Title

Reimagining the Stacks: Classroom Technology and Library Collaboration for Writing in the Disciplines

Abstract

This article details the process by which one university redesigned a first year writing course to better promote discipline-specific and best-practice research techniques. The program offers experiential learning activities through scholarly collaboration, using library staff as mentors, producing an open-access peer-reviewed student journal, and emphasizing face-to-face interaction of peer research communities. It has the potential to establish for students in high school, community colleges and universities that research writing is fundamentally about joining and contributing to a conversation.

Department(s)

English and Technical Communication

Document Type

Article - Journal

Document Version

Citation

File Type

text

Language(s)

English

Rights

© 2017 The Author, All rights reserved.

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