I hope that by the end of this course you will...
ASSIGNMENTS AND EXPECTATIONS
In a nutshell, these are the components of the grade.
The most basic expectation is that you will come to class prepared and willing to participate in discussion and hands-on activities. Not only does your grade depend on active involvement, so does having fun, and fun is an important part of learning. (I'm serious.) Please bring a written question or comment about at least one reading for every class that has assigned readings. In addition, you should spend some time reading your class colleagues' blog posts and commenting on them. On weeks without assigned readings, I will ask for volunteers to bring interesting news and ideas to class so we can learn from each other.
You will create a personal/professional website and will compose content for it, including several blog posts. Don't be nervous; we'll work through how to do this and what kinds of choices you'll make as you create a site.The purpose of this assignment is twofold: to think about how you want to present yourself digitally to the world and to gain some experience with composing for the web. Your blog contributions will be short essays that either respond to prompts I will give you or to class discussions - or to whatever is on your mind that has some bearing on the course. This kind of thoughtful but relatively informal sharing of ideas is a genre of academic writing that is growing in influence and worth practicing. By creating a website of your own, you will also gain a deeper understanding of the web beyond commercial platforms such as Facebook and Google.
Your literature review is an essay (~5-8 pages) that should survey some of the most important sources available on the issue you have chosen, arranged according to some sort of organizational principle that groups sources together, including a brief description of each source that provides a sense of what each source contributes to the whole. We’ll look at several examples so you can get a sense of what your project should look like. Though the number of sources you include will vary depending on your focus, you should plan to examine many sources and select at least 8 of the most significant ones to analyze in your review. What “counts” as a quality source will also depend on your topic and your field. You are welcome to work on a project for another course, but be sure it’s okay with your other instructor. Complete draft due in class May 16; final version due via email to me May 20.
Interview of a researcher and reflection essay
For this assignment, you will arrange to interview someone who does research in your major area. To avoid running into crunch time, conduct the interview before the end of April. Take notes so that you can share your impressions with the class. After hearing reports of your classmates’ interviews, write a reflection essay (1-2 pages) that includes an analysis of how research processes in your discipline compare to traditions of different disciplines and what values are important in your field. Reports on your interview will be given in class on May 9; reflection essay due via email to me May 24.
Process matters in this course more than finished product. Your grade will be based on your investment in course activities. You must be involved in all four of these activities to pass the course; you can’t skip one and count on adding up the points of the other three to get by. You also will need to meet basic expectations of each of the four activities to accrue points.
Here’s how the points add up.
attend and participate in class (14 possible points)*
read and respond to others’ blog posts (6 possible points)
share something interesting with the class for discussion (5 possible points)
17 - 25 A
15 - 16 B
13 – 14 C
12 - D
>12 - F
*Attending class is important, particularly for a discussion-and-doing-stuff course like this, so you must have at least 12 of these points to pass the course. Things happens and people get sick. If you are sick or for some compelling reason miss class, you can recover up to two attendance points by discussing a make-up plan with me. (I get to define “compelling.”) A reminder: just being physically in the room isn’t worth a point; you have to be prepared and willing to participate actively.
create a website – 5 points
compose content for at least one page and four blog posts – 20 possible points (4 points per post or page)
25+ points - A
21 points - B
16 points - C
9 points - D
0 – 5 points - F
Find and scan as many relevant sources as you can and choose the most significant ones (minimum of 8 sources) – 10 points
Organize your sources into a narrative that helps your reader see the big picture – 10 points
Briefly describe each chosen source accurately, providing its main point – 5 points
Provide clear and complete citations using a style appropriate for your topic – 5 points
30 - A
25 - B
20 - C
15 - D
0-10 - F
Interview of a researcher and reflection essay
interview a researcher - 5 points
report on what you learned to the class - 5 points
reflect on all of the interviews to compare values and practices in different disciplines; write an informal reflection about what you heard and what you value when doing research 10 points
20 points A
15 points B
10 points C
5 points D
0 points F
The schedule and readings are subject to change.
Feb. 7 – introduction to the course; history and nature of the internet. Lab: exploring professional websites and blogs.
Feb. 21 – Lab: website work day. Feel free to bring your own laptop or use the PCs available in the library lab.
Feb. 28 – how books are published; how libraries organize books. Read for today Toobin and Demko. Read Digital Books and Your Rights: A Checklist (EFF). Lab: using a citation management system. To learn about Zotero, check out the video on this page.
March 7 - newspapers, magazines, and journals; how they are published, how to find them in libraries using databases and indexes; using printed indexes to track down pre-1980 magazine articles; using microfilm. Read for today the Society of Professional Journalist’s Code of Ethics. Read 6 Quick Ways to Spot Fake News from Snopes and The Breaking News Consumers Handbook from On the Media and watch the video, Open Access Explained.
March 14 – maps and government documents. For today, read “Information Overload: The Early Years.” and “Is the Internet Good or Bad? Yes” by Zeynep Tufekci. And watch this clip from an old television show, The West Wing.
March 21 – Field trip to the college archives and special collections. Lab: understanding literature reviews; tapping into the citation network.
March 28 – spring break – no class
April 4 – Lab: primary sources and tracing the evolving history of an issue.
April 18 – Lab: work day for selecting sources and organizing your literature review.
April 25 – Lab: developing a social map of your research area. For today read “Anatomy of an Idea” by Steve Johnson.
May 2- the peer review process; the collaborative nature of research.
May 9 – reports on interviews and discussion of disciplinary values.
May 16 – bring a complete draft of your literature review for review by your peers and by me. The final draft is due on May 20th.
No final exam. Reflection essay due via email attachment by May 24.
This course will give students interested in going to graduate or professional school—or who simply want to know more about research—an immersion in the structure of the literature of their chosen field and exposure to research tools and collections. Students will conduct a literature review on a topic of their choice and will analyze aspects of their discipline’s traditions, compare them to traditions in other fields, and explore the social and ethical dimensions of research.
This is an open course. Feel free to use the material here.
Your blog posts can be whatever length you like, but will probably come in at 250-600 words. You can illustrate them by including pictures or videos. If you use pictures that aren't yours, seek ones that are licensed for reuse and include a credit and link to the source.
Here are some ideas for posts.