Type of Presentation
Workshop (1 hour and 15 minutes)
Target Audience
Higher Education
Location
Room 217
Proposal
“Scholarship is a Conversation,” involves mastering disciplinary ways of thinking and communicating including using nuances in syntax, specialized vocabulary and subject-appropriate evidence to convey ideas in an appropriate medium or genre, shaped for a particular audience and context. We asked ourselves: What developmentally appropriate sequence could we craft to teach this concept that might serve as a model for other teaching librarians across institutions? How could students learn a rhetorically-nuanced inquiry process that would enable them to weigh and weave source ideas into a multicolored tapestry in their own voices? We will share our initial work to introduce “Scholarship is a Conversation” in the context of the humanities, the sciences, and the social sciences and invite you to think about ways to translate this to your own teaching.
Presentation Description
“Scholarship is a Conversation,” involves mastering disciplinary ways of thinking and communicating. At the heart of synthesis students just learn to weigh and weave sources into a multicolored tapestry in their own voices. What developmentally appropriate sequence could we craft to teach disciplinary conversation that might serve as a model for other teaching librarians across institutions?
Publication Type and Release Option
Presentation (Open Access)
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Smith, Susan and Abilock, Debbie, "Designing Backwards from College to High School: Practical Insights about Teaching Threshold Concepts" (2015). Georgia International Conference on Information Literacy. 23.
https://digitalcommons.georgiasouthern.edu/gaintlit/2015/2015/23
Designing Backwards from College to High School: Practical Insights about Teaching Threshold Concepts
Room 217
“Scholarship is a Conversation,” involves mastering disciplinary ways of thinking and communicating including using nuances in syntax, specialized vocabulary and subject-appropriate evidence to convey ideas in an appropriate medium or genre, shaped for a particular audience and context. We asked ourselves: What developmentally appropriate sequence could we craft to teach this concept that might serve as a model for other teaching librarians across institutions? How could students learn a rhetorically-nuanced inquiry process that would enable them to weigh and weave source ideas into a multicolored tapestry in their own voices? We will share our initial work to introduce “Scholarship is a Conversation” in the context of the humanities, the sciences, and the social sciences and invite you to think about ways to translate this to your own teaching.
