Anne-Marie Deitering and Kate Gronemyer
Beyond Peer-Reviewed
Articles: Using Blogs
to Enrich Students’
Understanding of Scholarly
Work
Anne-Marie Deitering and Kate Gronemyer
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and universal. There is some evidence that explicit instruction can facilitate this understanding.
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Introduction
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ike many of their peers in composition classes across the country, students en
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conversations about their topics.
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portal: Libraries and the Academy, Vol. 11, No. 1 (2011), pp. 489–503.
Copyright © 2011 by The Johns Hopkins University Press, Baltimore, MD 21218.
489
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Beyond Peer-Reviewed Articles: Using Blogs to Enrich Students’ Understanding of Scholarly Work
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“the basis of lifelong learning,” then students need a strong conceptual understanding
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publicly available forums. ,QWKHVHSXEOLFVSDFHVWKHGLDORJV EHFRPHVHDUFKDEOHEURZV
able resources that students can use to see the debates, the arguments, and the intellectual
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versations to help students understand the scholarly sources they need to use in their
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Reflective Thinking and Information Literacy
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is constructed and uncertain.22QHVXFKPRGHO³WKH5HÁHFWLYH-XGJPHQW0RGHO³WKDW
is articulated by Patricia Kitchener and Karen King is particularly useful in the context
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authoritative information. The model divides development into seven stages, grouped
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contradictory claims, and to evaluate the evidence one uses to construct meaning out
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,QVWUXFWLRQ6HFWLRQ·VInformation Literacy Competency Standards for Higher Education.
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effectively.5
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available. For students, or “novices,” Gloria Leckie notes, “This expert model does not
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use, and understand information.7
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stages is if they have a variety of learning experiences, inside and outside the classroom,
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standards that govern the process of creating it. The validation of research is crucial to
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Scholars rely on the archive for evidence for those points and use their original research
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inspires more research, more questions, and more inquiry is the best kind of research.
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Anne-Marie Deitering and Kate Gronemyer
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in the earlier stages of development, Kitchener and King’s research indicates that the
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discipline but they are also unlikely to believe that it is possible to have standards that
differ from discipline to discipline.13
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pen as the result of one research assignment, let alone one library instruction session,
it is important that librarians and faculty both recognize that they need to make some
of those unstated assumptions visible to their students if students are to understand
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build her argument that disciplinary faculty and librarians must collaborate to teach
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disciplines”; almost all of these relate to evaluation of ideas and of evidence.14
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nity DQGLQWHQGHGIRURWKHUPHPEHUVRIWKDWFRPPXQLW\)RUWKRVHZKRDUHQRWDSDUW
of the community, there are layers and layers of assumptions, revisions, collaboration,
synthesis, and argument hidden under the static, polished surface of the published
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see these criticisms as the real barriers to understanding scholarly literature.15,QVWHDG
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academic arguments but also (and more fundamentally) their purpose. They assume
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ideas, more connections to other issues, and most of all, more research. Students often
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“claims that are arguable and solicit disagreement are a sign of an argument’s viability,
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of unambiguous claims these students expect. They intentionally present their content
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emphasized rather than obscured.
Beyond the Textbook: Scholars’ Blogs
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scholars use tools like blogs to talk about the research that is being published in more formal,
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guidance, to enrich their understand
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The dynamic information and comthat they are required to use in their
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the participatory Web provide opporeral examples that illustrate this po
tunities for students, with guidance, to
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to use in their papers and projects.
or superseded by something else
altogether. The overarching point to
remember is this: informal channels of scholarly communication can enhance informa
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Anne-Marie Deitering and Kate Gronemyer
Blogging
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the rapid increase in the number of blogs
published and read.20 Scholars have not been
Helping disciplinary faculty to
immune to the attractions of these platforms,
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commentary directly and quickly.
connect students with scholarly
Group blogs bring together related per
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role for librarians to play.
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bringing together multiple perspectives on a
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Descartes’ Meditations. He talks about the explanations he uses to help his students under
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multidisciplinary, the conversation includes helpful signposting—commenters identify
their disciplines and explicitly contrast their approaches to those from other disciplines.24
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students the conventions of their discipline and that they do so “in relation to others.”25
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his book, ([SUHVVLYH3URFHVVLQJ7KHERRN·VSXEOLVKHU0,73UHVVVROLFLWHGWUDGLWLRQDO
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495
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Beyond Peer-Reviewed Articles: Using Blogs to Enrich Students’ Understanding of Scholarly Work
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OHGWRUHYLHZVWKDWZHUHXVHIXOLQGLIIHUHQWZD\VIURPWKRVH from the press. Secondly,
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discussion and questioning. 26
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making them visible to those not “in on” the conversations themselves.
