This is the first time that a book I want to read has been more easily available to me through Project Gutenberg than through my usual library channels:
The Civilization of Illiteracy
by Mihai Nadin
c 1997
http://www.gutenberg.org/dirs/etext01/cvilt10.txt
From the message to Project Gutenberg readers:
The book's cover succinctly depicts the subject. To see the book cover, and to read more details about the book (reviews, opinions, forum, etc.) Go to the site at: www.code.uni-wuppertal.de. The author, who made this book available to you as a copyrighted Gutenberg Project Etext, would like readers to let him know at nadin@acm.org that they read the book or parts of it.
Tuesday, July 22, 2008
Tuesday, July 15, 2008
Progressive
http://libr.org/plg/index.php
I need to give it a few more chances, but I feel like I get a chilly reception for some of my more critical approaches to IL instruction and maybe they'd be better received by progressive librarians. It'd be sad to go a little bit underground with my stuff, already, though. There has to be a place for it in the IL instruction literature. Right?
I need to give it a few more chances, but I feel like I get a chilly reception for some of my more critical approaches to IL instruction and maybe they'd be better received by progressive librarians. It'd be sad to go a little bit underground with my stuff, already, though. There has to be a place for it in the IL instruction literature. Right?
Tuesday, July 8, 2008
DIY Notes
This is what I want to discuss with students in the DIY workshop:
Theft v Fraud
Code of Conduct
Why do some students plagiarize in some classes but not in others?
How much does it have to do with the professor?
Should professors take it personally when their students plagiarize?
If students are plagiarizing because they’re working too much, is that okay?
What does it mean when professors don’t want you to cite wikipedia in your paper? Does that mean it doesn’t need to be cited?
Examples of approaches
What do students want teachers to know about plagiarism?
Theft v Fraud
Code of Conduct
Why do some students plagiarize in some classes but not in others?
How much does it have to do with the professor?
Should professors take it personally when their students plagiarize?
If students are plagiarizing because they’re working too much, is that okay?
What does it mean when professors don’t want you to cite wikipedia in your paper? Does that mean it doesn’t need to be cited?
Examples of approaches
What do students want teachers to know about plagiarism?
Immersion Cohort
This is Sarah Cohen's blog. She's one of the librarians in my Cohort for Immersion.
http://thesheckspot.blogspot.com/
I liked this idea that I found there, share this page with students about the research process:
http://en.wikipedia.org/wiki/Wikipedia:Researching_with_Wikipedia
http://thesheckspot.blogspot.com/
I liked this idea that I found there, share this page with students about the research process:
http://en.wikipedia.org/wiki/Wikipedia:Researching_with_Wikipedia
Wednesday, July 2, 2008
DIY Examples
Indicate whether the following approaches to research are likely to lead to plagiarism, are general academic dishonesty, are neutral or are likely to lead to original work.
1. Turning in a paper you wrote for another class
2. Turning in your friend’s paper from last year
3. Buying a paper that was written by someone else
4. Writing the whole paper based on one or two sources but including more sources in the bibliography (i.e., citing sources you did not use in the paper or even consult)
5. Approaching research with a goal of finding the right answer
6. Assuming someone else has already answered the question you’re researching
7. Using long quotes that you don’t relate back to your topic, just to fill up space and meet the page minimum
8. Ignoring sources that disagree with your point of view
9. Only reading enough sources to meet the minimum number of sources for your paper
10. Reading your sources and writing your paper at the same time
11. Printing out online sources and highlighting them as you read
12. Taking notes while you read that you can refer to when you’re ready to write
13. Copying text from an online source and pasting it into your paper, then changing the words that the author used
14. Reading a source and then putting the information into your paper by changing it into your own words without citing it
15. Using the same evidence or reasoning that your source used without citing it
16. Researching and writing your paper in one or two days when you were given two or more weeks to work on it
17. Using quotes from sources without analyzing them to show how they relate to your thesis
18. Thinking about your paper even when you’re not physically working on it
19. Using only one kind of source in your paper (i.e., only websites or only magazine articles, etc.)
20. Using sources that you know may not be very good quality just because they agree with our point of view or they are easier to find
21. Doing your research in a wide range of sources (e.g., books and websites and magazine articles and journal articles, etc.)
