The S cholarly Article Autopsy Information S ources from the - - PowerPoint PPT Presentation
The S cholarly Article Autopsy Information S ources from the Inside Out Krista Bowers S harpe Western Illinois University Libraries 1 Presentation Overview: Background S cholarly article autopsy activity Audience Learning
Krista Bowers S harpe Western Illinois University Libraries
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Background S
Audience Learning Obj ectives Materials & Procedure Assessment of student learning Alignment with ACRL Framework Experience: Difficulties and Positive Outcomes
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Teamwork S
Responsibility for various tasks Reporting of findings
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1651 R. Wittie tr. J. Primrose Pop. Errours i. xiv. 53 “ Or by autopsie [L. per autopsiam], when by our observation, wee get a certaine knowledge of things.”
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determine the cause of death, nature and extent of disease, result of treatment, etc.; post-mortem examination; an instance of this.
1835 Hist . Eng. in Lardner's Cab. Cycl. IV. viii. 375 “ He [sc. James I.] is, moreover,
"autopsy, n." OED Online. Oxford University Press, March 2017. Web. 22 May 2017.
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Ant hropology 305: Applied Ant hropological Met hods
Possible adaptations: any setting that requires in-depth
information creation processes the construction of authority contextual appropriateness of sources
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Instruction station with access to the internet Online guide with links to example articles in PDF Each pair/ group needs:
a copy of t he worksheet a copy of a print ed scholarly art icle at least one comput er wit h access t o t he int ernet a highlight er and a writ ing ut ensil
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Setup: assign teams, distribute materials (5 min.) Introduce the process: review worksheet, tell students to
Activity: Check in with teams as they complete worksheet
Report back: Have students report findings back to entire
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Bring up PDF of article 1 up on screen. All of the presenters with article 1 come to the front and discuss questions 1-3, showing what they found on screen.
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Presenters for article 2 come up, bring up the PDF , and talk about questions 4-5,
entry and discuss how citation is part of the research process and construction of authority.
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Presenters for article 3 talk about the research question. Display it on screen, talk about what a research question is and what role it plays in the creation of information.
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Presenters for article 4 talk about methods used and their role in information creation and authority construction.
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Finally, have presenters for article 5 talk about the comparison to non-scholarly. Make sure they show the visible differences on-screen. Note: The above process must be adapted to fit with the number of groups constituted, the example articles used, and students’ reports.
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oral reports of the groups discussion between groups completed worksheets and accompanying marked-up articles
Did students correctly identify the elements and appropriate uses
worksheets ?
Did discussion between groups demonstrate students’ ability to
apply knowledge of the characteristics/ elements of scholarly and non-scholarly writing to other, unfamiliar articles?
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Authority is Constructed and Contextual:
Knowledge Practice 2: Use research t ools and indicat ors of aut horit y t o det ermine t he
credibilit y of sources, underst anding t he element s t hat might t emper t his credibilit y.
Knowledge Practice 3: Underst and t hat many disciplines have acknowledged aut horit ies in
t he sense of well-known scholars and publicat ions t hat are widely considered st andard. Even in t hose sit uat ions, some scholars would challenge t he aut horit y of t hose sources.
Information Creation as a Process:
Knowledge Practice 1: Art iculat e t he capabilit ies and const raint s of informat ion developed
t hrough various creat ion processes.
Knowledge Practice 2: Assess t he fit bet ween an informat ion product ’s creat ion process
and a part icular informat ion need.
Knowledge Practice 4: Recognize t hat informat ion may be perceived different ly based on
t he format in which it is packaged.
Disposition 1: Are inclined t o seek out charact erist ics of informat ion product s t hat indicat e
t he underlying creat ion process.
Disposition 2: Value t he process of mat ching an informat ion need wit h an appropriat e
product .
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More discussion during class period Greater ownership taken for learning
Direct & sustained engagement with sources Deeper understanding of the difference in creation,
Emphasis on discipline-specific standards through use
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Coordinator of Reference S ervice Western Illinois University Libraries 1 University Circle Macomb, IL 61455 ka-bowers-sharpe@ wiu.edu
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