Why Teach ''Research as a Conversation'' in Freshman Composition Courses? A Metaphor to Help Librarians and Composition Instructors Develop a Shared Model

Autor/inn/en	McMillen, Paula S.; Hill, Eric
Titel	Why Teach ''Research as a Conversation'' in Freshman Composition Courses? A Metaphor to Help Librarians and Composition Instructors Develop a Shared Model
Quelle	In: Research Strategies, 20 (2004) 1-2, S.3-22 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-3310
DOI	10.1016/j.resstr.2005.07.005
Schlagwörter	Teaching Methods; Freshman Composition; Library Instruction; Integrated Curriculum; Librarian Teacher Cooperation; Academic Libraries; Librarians; English Teachers; Oregon + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bibliotheksverzeichnis; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Librarian; Bibliothekar; Bibliothekarin; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende
Abstract	Ongoing discussion between the Oregon State University (OSU) libraries' acting instruction coordinator and the Assistant Composition Coordinator focuses on improving collaboration between our programs and more effectively integrating the research process into the English composition curriculum. We briefly describe a qualitative analysis of the problems with students' writing that led us to develop a new model for integrating the research and writing processes. We provide our rationale for selecting conversation as a metaphor for research and summarize suggested teaching strategies from the literature that are consistent with this metaphor and approach. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10