library resources gabrielle m. dudley, melanie kowalski and erin mooney august 25, 2015
TRANSCRIPT
Library Resources
Gabrielle M. Dudley, Melanie Kowalski and Erin Mooney
August 25, 2015
Writing Program Learning Outcomes
Outcome 2: Critical Thinking and Reading Resulting in Writing. As they undertake scholarly inquiry and produce their own arguments, students summarize, analyze, synthesize, and evaluate the ideas of others.
Outcome 3: Writing as Process. Students understand and practice writing as a process, recursively implementing strategies of research, drafting, revision, editing, and reflection.
What Does the Literature Say?
“In my seminar, we're talking about scholars who study Neanderthals & my professor keeps saying it’s important to look at their methods & the conclusions they draw, but I have such a hard time not believing what they are saying is 100% accurate, I mean why would it have been published, I mean why do they have a PhD?”• Project Information Literacy – Study of Freshmen
Students
The Literature Continued…
• The Citation Project:– Regardless of the length of the source from which the
student cites, 46% (885) of all of the citations are to the first page of the source;
– an additional 23% (443) are to the second page.– A total of 77% of all of the citations are to the first
three pages of the source, regardless of whether the source is three pages or 400+ pages.
The Truth About Google…
• Students see “website, website, website.”
• We see “government document, book, blog post, scholarly article, commercial website….”
ENG 101 Quiz
• Article 1: 56% correct (a news article from the journal Nature)
• Article 2: 22% correct (book review published in a scholarly journal in Proquest database)
• Article 3: 19% correct (peer-reviewed article published in an open-access journal)
• Article 4: 84% correct (scholarly article from JSTOR database)
• Article 5: 16% correct (newspaper article from Toronto Star in EBSCO database)
What Does It All Mean?
• We need to make visible the constructions, assumptions and values of this new cultural space – the academy.– Anne-Marie Deitering, Professor for Undergraduate
Learning Initiatives at Oregon State University Libraries
• As freshmen, students do not yet know the academy and need to take it one step at a time. Staging assignments can help.
How We Can Partner With You
Working with MARBL
• Faculty Consultations– Designing Assignments with Primary Sources– Staging Assignments using Primary Sources
• Student Research Consultations• MARBL session
– Tailored to themes and topics of your class
• Class visit• Participate in online class discussions
MARBLActivity
• Librarian models how a student would analyze a source using the worksheet
• Break students into a group and do “Pair-Think-Share” with sources available at their table
• Discuss the process and findings as a class
Working With Woodruff
• Library Classes or class visits• Research guides – tailored to your class and
assignments. Example• Help with assignment design• Research consultations with students• Participate in class discussion threads
Academic Technology Support
• Teaching & Learning Services contact: [email protected]
• Support: – Get help using the university’s Learning Management
System (currently Blackboard).– Learn best practices for enhancing learning outcomes
using video and lecture capture, audio, Web, social media, ebooks and other technologies.
More academic technology support
• Academic Production Support:– Access video production resources either in support
of in-classroom learning or for entirely online teaching.
• Instructional Technology Support:– Optimize the instructional design of your courses both
for in-classroom and online delivery.
Contact Us
• Erin Mooney– [email protected] / 7-6863
• Gabrielle M. Dudley– [email protected] / 7-1652
First-Year Composition Instructor Toolkit:– http://guides.main.library.emory.edu/FYCToolkit
Copyright and Teaching
Melanie T. Kowalski
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Still have questions?
• Emory’s Scholarly Communications Office:
https://scholarblogs.emory.edu/scholcomm/
OFFICE HOURS in ECDS:• Thursdays 3-5pm• By appointment
Lisa A. [email protected]
Melanie T. [email protected]
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Question:
When should I worry about copyright?
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Teaching in the (physical) Classroom?
Should I worry about ©?
NO
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When Linking Online?
Should I worry about ©?
NO
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When using items licensed through Creative Commons?
Should I worry about ©?
MAYBE
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Assigning my students blogging/multimedia projects?
Should I worry about ©?
MAYBE
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Reusing Student Work?
Should I worry about ©?
YES
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Putting items on Reserves?
Should I worry about ©?
YES
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Still have questions?
• Emory’s Scholarly Communications Office:
https://scholarblogs.emory.edu/scholcomm/
OFFICE HOURS in ECDS:• Thursdays 3-5pm• By appointment
Lisa A. [email protected]
Melanie T. [email protected]