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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1990
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED321259 |
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| _version_ | 1867181866908385280 |
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| author | Simmons-O'Neill, Elizabeth |
| author_facet | Simmons-O'Neill, Elizabeth Simmons-O'Neill, Elizabeth |
| collection | Education Resources Information Center |
| contents | Evaluating Sources: Strategies for Faculty-Librarian-Student Collaboration. Simmons-O'Neill, Elizabeth Cooperative Learning Discovery Learning Educational Resources Evaluation Criteria Higher Education Learning Activities Library Skills Research Skills Teacher Student Relationship Teaching Methods In one university, bibliographic labs were developed to help students retrieve and evaluate sources in the disciplines of history and literature. The labs were designed not only to provide training in the skills necessary for preparing a research presentation and paper, but to build on the foundation of faculty-librarian-student collaboration to actively engage the students as readers of primary and secondary texts, as listeners in a lecture, and as teachers themselves. For students in a writing course linked to a lower-division survey of Western Medieval and Renaissance history, by understanding that textbooks are written by individuals within disciplines students also realized that the lectures they heard were secondary material. Students then began to ask substantive questions about the primary materials. Because students began the quarter learning to recognize kinds of questions asked by historians, they saw more clearly that their own writing participated in an ongoing conversation. During the first week of a reading fiction course, students discovered not only that there are recognizable types of questions and approaches within the discipline of literary studies, but also that the discipline is in the process of redefining and realigning itself, and that they themselves had a variety of critical biases and beliefs of which they had not been aware. By empowering students, teachers allow them to become part of a conversation, and thus to recognize the strengths and weaknesses of that conversation. (Materials used in the bibliographic labs are attached.) (MG) |
| format | Recurso educativo Open Access |
| id | eric_ED321259 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1990 |
| record_format | eric |
| spellingShingle | Evaluating Sources: Strategies for Faculty-Librarian-Student Collaboration. Simmons-O'Neill, Elizabeth Cooperative Learning Discovery Learning Educational Resources Evaluation Criteria Higher Education Learning Activities Library Skills Research Skills Teacher Student Relationship Teaching Methods Evaluating Sources: Strategies for Faculty-Librarian-Student Collaboration. Simmons-O'Neill, Elizabeth Cooperative Learning Discovery Learning Educational Resources Evaluation Criteria Higher Education Learning Activities Library Skills Research Skills Teacher Student Relationship Teaching Methods In one university, bibliographic labs were developed to help students retrieve and evaluate sources in the disciplines of history and literature. The labs were designed not only to provide training in the skills necessary for preparing a research presentation and paper, but to build on the foundation of faculty-librarian-student collaboration to actively engage the students as readers of primary and secondary texts, as listeners in a lecture, and as teachers themselves. For students in a writing course linked to a lower-division survey of Western Medieval and Renaissance history, by understanding that textbooks are written by individuals within disciplines students also realized that the lectures they heard were secondary material. Students then began to ask substantive questions about the primary materials. Because students began the quarter learning to recognize kinds of questions asked by historians, they saw more clearly that their own writing participated in an ongoing conversation. During the first week of a reading fiction course, students discovered not only that there are recognizable types of questions and approaches within the discipline of literary studies, but also that the discipline is in the process of redefining and realigning itself, and that they themselves had a variety of critical biases and beliefs of which they had not been aware. By empowering students, teachers allow them to become part of a conversation, and thus to recognize the strengths and weaknesses of that conversation. (Materials used in the bibliographic labs are attached.) (MG) |
| title | Evaluating Sources: Strategies for Faculty-Librarian-Student Collaboration. |
| topic | Cooperative Learning Discovery Learning Educational Resources Evaluation Criteria Higher Education Learning Activities Library Skills Research Skills Teacher Student Relationship Teaching Methods |
| url | https://eric.ed.gov/?id=ED321259 |