Standing Alone No More: Linking Research to a Writing Course in a Learning Community
Fuente:
ERIC Institute of Education Sciences
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| Autores principales: | , |
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| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
2015
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| Materias: | |
| Acceso en línea: | |
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| _version_ | 1867181428770340864 |
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| author | Rapchak, Marcia Cipr, Ava |
| author_facet | Rapchak, Marcia Cipr, Ava Rapchak, Marcia Cipr, Ava |
| collection | Education Resources Information Center |
| contents | Standing Alone No More: Linking Research to a Writing Course in a Learning Community Rapchak, Marcia Cipr, Ava Writing Instruction Librarian Teacher Cooperation College Faculty Information Literacy Library Instruction Research Skills College Freshmen College Curriculum Freshman Composition Instructional Effectiveness Academic Achievement Retention (Psychology) Collaborating with teaching faculty is a well-established method of making library instruction more meaningful and engaging to students, and learning communities provide an excellent opportunity to work closely with both teaching faculty and a cohort of students. A typical learning community brings students together around a similar discipline or theme. The students take some of the same courses and may live together on campus. At Duquesne University in Pittsburgh, the authors of this article, one a librarian and the other a writing instructor, worked together in a learning community to support students as they mastered research skills across two courses, an information literacy course and a first-year writing course. The results of this collaboration show improved achievement in student learning outcomes and increased retention of valuable research skills in writing. |
| format | Recurso educativo Open Access |
| id | eric_EJ1077668 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2015 |
| record_format | eric |
| spellingShingle | Standing Alone No More: Linking Research to a Writing Course in a Learning Community Rapchak, Marcia Cipr, Ava Writing Instruction Librarian Teacher Cooperation College Faculty Information Literacy Library Instruction Research Skills College Freshmen College Curriculum Freshman Composition Instructional Effectiveness Academic Achievement Retention (Psychology) Standing Alone No More: Linking Research to a Writing Course in a Learning Community Rapchak, Marcia Cipr, Ava Writing Instruction Librarian Teacher Cooperation College Faculty Information Literacy Library Instruction Research Skills College Freshmen College Curriculum Freshman Composition Instructional Effectiveness Academic Achievement Retention (Psychology) Collaborating with teaching faculty is a well-established method of making library instruction more meaningful and engaging to students, and learning communities provide an excellent opportunity to work closely with both teaching faculty and a cohort of students. A typical learning community brings students together around a similar discipline or theme. The students take some of the same courses and may live together on campus. At Duquesne University in Pittsburgh, the authors of this article, one a librarian and the other a writing instructor, worked together in a learning community to support students as they mastered research skills across two courses, an information literacy course and a first-year writing course. The results of this collaboration show improved achievement in student learning outcomes and increased retention of valuable research skills in writing. |
| title | Standing Alone No More: Linking Research to a Writing Course in a Learning Community |
| topic | Writing Instruction Librarian Teacher Cooperation College Faculty Information Literacy Library Instruction Research Skills College Freshmen College Curriculum Freshman Composition Instructional Effectiveness Academic Achievement Retention (Psychology) |
| url | https://eric.ed.gov/?id=EJ1077668 |