Communications

Educational institutions play an important role in shaping the academic characteristics of students. Developing a set of academic values that promote academic literacy is a goal that educational institutions aim to instill in students from an early age. “Developing lifelong learners is central to the mission of higher education institutions” (Mittermeyer 2005). A member of an institution who possesses an advanced knowledge of education is considered an academically literate student. Students that undertake university studies are required to demonstrate a certain level of academic competence, which is based on a set of behaviours and perceptions (Clark, Bamberg, Flachmann, Frodeson et.al. 2002). Students need to develop proficient organisational, goal setting and research skills in order to succeed at university (study skills). This essay will discuss the roll that critical thinking has on academic students and their skills whilst at university.

Students that are successful at university generally hold a variety of skills that help supplement their ability to read and write. These skills commonly include knowledge, comprehension, application and critical thinking (Rhoding 2012). Knowledge, comprehension and application are the first three levels to the Blooms Taxonomy Theory, which helps classify levels of intellectual behaviour (Overbaugh & Schultz 1994). These levels of intellectual behaviour require students to define information from previous research, describe concepts from theories and translate this knowledge into the form of an academic essay (Overbaugh & Schultz 1994). In addition to the knowledge, comprehension and application skills described above, critical thinking skills are an important outcome in the area of learning in students. Critical thinking is the ability to read between the lines, characteristic of reasoned and reflective thinking that helps students decide what to believe (Valenzuela et al. 2011). Students tend to think critically when attempting to answer a question, assess an argument, decide about a belief, or make a simple decision. Lai (2011) states that “critical thinking is one of the several learning and innovation skills needed to prepare students for post-secondary education and the workforce”. In contrast to knowledge, comprehension and application, it is clear that the critical thinking process is essential for students to hold in order to succeed in their studies.

In a world where arguments and counter arguments thrive in most academic settings, there is a fundamental need for students to develop attitudes and skills to enhance their judgments when reading and writing. Critical thinking is a skill that is often developed over time in students that consists mainly of evaluating arguments (Astleitner 2002). The skill of critical thinking aids the purposeful self-regulating judgment of information when analyzing, evaluating and interpreting research (Astleitner 2002). Making judgments involves distinguishing between what is fact and fiction, whilst evaluating the validity of information (Rhoding 2012). The ability to judge critically is useful for students to become proficient in substantiating their arguments with sound research. In order for students to develop this skill they need to evaluate information using three key steps that include evaluation, analysis and reasoning (Thomas 2011). Firstly, students need to verify who has written the source, if it is bias, who the intended audience is, the date it was published, the location and if the source is feasible to use (Thomas 2011). This step ensures that students will think about the quality of the sources they use, create an argument and have sound evidence to justify their position. Secondly, students need to learn to consider different points of view and learn how to combine them, which will allow students to identify whether the information is appropriate for the argument (Thomas 2011). Finally, it is important for students to reason and argue with themselves and others to offer the opportunity for continued growth and development within their work (Thomas 2011). In essence, following the first three steps allows students to develop skills that will enable them to weigh up evidence, be open-minded and make better decisions by working collaboratively with others.

An essay or any piece of work should be written to be understood by the intended reader. In order to achieve a high standard of writing, students need to have a clear logical argument that is supported by evidence to create coherence and structure within their writing (Rhoding 2012). Once these elements have been established through critical thinking and evaluation, students can explore their writing in a more challenging way. A composed and well structured essay would start by having a brief summary of the topic, a strong thesis statement, body paragraphs that explain and expand on the argument in detail and a conclusion that sums up the essay in a few sentences. Mittermeyer (2005) suggests “by ensuring that individuals have the intellectual abilities of reasoning and critical thinking, and by helping them construct a framework for learning how to learn...universities provide the foundation for continued growth...” (pg. 21). Good writing skills are a cornerstone of academic literacy and will further support students in becoming lifelong learners.

In conclusion, an academically literate student that undertakes study at a university should be able to demonstrate the ability to read and write an essay that communicates sound evidence of research, evaluation and structure. Critical thinking allows students to self-regulate their judgment of information and analyse the source of the information. It is evident that by combining simple strategies in knowledge, comprehension and application are key fundamental building blocks to writing an academic essay. These fundamentals, coupled with critical thinking skills, will enable students to enhance their learning and better themselves for current and future studies.

References
Astleitner, Hermann 2002, Teaching Critical Thinking, Journal of Instructional Psychology, Vol. 29, Australia.

Clark, K, Bamberg, Flachmann, K, Frodeson, J 2002, Academic Literacy: A statement of Competencies expected of students entering California’s public Colleges and Universities, Vol.23, ICAS press, California.

Cottrell, S 2008, The study skills handbook, 3rd ed, Palgrave Mcmillen, UK. Lai, Emily, R 2011, Critical thinking: A Literature Report, Pearson, Accessed from: http://www.pearsonassessments.com/hai/images/tmrs/criticalthinkingreviewfinal.pdf

Mittermeyer, D 2005, Incoming first year undergraduate students: How Information literate are they?, Vol.23, IOS press, McGill University, Montreal Canada.

Thomas, Theda 2011, Developing First Year Students Critical Thinking Skills, Asian Social Science, Australian Catholic University. Fitzroy, Vol.7, Melbourne.

Overbaugh, R, C 1994, Blooms Taxonomy, www.fituny/files/pdfs/CET_TL_ BloomsTaxonomy.pdf, Old Dominion University, Assessed on: 20 August 2012.

Rhoding, C 2012, Personal Communication, Available from: http://blackboard.nd.edu.au/webapps/portal/frameset.jps?tab_id=2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Launcher%3DCourse%26id3D_3490_1%26url%3D, Accessed on: 19 August 2012.

Valenzuela, J, Nieto, A. M, & Saiz, C 2011, Critical thinking motivational scale: A contribution to the study of relationship between critical thinking and motivation, Electronic Journal of Research in Educational Psychology, Vol.9.

References: Astleitner, Hermann 2002, Teaching Critical Thinking, Journal of Instructional Psychology, Vol. 29, Australia. Clark, K, Bamberg, Flachmann, K, Frodeson, J 2002, Academic Literacy: A statement of Competencies expected of students entering California’s public Colleges and Universities, Vol.23, ICAS press, California. Cottrell, S 2008, The study skills handbook, 3rd ed, Palgrave Mcmillen, UK. Lai, Emily, R 2011, Critical thinking: A Literature Report, Pearson, Accessed from: http://www.pearsonassessments.com/hai/images/tmrs/criticalthinkingreviewfinal.pdf Mittermeyer, D 2005, Incoming first year undergraduate students: How Information literate are they?, Vol.23, IOS press, McGill University, Montreal Canada. Thomas, Theda 2011, Developing First Year Students Critical Thinking Skills, Asian Social Science, Australian Catholic University. Fitzroy, Vol.7, Melbourne. Overbaugh, R, C 1994, Blooms Taxonomy, www.fituny/files/pdfs/CET_TL_ BloomsTaxonomy.pdf, Old Dominion University, Assessed on: 20 August 2012. Rhoding, C 2012, Personal Communication, Available from: http://blackboard.nd.edu.au/webapps/portal/frameset.jps?tab_id=2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Launcher%3DCourse%26id3D_3490_1%26url%3D, Accessed on: 19 August 2012. Valenzuela, J, Nieto, A. M, & Saiz, C 2011, Critical thinking motivational scale: A contribution to the study of relationship between critical thinking and motivation, Electronic Journal of Research in Educational Psychology, Vol.9.