Title
Standing Alone No More: Linking Research to a Writing Course in a Learning Community
Citation for published article
Rapchak, M. & Cipri, A. (2015). Standing Alone No More: Linking Research to a Writing Course in a Learning Community. portal: Libraries and the Academy, 15(4), 661-675. doi:10.1353/pla.2015.0054
DOI
10.1353/pla.2015.0054
Peer Reviewed
1
Document Type
Article
School
Gumberg Library
Abstract
Collaborating with teaching faculty is a well-established method of making library instruction more meaningful and engaging to students, and learning communities provide an excellent opportunity to work closely with both teaching faculty and a cohort of students. A typical learning community brings students together around a similar discipline or theme. The students take some of the same courses and may live together on campus. At Duquesne University in Pittsburgh, the authors of this article, one a librarian and the other a writing instructor, worked together in a learning community to support students as they mastered research skills across two courses, an information literacy course and a first-year writing course. The results of this collaboration show improved achievement in student learning outcomes and increased retention of valuable research skills in writing.
Rights
© Johns Hopkins University Press
Repository Citation
Rapchak, M., & Cipri, A. (2015). Standing Alone No More: Linking Research to a Writing Course in a Learning Community. portal: Libraries and the Academy. https://doi.org/10.1353/pla.2015.0054