One of the professors I work with a lot on campus has me join her American Studies Methods course a couple of times each term she teaches the course. The first time centers around three main questions: Where does your research question sit within the theory of the field? Where does the information you’ll need
A librarian emailed me to ask what I teach when I teach seniors who are starting to write their senior theses. I realized that I haven’t written some of this here, yet, so here’s my answer to that librarian only slightly edited. The pre-thesis session changes a bit every time because I start it with time
Two students have come to me in the last week saying that they listened and understood while taught how to navigate the MLA International Bibliography, but then when they tried it themselves, nothing seemed to work. This tells me two things. First, MLA is hard. Second, I’m teaching it wrong. There are caveats, of course.
At the end of most of my instruction sessions now I ask students to do a combination Metacognitive Exercise and assessment form that consists of three questions: What is one thing you learned that was new and/or helpful? What is one thing that is still confusing or that you would still like to know about?