Post on 30-Jun-2015
description
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Librarians and Writing Advisers merge intentions, information, and identities:
New collaborations based upon research and analysis of how students integrate sources
Presenters (in order of speakers): Elise Y Wong, Sharon Radcliff, Jeff Chon, Tereza Joy Kramer
Saint Mary’s College of California
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In-text citations and bibliographies
Types of sources used in bibliographies
Paraphrasing vs. quoting
How quotations are integrated
How Composition students cite and integrate sources
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Assess students' citing behaviors
Examine how sources are integrated
Evaluate students' citation performance
Students’ writing proficiency and faculty expectation
Compare key data to pilot study
Our study objectives
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Catholic, Lasallian, liberal arts college Undergraduate and graduate schools Total enrollment: 4099 Total full time students: 3590 Number of full-time faculty: 196 Student-faculty ratio: 14:1
About Saint Mary’s College
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First generation college: 36% traditional UG Female: 62%; Male: 38% White: 46%, Minority: 54% 84% freshmen from California Tuition and fees: $37,000 % of full-time undergraduate receiving
financial aid: 75%
Who are SMC students?
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Learning outcomes for ENG 5 includes:
Write analytical, evaluative, and argumentative essays
Employ research skills in writing
Support and cite argument with sources
SMC Composition program
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Learning goal: Information Evaluation and Research
Practices
Learning outcome: students will integrate and cite evidence
appropriately with increasing proficiency
SMC new Core Curriculum Fall 2012 supported our study
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Harvey, M. (2003). The nuts & bolts of college writing. Indianapolis :Hackett.
Hubbuch, S. (2005). Writing research papers across the curriculum (5th ed.). Boston, MA: Wadsworth.
Quaratiello, A., & Devine, J. (2011). The college student’s research companion (5th ed.). New York: Neal-Schuman.
Shields, M. (2010). Essay writing: A student guide. Thousand Oaks, CA: Sage.
First we researched best practices
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Summarizing, paraphrasing, and quoting Paraphrasing, less quoting
Use quotes to support your arguments
Introduce and analyze your sources
Best practices include:
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Nienhaus, B. (2004). Helping students improve citation performance. Business Communication Quarterly, 67 (3), 337-348.
Robillard, A. (2006). Young scholars affecting composition: A challenge to disciplinary citation practices. College English, 68 (3), 253-270.
Shi, L. (2010). Textual appropriation and citing behaviors of university undergraduates. Applied Linguistics, 31 (1), 1-24.
Shi, L. (2011). Common knowledge, learning, and citation practices in university writing. Research in the Teaching of English, 45 (3), 308-334.
Studies that examine students' citation practices/citing behaviors
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Good citation practices are essential
Classroom discussion on citing
Instructor’s assignment requirements
Highlights from the studies:
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Students’ motivation to cite/not to cite
◦ The notion of common knowledge
◦ Knowledge acquired from classroom learning
◦ Unidentifiable prior learning
Instructors' evaluation of students' citation practices
Highlights continued
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SMC Librarians have a long history of collaboration with the English Composition department.
SMC librarians have done two major bibliographic studies and one pilot internal citation study over the past 8 years.
Background
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Instruction: librarians can use their expertise on research methods, processes and sources to teach the research component of the course.
Research: provides both composition faculty and librarians with assessment student performance in various areas and thus on how well existing teaching methods are working
Benefits of collaboration
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Pilot study of 25 papers conducted in 2008.
This study focuses on Standard 3 of ACRL information Literacy Competency Standards for Higher Education:
◦ The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Current study: 105 papers were collected from 7 Composition classes at the end of Spring 2010. (20 papers were discarded because they had no bibliography attached).
Methodology
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85 papers were analyzed for:
◦ bibliographic content
◦ internal citation practice (paraphrasing vs. quoting)
◦ percentage of bibliography cited in paper
◦ percentage of citable material in paper cited
Methodology continued
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Quotations were analyzed into three categories:
IQ: Quote is preceded by an introduction
QA: Quote is followed by analysis
IQA: Quote has both an introduction and analysis.
More methodology
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Current Study
Pilot Study 2006 study
Books 22% 24% 32% (includesreference)
Websites 44% 34% 22%
Media 3% 2.6% N/A
Magazine/journals/News
30% 28.2% 38%
Interview/survey 1% 9.8% Other:6%
Bibliographic citation types
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58%
42%
use of quotes
paraphrasing
Use of quotes vs. paraphrasing
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Current Study Pilot Study
Percentage of Quotes 58% 57%
Percentage of Paraphrasing
42% 43%
Quoting /paraphrasing
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Quoting contexts
20%
14%
13%
53%
intro comments / IQ
analysis /QA
quote hasno intro oranalysis (Q None)
quote hasanalysis andintro (IQA)
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78%
22%
tot bib cits
Bib uncited
Percent of bibliography cited in paper
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14%
86%
percent uncitedpercent cited
Percent of data cited
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Sources in the bibliographies were fairly evenly distributed between books, articles and websites, with websites taking the lead. Results were similar for the pilot and new study.
Analysis of results
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The researchers see this as an expected and fairly good result, students are not limiting themselves to the web! They are using library resources though faculty could change these percentages via their paper requirements
Analysis of results
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The percentage of quotes to paraphrasing was almost identical in both studies (60/40) and shows a strong preference for quoting.
Generally paraphrasing is preferred as it requires students to integrate the material into their papers.
Results continued
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However 53% of the quotes did have an introduction and analysis which does integrate the next strongest level of integration.
30% of all citations are Quotes without I or A. This group is the one of most concern (in addition to data not cited) and should be addressed by faculty via instruction
Results continued
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The percentage of sources from bibliographies that were cited was high 78 %, but should really be 100%!
This element can be addressed by both faculty and librarians.
Results continued
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The percentage of factual statements and/or data in papers that was cited adequately was high: 86 %
But this should be 100%
Instruction in the importance of citing data needs to be addressed by both librarians and faculty.
Results continued
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MLA format was not followed exactly in most cases though most students did include the essential elements to uniquely identify sources.
In some cases, citing was not counted by researchers because it was too incomplete to indicate a unique source.
Results continued
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Students' citing behaviors
◦ 14% sources in text not cited◦ 22% bibliography not cited in text◦ 47% quotes without I or A or both
Both librarians and faculty can improve instruction
Implications
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No random sampling
Summaries are not defined
No discussion on types of sources
No association between un-cited information in the papers and plagiarism
Papers from different sections by various instructors
Limitations of this study
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Develop multiple instructional strategies
Design a study to test these strategies
Compare results to a control group
Directions for future research
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Connecting Libraries and Writing Center Work
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Written and Oral Communication1. Recognize and compose readable prose, as characterized by clear and careful organization, coherent paragraphs and well-constructed sentences2. Recognize and formulate effective written communication, giving appropriate consideration to audience, context and format 3. Analyze arguments so as to construct ones that are well supported, are well reasoned, and are controlled by a thesis or exploratory question 4. Use the process of writing to enhance intellectual discovery and unravel complexities of thought.
Habits of Mind Learning Outcomes
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“Task initiation, topic selection, exploring information, formulating a focus, collecting information, and closing the research process to begin the writing process.”
—Kuhlthau, cited in Elmborg 8
Linear Process
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Holistic Writing & Research Process1. Recognize and compose readable prose, as characterized by clear and careful organization, coherent paragraphs and well-constructed sentences2. Recognize and formulate effective written communication, giving appropriate consideration to audience, context and format
3. Analyze arguments so as to construct ones that are well supported, are well reasoned, and are controlled by a thesis or exploratory question
4. Use the process of writing to enhance intellectual discovery and unravel complexities of thought
1. Develop search strategies and use library catalogs and databases to find relevant material 2. Critically evaluate sources
3. Integrate and cite evidence appropriately
4. Understand the concept of intellectual property and practice academic honesty.
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“The writing process is generally understood to include four major phases: brainstorming, drafting, revising, and editing … These phases, though linear in nature, are really fluid and recursive. … They are drafting while brainstorming. They are brainstorming while drafting.”
—Elmborg 8
Recursive Process
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“If librarians fail to place their advice to students in the rhetorical context, they may reinforce the misconception that the main point of research is to report on knowledge found elsewhere.”
—Hooks 35
Reflective Thinking
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Writing advisers “understand the student perspective because they live that perspective.”
—Elmborg 15
Peer Responsibilities
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“They regularly deal with students who want to have their papers edited for them or have their sources found for them. They do without the power of the grade to enforce their instruction, and … as a result, their relationships with students are more genuine and honest.”
—Elmborg 5
Shared Responsibilities
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“The research process is interwoven with the writing process … [advisers] typically focus helping students in the following areas: invention, outlining, organization, development, revision, integration of sources, and documentation.”
—Hooks 15
Shared Adviser Focus
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“… [Advisers] can refer students to librarians for information needs and librarians can refer students to writing centers for help with ideas, rhetoric, or presentation. Cross-training of [advisers] and librarians can help....”
—Elmborg 11
Collaboration
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For faculty:
Collaborating on faculty development
Pointing to librarians’ study to underscore the need to teach research writing skills
Offering Collaborative Services
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Integrating quotes 47% of all quotes were missing either
introductory lead-ins, analysis, or both◦Of those,30% had neither introductory
lead-ins nor analysis.
Works Cited 22% of bibliography not cited in text 14% of sources in text weren’t cited
Implications of Librarians’ Research
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For students:
Working with students side-by-side
Videotutorials
Research Writing Workshops
Offering Collaborative Services
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Offer workshops for students in courses across the college, particularly Writing In the Disciplines courses.
Work with individual professors to fine-tune workshops for their classes
Research Writing Workshops
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“Libraries and writing centers have many practical reasons for collaboration … [U]nderstanding each other’s pedagogical practices and processes can encourage referrals at appropriate times.”
—Hooks 31
Collaboration
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When working with your students, what similarities do you see with our findings?
How do you address citation and integration of sources, via tutoring or workshops?
What are the core, campuswide research-writing components of your institution?◦ And what assessments/studies have been done?
What types of collaborations have occurred among tutors, librarians, and others?◦ How could you build on those?
With whom could you partner further? How could peer tutors participate?
Discussion Questions
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“The research process involves brainstorming, narrowing or broadening the focus of the topic; searching for, evaluating, and synthesizing the information; revising (i.e. finding more information as the topic changes) through writing, reading, and reflection.”
—Hooks 24
Research Process
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Contact us
Elise Y Wong yw3@stmarys-ca.edu Sharon Radcliff sradclif@stmarys-ca.edu Jeff Chon jhc2@stmarys-ca.edu Tereza Joy Kramer
tereza.kramer2@stmarys-ca.edu
Questions and comments?