Primary Sources in Large Enrollment Classes: Hands-on Materials Inspection and Digital Annotation in College Composition Elizabeth Losh University of California, Irvine

Why bigger may sometimes be better Why discuss large first-year courses when small graduate seminars are commonly thought of as ideal archival audiences? Michael Clark in the MLA’s Integrating Literature and Writing Instruction on “doomsday scenarios” from “sending over a 1000 first-year students to the library seeking information about the same books”

Common ground between librarians and writing program administrators in their attitudes about literacy James Elmborg in “Information Literacy and Writing Across the Curriculum” about responding to pressures of “innoculation” and “remediation” models rather than “enhancement” and “enrichment”

Digital collections are often underused in the age of Google Diane Harley on the practices of information-gathering among students and faculty

A Campus History of Collaboration at U. C A Campus History of Collaboration at U.C. Irvine The Virtual Research Project

The Humanities Core Course: From Supplementation to Substitution to Synergy

Analysis of Primary Sources in the Course Handbook

My Own Undergraduate History

Pedagogical Priorities for Undergraduate Research The Boyer Report vs. The Spellings Report

Hands-on materials inspection exercises The Political Literature Collection and a capstone research project on McCarthyism

Students as Researchers

Students Learn to Find Primary Sources

Faculty Researchers Provide Advice

Librarians and archivists become part of the dialogue

User-Generated Content The Future: Undergraduates and User-Generated Content Tagging documents  Annotating documents Blogging about documents Building websites Connecting informal discourse to formal academic discourse

Ubiquitous Devices