Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 217
Abstract
The proliferation of digital media has created a need for college instructors to cultivate in students the skills required to navigate and participate effectively within an information- and communication-rich environment. In addition, digital technologies open up new opportunities for integrating research-intensive instruction specifically designed to incorporate information literacy into the core curriculum. This panel will discuss a pedagogical experiment in which we created an “eXtensible” classroom that integrated a number of institutional resources. Our team worked with the instructor of record for an upper-division course to develop a support model that encouraged students to engage in “active scholarship.” Beginning with the kinds of projects and desired learning outcomes provided by the instructor, members of the project provided the organizational and technological infrastructure to incorporate customized research workshops, process work, and peer review. , an online learning management system designed to be an extension of the writing and research-intensive classroom, provided a collaborative space where the instructor, other members of the team, and the students could come together as a community of scholars. A Librarian joined the team to assist students in finding and using research sources. She participated as an embedded resource in the collaborative classroom, both virtually and in class, working closely with students to teach new skills and shape their research projects far beyond the one-shot workshop. Finally, students engaged in writing workshops both in peer teams and through specialized instruction led by an composition expert from the Writing Center.
Presentation Description
The Active Scholarship Project describes an experiment in which we create an “eXtensible” university classroom that integrates a number of institutional resources in order to incorporate information literacy into the core curriculum. The project begins with an organizational and technological infrastructure to facilitate customized research workshops, process work, and peer review. In this panel, we describe how students, the instructor, an embedded research librarian, and writing center experts all work together, both virtually and in class, to form a collaborate classroom centered on research.
Keywords
Active Scholarship Project, Information literacy, Core curriculum, Embedded librarian
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Steger, Sara; Waharton, Robin; Weaver, Laura Adams; and Barratt, Caroline Cason, "Active Scholarship: Integrating Research and Writing in the Extensible Classroom" (2009). Georgia International Conference on Information Literacy. 51.
https://digitalcommons.georgiasouthern.edu/gaintlit/2009/2009/51
Active Scholarship: Integrating Research and Writing in the Extensible Classroom
Room 217
The proliferation of digital media has created a need for college instructors to cultivate in students the skills required to navigate and participate effectively within an information- and communication-rich environment. In addition, digital technologies open up new opportunities for integrating research-intensive instruction specifically designed to incorporate information literacy into the core curriculum. This panel will discuss a pedagogical experiment in which we created an “eXtensible” classroom that integrated a number of institutional resources. Our team worked with the instructor of record for an upper-division course to develop a support model that encouraged students to engage in “active scholarship.” Beginning with the kinds of projects and desired learning outcomes provided by the instructor, members of the project provided the organizational and technological infrastructure to incorporate customized research workshops, process work, and peer review. , an online learning management system designed to be an extension of the writing and research-intensive classroom, provided a collaborative space where the instructor, other members of the team, and the students could come together as a community of scholars. A Librarian joined the team to assist students in finding and using research sources. She participated as an embedded resource in the collaborative classroom, both virtually and in class, working closely with students to teach new skills and shape their research projects far beyond the one-shot workshop. Finally, students engaged in writing workshops both in peer teams and through specialized instruction led by an composition expert from the Writing Center.
