Composition of the Workbook
There are two versions of the workbook available, but both versions have the same basic structure:
- Welcome to the Library!
- Defining a Research Question
- Developing the Research Question: Review
- Developing the Research Question
- Generating Search Terms
- Post-Workshop Review
Professors vary dramatically in their approach to introducing the research paper in English 110. In order to select the most appropriate workbook, it’s helpful to identify how professors present the research process. In order to select the most appropriate sections to assign, it’s helpful to identify what professors have already gone over in class.
Selecting a Workbook: How Is the Professor Presenting the Research Process?
There are two versions of the workbook available: “A Topic-Based Approach” and “An Exhibit-Based Approach.” What does that mean?
Some teach the research process as “topic-based,” or starting with a broad topic and narrowing the scope to a precise area of focus through research. For example, an instructor teaching the Language and Literacy themed syllabus might employ a topic-based approach guiding students to use one of the topics covered during the course (e.g. linguistic discrimination) as the starting point to narrow their focus and find sources. Others teach the research process as “exhibit-based,” or starting with a single example, such as a film or work of literature, and using research to illuminate how that example can open up broader lines of inquiry. This is the approach most likely taken by instructors teaching the Monsters themed syllabus; students first select a (monster) film they wish to analyze and use that as the starting point to explore and enter related intellectual conversations and debates.
We recommend asking for the assignment to get a sense of which approach a professor is taking. If the approach isn’t clear from the assignment, we recommend offering the professor both versions of the workbook and asking them to choose.
- “Topic-Based Approach” — best suited for classes that use a topic-based (or broad-to-narrow) approach to research
- “Exhibit-Based Approach” — best suited for classes that use an exhibit-based (or narrow-to-broad) approach to research
Selecting Workbook Sections: What Has the Professor Already Covered?
Not all classes will need to complete all the sections of the workbook. The three sections devoted to research questions (Chapters 2-4), for instance, probably don’t all need to be assigned. But they’re available as options to address the varying needs of particular classes.
Some English professors may have already devoted significant class time to defining and brainstorming research questions. In fact, the English Department has drafted a model lesson plan for developing the research question, available to professors on the Lesson Plans section of the Teaching English 110 site. (Note that this lesson plan also touches on “key terms,” but in this context it refers to the practice of identifying the themes and vocabulary associated with a topic, not [quite] identifying appropriate search terms.)
Consult with the professor ahead of time to assess how (or if) the class has already covered research questions. Then the two of you can decide together which sections to assign.
- “Defining a Research Question” — best suited to classes that have not yet looked at examples of research questions; this activity is designed to differentiate between “regular questions” and research questions, and to help the librarian assess the need to devote workshop time to developing research questions
- “Generating the Research Question: Review” — best suited to classes that have already practiced generating research questions; this activity is designed to reinforce lessons students have already learned, and to get the librarian up to speed on the topics students are considering
- “Generating a Research Question” — can be paired with either of the other activities; best suited to classes that have been assigned a topic but have not yet settled on a research question; this activity is designed to help students draft research questions and to let the librarian know what topics students are working on
Customizing the Workbook and Workshop
We’ve started asking professors more detailed questions about their pedagogical plans in our intake survey. As you can see from the survey, the decision to start narrow or start broad is only one of the many variables in how professors teach English 110. The course themes, timelines, and even the sequence of essay assignments can be very different from professor to professor.
If you are interested in creating a customized version of the workbook, it’s very easy to clone an existing version and modify the clone. However, you will need a Pressbooks account to do so. If you are interested in learning more about customizing these materials, or if you have suggestions for how they might be improved, email Leila ([email protected]), and she’ll be happy to help.
Remember that the purpose of the asynchronous preparatory activities is to (a) get all the students to a level baseline of information literacy in advance of the synchronous workshop, and (b) to provide you as the instructor with valuable information about the strengths and weaknesses of the students so that you can make the most productive use of your synchronous time together. It does not replace the synchronous instruction session. (If an English professor wants an asynchronous alternative, you might refer them to the English 110 LibGuide.) This is only the first step, and no one should expect it to cover everything! You are encouraged to build on these activities in developing or modifying your synchronous lesson plan.
Max has prepared an excellent video for the Welcome section of the workbook. If you would prefer to record your own video, be sure that you hit on the these major points:
- Where to find the library homepage
- How to access the physical space
- How to access remote resources
- How to get help from the chat widget or, if you’re comfortable, from you directly
- A preview of what students can expect in the workbook and in the workshop
Remember that any video needs to have accurate closed captions and/or an accessible transcript. If you need help creating, editing, or captioning a video, email Leila ([email protected]) to set up a consultation.
