1. Library Resources Gabrielle M. Dudley, Melanie Kowalski and Erin Mooney August 25, 2015

2. Writing Program Learning Outcomes Outcome 2: Critical Thinking and Reading Resulting in Writing. As they undertake scholarly inquiry and produce their own arguments, students summarize, analyze, synthesize, and evaluate the ideas of others. Outcome 3: Writing as Process. Students understand and practice writing as a process, recursively implementing strategies of research, drafting, revision, editing, and reflection.

3. What Does the Literature Say? “In my seminar, we're talking about scholars who study Neanderthals & my professor keeps saying it’s important to look at their methods & the conclusions they draw, but I have such a hard time not believing what they are saying is 100% accurate, I mean why would it have been published, I mean why do they have a PhD?” Project Information Literacy – Study of Freshmen Students

4. The Literature Continued… The Citation Project: –Regardless of the length of the source from which the student cites, 46% (885) of all of the citations are to the first page of the source; –an additional 23% (443) are to the second page. –A total of 77% of all of the citations are to the first three pages of the source, regardless of whether the source is three pages or 400+ pages.

5. The Truth About Google… Students see “website, website, website.” We see “government document, book, blog post, scholarly article, commercial website….”

6. ENG 101 Quiz Article 1: 56% correct (a news article from the journal Nature) Article 2: 22% correct (book review published in a scholarly journal in Proquest database) Article 3: 19% correct (peer- reviewed article published in an open-access journal) Article 4: 84% correct (scholarly article from JSTOR database) Article 5: 16% correct (newspaper article from Toronto Star in EBSCO database)

7. What Does It All Mean? We need to make visible the constructions, assumptions and values of this new cultural space – the academy. –Anne-Marie Deitering, Professor for Undergraduate Learning Initiatives at Oregon State University Libraries As freshmen, students do not yet know the academy and need to take it one step at a time. Staging assignments can help.

8. How We Can Partner With You

9. Working with MARBL Faculty Consultations –Designing Assignments with Primary Sources –Staging Assignments using Primary Sources Student Research Consultations MARBL session – Tailored to themes and topics of your class Class visit Participate in online class discussions

10. MARBL Activity Librarian models how a student would analyze a source using the worksheet Break students into a group and do “Pair- Think-Share” with sources available at their table Discuss the process and findings as a class

11. Working With Woodruff Library Classes or class visits Research guides – tailored to your class and assignments. ExampleExample Help with assignment designassignment design Research consultations with students Participate in class discussion threads

12. Academic Technology Support Teaching & Learning Services contact: classes@emory.edu classes@emory.edu Support: –Get help using the university’s Learning Management System (currently Blackboard). –Learn best practices for enhancing learning outcomes using video and lecture capture, audio, Web, social media, ebooks and other technologies.

13. More academic technology support Academic Production Support: –Access video production resources either in support of in-classroom learning or for entirely online teaching. Instructional Technology Support: –Optimize the instructional design of your courses both for in-classroom and online delivery.

14. Contact Us Erin Mooney –eamoone@emory.edu / 7-6863eamoone@emory.edu Gabrielle M. Dudley –Gabrielle.Dudley@emory.edu / 7-1652Gabrielle.Dudley@emory.edu First-Year Composition Instructor ToolkitFirst-Year Composition Instructor Toolkit: –http://guides.main.library.emory.edu/FYCToolkit

15. Copyright and Teaching Melanie T. Kowalski

16. Still have questions? Emory’s Scholarly Communications Office: https://scholarblogs.emory.edu/scholcomm/ OFFICE HOURS in ECDS: Thursdays 3-5pm By appointment 16 Lisa A. Macklin lisa.macklin@emory.edu 404-727-1535 Melanie T. Kowalski melanie.t.kowalski@emory.edu 404-727-8286

17. Question: When should I worry about copyright? 17

18. Teaching in the (physical) Classroom? Should I worry about ©? NO 18

19. When Linking Online? Should I worry about ©? NO 19

20. When using items licensed through Creative Commons? 20

21. Assigning my students blogging/multimedia projects? 21

22. Reusing Student Work? Should I worry about ©? YES 22

23. Putting items on Reserves? Should I worry about ©? YES 23

24. Still have questions? Emory’s Scholarly Communications Office: https://scholarblogs.emory.edu/scholcomm/ OFFICE HOURS in ECDS: Thursdays 3-5pm By appointment 24 Lisa A. Macklin lisa.macklin@emory.edu 404-727-1535 Melanie T. Kowalski melanie.t.kowalski@emory.edu 404-727-8286