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Engaging Novice Scholars with the Lure of Publication: Embedding Research, Writing and Analytical Skills into the Curriculum through an Electronic-Journal Project

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Title: Engaging Novice Scholars with the Lure of Publication: Embedding Research, Writing and Analytical Skills into the Curriculum through an Electronic-Journal Project
Author: Pritchard, Peggy A.; Thomas, Daniel F.
Abstract: This presentation showcases an electronic-journal project that embeds information literacy, analytical thinking, and writing into the first year nanoscience curriculum. The speaker will showcase a suite of pedagogical tools that provides first year, first semester students with a true-to-life experience of writing for publication. The central component of this project is da Vinci’s Notebook, an electronic, open-access, writing-in-the sciences journal developed at the University of Guelph that offers full journal functionality (e.g. document management, version control; double blind peer review). Custom-designed learning activities, assessment rubrics, and just-in-time skill development tutorials provide intentional support for student learning and the development of academic literacies such as information literacy, academic writing, and analytical thinking. Learning outcomes. At the end of this session participants will: 1) recognize the potential of “Open Journal Systems (OJS)” as a pedagogical tool for improving scientific writing; 2) be able to describe an approach to embedding information literacy, analytical thinking and writing into the curriculum that parallels the scholarly communication process; 3) understand how to develop resources that will scaffold student learning and academic literacies development.
Description: Presented at the Western Conference on Science Education 2011 on Wednesday July 6, 2011. Full conference proceeding can be accessed at http://ir.lib.uwo.ca/wcse/WCSEEleven/
URI: http://hdl.handle.net/10214/10108
Date: 2016-12-14


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