Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Entire DC Network
Frameworks For Collaboration: Articulating Information Literacy, And Rhetoric And Writing Goals In The Archives, Amy J. Lueck, Nadia Nasr
Frameworks For Collaboration: Articulating Information Literacy, And Rhetoric And Writing Goals In The Archives, Amy J. Lueck, Nadia Nasr
Staff publications, research, and presentations
Rhetoric and composition scholars have recently called our attention to the value of archival research in the undergraduate classroom, leading to rich collaborations with archivists and librarians at many institutions. As we engaged our own pedagogical collaboration as a university archivist and English faculty member, we realized that, though we might use slightly different language to articulate them or cite different sources in support of them, many of our learning goals overlapped. As we explored these goals together, we realized that they evidenced a correspondence in our disciplines that we had not explored—one that is reflected in our fields’ recent …
The Timing Of The Research Question: First-Year Writing Faculty And Instruction Librarians‘ Differing Perspectives, Jennifer E. Nutefall, Phyllis Mentzell Ryder
The Timing Of The Research Question: First-Year Writing Faculty And Instruction Librarians‘ Differing Perspectives, Jennifer E. Nutefall, Phyllis Mentzell Ryder
Staff publications, research, and presentations
Faculty and librarians agree on the qualities of a good research question. However, in an exploratory study, they differed on when students should develop their research question. While librarians stated that students should develop their question early, first-year writing faculty advocated for delaying the development of the research question. The timing of the research question is an important issue because it has implications for the structuring of research assignments and library instruction, as well as having an impact on the students who get differing messages.
The Relationship Between Service Learning And Research, Jennifer E. Nutefall
The Relationship Between Service Learning And Research, Jennifer E. Nutefall
Staff publications, research, and presentations
In Fall 2006, a faculty member in George Washington University's University Writing 20 (UW20) program began incorporating service learning into her theme-based first-year writing course. Along with her librarian partner, they linked two research assignments to the service work of the students. An end-of-semester survey was administrated over three semesters with one question asking if the student's research process was affected by their service experience. In reviewing and analyzing student comments, four themes emerged: increased motivation, use of numerical data and primary sources, increased knowledge in approaching and limiting topics, and the potential for bias.
Teaching Research Rhetorically, Jennifer E. Nutefall, Phyllis Mentzell Ryder
Teaching Research Rhetorically, Jennifer E. Nutefall, Phyllis Mentzell Ryder
Staff publications, research, and presentations
At George Washington University, librarians and faculty have partnered to provide an effective introduction to information literacy to all freshmen. The structure of the new writing program promotes goals that are at the intersection of the Council of Writing Program Administrators and Association of College and Research Libraries. Furthermore, the structure maintains the collaboration and conversation among the two parties, promoting an on-going and evolving relationship.