The Bibliography as a Text: Teaching Students to See Sources as Interactive
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 212
Proposal
UW1020 is a first-year writing course required for all incoming GW undergraduate students. The course aims to introduce students to scholarly writing practices, taught by instructor/librarian pairs. While most students coming to UW1020 have strong sentence-writing skills and are well versed in the formulaic writing assignments that have dominated their high school writing, many have little experience with open-ended research that asks them to assemble analysis by synthesizing their own sources.
Our presentation will discuss a two-part lesson that asks students to curate a working list of sources into a more focused set well-suited to scaffolding a research project, and incorporates reflective meta-cognition exercises to help students link their work with the sample reference list to their own research projects. The exercise allows students to understand the interactions between sources and learn to use the IBEAM taxonomy to talk about how different sources may be used to provide evidence, context or tools for analysis. The lesson seeks to help students conceptualize their own projects and research needs, understanding that by organizing and categorizing, they will be able to develop a resourceful and ethical approach to this research. Additionally, it prepares students to offer substantial peer feedback in conferences with others.
Short Description
Our presentation focuses on a particular strategy we use to teach students how to develop an awareness between their research and writing. We will discuss how our method of providing sources presents a model for students to conceptualize their own research projects. In this two-part lesson, students model their own list of sources according to a set provided, the end goal being that they learn strategies to organize and categorize their own scholarship.
Keywords
conceptualize, synthesize, evaluate, categorize
Publication Type and Release Option
Event
Recommended Citation
Plottel, Tina A. and Myers, Danika, "The Bibliography as a Text: Teaching Students to See Sources as Interactive" (2017). Georgia International Conference on Information Literacy. 78.
https://digitalcommons.georgiasouthern.edu/gaintlit/2017/2017/78
The Bibliography as a Text: Teaching Students to See Sources as Interactive
Room 212
UW1020 is a first-year writing course required for all incoming GW undergraduate students. The course aims to introduce students to scholarly writing practices, taught by instructor/librarian pairs. While most students coming to UW1020 have strong sentence-writing skills and are well versed in the formulaic writing assignments that have dominated their high school writing, many have little experience with open-ended research that asks them to assemble analysis by synthesizing their own sources.
Our presentation will discuss a two-part lesson that asks students to curate a working list of sources into a more focused set well-suited to scaffolding a research project, and incorporates reflective meta-cognition exercises to help students link their work with the sample reference list to their own research projects. The exercise allows students to understand the interactions between sources and learn to use the IBEAM taxonomy to talk about how different sources may be used to provide evidence, context or tools for analysis. The lesson seeks to help students conceptualize their own projects and research needs, understanding that by organizing and categorizing, they will be able to develop a resourceful and ethical approach to this research. Additionally, it prepares students to offer substantial peer feedback in conferences with others.
