|Meeting student writers where they are: using Wikipedia to teach responsible scholarship|
|Citation:||Teaching English in the Two-Year College 37 (3): 278-85. 2010 March.|
|Publication type:||Journal article|
|Google Scholar cites:||Citations|
|Added by Wikilit team:||Added on initial load|
|Article:||Google Scholar BASE PubMed|
|Other scholarly wikis:||AcaWiki Brede Wiki WikiPapers|
|Web search:||Bing Google Yahoo! — Google PDF|
As students increasingly rely on digital media to locate information, composition instructors must incorporate into writing instruction critical evaluation of and reflection on students' use of Web content. A growing problem in the composition class is underdeveloped critical digital literacy skills. To become fully literate, students need more practice in thinking critically about the evidence they choose to use in their academic arguments. Wikipedia, the free, online encyclopedia that anyone can edit, is often cited as part of the problem. Instead of penalizing students for using Wikipedia as their go-to research source, writing faculty should encourage students to critically analyze this online encyclopedia in order to teach them how to think critically about all texts, online and in print. This article discusses how Wikipedia can be a valuable site for developing critical digital literacy skills for students.
"This article discusses how Wikipedia can be a valuable site for developing critical digital literacy skills for students."
|Topics:||Cross-domain student readership, Student information literacy|
|Wikipedia coverage:||Main topic|
|Collected data time dimension:||N/A|
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"With their Wikipedia experience to serve as a comparison, students can have an easier time making the leap to higher-level inquiry and responsible scholarship: understanding when and why to use encyclopedias or other tertiary sources; understanding how to assess the accuracy and reliability of online and print sources; understanding the difference between public, professional, and academic discourse; comparing information about the same topic in a variety of sources; and asking for more accessible research sources. We should determine where students “are” in order to meet them there and bring them to where we want them to be. This requires rethinking our own assumptions about who and where they are. The types of and access to information students encounter change constantly and rapidly."
"Research design: teaching note"