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Beyond Peer-Reviewed Articles: Using Blogs to Enrich Students' Understanding of Scholarly Work

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dc.creator Deitering, Anne-Marie
dc.creator Gronemyer, Kate
dc.date.accessioned 2011-03-16T20:36:47Z
dc.date.available 2011-03-16T20:36:47Z
dc.date.issued 2011-01
dc.identifier.citation Deitering, A.M. & Gronemyer, K. (January 2011). Beyond Peer-Review Articles: Using Blogs to Enrich Students' Understanding of Scholarly Work. portal: Libraries and the Academy, 11:1, 489-503. en_US
dc.identifier.issn 1530-7131
dc.identifier.uri http://hdl.handle.net/1957/20532
dc.description.abstract Undergraduate students are expected to find, evaluate and use peer-reviewed or scholarly literature, but they rarely learn about the process of creating new knowledge or the roles the literature plays in the work of scholars. A desired outcome of undergraduate education is the understanding that knowledge is created, evolving and contextual rather than discovered, static and universal. There is some evidence that explicit instruction can facilitate this understanding. As scholars use the participatory Web to talk about the work that they do, they also create places where students can look in on the knowledge creation process. en_US
dc.language.iso en_US en_US
dc.publisher Johns Hopkins University Press en_US
dc.relation.ispartofseries Libraries and the Academy
dc.relation.ispartofseries Vol. 11 no. 1
dc.subject information literacy en_US
dc.subject peer review en_US
dc.subject blogs en_US
dc.subject Web 2.0 en_US
dc.subject teaching en_US
dc.subject epistemology en_US
dc.title Beyond Peer-Reviewed Articles: Using Blogs to Enrich Students' Understanding of Scholarly Work en_US
dc.type Article en_US
dc.description.peerreview yes en_US


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