1. Christopher Cox, Dean of Libraries

2.  Don’t understand why they are written  Don’t recognize the purpose of the literature review  Don’t associate the writing with real people  Don’t realize they take a lot of hard work

3.  Start with finished product  Analyze and learn the structure  Examine the process by which it was accepted for publication  GOAL: Better understand how peer- reviewed articles are created and learn how their work fits into the scientific dialogue

5.  Examine a particular mental process in depth  Term paper proposal with research question, annotated bibliography with 5 citations and descriptions of the experimental approaches  Term paper itself, structured like a peer-reviewed journal article ▪ Sections include literature review, methods, results, discussion, references

6.  Teaching students how to search a database  Hitting students over the head with “We’re better than Google”  Defining “peer review” rather than showing it  Providing no prep prior to the session  Not integrating the session into the course

10.  Article and Worksheet distributed prior to class via Blackboard  Discussion of article and worksheet answers  Brainstorm keywords  Re-trace the author’s steps via database searches  Google  PsycInfo  PubMed  Social Sciences Citation Index

13.  Picking out the right article  Peer-reviewed  With headings to various sections…  …and a good bibliography  Something students will want to read  Something students should aspire to

14. The true purpose of performing research is to learn and understand, not just to finish and get the grade.

15.  The “scavenger hunt”  The annotated bibliography  The “minimum” number of citations

16. Christopher Cox, Dean of Libraries Chris.Cox@wwu.edu