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1 – 10 of over 104000
Article
Publication date: 28 March 2008

Mardi Mahaffy

The purpose of this paper is to explore how library reference departments and writing centers have extended their services to reach audiences beyond their respective locations…

1099

Abstract

Purpose

The purpose of this paper is to explore how library reference departments and writing centers have extended their services to reach audiences beyond their respective locations, and to analyze the experiences of one university in collaboration between the two entities. The aim is to provide insight into the advantages and disadvantages of two approaches toward collaboration: that of a reference librarian holding office hours in a writing center, and writing center consultants providing service hours within the library.

Design/methodology/approach

Reference/consultation logs and input from participating consultants and librarians are utilized to explore the usage and effectiveness of the two collaborative approaches.

Findings

Analyzing student participation in the library and writing center services indicate that, while students are not likely to seek library reference services in the writing center, they appreciate having writing consultation services available within the library at times when the writing center is not open. Observation also suggests that students use services differently at the two locations, preferring extended interactions at the writing center where hour‐long consultations are customary.

Practical implications

This work conveys first hand experiences and makes suggestions regarding scheduling, staffing, equipment, and publicity.

Originality/value

Little has been written about the feasibility and practical implications of writing center consultants working within libraries.

Details

New Library World, vol. 109 no. 3/4
Type: Research Article
ISSN: 0307-4803

Keywords

Article
Publication date: 17 August 2010

Rowena Yeats, Peter Reddy, Anne Wheeler, Carl Senior and John Murray

Academic writing is often considered to be a weakness in contemporary students, while good reporting and writing skills are highly valued by graduate employers. A number of…

1286

Abstract

Purpose

Academic writing is often considered to be a weakness in contemporary students, while good reporting and writing skills are highly valued by graduate employers. A number of universities have introduced writing centres aimed at addressing this problem; however, the evaluation of such centres is usually qualitative. The paper seeks to consider the efficacy of a writing centre by looking at the impact of attendance on two “real world” quantitative outcomes – achievement and progression.

Design/methodology/approach

Data mining was used to obtain records of 806 first‐year students, of whom 45 had attended the writing centre and 761 had not.

Findings

A highly significant association between writing centre attendance and achievement was found. Progression to year two was also significantly associated with writing centre attendance.

Originality/value

Further, quantitative evaluation of writing centres is advocated using random allocation to a comparison condition to control for potential confounds such as motivation.

Details

Education + Training, vol. 52 no. 6/7
Type: Research Article
ISSN: 0040-0912

Keywords

Book part
Publication date: 26 August 2020

Jane Nichols, Beth Filar Williams and Chris Ervin

A common way for academic libraries to support student success is through partnership with writing centers. Practices such as applying service design thinking to develop and…

Abstract

A common way for academic libraries to support student success is through partnership with writing centers. Practices such as applying service design thinking to develop and inform integrated library and writing center services can lead to a student-focused space. This chapter outlines how service design, studio pedagogy, and peer learning informed the setup and ongoing services in The Undergrad Research and Writing Studio (URWS or, the Studio), a shared space in the Oregon State University Libraries. The URWS model is grounded in studio pedagogy, which employs a “propose-critique-iterate” approach to student writing development (Brocato, 2009). Research and writing consultants assist student writers when they have a question, mirroring libraries’ point of need service approach. Librarians and studio faculty collaborated on the training curriculum, which emphasizes how research and writing are intertwined processes. Peer consultant reflection and assessment inform the ongoing development of the overarching program, service, space, and training, ensuring alignment with the ethos of centering students and their learning.

Details

International Perspectives on Improving Student Engagement: Advances in Library Practices in Higher Education
Type: Book
ISBN: 978-1-83909-453-8

Keywords

Open Access
Article
Publication date: 1 December 2015

Caroline Brandt and Nicholas Dimmitt

Many universities run Writing Centers to provide support for students wishing to improve their academic literacy. These centers are ideal venues for peer tutoring, which may…

