Library Resources Gabrielle M. Dudley, Melanie Kowalski and Erin Mooney August 25, 2015 Writing Program Learning Outcomes Outcome 2: Critical Thinking and Reading Resulting in Writing. As they undertake scholarly inquiry and produce their own arguments, students summarize, analyze, synthesize, and evaluate the ideas of others. Outcome 3: Writing as Process. Students understand and practice writing as a process, recursively implementing strategies of research, drafting, revision, editing, and reflection. What Does the Literature Say? “In my seminar, we're talking about scholars who study Neanderthals & my professor keeps saying it’s important to look at their methods & the conclusions they draw, but I have such a hard time not believing what they are saying is 100% accurate, I mean why would it have been published, I mean why do they have a PhD?” • Project Information Literacy – Study of Freshmen Students The Literature Continued… • The Citation Project: – Regardless of the length of the source from which the student cites, 46% (885) of all of the citations are to the first page of the source; – an additional 23% (443) are to the second page. – A total of 77% of all of the citations are to the first three pages of the source, regardless of whether the source is three pages or 400+ pages. The Truth About Google… • Students see “website, website, website.” • We see “government document, book, blog post, scholarly article, commercial website….” ENG 101 Quiz • Article 1: 56% correct (a news article from the journal Nature) • Article 2: 22% correct (book review published in a scholarly journal in Proquest database) • Article 3: 19% correct (peerreviewed article published in an open-access journal) • Article 4: 84% correct (scholarly article from JSTOR database) • Article 5: 16% correct (newspaper article from Toronto Star in EBSCO database) What Does It All Mean? • We need to make visible the constructions, assumptions and values of this new cultural space – the academy. – Anne-Marie Deitering, Professor for Undergraduate Learning Initiatives at Oregon State University Libraries • As freshmen, students do not yet know the academy and need to take it one step at a time. Staging assignments can help. How We Can Partner With You Working with MARBL • Faculty Consultations – Designing Assignments with Primary Sources – Staging Assignments using Primary Sources • Student Research Consultations • MARBL session – Tailored to themes and topics of your class • Class visit • Participate in online class discussions MARBL Activity • Librarian models how a student would analyze a source using the worksheet • Break students into a group and do “PairThink-Share” with sources available at their table • Discuss the process and findings as a class Working With Woodruff • Library Classes or class visits • Research guides – tailored to your class and assignments. Example • Help with assignment design • Research consultations with students • Participate in class discussion threads Academic Technology Support • Teaching & Learning Services contact: classes@emory.edu • Support: – Get help using the university’s Learning Management System (currently Blackboard). – Learn best practices for enhancing learning outcomes using video and lecture capture, audio, Web, social media, ebooks and other technologies. More academic technology support • Academic Production Support: – Access video production resources either in support of in-classroom learning or for entirely online teaching. • Instructional Technology Support: – Optimize the instructional design of your courses both for in-classroom and online delivery. Contact Us • Erin Mooney – eamoone@emory.edu / 7-6863 • Gabrielle M. Dudley – Gabrielle.Dudley@emory.edu / 7-1652 First-Year Composition Instructor Toolkit: – http://guides.main.library.emory.edu/FYCToolkit Copyright and Teaching Melanie T. Kowalski Still have questions? • Emory’s Scholarly Communications Office: https://scholarblogs.emory.edu/scholcomm/ OFFICE HOURS in ECDS: • Thursdays 3-5pm • By appointment Lisa A. Macklin lisa.macklin@emory.edu 404-727-1535 Melanie T. Kowalski melanie.t.kowalski@emory.edu 404-727-8286 16 Question: When should I worry about copyright? 17 Teaching in the (physical) Classroom? Should I worry about ©? NO 18 When Linking Online? Should I worry about ©? NO 19 When using items licensed through Creative Commons? Should I worry about ©? 20 Assigning my students blogging/multimedia projects? Should I worry about ©? 21 Reusing Student Work? Should I worry about ©? YES 22 Putting items on Reserves? Should I worry about ©? YES 23 Still have questions? • Emory’s Scholarly Communications Office: https://scholarblogs.emory.edu/scholcomm/ OFFICE HOURS in ECDS: • Thursdays 3-5pm • By appointment Lisa A. Macklin lisa.macklin@emory.edu 404-727-1535 Melanie T. Kowalski melanie.t.kowalski@emory.edu 404-727-8286 24