scholarly journals Credit Where Credit is Due: Considering Ethics, Ethos, and Process in Library Instruction on Attribution

2017 ◽  
Vol 28 (1) ◽  
pp. 4 ◽  
Author(s):  
Benjamin R. Harris
Keyword(s):  
Information Literacy ◽  
Research Process ◽  
First Year ◽  
Library Instruction ◽  
Educational Mission ◽  
First Year Writing ◽  
Writing Courses ◽  
Literacy Initiatives ◽  
Changing Roles ◽  
Effective Use

Numerous reasons have been offered for the increase in plagiarism in the academy over the last decade, and most of the research has assigned primary blame to the influence of the Internet. Few writers have considered how changes in the location of research and citation instruction have had an impact on these statistics. The lack of such instruction in first year writing courses, spurred by changes in pedagogical theory on the teaching of composition, has been a powerful but subtle influence on how (or even if) research process is truly taught to undergraduates. Further, as librarians have adopted and deployed information literacy initiatives in their institutions, their responsibilities related to the ethical and effective use of sources have grown. Considering options for instructing students “how” and “why” they will want to use sources will help teaching librarians achieve their information literacy initiatives and prepare for the new and changing roles they will accept in their institution’s educational mission. 

scholarly journals My life as a writing professor and research librarian: The ideas that bridge the gap

2020 ◽  
Vol 81 (1) ◽  
pp. 38
Author(s):  
George Koors
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
First Year ◽  
College Level ◽  
First Year Writing ◽  
American University ◽  
Writing Courses ◽  
Large Group ◽  
Time To Learn ◽  
Over Time

When I got into libraries, I looked forward to more one-on-one time with students. I had been a teacher at the college level for some time, and when I got a job as reference coordinator at American University, I saw an opportunity to have both large-group and one-on-one time with students.I staff a public-facing research desk, am embedded in first-year writing courses as their librarian, and teach first-year writing as a professor in the literature department. It is a wonderful balance, but it has taken time to learn how these identities interact. Over time, they have merged. This essay looks at that, and at some of the language I have used to understand that bridge between these roles. I hope to lightly tie this language to aspects of the ACRL Framework for Information Literacy for Higher Education.

scholarly journals Independent Searching During One-Shot Information Literacy Instruction Sessions: Is It an Effective Use of Time?

2012 ◽  
Vol 7 (4) ◽  
pp. 52 ◽  
Author(s):  
Rebekah Willson
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Search Time ◽  
Research Process ◽  
Future Research ◽  
Pedagogical Practice ◽  
Class Time ◽  
Information Literacy Instruction ◽  
Thesis Statement ◽  
Effective Use

Objective – To test the assumption that giving students time to research independently during a one-shot information literacy instruction (ILI) session, combined with scaffolding, is an effective pedagogical practice and a good use of class time. Methods – The study was conducted at a student-focused, four-year undergraduate institution with 8,500 full load equivalent students. Following brief, focused instruction in 10 different ILI sessions, first-, second-, and third-year students in 80-minute one-shot ILI sessions were given time to research independently. The librarian and instructor were present to scaffold the instruction students received. Students were asked to track the research they did during class using a research log and to fill out a short Web survey about their preparedness to do research and the usefulness of the ILI session. Results – Students agreed to have 83 research logs and 73 Web surveys included in the study. Students indicated that they felt more prepared to do research for their assignment after the ILI session and rated individual help from the librarian as the most useful aspect of the instruction session. Students did not rate independent time to do research as valuable as anticipated. Examining the research logs indicated that several things are taking place during the ILI session, including that students are demonstrating what was taught in the session in their searches, that their searches are progressing in complexity, and that students are using feedback from previous searches to inform the formulation of search queries. While students appear to be putting independent search time to good use, many students’ articulation of their thesis statement remains poor and searches continue to be fairly simplistic. Conclusions – This study gives evidence that giving independent research time in ILI sessions, with scaffolding, is an effective use of class time. The study also demonstrates that the majority of students are able to use what is taught during classes and that they are using class time effectively, though searching remains fairly simple. The focus of ILI sessions is on skill development, and future research should be on integrating IL into the curriculum to develop more complex skills and thinking needed in the research process.

scholarly journals Re-Imagining the First Year as Catalyst for First-Year Writing Program Curricular Change

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Virginia Crank ◽  
Sara Heaser ◽  
Darci L. Thoune
Keyword(s):  
College Retention ◽  
Habits Of Mind ◽  
Curricular Change ◽  
First Year ◽  
Writing Program ◽  
Research Project ◽  
First Year Writing ◽  
Writing Courses ◽  
Multiple Measures ◽  
Writing Course

This article describes a revision of a first-year writing program curriculum using the pillars of the Reimagining the First-Year Program. The authors adapted principles related to mindset and habits of mind from both college retention scholarship and composition scholarship. After developing a research project in order to understand what elements of mindset correlate with readiness for credit-bearing writing courses, the authors created a multiple measures placement system for enrolling students in a credit-bearing first-year writing course with co-requisite support.  

