The Burkean Parlor as Boundary Object: A Collaboration between First-Year Writing and the Library

Autor/inn/en	Walsh, Lynda; Zytkoskee, Adrian M.; Ragains, Patrick; Slater, Heidi; Rachal, Michelle
Titel	The Burkean Parlor as Boundary Object: A Collaboration between First-Year Writing and the Library
Quelle	In: Composition Studies, 46 (2018) 1, S.103-123 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-9322
Schlagwörter	College Freshmen; Freshman Composition; College Libraries; Librarian Teacher Cooperation; Interdisciplinary Approach; Instructional Design; Information Seeking; Library Instruction; Student Surveys; Pretests Posttests; Student Attitudes; Student Research; Research Papers (Students); Student Evaluation; Evaluation Criteria; Rhetoric; Intervention; Control Groups; Statistical Analysis; Scores; Comparative Analysis; Library Role; Nevada (Reno) + Suchen Sie Ihr Suchwort? Studienanfänger; College; Library; Libraries; Hochschule; Fachhochschule; Bibliothek; Universitätsbibliothek; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lesson concept; Lessonplan; Unterrichtsentwurf; Informationserschließung; Bibliotheksverzeichnis; Schülerbefragung; Schülerverhalten; Studentenforschung; Schulnote; Studentische Bewertung; Rhetorik; Statistische Analyse
Abstract	This article details a collaboration between the fyw program and the library at the University of Nevada, Reno. The departments share a goal of helping students develop better research-writing skills; however, institutional and disciplinary boundaries presented well-known challenges. To surmount these challenges, the cross-disciplinary team settled on the Burkean Parlor as a boundary object, which is a shared metaphor that scaffolds effective work among diverse communities. Once the metaphor was mobilized, the team realized it could also scaffold work across the boundaries between expert and novice writers and between facts and arguments in research writing. Accordingly, the team designed a curricular intervention around the Burkean Parlor metaphor and taught it collaboratively to a group of 900 second-semester first-year students while a roughly equally sized group served as a control. Students submitted pre- and post-surveys of their attitudes toward library research, and their final research papers were collected and rated on several criteria relating to rhetorical purpose and source use. The team found that the intervention group's research papers presented significantly better articulations of rhetorical purpose, and students reported increased confidence in their abilities to access and use library sources in research writing. (As Provided).
Anmerkungen	University of Cincinnati. Department of English, P.O. Box 210069, Cincinnati, OH 45221. Tel: 513-556-6519; Fax: 513-556-5960; e-mail: compstudies@uc.edu; Web site: http://www.uc.edu/journals/composition-studies.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01