TY  - JOUR
AB  - Teaching research as a cognitive process rather than a set of skills and thereby ensuring critical thinking has been a concern of instructions librarians for some time. This article explains the design, rationale, and use of an innovative assignment, the encyclopedia entry, in a 200 level library credit course that targets sophomores and transfer students. At Western Washington University this course, “Library 201: Introduction to Research Strategies”, has historically required students to produce a free‐standing annotated bibliography. The encyclopedia entry assignment integrates “point of need” relevance into the course because the students choose sources that provide information which will actually be used in writing an encyclopedia entry.
VL  - 32
IS  - 2
SN  - 0090-7324
DO  - 10.1108/00907320410537711
UR  - https://doi.org/10.1108/00907320410537711
AU  - Armstrong Jeanne
AU  - Fast Margaret
PY  - 2004
Y1  - 2004/01/01
TI  - A credit course assignment: the encyclopedia entry
T2  - Reference Services Review
PB  - Emerald Group Publishing Limited
SP  - 190
EP  - 194
Y2  - 2024/04/26
ER  -