Uncovering the Conversation: An Engaging, Hands-On Activity for Teaching Scholarship as Conversation
Type of Presentation
Individual paper/presentation
Conference Strand
Assessment
Target Audience
Higher Education
Location
Session 3 Papers
Relevance
As librarians, we love experimenting with new pedagogical approaches to teaching the Framework. Our latest experiment was to redesign a one-shot session lesson plan which is embedded into the ENGL 101 curriculum at our university. The “Uncovering the Conversation” activity explicitly introduces students to the concept of a scholarly conversation, prompting them to uncover the conversation by finding evidence of: a conversation happening over time, refuting/supporting a prevailing theory in the field, referencing one specific work of keyplayer, and identifying limitations in the research or opportunities for future work. Working in groups, students physically sort excerpts from the article before coming back together as a class for a discussion. Understanding the scholarly conversation lays a foundation for students to better utilize academic material and relates to other skills like how to read a journal article or understanding the purpose of citations in an academic community.
Proposal
Participants will learn more about the assessments that informed the lesson plan redesign for ENGL 101, which changed from an evaluating sources lesson plan to one focusing on the ACRL Framework for Information Literacy for Higher Education frame, “Scholarship as Conversation.” The assessment included an analysis of student learning outcomes over 5 years of the former lesson plan, affective student feedback through end-of-class surveys, guided discussions among librarians about their own feelings teaching the old lesson plan, and discussions with English department faculty facilitated through an end-of-semester dessert social. After learning how these assessments informed the development of the new lesson plan, participants will then experience the activity as “students,” led by the presenters. Presenters will share assessment data (student pre-/post-test and survey feedback) gathered from one semester of teaching the new lesson plan. Finally, participants will leave with a toolkit to adapt and implement the “Uncovering the Conversation” activity.
Short Description
In this session, we will introduce an active learning activity designed to have students engage with scholarly conversation by sorting example passages excerpted from a journal article into five categories, describing various aspects of research. Presenters will share about the assessments that informed the lesson plan, followed by a demonstration. Participants will leave with a one-shot lesson plan and everything needed to implement this activity.
Keywords
active learning, assessment, ACRL Framework, Scholarship as Conversation
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Epps, William R. and Pore, Abigail, "Uncovering the Conversation: An Engaging, Hands-On Activity for Teaching Scholarship as Conversation" (2023). Georgia International Conference on Information Literacy. 13.
https://digitalcommons.georgiasouthern.edu/gaintlit/2023/2023/13
Uncovering the Conversation: An Engaging, Hands-On Activity for Teaching Scholarship as Conversation
Session 3 Papers
Participants will learn more about the assessments that informed the lesson plan redesign for ENGL 101, which changed from an evaluating sources lesson plan to one focusing on the ACRL Framework for Information Literacy for Higher Education frame, “Scholarship as Conversation.” The assessment included an analysis of student learning outcomes over 5 years of the former lesson plan, affective student feedback through end-of-class surveys, guided discussions among librarians about their own feelings teaching the old lesson plan, and discussions with English department faculty facilitated through an end-of-semester dessert social. After learning how these assessments informed the development of the new lesson plan, participants will then experience the activity as “students,” led by the presenters. Presenters will share assessment data (student pre-/post-test and survey feedback) gathered from one semester of teaching the new lesson plan. Finally, participants will leave with a toolkit to adapt and implement the “Uncovering the Conversation” activity.