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to
share
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reflect the clear author’s voice that LWDORQH,QWKHVHFDVHVWKHFRQWHQWRIWKH
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students need, while the comments provide a diverse, multidis- YRLFHWKDWVWXGHQWVQHHGZKLOHWKHFRP
ments provide a diverse, multidisciplinary
ciplinary perspective.
perspective. Female Science Professor’s
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Graduate student blogs can provide a particularly useful take on scholarly research
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their thoughts are a rich source of insight about scholarly practice. Sociology graduate
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glimpses behind the curtain. For example, as she struggled to develop an academic
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Academic Blog Portals
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Anne-Marie Deitering and Kate Gronemyer
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conversations happening there.
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is a similar portal, launched in the summer of 2010. This multidisciplinary community
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these bloggers felt that they had collectively built up the credibility and reputation of
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site unilaterally, the editors had devalued that effort and betrayed trust.30
This example is interesting to information literacy librarians for more than one
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497
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Beyond Peer-Reviewed Articles: Using Blogs to Enrich Students’ Understanding of Scholarly Work
ers, or the authority provided by a publishing outlet, in the evaluation process. This
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source, formally or informally, as a part of an information literate evaluation process.
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Public Conversations: Context and Consensus
The scholarly conversation that happens after an article is published is crucial for un
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citations are the most important measure of an article’s value. Despite their importance,
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creation process.
Consider the discovery of plagiarism that unfolded in the comments of a post at
Pharyngula, a blog authored by evolutionary biologist P. Z. Myers. Myers posted an
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cess.31,QWKLVFDVHKRZHYHUWKHGLVFXVVLRQDOVRKDGDQLPSDFWRQWKHVFKRODUVKLSE\
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Sanchez on his eponymously titled blog, brings together several themes. He argues that
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Sometimes the arguments are such that the specialists can develop and summarize
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time to become something of a specialist himself.33
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cannot evaluate an article outside of its context. By themselves, most scholarly articles
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Anne-Marie Deitering and Kate Gronemyer
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controversy.
Discussion
The participatory Web provides
an excellent way for students to
find out about the texts, to understand the context, and to find
consensus and controversy.
One of the most important roles that instruc
tion librarians can play in this environment
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Faculty members engaged in research in a
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ing to students more easily than their partners among the disciplinary faculty can.34,W
is important that librarians advocate for their students’ needs, pointing out gaps that
might prevent the students from being successful.
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exposure to different kinds of scholarly conversations is helpful. There is a related reason
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many lose access entirely to the proprietary databases and expensive digital content,
the link resolvers and the interlibrary loan systems they learn to use in many library
instruction sessions. Some may retain limited access to scholarly materials through the
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sources after graduation, even if they are motivated to do so.
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of the faculty in a department in the College of Health and Human Sciences to discuss
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to connect to scholarly online communities. Graduates of this department have a clear
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this need. Once these possibilities sparked faculty interest, moreover, expanding the
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more than proprietary databases to be information literate, lifelong learners is a very
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skills on a program level, using collaboratively crafted learning outcomes. These out
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class and by revisioning the library instruction session supporting that assignment.
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an editorial or opinion piece that contributes to one or more of the conversations they
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more informal sources. The librarian should also be ready to help students understand
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to add some dynamic content to a course page, encouraging students to return to the
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Anne-Marie Deitering and Kate Gronemyer
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be completely unrealistic to expect a librarian to convey in a reference transaction the
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marie.deitering@oregonstate.edu.
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Notes
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Years: A Scheme1HZ<RUN+ROW5LQHKDUWDQG:LQVWRQDQG(UQHVW73DVFDUHOODDQG
Patrick T. Terenzini, How College Affects StudentsYRO$7KLUG'HFDGHRI5HVHDUFK6DQ
)UDQFLVFR&$-RVVH\%DVV
3. Patricia King and Karen Kitchener, 'HYHORSLQJ5HÁHFWLYH-XGJPHQW8QGHUVWDQGLQJDQG
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14–16.
4. King and Kitchener, 70.
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WKH8QGHUJUDGXDWH5HVHDUFK3URFHVVµ-RXUQDORI$FDGHPLF/LEUDULDQVKLS 22, 3 (May 1996):
202.
7. Michelle Holschuh Simmons, “Librarians as Disciplinary Discourse Mediators: Using
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Academy 5, 3 (July 2005): 305.
8. King and Kitchener, 228–9.
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Technology and Libraries 13, 4 (1994): 239–47.
11. Thomas Kuhn, 7KH6WUXFWXUHRI6FLHQWLÀF5HYROXWLRQV&KLFDJR,/8QLYHUVLW\RI&KLFDJR
Press, 1996), 43–4.
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13. King and Kitchener, 56–7.
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Academic Librarianship 28, 4 (July 2002): 202.
15. Gerald Graff, &OXHOHVVLQ$FDGHPH+RZ6FKRROLQJ2EVFXUHVWKH/LIHRIWKH0LQG1HZ+DYHQ
CT: Yale University Press, 2003), 115–7.
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7HFKQLFDO5HSRUW, no. 365 (1985), 29.
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Historical Problem,” Cognition and Instruction 20, 2 (2002): 197–248.
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27. Historiann (peud.), Historiann: History and sexual politics, 1492 to the present, “Peer
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34. Simmons, 304–5.
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