This article details the process by which one university redesigned a first year writing course to better promote discipline-specific and best-practice research techniques. The program offers experiential learning activities through scholarly collaboration, using library staff as mentors, producing an open-access peer-reviewed student journal, and emphasizing face-to-face interaction of peer research communities. It has the potential to establish for students in high school, community colleges and universities that research writing is fundamentally about joining and contributing to a conversation.
Larson, Jossalyn and Reardon, Daniel C.
"Reimagining the Stacks: Classroom Technology and Library Collaboration for Writing in the Disciplines,"
The Journal of Student Success in Writing: Vol. 1:
1, Article 1.
Available at: https://digitalcommons.georgiasouthern.edu/jssw/vol1/iss1/1
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