Download presentation
Presentation is loading. Please wait.
Published byTrương Hữu Modified over 6 years ago
1
The More the Merrier: Embedding Information Literacy and Writing Support into a Writing-Intensive Course Kelly Spiese, Reference and Instruction Librarian, Wilson College Sarah Feldberg, Academic Writing Coordinator, Wilson College
2
Course and Curriculum Information
Honors: Climate Change, Liberal Arts Perspective Course Description A multidisciplinary study on climate change: its causes and implications for both humans and the natural world. This course will draw from multiple disciplines to redefine the environmental problem of climate change outside of the boundaries of environmental studies. Course goals For specific course content: Understand the history of global climate change Understand the atmospheric science components of climate change Analyze how the impacts of climate change affect different socio-economic groups and nations Determine the likely impacts of climate change on biodiversity Gain an appreciation of the ethical dimensions of climate change Understand the global politics behind action on climate change Mention the fake UN negotiations – neat class with innovative praxis, but research and writing got a little lost
3
Writing-Intensive Courses
Writing Is Integrated into the Course. Writing Assignments and Writing Goals Are Described. Students Do a Substantial Amount of Writing. Students Have the Opportunity to Engage in Revision and Receive Feedback. Class Time is Designated for Writing Instruction. No WAC program at Wilson, WI guidelines sometimes adapted v. loosely or in ways in which their integrity suffers
4
What We Did Outside the Classroom Inside the Classroom
Assignment Design – annotated bibliography with rubric Selection of a citation style Provided written and oral feedback on submitted assignments; professor weighed our feedback when grading Extensive Coordination (attending one another’s workshops, touching base often with each other and faculty member) Information Literacy Workshop Working with Sources/APA Style Workshop Assignment-Specific Writing Workshop Mandatory one-on-one reference and writing lab appointments reminders All materials were tailored to assignment and course objectives. Kelly – Outside the classroom; Sarah, inside the classroom
5
Why We Did It Writing Intensive course in a discipline not normally affiliated with writing Professor was relaxed, approachable, and interested in exploring different modalities and ideas in the classroom. Research and writing instruction were “sidelined” a bit in previous iterations of the course. We initiated extensive collaboration during Spring ‘17, marketing Wilson’s Personal Librarian Program and Writing Lab as integrated services to reiterate the idea that research and writing are interrelated processes. Kelly speak to collaboration,
6
Presentation Highlights
Kelly
7
Presentation Highlights
Writing Presentations focused on higher order concerns and addressing the “why’s” of citation practices to make them less arbitrary Writing instruction – always discuss the “why” as well as the how to increase students’ level of motivation. Incorporate writing pedagogy by focusing on HOCS before LOCS, content and critical reading. Used examples from Kelly’s samples sources.
10
Assessment Results: Research
11
Assessment Results: Writing
12
Faculty Feedback At the course’s end, we asked the faculty member we had collaborated with several questions to informally assess our involvement in the class. “My initial response is that the most important thing you both did was to show up and tell the students how you can help them. This allayed fears in the students. The first class that you each ran, was extremely helpful and this encouraged them to see you. Having the carrot and stick helped—that you were there to help, but also that they were accountable to see each of you.”
13
Project Impact: Reflections
Improved visibility Reduced “remedial” image of services Aided in tutor recruitment Furthered institutional selling points – high-touch factor Reiterated the idea of an interconnected, holistic research and writing process Expanded parameters of the personal librarian program Helped further the aims of a Mellon Foundation grant and Title III objectives Title III Commendation
14
Questions? Kelly Spiese, Sarah Feldberg,
Similar presentations
© 2025 SlidePlayer.com. Inc.
All rights reserved.