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This paper describes the rationale and purpose of a library assignment (suitable for 100- and 200-level communication courses) designed to expose students to concepts about communication research. The assignment encourages students to explore the library, enhances their understanding of the research process and scholarly journals, helps them discover methods of locating articles cited in textbooks, and develops rudimentary skills needed to read and critique scholarly journal articles. The first part of the assignment, given in the first week of class, provides students an introduction to the library and the services it offers. During the first 4 weeks of class, students are asked to mark statements from the text that amaze, interest, or annoy them. For the second part of the assignment, the students go to the library to find the source of one of the statements. Students share briefly with the class the topics of their articles. In the third part of the assignment, students write a report presenting a summary and critique of an article from a scholarly journal. In exchange for a minimum of class time, students gain confidence, knowledge, and skills. Some students catch the excitement and cultivate the inquisitiveness which undergirds true education. (Appendixes that present student handouts describing the three parts of the assignment, and a list of short readings about research are attached.) (RS)

Descriptors: Class Activities, Communication Research, Higher Education, Library Instruction, Research Reports, Research Skills, Scholarly Journals, Skill Development, Student Reaction, Teaching Methods, Undergraduate Students, Writing Assignments











Autor: Elmhorst, Jeanne

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8928&id=ED363896



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