Breaking the Ice: Introducing First-Year Writing Students to “Scholarship as Conversation”

IF 0.8 4区 管理学 Q3 INFORMATION SCIENCE & LIBRARY SCIENCE
A. Roth, C. Goldman, Amanda Solomon Amorao, D. Turnbow
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引用次数: 0

Abstract

abstract:This article offers a case study of using a flipped, synchronous virtual workshop to introduce first-year writing students to the “Scholarship as Conversation” frame of the ACRL Framework for Information Literacy for Higher Education. Before the workshop, students completed an asynchronous Preventing Plagiarism Tutorial that introduced them to paraphrasing and citations to develop a foundation for the workshop discussion. In the workshop, librarians used the Cephalonian method to introduce students to “Scholarship as Conversation.” To provide a real-world example of scholarly discourse, librarians cotaught the workshop with a faculty member who self-identifies as a Filipina American and whose research specialty is in Asian American cultural studies, which coincided with the course theme for the week. Workshop evaluations showed that students responded favorably to the presentation style. Learners expressed an awareness of the “Scholarship as Conversation” concept and the role that citation plays.
打破僵局:向一年级写作学生介绍“奖学金即对话”
本文提供了一个案例研究,使用翻转、同步的虚拟研讨会向一年级写作学生介绍ACRL高等教育信息素养框架的“奖学金即对话”框架。在研讨会之前,学生们完成了一个异步的防止抄袭教程,介绍了他们的释义和引用,为研讨会讨论奠定了基础。在研讨会上,图书馆员用塞弗罗尼亚式的方法向学生们介绍“学术作为对话”。为了提供一个真实的学术讨论的例子,图书馆员与一位自认为是菲律宾裔美国人的教员共同教授这个研讨会,她的研究专长是亚裔美国人的文化研究,这与本周的课程主题相吻合。工作坊评估显示,学生对演讲风格反应良好。学习者表达了对“学术即对话”概念和引文所起作用的认识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Portal-Libraries and the Academy
Portal-Libraries and the Academy INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
1.80
自引率
8.30%
发文量
53
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