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ENGL665: Teaching Writing with Technology

Shelley Rodrigo, Author
Heather Laslie, page 6 of 26
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Heather's Reading and Thinking Notes Week 4: 9/16

Digital Literacy Narrative Assignment Prompt- I must say, that I'm not sure that I'm clear on what we are going to be producing here.  Is the final product supposed to include text, images, and an Audio Postcard?  Or are these elements optional?  I look forward to clarification in class tomorrow.

Park & Stapleton’s “How the views of faculty can inform undergraduate Web-based research: Implications for academic writing”:  This article addresses the issue of students referencing websites as sources without adequately evaluating their appropriateness.  The article remarks that faculty often give only vague instructions about how to research and what are appropriate resources.

*I enjoyed the discussion about how most websites lack a credit as to who specifically wrote the content.  It is true that, for the most part, paper pubs don't get published without some clear indication as to whose thoughts are being printed.  This again gets back to the anonymity and what Jenkins' called "The Transparency Problem."

* I'm getting the impression that colleges and universities need to adopt a sort of freshman seminar that covers the groundwork required to be successful in ALL classes.  This would include research skills, avoiding plagiarism, referencing sources, credibility of content, and perhaps some basic review of writing and communication skills.  Sidenote:  I'd like to add some units to my would-be course on personal safety, study skills, campus resources, and financial management.

* With an increased prevalence of self-published content, I think that it is likely important to also address the appropriateness of "books."  I vaguely remember being taught during my undergraduate experience the hierarchy of sources: The top being peer-reviewed journal articles and the bottom being a tie between books and magazines.  That said, it is important to note that there is a hierarchy even within a given genre.  Indeed I would also be skeptical of publications by University of Phoenix Ph.D. graduates (and similar "academic institutions"), but these are all shades of evaluation difficult to teach undergraduate students.

Chapter 7, "Can I Google That?" from The New Digital Scholar:  This article seeks to address the challenges in teaching students the skills to research via reputable digital sources and cite them appropriately.  The article addresses the information literacy skills of a population of students before and after instruction.

* I'm concerned that the methods section references a study of only 3 students?  This is a rather small sample size! Ugh, the scientist in me is hyperventilating.  It will be hard for me to take this study's findings very seriously.

* I'm surprised to learn that students don't understand that search engines such as google and googlescholar aren't exhaustive sources of material.  Certainly, they could not think that every library in the world is digitized and tagged in searchable ways when the internet has only been around 20 years.


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Discussion of "Heather's Reading and Thinking Notes Week 4: 9/16"

YouTube is my Friend

If I haven't said it in class yet, I promise I will..."YouTube is Your Friend." Just like Google! ;-)

1. Yes, the scientist in you will be uncomfortable with a lot of composition scholarship. We are definitely more qualitative and later to the empirical methods party!

2. You might want to do some research on "student success strategies/skills" courses. What you want to teach (info lit, along with school/life skills). Those courses exist. What becomes difficult is who is "required" to take them, who pays for it (a lot of times financial aid will not), whether the credits count towards degrees, whether teaching the skills outside of a context works, etc. I've been thinking about this and I'm actually working on a project about this stuff. We could chat sometime about it!

Shelley

Posted on 17 September 2014, 12:38 pm by Shelley Rodrigo  |  Permalink

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Reading & Thinking Notes

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