1. Information Creation as Format in ENGL 103 Comp & Rhetoric
Analyzed ENGL 103 course goals and objectives:
• use of information external to the course,
• use of the library,
• critical evaluation and use of sources.
• information requirements of research assignments.
(Salisbury University. (2014). The manual for English 103.
Salisbury, MD: Salisbury University)
2. Annotated bib is a springboard in which students focus on
information source types in order to cite accurately.
Small piece of a larger process:
The Annotated Bibliography requires students to explore and
critically evaluate sources that they can potentially use for an
evidence-based argument in the next, larger research paper.
English composition practices writing as an iterative process.
Therefore, research-writing assignments are natural partners.
(See Searching as Strategic Exploration)
Considered student task(s) alongside of Info Creation as Process
3. Teaching plan / course research guide
Librarians developed a library instruction guide using the
Libguides platform.
4. Teaching plan / course research guide
Librarians developed a library instruction guide using the
Libguides platform.
The guide is a teaching tool, assignment repository, tookit,
research touchstone, and place where students can find help.
5. Teaching plan / course research guide
Librarians developed a library instruction guide using the
Libguides platform.
The guide is a teaching tool, assignment repository, tookit,
research touchstone, and place where students can find help.
Navigation emphasizes a basic research approach according to
information format types required or encouraged
Library instruction balances teaching knowledge/disposition and
“rules.”
6. Teaching plan / course research guide
Librarians developed a library instruction guide using the
Libguides platform.
The guide is a teaching tool, assignment repository, tookit,
research touchstone, and place where students can find help.
Navigation emphasizes a basic research approach according to
information format types required or encouraged
Library instruction balances teaching knowledge/disposition and
“rules.”
Each session involves active learning. Students actually produce
work by the sessions’ end.
7. Assessed using student and ENGL 103 Instructor surveys.
• Instruction sessions were enhanced ICP; students still learned
rote stuff just fine.
8. Assessed using student and ENGL 103 Instructor surveys.
• Instruction sessions were enhanced ICP; students still learned
rote stuff just fine.
• We focused on the Frame that we best understood at the time,
but discovered we are addressing other Frames within our
instruction. We can now further enhance instruction by
incorporating other Frames.
9. Assessed using student and ENGL 103 Instructor surveys.
• Instruction sessions were enhanced ICP; students still learned
rote stuff just fine.
• We focused on the Frame that we best understood at the time,
but discovered we are addressing other Frames within our
instruction. We can now further enhance instruction by
incorporating other Frames.
• A need to collaborate more closely to make the research process
and writing process one and the same in each iteration. We have
no idea if they re-evaluated sources in that second draft.
10. Assessed using student and ENGL 103 Instructor surveys.
• Instruction sessions were enhanced ICP; students still learned
rote stuff just fine.
• We focused on the Frame that we best understood at the time,
but discovered we are addressing other Frames within our
instruction. We can now further enhance instruction by
incorporating other Frames.
• A need to collaborate more closely to make the research process
and writing process one and the same in each iteration. We have
no idea if they re-evaluated sources in that second draft.
• Early work with topics and keywords pre-library instruction.
