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Articles 1 - 4 of 4
Full-Text Articles in Education
Panel: Going Vertical Together: An Interdisciplinary Infusion Of Information Literacy With Research Writing In The Disciplines, Debra Dew, Nora Belzowski, Trisha Mileham, Jonathan Bull
Panel: Going Vertical Together: An Interdisciplinary Infusion Of Information Literacy With Research Writing In The Disciplines, Debra Dew, Nora Belzowski, Trisha Mileham, Jonathan Bull
Nora Belzowski
This panel explores the vertical design of an IL-infused university writing program now under construction at Valparaiso University. The program infuses IL work across a four-year trajectory of CORE, WIC, WID and Senior Capstone curricula. Panel speakers each enjoy distinct structural and disciplinary relations to the project.
Going Vertical Together: An Interdisciplinary Infusion Of Information Literacy With Research Writing In The Disciplines, Debra Dew, Nora Belzowski, Trisha Mileham, Jonathan Bull
Going Vertical Together: An Interdisciplinary Infusion Of Information Literacy With Research Writing In The Disciplines, Debra Dew, Nora Belzowski, Trisha Mileham, Jonathan Bull
Jonathan Bull
This panel explores the vertical design of an IL-infused university writing program now under construction at Valparaiso University. The program infuses IL work across a four-year trajectory of CORE, WIC, WID and Senior Capstone curricula. Panel speakers each enjoy distinct structural and disciplinary relations to the project.
The Handbook Of Scholarly Writing And Publishing [Review Of The Book The Handbook Of Scholarly Writing And Publishing, By T. S. Rocco, & T. Hatcher], Krishna Bista
Krishna Bista
No abstract provided.
Preaching What We Practice: Bringing Scope And Methods “Back In”, Miguel Centellas
Preaching What We Practice: Bringing Scope And Methods “Back In”, Miguel Centellas
Miguel Centellas
Recent discussions of teaching research methods have focused on understand- ing the relationship between methods courses and the broader discipline, including the need to integrate qualitative methods and other approaches beyond the traditional statis- tical approaches still common in the majority of undergraduate research methods courses. This article contributes to this conversation by arguing that the basic elements of research design and qualitative techniques should be integrated into substantive (or “non-methods”) courses across the discipline. To accomplish this aim, I offer a brief outline of methodolog- ical benchmark skills—drawn from the pool of skills necessary for a successful thesis—that can …