Scaffolding & Fading: Enhancing Literacy Skills across a Curriculum to Achieve Mastery

Abstract

This paper discusses the use of paragraph frames in a formative assessment activity within an introductory sociology course. The paragraph frame scaffolding allows the student to be a more informed and engaged learner in lower level courses and feel success with their introductory summary writing. This self-confidence allows the student to move forward into no longer being reliant upon paragraph frames or others (peers/instructors). The Sociology in the News activity incorporates scaffolding and fading via the use of a similar activity across the curriculum. The use of the paragraph frames focuses on mastery of information literacy, and accommodates student needs through effective instruction (using paragraph frames). This allows for retention, progression, and matriculation of students. The sociology curriculum is discussed via the use of scaffolding and fading based on Vygotsky’s scaffolding concepts within the student’s zone of proximal development, using paragraph frames across a curriculum, using the concept of IRMA level of ability (Introduce, Reinforce, Mastery, and Assessment) in formative assessments. As universities are focusing general education assessment of students, particularly Post-Covid19, information literacy is a skill that is can be assessed using IRMA level of ability. Literacy skills are particularly important in moving the students toward life-long learning and understanding how information is situated from a social situated perspective as well as the production from a scholarly standpoint.

Keywords: IRMA Level of Ability, Paragraph Frames, Literacy, Vygotsky, Scaffolding

DOI: 10.7176/JEP/14-3-01

Publication date: January 31^st 2023