• EN124, College Research

    Author(s):
    Rhonda Filipan, Mara Shatat, Katharine G. Trostel (see profile)
    Date:
    2021
    Subject(s):
    Information literacy, Library science, Information science, Reading, Research, Writing
    Item Type:
    Syllabus
    Tag(s):
    ACRL Framework for Information Literacy in Higher Education, Library and information science
    Permanent URL:
    http://dx.doi.org/10.17613/6a4t-7e94
    Abstract:
    EN 124, College Research, is the second of a two-semester course designed to refine reading, writing, speaking, and critical thinking skills, and to introduce students to the principles and methods of college-level academic writing and research. Writing assignments will be based on a combination of personal experience, analysis, and research. Students are expected to engage in intensive writing and research activities, both in and out of the classroom; to share and discuss their writing and research with classmates, in both large and small groups; to respond critically to each other’s work; to engage in self-assessment; and to participate in all class discussions of assigned readings. This collaboration between the library and English department was an effort to address the needs of Ursuline’s composition students while acknowledging our very limited resources and faculty time. It began in 2017 after observing that students struggled to formulate research questions and construct substantive arguments from secondary sources. Originally, our English composition course included a one-shot library session for students before they began their research paper. Ultimately, that model proved grossly inadequate. To address this problem, we embedded five library sessions. What we developed serves as a model for how to work with scarcity and to make productive connections outside of our academic silos. Our most effective tool for assessment was a pre- and post-library session knowledge survey measuring the student’s previous library experience, research skills, and confidence levels. Results showed increased confidence in research skills but also continued confusion over source types such as scholarly journal articles.
    Notes:
    Recipient of the MLA-EBSCO Collaboration for Information Literacy Prize, given for coursework developed in collaboration between department faculty members and academic librarians in literature, language, or related disciplines. The award recognizes successful integration of the disciplinary objectives of the course with learning objectives in information literacy.
    Metadata:
    Status:
    Published
    Last Updated:
    2 years ago
    License:
    All Rights Reserved

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