Reading and Engaging Sources: What Students' use of Sources Reveals About Advanced Reading Skills

Jamieson, Sandra

doi:10.37514/atd-j.2013.10.4.15

Cited by 42 publications

(16 citation statements)

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“…Other studies (Sherrard, 1986;Hull & Rose, 1990;Pecorari, 2003; reveal that students working with sources write from sentences within those sources rather than summarizing extended passages, and in this expanded study they were found to do so in 94% of the citations Jamieson 2013). Together, these data suggest that the focus of concern should not be the sources per se but the ways students engage with them and use them to trace connections and create a conversation among them.…”

Section: A Deeper Look At Source Usesupporting

confidence: 46%

“…As reported elsewhere Jamieson, 2013), the Citation Project Source-Based Writing Corpus (CPSW) gathered research papers from 16 institutions distributed regionally and representing 12 states throughout the United States and also distributed across 2008-2010 Carnegie classifications (see Table 6.1). The papers were produced at the end of whatever the institution identified as the standard FYW course, requiring a 7-10-page research paper using at least five sources.…”

Section: Citation Project Source-based Writing (Cpsw) Corpusmentioning

confidence: 99%

“…Data on source use has been reported elsewhere, along with a discussion of methods , Jamieson, 2013. This chapter focuses on the sources themselves, which were classified into one of 14 types (see Table 6.2).…”

Section: Coding Categoriesmentioning

confidence: 99%

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Chapter 8. Approximating the University: The Information Literacy Practices of Novice Researchers

Gocsik

Braunstein

Tobery

2016

Information Literacy: Research and Collaboration Across Disciplines

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When we began discussing our vision for a collection on information literacy (IL), our initial conversations revolved around the incredible amount of scholarship and practice that already existed in both Writing Studies (WS) and in Library/Information Science (LIS). Yet, while librarians, writing faculty, and other disciplinary faculty had presented and/or published together, there was still not enough cross-over in disciplinary literature addressed to both faculty and librarian audiences.One of our goals for this collection, then, was to bring together the rich scholarship and pedagogy from multiple perspectives and disciplines to provide a broader and more complex understanding of IL in the second decade of the 21st century. Further, we hoped that a collection that bridged the disciplinary divide would advance the notion of shared responsibility and accountability for the teaching, learning, and research of IL in the academy: faculty, librarians, administrators, and external stakeholders such as accrediting agencies and the businesses/industries that employ our graduates.As we issued the call for contributions for the collection, our view of IL was guided by the Association of College & Research Libraries (ACRL) Information Literacy Standards for Higher Education (IL Standards) which defines IL as the ability to "determine the extent of information needed, access the needed information effectively and efficiently, evaluate information and its sources critically, incorporate selected information into one's knowledge base, use information effectively to accomplish a specific purpose, understand the economic, legal and social issues surrounding the use of information, and access and use information legally" (ACRL, 2000). Widely cited since its formal approval by the ACRL Board, the IL Standards has seen widespread acceptance by librarians, faculty, administrators, and accrediting bodies. As a result, librarians and faculty have created strong partnerships to develop pedagogy related to IL and the IL Standards have been adapted to meet disciplinary contexts.However, the IL Standards also have faced considerable criticism as both research and practice began to highlight and illustrate the shortcomings of a standards-and competencies-based approach. Critiques of the IL Standards, theoretically and research-based, have focused on the de-contextualized nature of standards that potentially emphasize a prescribed set of skills. ResearchThe Framework for IL draws upon both threshold concepts (foundational concepts within a discipline that serve as portals to thinking and practice) and the concept of metaliteracy (Mackey & Jacobson, 2011;. Metaliteracy presents a vision for IL as an overarching literacy that places students in the role of both consumer and producer of information within today's collaborative information environments. Metaliteracy also emphasizes four domains of engagement within the information environment: behavioral, affective, cognitive, and metacognitive with metacognition as particularly important for...

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Section: A Deeper Look At Source Usesupporting

confidence: 46%

Section: Citation Project Source-based Writing (Cpsw) Corpusmentioning

confidence: 99%

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Chapter 8. Approximating the University: The Information Literacy Practices of Novice Researchers

Gocsik

Braunstein

Tobery

2016

Information Literacy: Research and Collaboration Across Disciplines

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“…While the CCSS clearly establish that students need instruction and practice in critical reading skills, research on college reading underscores the need for instruction and practice in rhetorical reading at the college level. Rhetorical reading is necessary to the process of academic inquiry and writing required at the college level, as students learn to engage with and write about unfamiliar scholarly texts from a range of diverse disciplines (Jamieson, 2013;Moore Howard, 1993).…”

Section: Vts In the Transition From High School To College English Rhetorical Readingmentioning

confidence: 99%

“…However, as students transition from high school to college, they face numerous challenges in learning to effectively evaluate and use academic sources as evidence. Jamieson (2013) and Rebecca Moore Howard (1993) observe that, rather than effectively and appropriately "integrating the writers' ideas with those from . .…”

Section: Locating Evaluating and Using Evidencementioning

confidence: 99%

Insights from Art and Design Writing Workshops

Diederichs¹,

Leung

2019

Writing in and About the Performing and Visual Arts: Creating, Performing, and Teaching

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. connections to creating, performing, and teaching in high school settings. In their article for the (2012) Special Issue of ATD "Writing Across the Secondary School Curriculum," Kelly Hrenko and Andrea Stairs demonstrate how integrating art, culture, and writing is by no means the sole province of post-secondary settings. So many of the same visual, auditory, oral, and written theories, practices, and performance-attitudes saturate the creative experiences of students and teachers (and students-as-teachers) at all levels. Our Intentions for this CollectionThis collection is intended for teachers and researchers of writing in and across the disciplines, in both secondary and post-secondary settings, and for those outside of writing studies who wish to infuse more writing into their performing and visual arts curriculums and courses. It complements ways of knowing and doing, performed in the Special Issue, for writing studies professionals. It also offers teachers in the performing and visual arts go-to practical designs and strategies for teaching writing in their fields.Composition and Rhetoric scholars are increasingly doing their part to study and report on connections between creativity, performance, writing, the visual, and teaching (e.g.

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Writing in your own voice: An intervention that reduces plagiarism and common writing problems in students' scientific writing

Yang

Stockwell

McDonnell

2019

Biochem Molecular Bio Educ

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In many of our courses, particularly laboratory courses, students are expected to engage in scientific writing. Despite various efforts by other courses and library resources, as instructors we are often faced with the frustration of student plagiarism and related writing problems. Here, we describe a simple Writing in Your Own Voice intervention designed to help students become more aware of different types of plagiarism and writing problems, avoid those problems, and practice writing in their own voice. In this article, we will introduce the types of plagiarism and writing problems commonly encountered in our molecular biology laboratory course, the intervention, and the results of our study. From the evaluation of 365 student reports, we found the intervention resulted in nearly 50% fewer instances of plagiarism and common writing problems. We also observed significantly fewer instances of severe plagiarism (e.g. several sentences copied from an external source). In addition, we find that the effects last for several weeks after the students complete the intervention assignment. This assignment is particularly easy to implement and can be a very useful tool for teaching students how to write in their own voices.

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Reading and Engaging Sources: What Students' use of Sources Reveals About Advanced Reading Skills

Cited by 42 publications

References 0 publications

Chapter 8. Approximating the University: The Information Literacy Practices of Novice Researchers

Chapter 8. Approximating the University: The Information Literacy Practices of Novice Researchers

Insights from Art and Design Writing Workshops

Writing in your own voice: An intervention that reduces plagiarism and common writing problems in students' scientific writing

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