One of their assignments is to interview a researcher in their field. This year, since the students had a nice mix of majors from across the curriculum, we used reports from the interviews as an opportunity to analyze on how research traditions vary from one discipline to another and how these experts’ processes differ from those of non-experts.
Good Library Assignments, part 2 | info-fetishist - 0 views
Can You Put that in the Form of a Question? | Inside Higher Ed - 0 views
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One thing that many students remarked on as they reported on their interviews: the activities that define research are enormously varied from one discipline to another. The process a researcher goes through to examine the historical context in which Shakespeare wrote one of his history plays is a world apart from what a researcher does to develop a new vaccine or what an ethnographer does when studying an isolated culture in Brazil.
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The scientists all had co-authors; the social scientists were a mix of solo and collaborative projects, and the humanists all performed solo acts. And yet, it became clear that all of them were working within an ongoing conversation. None of them was doing work that didn’t draw on and respond to the work of others.
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"I teach a course in the spring called Information Fluency... It's an upper division undergraduate course pitched to students who are planning to go to graduate school, giving them a chance to learn more about the way the literature of their field works as well as generally how to use library and internet tools for research."
Cooperative Library Instruction Project - 0 views
Invention Mobs by Leeann Hunter on Prezi - 0 views
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Excellent short Prezi with 3 specific group activity examples that look at creativity, teaching failures, and cross-disciplinary research. Each activity asks great questions of the group and individuals. Invention Mobs: recreating creativity and collaboration in the writing classroom -- Leeann Hunter, Georgia Tech -- Roger Whitson, Emory from 2012 Computers and Writing Conference at North Carolina State University ACT 1: Playing with Others Select 2 objects in this room, on your person, or in your bag. (60 seconds) Form groups and nominate 3 objects that don't belong together (90 seconds) Create a 4-line narrative that presents the objects to a specific audience (120 seconds) Q: How do we define creativity and why is it important? Q: How do we define mobs and why is collaboration necessary? ACT 2: Teaching with Others In groups of three, share a failed teaching experiment. (2 minutes) Merge into groups of six, and select three major activities destined for failure. (3 minutes) Design a large-scale project that revisits and revises these failed teaching experiments. (5 minutes) Q: How do we cultivate creativity in the college writing class? Q: How do we create effective teamwork structures? ACT 3: Researching with Others Identify and pair up with your "research opposite." (2 minutes) Share current and recent research projects (3 minutes) Devise a collaborative research project that is also multimodal. (5 minutes) Q: How is interdisciplinary research creative? Q: What are the possibilities in conducting collaborative and multimodal research? multimodal: WOVEN = written, oral, visual, electronic, nonverbal written / visual - document creative process with original art and blog entries oral / nonverbal - analyze and produce professional talks with "ideas worth sharing" a la TED electronic - connect collaborators via social media http://www.leeannhunter.com/invention/
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