Start Date
3-16-2020 10:45 AM
End Date
3-16-2020 11:15 AM
Keywords
graduate students; instruction; faculty collaborations
Description of Proposal
Collaborations between librarians and faculty in graduate-level capstone classes are common, as is librarian support for thesis- and dissertation-level literature reviews, but librarians are situated to offer help beyond these traditional services, especially with the rise in popularity of the "three-article dissertation." At Louisiana State University, the School of Education offers a graduate-level class that focuses on current research on scholarly writing productivity (EDCI 7129 From Idea to Manuscript). As the name suggests, the course is designed to guide students through completing a writing project, including theses, dissertations, book chapters, and articles. For three years, the Human Sciences & Education Librarian has collaborated with the professor of this writing-intensive course. Refining the content has been an iterative process. Initial instruction focused on searching and citation management, but as the librarian learned more about the aims of the course and the professor began to understand more about the specialized knowledge of academic librarians, an increasing amount of attention is being placed on scholarly communication and metrics. Much of the librarian's instruction is not subject-specific, and the librarian's visits to the class are advertised and open to all graduate students throughout the university.
The session will discuss how this collaboration began, how it has changed the librarian's perspective on and approach to meeting the needs of graduate students in the School of Education, and how it has led to additional collaborations with faculty from the School of Education, including proposed writing projects.
From Idea to Manuscript
Collaborations between librarians and faculty in graduate-level capstone classes are common, as is librarian support for thesis- and dissertation-level literature reviews, but librarians are situated to offer help beyond these traditional services, especially with the rise in popularity of the "three-article dissertation." At Louisiana State University, the School of Education offers a graduate-level class that focuses on current research on scholarly writing productivity (EDCI 7129 From Idea to Manuscript). As the name suggests, the course is designed to guide students through completing a writing project, including theses, dissertations, book chapters, and articles. For three years, the Human Sciences & Education Librarian has collaborated with the professor of this writing-intensive course. Refining the content has been an iterative process. Initial instruction focused on searching and citation management, but as the librarian learned more about the aims of the course and the professor began to understand more about the specialized knowledge of academic librarians, an increasing amount of attention is being placed on scholarly communication and metrics. Much of the librarian's instruction is not subject-specific, and the librarian's visits to the class are advertised and open to all graduate students throughout the university.
The session will discuss how this collaboration began, how it has changed the librarian's perspective on and approach to meeting the needs of graduate students in the School of Education, and how it has led to additional collaborations with faculty from the School of Education, including proposed writing projects.
What takeaways will attendees learn from your session?
Attendees will leave with ideas for expanding faculty and students' conceptions of the expertise of librarians and leveraging existing faculty relationships into new collaborations.