A New Adventure?: Collaborating with First-Time Writing Instructors on "Teaching Research" [Slides]

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Maggie Murphy, Assistant Professor, First-Year Instruction & Humanities Librarian (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Slides from a presentation given at the Library Instruction West conference on July 19, 2018 at Colorado Mesa University in Grand Junction, CO. Assignment-design consultations with librarians can be an easy sell for faculty members who have struggled to get the results they want out of student research assignments. But how do you convince first-time instructors to collaborate with librarians on research-based writing assignments before they’ve tested the waters on their own? In my university’s college writing program, graduate teaching assistants develop their own syllabi and assignments rather than teaching from a standardized syllabus. However, new GTAs are typically first-time instructors of college writing with limited experience in designing, teaching, and assessing research assignments for first-year students. While some new GTAs design appropriate assignments for novice researchers, others create assignments that are inadvertently designed in a way that sets students up for failure in meeting the instructor's expectations. In these situations, it is difficult to figure out how we as librarians can help students be as successful as possible in satisfying misaligned assignment parameters while also encouraging them to engage in critical information literacy concepts, all in a single one-shot session.

Additional Information

Publication
Language: English
Date: 2018
Keywords
assignment-design, graduate teaching assistants, library instruction

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