Archive 2.0: What Composition Students and Academic Libraries Can Gain from Digital-Collaborative Pedagogies

Autor/in	Vetter, Matthew A.
Titel	Archive 2.0: What Composition Students and Academic Libraries Can Gain from Digital-Collaborative Pedagogies
Quelle	In: Composition Studies, 42 (2014) 1, S.35-53 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-9322
Schlagwörter	Writing (Composition); Academic Libraries; Computer Uses in Education; Encyclopedias; Online Searching; Electronic Libraries; Student Research; Teaching Methods; Student Motivation; Writing Assignments; Archives; Library Materials; College Students; Cooperative Learning; Interdisciplinary Approach; Writing Instruction; Qualitative Research; Student Experience; Student Attitudes; Surveys; Power Structure; Audiences; Ohio + Suchen Sie Ihr Suchwort? Schreibübung; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Computernutzung; Encyclopedia; Enzyklopädie; Online-Recherche; Digitale Bibliothek; Elektronische Bibliothek; Studentenforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Archivwesen; Archiv; Collegestudent; Kooperatives Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schreibunterricht; Qualitative Forschung; Studienerfahrung; Schülerverhalten; Survey; Umfrage; Befragung; Spectator; Zuschauer
Abstract	Research across disciplines in recent years has demonstrated a number of gains involved in community engagement and service-learning pedagogies. More recently, these pedagogies are being filtered into digital contexts as instructors begin to realize the opportunities made available by online writing venues. This presentation describes a specific pedagogical model which sought to engage composition students in two specific communities, 1) the University libraries' Special Collections (Archives), and 2) the online encyclopedia Wikipedia. Student-participants in this study performed original research within Special Collections on regional topics in order to edit and create corresponding Wikipedia articles. The presentation ultimately argues that such a pedagogical model leads to an increase in students' rhetorical knowledge and motivation levels, while at the same time promoting public awareness of library resources and contributing to public knowledge via Wikipedia. (As Provided).
Anmerkungen	University of Cincinnati. Department of English, P.O. Box 210069, Cincinnati, OH 45221. Tel: 513-556-6519; Fax: 513-556-5960; e-mail: compstudies@uc.edu; Web site: http://www.uc.edu/journals/composition-studies.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10