striatal activity in a literary text continuation task. NeuroImage, 100, 15–23. https://doi.org/10.1016/j.neuroimage.2014.05.076
Newman, A. (2023). The epidemiology and societal impact of aging-related functional limitations: a looming public health crisis. The Journals of Gerontology: Series A. 78(1), 4–7. https://doi.org/10.1093/gerona/glad021
Qinhua, Z., Dongming, M., Zhiying, N., & Hao, X. (2016). Adult competencies for lifelong learning. River Publishers. https://doi.org/10.1201/9781003336976
Rhodes, T. L. (2019). The changing nature of work and careers: Higher education as a hub for
establishing a lifelong learning system. Liberal Education, 105(3-4), 6-11.
Sharma, T. C. (2004). Meaning of lifelong learning. Sarup & Sons.
Wimo, A., Seeher, K., Cataldi, R., Cyhlarova, E., Dielemann, J. L., Frisell, O., Guerchet, M., Jönsson, L., Malaha, A. K., Nichols, E., Pedroza, P., Prince, M., Knapp, M., & Dua, T. (2023). The worldwide costs of dementia in 2019. Alzheimer's & Dementia. 19(7), 2865–2873. https://doi.org/10.1002/alz.12901
Yilmaz, K. (2008). Constructivism: its theoretical underpinnings, variations, and implications for classroom instruction. Educational Horizons. 86(3), 161–172. https://eric.ed.gov/?id=EJ798521
Further Reading
Babenko, O., Koppula, S., Daniels, L., Nadon, L., & Daniels, V. (2017). Lifelong learning along the education and career continuum: Meta-analysis of studies in health professions. Journal of Advances in Medical Education & Professionalism, 5(4),157-163. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5611424/
Bennett, D. A., Arnold, S. E., Valenzuela, M. J., Brayne, C., & Schneider, J. A., (2014).
Cognitive and social lifestyle: links with neuropathology and cognition in late life. Acta Neuropathologica. 127(1), 137–150. https://doi.org/10.1007/s00401-013-1226-2
Blaschke, L. M. (2012). Heutagogy and lifelong learning: a review of heutagogical practice and self-determined learning". The International Review of Research in Open and Distance Learning. Athabasca University. 13(1), 56–71. https://doi.org/10.19173/irrodl.v13i1.1076
Dunlap, J. C., & Lowenthal, P. R. (2011). Learning, unlearning, and relearning: Using web 2.0 technologies to support the development of lifelong learning skills. E-Infrastructures and Technologies for Lifelong Learning: Next Generation Environments. 46-52. https://doi.org/10.4018/978-1-61520-983-5.ch012
Eynon, R., & Malmberg, L. (2021). Lifelong learning and the Internet: Who benefits most from learning online? British Journal of Educational Technology. 52(2), 569–583. https://doi.org/10.1111/bjet.13041
Marope, P.T.M., Chakroun, B., & Holmes, K.P. (2015). Unleashing the potential: Transforming technical and vocational education and training. UNESCO.
Merriam, S. B., & Caffarella, R.S. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). John Wiley & Sons.
Newman, A. B. (2023). The epidemiology and societal impact of aging-related functional limitations: a looming public health crisis". The Journals of Gerontology: Series A, 78(Supplement 1), 4–7. https://doi.org/10.1093/gerona/glad021
O'Grady, A. (2013). Lifelong learning in the UK: an introductory guide for education studies. Routledge.
Sibthorp, J., Schumann, S., Gookin, J., Baynes, S., Paisley, K., & Rathunde, K. (2011). Experiential education and lifelong learning: Examining optimal engagement in college students. Journal of Experiential Education, 33(4), 388-392. https://doi.org/10.1177/105382591003300413
Thwe, W.P. & Kálmán, A. (2023). Lifelong learning in the educational setting: a systematic literature review. Asia-Pacific Education Researcher, 33, 407-417. https://doi.org/10.1007/s40299-023-00738-w
Tawil, S. & Cougoureux, M. (2013). Revisiting “Learning: the treasure within”: Assessing the influence of the 1996 Delors report. Education Research and Foresight Occasional Papers, UNESCO.