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Faculty

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FYE instructor

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Associate Professor

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Director, First Yr and Transition Programs

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Student engagement and outreach coordinator

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Social Sciences Librarian

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Director, library, tutoring, and FYE

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Assessment Specialist

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A lot, but have had trouble navigating the literature

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A lot, but have had trouble navigating the literature

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Boise State University

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Student Success Librarian at Tufts University. I worked closely with the First Year Writing Program.

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Some

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Not much.. that’s why I’m here :)

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Faculty librarian

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A LOT. Have decided against using them the last few years

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A LOT. Have decided against using them the last few years

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As a former librarian, a lot

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Dean of Learning Services

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Assistant prof / multimedia development and user experience librarian Boise State

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A lot. It’s a consistent issue brought up at FYE and upper-level courses

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First-Year Writing Director

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A lot - have taught about them and helped students with them

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A lot - have taught about them and helped students with them

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Librarian

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Faculty

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A lot! I’m struggling with getting students to think critically about using non-“scholarly” sources like journal articles for their assignments. They seem like find any other kinds of sources “biased” or not credible enough.

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A lot. Students do not seem to know how to read these texts

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A lot. Students do not seem to know how to read these texts

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Quite a bit - student struggles are real

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Quite a bit - student struggles are real

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I use some papers in some semesters.

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Quite a bit as I do one shots for our FYE course

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Quite a bit as I do one shots for our FYE course

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A lot, I wonder to what extent struggles with scholarly sources contributes to retention rates and success rates in Freshman Comp that are to low 

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A lot, I wonder to what extent struggles with scholarly sources contributes to retention rates and success rates in Freshman Comp that are to low 

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Some thought

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ENG department faculty wish we would spend more time with teaching students how to read these, and I think that’s useful, but I don’t think it’s useful to assign requirements for them to use these in the immerse and reflect assignment currently in the FYE course.

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Limiting canned example searches in library instruction: these could contribute to unrealistic student expectations re: the ease of searching, and be a source of frustration when it may not work for them the first time. Instead be comfortable taking examples in the moment from students, or lean into examples where searches don’t work to show how to push past the challenges.

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How are you also maybe teaching or leading faculty into what is appropriate or needed in terms of those search or source building blocks? (I have found faculty ask for peer reviewed only)

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Chapter on rhetorical genre theory/studies

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Chapter on rhetorical genre theory/studies

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Chapter in Bawarshi and Reiff's book: https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://wac.colostate.edu/books/referenceguides/bawarshi-reiff/&ved=2ahUKEwizlIuCpc6LAxUs7skDHTrbAxQQFnoECB4QAQ&sqi=2&usg=AOvVaw2HfwUKUHO2NyqrQ4Sh09sG

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I’ve found myself making these moves in my own teaching, and it’s wonderful to find a language for it. A hopefully helpful comment: I’ve found that teaching people about things like information behavior explicitly (cherry picking, the information search process, etc) really connects with them, contextualizes information instruction, and reduces anxiety. Thanks for this!!!

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Reading Games: Strategies for Reading Scholarly Sources

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Reading Games: Strategies for Reading Scholarly Sources

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https://parlormultimedia.com/writingspaces/?page_id=176