Library Presentation

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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
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