NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ913996
Record Type: Journal
Publication Date: 2011-Jan
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1531-2542
Beyond Peer-Reviewed Articles: Using Blogs to Enrich Students' Understanding of Scholarly Work
Deitering, Anne-Marie; Gronemyer, Kate
portal: Libraries and the Academy, v11 n1 p489-503 Jan 2011
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. (Contains 34 notes.)
Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon