S.O.S. for Information Literacy is a dynamic web-based multimedia resource for educators that promises to make a significant contribution to enhancing the teaching of information literacy skills to students in K-16.
This annotated bibliography assignment has five different versions for five different groups of disciplines: arts, humanities, social analysis (social sciences), life and physical sciences, and quantitative reasoning. Each is meant to give students a way to identify and explore the key types of scholarly sources in those disciplinary categories; for example, to understand what is meant by a primary source in each category. The titles of these disciplinary categories are specific to the General Education Seminar categories at my institution, as are the titles of the research guides suggested in the assignment. It could be used as a precursor to a research paper or as a standalone assignment.
Identify the contributions that different types of information sources (e.g., experimental research, creative works, primary sources, theory) make to disciplinary knowledge.
Course Context (e.g. how it was implemented or integrated):
This assignment is part of a suite of resource,s including tutorials and library instruction, for the General Education seminar, a course for first-year students meant to introduce them to modes of disciplinary inquiry.
A list of organizations, journals, and programs that offer support related to the Scholarship of Teaching and Learning in a particular discipline from Illinois State University.
An alphabetic, annotated list of undergraduate research journals that may provide the opportunity for students to use the work of peers and to submit their own work as part of their research programs.
Students interview their professor(s) and ask them to describe how they do research, how research gets disseminated in their discipline, etc. Each student can ask one question below. This assignment can be useful as a “first day of class” activity for a First Year Seminar. Novice researchers are introduced to scholarly discourse and discipline-specific approaches to producing knowledge by experts.
Course Context (e.g. how it was implemented or integrated):
Variations: 1. The writing instructor interviews the content faculty member in front of the class. 2. Interview two of your professors from different disciplines. Compare and contrast their answers. How are the disciplines similar and how are they different? Discuss the differences in the role of publication and scholarly communication across disciplines. Assessment: Students are asked to listen critically and carefully to their professor’s interview and then write a brief reflective essay/journal entry/writing response. Writing prompt: How are questions and new ideas formulated, introduced, and disseminated your professor’s field? Describe the “typical” research process.
This e-learning site focuses on a critical, but often neglected skill for business, communication, and engineering students, namely visual literacy, or the ability to evaluate, apply, or create conceptual
