Using the annotated bibliography as the “establishing shot”

Image by PublicDomainPictures from Pixabay

Lately I’ve been reading some scholarly literature from the writing studies field for a project I’m working on. I’m always fascinated by the parallels I see between how writing studies practitioners/scholars and information literacy practitioners/scholars talk about what they do and the challenges they face. I really think we need a space for practitioners and scholars in these two fields to talk to each other about their work.

Anyway, I found what I think could be an interesting new parallel in the article Documenting and Discovering Learning: Reimagining the Work of the Literacy Narrative by Julie Lindquist and Bump Halbritter.

This article has me thinking: what if the research we ask students to do in information literacy classes came at the beginning of the course instead of at the end? What if we used it as an “establishing shot”?

Let me explain.

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I created a Skillshare course and I feel weird about it

Image by Michal Jarmoluk from Pixabay

So in May, I completed the Skillshare Teach Challenge, which is where you spend a month creating a course for the Skillshare platform. I first discovered Skillshare after searching for a viable side gig to replace one I’ve been doing for a long time that I knew needed to come to an end. The materials on Skillshare make a big deal about how their top teachers make hundreds of thousands of dollars a year through their platform, which I took with a large grain of salt and actually if you dig deeper, you find out that productive teachers on Skillshare who release about one course a month make around $300 a month, which still seemed overly optimistic for my case. Anyway, I had an idea for a possible course and I wanted to try it out.

The course I created for the challenge is called Working with Scholarly Articles. Here’s the referral link, if you’re interested: https://skl.sh/2YTGicb

And here’s how creating it went.

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