22. Continuing your research until you find something interesting that you really want to write about
1. Turning in a paper you wrote for another class
2. Turning in your friend’s paper from last year
3. Buying a paper that was written by someone else
4. Writing the whole paper based on one or two sources but including more sources in the bibliography (i.e., citing sources you did not use in the paper or even consult)
5. Approaching research with a goal of finding the right answer
6. Assuming someone else has already answered the question you’re researching
7. Using long quotes that you don’t relate back to your topic, just to fill up space and meet the page minimum
8. Ignoring sources that disagree with your point of view
9. Only reading enough sources to meet the minimum number of sources for your paper
10. Reading your sources and writing your paper at the same time
11. Printing out online sources and highlighting them as you read
12. Taking notes while you read that you can refer to when you’re ready to write
13. Copying text from an online source and pasting it into your paper, then changing the words that the author used
14. Reading a source and then putting the information into your paper by changing it into your own words without citing it
15. Using the same evidence or reasoning that your source used without citing it
16. Researching and writing your paper in one or two days when you were given two or more weeks to work on it
17. Using quotes from sources without analyzing them to show how they relate to your thesis
18. Thinking about your paper even when you’re not physically working on it
19. Using only one kind of source in your paper (i.e., only websites or only magazine articles, etc.)
20. Using sources that you know may not be very good quality just because they agree with our point of view or they are easier to find
21. Doing your research in a wide range of sources (e.g., books and websites and magazine articles and journal articles, etc.)
22. Continuing your research until you find something interesting that you really want to write about
Ethos and Eval
Based on the work that I've done with my husband about teaching ethos as a central component of evaluating information and combining that with what I've recently been reading about transformative learning and what I saw Jeff Liles do at ALA, I've started thinking about how to restructure my Evaluating Sources workshop. I want to open it with a discussion of how students should evaluate me as a source when they come into the workshop. Questions like: what is this workshop for, what am I trying to get you to do, what's my motivation for that, what methods do you think I used to create this workshop and what audience is this really for? And then questions about how thinking about these elements influences what they think they'll get from the workshop, how they interpret the information I'm giving them, what they'll do based on that information.
I'm sure that they come in with assumptions. This would also be where I start to tell them about my assumptions and goals, but it would be through discussion rather than just my introduction to the class.
I'm sure that they come in with assumptions. This would also be where I start to tell them about my assumptions and goals, but it would be through discussion rather than just my introduction to the class.
IL instruction and critical literacy
It's an idea that really inspires me at a time when I'm feeling somewhat jaded as a librarian, so I've definitely been wanting to pursue it. I'm reading an anthology of transformative learning essays right now called Learning as Transformation by Mezirow, et al. and it's really renewing my interest in the possibilities for the teaching I do. I'm going to check out the book by Joan Wink and return to Freire as well. I've been seeing Karen Kitchener come up often in what I've been reading, so I'm going to get my hands on Developing Reflective Judgment.
I think that there's potential in IL instruction for inciting students to think more about what truth and authority are. But there's a lot of fear in the profession that students can't be trusted with that kind of knowledge. Or that it won't do them any good for the type of work they're being asked to produce in their classes. There's a sense that they have to learn what we mean by authority and credibility first before we reveal that it's so much more complicated than that. But I'm starting to lose interest in my own teaching when I reinforce a good/bad approach to information.
I think that there's potential in IL instruction for inciting students to think more about what truth and authority are. But there's a lot of fear in the profession that students can't be trusted with that kind of knowledge. Or that it won't do them any good for the type of work they're being asked to produce in their classes. There's a sense that they have to learn what we mean by authority and credibility first before we reveal that it's so much more complicated than that. But I'm starting to lose interest in my own teaching when I reinforce a good/bad approach to information.
Subscribe to:
Posts (Atom)