Abstract

Many universities run Writing Centers to provide support for students wishing to improve their academic literacy. These centers are ideal venues for peer tutoring, which may benefit both student-tutors (through tutoring skills development), and those tutored (through opportunities to discuss writing with a supportive peer). In the context of a university in the GCC region, peer tutors, prior to working, must complete required Communication courses. The syllabuses reflect student-centered and collaborative post-process writing approaches, where scaffolding is emphasized over direction, and word-by-word instructor correction of student writing is de-emphasized. Peer tutors also undergo preparation aimed at equipping them with an understanding of the rationale for these approaches and the skills needed to adapt them to tutoring. Given these experiences, the researchers set out to determine whether tutors are able to articulate such understandings and apply them to tutoring. Interconnected interpretative methods were deployed, including tutoring observation, consultation-conversation analysis and semi-structured interviews with tutors. Results indicate that tutors have significant recent experience of non-directive writing classes and may be aware of the rationale and benefits of such approaches. However, in their tutoring, content appears to be transferred from their most recent experiences but their style relies on instruction predominated by telling, explaining, demonstrating and directing, reflecting formative experience at school. The relationship between tutors’ experience, preparation, articulation and practice is explored, and recommendations are made to enhance Writing Center practices, in line with the concept of a constructively-aligned instruction system where all components address the same agenda and support each other.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 12 no. 2
Type: Research Article
ISSN: 2077-5504

Article
Publication date: 11 May 2015

Agnieszka Bielinska-Kwapisz

Given that there exists in the literature relatively little research into the effectiveness of writing centers at universities, the purpose of this paper is to show the impact of…

1632

Abstract

Purpose

Given that there exists in the literature relatively little research into the effectiveness of writing centers at universities, the purpose of this paper is to show the impact of university writing centers on first-year business seminar student writing.

Design/methodology/approach

This quantitative study involved 315 first-year undergraduate business students. Logistic and quantile regression analysis was used to test two hypotheses.

Findings

Results indicate that student intrinsic and extrinsic motivational factors positively influenced the likelihood that a student visits the center. Student grades on writing assignments were significantly higher for students who visited the writing center but only for students who scored in the top 40th percentile of the grade distribution.

Practical implications

Writing centers should try to reach all students not only those who are naturally motivated. Most importantly, centers should find ways to help students in the lower portion of grade distribution since these students presumably require sustained help.

Originality/value

This paper suggests that writing centers helped only students at the top of the grades distribution which may be valuable to universities in assessing impact of writing centers and help in the efforts to improve student writing. However, this effect can only be uncovered using quantile regression. Therefore, this research has demonstrated the potential usefulness of quantile regression as a predictive and explanatory tool in assessment.

Details

International Journal of Educational Management, vol. 29 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 29 March 2011

Norma Estela Palomino and Paula Ferreira Gouveia

This paper seeks to report on the successful collaboration in an academic learning commons environment, established collaboratively between the University of Guelph and Humber…

1641

Abstract

Purpose

This paper seeks to report on the successful collaboration in an academic learning commons environment, established collaboratively between the University of Guelph and Humber College, where library reference and writing center support services are integrated and therefore model student behaviour when writing academic papers.

Design/methodology/approach

After examining previous collaborative efforts between libraries and writing centres, this paper focuses on the relationship between thinking and the writing process itself as the theoretical framework on which a successful collaboration between the University of Guelph‐Humber Library Reference Services and Humber College's Writing Center exists. Statistical data relating to the increased usage levels of reference services, when made available in a writing centre environment, as well as library services satisfaction data are reported.

Findings

Researching and writing anxiety is diminished when students are able to access both reference (researching) services and writing support services in the same location. The increased exchange and interface between reference service providers and writing tutors, while assisting students to write better academic papers, reflects the fact that thinking, researching and writing are interwoven and recursive processes that are further enhanced when supported by their physical collocation. Academic institutions should model and further facilitate the collocation and integration of the research and writing processes by reorganizing services and service delivery units to better reflect student behaviour.

Research limitations/implications

When this paper was written, service level usage data that had been gathered fully supported the continued collaboration of the reference and writing centre services. However, further research needs to be conducted regarding the impact of this cross‐functional, student support service on student success.

Originality/value

This paper is of interest to academic leaders and service providers who are interested in furthering collaborations between students' service providers, primarily library reference staff and writing centre tutors, whose partnership naturally reflects the integrated and recursive research and writing processes.

