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

Citeable URL: https://ir.library.oregonstate.edu/concern/articles/vt150k188

Descriptions

Attribute Name	Values
Creator	Deitering, Anne-Marie Gronemyer, Kate
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. Keywords: information literacy, epistemology, Web 2.0, blogs, peer review, teaching Keywords: information literacy, epistemology, Web 2.0, blogs, peer review, teaching
Resource Type	Article
Date Available	2011-03-16T20:36:47+00:00
Date Issued	2011-01
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.
Journal Title	Libraries and the Academy
Journal Volume	11
Journal Issue/Number	1
Non-Academic Affiliation	Oregon State University. Libraries
Rights Statement	Copyright Not Evaluated
Publisher	Johns Hopkins University Press
Peer Reviewed	Yes
Language	English [eng]
Replaces	http://hdl.handle.net/1957/20532
ISSN	1530-7131