Using Wikipedia to Teach Written Health Communication

2016 ◽  
pp. 247-258
Author(s):  
Melissa Vosen Callens
Keyword(s):  
Health Literacy ◽  
Health Information ◽  
Health Professions ◽  
First Year ◽  
Plain Language ◽  
First Year Writing ◽  
Writing Courses ◽  
The World ◽  
Patient Provider Communication ◽  
Student Apathy

Unlike first-year writing courses, upper-division writing courses often require students to engage in discipline specific writing. In the author's upper-division course, Writing in the Health Professions, students examine health literacy as it pertains to both oral and written patient-provider communication. Students edit and expand a Wikipedia article for the final course assignment. The advantages of this assignment are threefold. First, students write for an authentic audience, decreasing student apathy. Second, students engage civically, improving health information accessed by millions of people across the world. Finally, students improve content of existing articles and broaden the scope of new articles written, leading to more diverse content and perspectives. In this chapter, the author discusses the above assignment, providing descriptions of scaffolding activities. Potential drawbacks of using Wikipedia to teach students how to write using plain language is discussed, in addition to strategies that might limit these difficulties.

Multimodal Information Literacy in Higher Education

2020 ◽  
pp. 97-120
Author(s):  
Marlee Givens ◽  
Liz Holdsworth ◽  
Ximin Mi ◽  
Fred Rascoe ◽  
Alison Valk ◽  
...  
Keyword(s):  
Information Literacy ◽  
First Year ◽  
Technology In Education ◽  
Library Instruction ◽  
Multimodal Texts ◽  
First Year Composition ◽  
Composition Instructors ◽  
Multimodal Information ◽  
Integrated Or ◽  
University Setting

This chapter addresses technology in education, multimodal texts, and information literacy in a STEM research-focused university setting. Students produce multimodal content in first year composition classes, but composition instructors lack the skills required to teach students multimedia technology. Librarians respond to the needs of the faculty and students they support. Library instruction takes place within the composition class (course-integrated or “one-shot” instruction) or in a multimedia classroom at the library. The librarians bring technical skills as well as a grounding in information literacy, and their instruction increases students' written, sonic, visual and data literacy. As a result, students become more savvy content consumers as well as creators.

scholarly journals A Report on Faculty Perceptions of Students’ Information Literacy Competencies in Journalism and Mass Communication Programs: The ACEJMC Survey

2005 ◽  
Vol 66 (4) ◽  
pp. 294-311 ◽  
Author(s):  
Annmarie B. Singh
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Mass Communication ◽  
Faculty Perceptions ◽  
Research Process ◽  
Literacy Skills ◽  
Library Instruction ◽  
Mass Communications ◽  
Perceptions Of Students ◽  
Information Literacy Skills

This article presents the results of a survey done of the faculty of programs fully accredited by the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC) in 2002–2003. The purpose of the survey was to assess the faculties’ perceptions of their students’ information literacy skills as defined by the ACRL standards adopted in 2000. Faculty reported that most of their graduate students met the ACRL criteria for information literacy, but only some of their undergraduate students could be considered information literate by these standards. Faculty also reported consistent improvement in their students’ research process after receiving library instruction.

We Want to Know Who Our Students Are

PMLA ◽  
2014 ◽  
Vol 129 (3) ◽  
pp. 442-447 ◽  
Author(s):  
Patricia Bizzell
Keyword(s):  
Composition Studies ◽  
Academic Discourse ◽  
First Year ◽  
Discourse Communities ◽  
Intellectual Work ◽  
First Year Writing ◽  
Student Writers ◽  
Writing Courses ◽  
Research Questions ◽  
Origin Story

Composition studies concentrates on students, not texts. We in this field want to know who our students are. What abilities to use language do they bring to the academy? What new kinds of intellectual work are they able to do? What challenges does academic discourse pose for them? These are research questions we explore with rigor but also compassion and, sometimes, admiration. My favorite origin story claims that this field's modern iteration sprang from reluctance to use first-year writing courses, required at most universities, simply to eject the “boneheads.” Instead, we learned from Mina Shaughnessy and others to regard even the most struggling undergraduate writers as agents, operating among intersecting and competing discourse communities. For us, student writers are not solitary creators, nor are they intertextual blurs.

From Expository Blog to Engaged E-Portfolio

2016 ◽  
pp. 51-72
Author(s):  
Jill Darling
Keyword(s):  
Social Issues ◽  
Electronic Portfolio ◽  
First Year ◽  
Student Centered ◽  
First Year Writing ◽  
Web Based ◽  
Public Writing ◽  
Constructivist Pedagogy ◽  
Writing Courses ◽  
Learn By Doing

This chapter illustrates a student-centered pedagogy in process through the example of an electronic portfolio final assignment in two First-Year Writing courses. The philosophy behind the assignment is based in cultural studies, constructivist pedagogy, and multimodal studies. If students learn by doing, they also learn about culture through critique, public writing, and reflection. Students can thus become engaged as writers and citizens through constructing web-based texts focused on social issues and written from personal perspectives.

Wearable Writing

2016 ◽  
Vol 47 (1) ◽  
pp. 22-55 ◽  
Author(s):  
Jason Chew Kit Tham
Keyword(s):  
Technical Writing ◽  
Wearable Technology ◽  
Composition Pedagogy ◽  
First Year ◽  
Google Glass ◽  
First Year Writing ◽  
Writing Courses ◽  
Writing Course ◽  
Composing Process ◽  
Writing Technology

As technology continues to become more ubiquitous and touches almost every aspect of the composing process, students and teachers are faced with new means to make writing a multimodal experience. This article embraces the emerging sector of wearable technology, presenting wearable writing strategies that would reimagine composition pedagogy. Specifically, the article introduces Google Glass and explores its affordances in reframing student peer-review activities. To do so, the author presents a brief overview of wearables and writing technology, a case study of how the author deployed Google Glass in a first-year writing course, and a set of tips for using wearable technology in general and technical writing courses.

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