Details

New Library World, vol. 112 no. 3/4
Type: Research Article
ISSN: 0307-4803

Keywords

Article
Publication date: 13 February 2017

Stephanie J. Graves, Kathy Christie Anders and Valerie M. Balester

The study aims to explore collaborations between writing centers and libraries which create opportunities for providing information literacy intervention for students doing…

1313

Abstract

Purpose

The study aims to explore collaborations between writing centers and libraries which create opportunities for providing information literacy intervention for students doing researched writing. This case study gathered data from writing center logs to uncover if and how information literacy activity was occurring during consultations.

Design/methodology/approach

A representative sample of writing center logs recorded between September of 2013 and May 2014 was mined for frequencies of library and information literacy terms. Transaction logs were coded and analyzed according to the frames in the Association of College and Research Libraries Framework for Information Literacy for Higher Education.

Findings

Information literacy is discussed in only 13 per cent of consultations. Referrals to librarians accounted for less than 1 per cent of all transactions. Students most commonly asked for assistance in formatting citations, but deeper information literacy conversations did occur that provide opportunities for engagement with the Framework for Information Literacy for Higher Education.

Research limitations/implications

Transactions were examined from one university. Although findings cannot be generalized, the results were applicable to local services, and this study provides a model useful for libraries and writing centers.

Practical implications

This study provides ample direction for future collaborations that will take advantage of the intersections of information literacy and writing instruction to improve student research skills.

Originality/value

Although much has been written about partnerships between libraries and writing centers, this study uniquely demonstrates a model for data sharing across institutional boundaries and how one library mined existing data from a writing center.

Details

Reference Services Review, vol. 45 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

Open Access
Article
Publication date: 1 June 2015

Molly McHarg

This study examines English faculty perceptions of the Writing Center at American Design University in Qatar (ADU-Q) through a social capital analysis. This was part of a larger…

Abstract

This study examines English faculty perceptions of the Writing Center at American Design University in Qatar (ADU-Q) through a social capital analysis. This was part of a larger study that took a sociocultural approach to English faculty perceptions of writing center work at ADU-Q. One of the emergent themes in that study was the lack of students’ language skill transfer from English courses to their disciplines. This finding has critical implications for the development of writing center and writing-across-the-disciplines work by uniting the fields of Composition, TESOL, and writing center research.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 12 no. 1
Type: Research Article
ISSN: 2077-5504

Article
Publication date: 9 November 2012

Elise Ferer

The purpose of this article is to survey the means through which libraries and writing centers are collaborating to determine best practices and applications.

4288

Abstract

Purpose

The purpose of this article is to survey the means through which libraries and writing centers are collaborating to determine best practices and applications.

Design/methodology/approach

Examples of collaboration between libraries and writing centers were examined and grouped into similar examples to highlight themes within the literature.

Findings

Many librarians are training writing center staff and tutors in library services and information literacy skills. Reference librarians are sharing space or holding joint office hours with writing centers to help create a one‐stop shop for students. Joint classes and workshops are helping to reinforce the connected nature of research and writing. It is important to survey the environment; some types of collaboration work better at some institutions than others.

Research limitations/implications

This is a review of the literature concerning collaboration and cannot contain every example of library and writing center collaboration.

Practical implications

Using this article, librarians can compile a list of possible ways to collaborate with their writing center.

Originality/value

This article is of value to librarians and writing center staff looking for ways to foster collaboration and ways that they can begin to collaborate.

Details

Reference Services Review, vol. 40 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Book part
Publication date: 26 August 2020

Jessica Clements and Marianne Stowell Bracke

Research and writing can be challenging tasks for undergraduate students, and evaluating online sources for use in papers can be especially difficult to do well. This chapter…

Abstract

Research and writing can be challenging tasks for undergraduate students, and evaluating online sources for use in papers can be especially difficult to do well. This chapter discusses a partnership between a library and a writing center to teach writing consultants the basics of the Information Literacy Framework and online source evaluation. This included providing additional education for peer writing consultants. Consultants became more fluent in the aspects of evaluation and provided perspective on how and why undergraduate students struggle with this in the research and writing process, establishing the value of assembling networked pedagogical models for teaching information literacy.

Details

International Perspectives on Improving Student Engagement: Advances in Library Practices in Higher Education
Type: Book
ISBN: 978-1-83909-453-8

Keywords

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