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Supporting the Professional Writing Program with Online Modules – Collaboration and Engagement, Theory and Reality

Lily Griner, Yelena Luckert, Judy Markowitz, Nevenka Zdravkovska
University of Maryland, College Park

Abstract

The Professional Writing Program (PWP) at the University of Maryland, College Park, is designed “to teach the research, analysis, writing and language skills that students will need in their lives beyond the classroom.” The program currently reaches approximately 5,000 undergraduates in roughly 250 subject-centered classes (e.g. business, health sciences, economics, etc.) and focuses on helping students write and communicate effectively in the workplace. In response to the growing demand for library instruction to support the PWP, as well as the declining number of librarians available to provide instruction, a Canvas ELMS (Enterprise Learning Management System) modules course was developed to meet the library literacy needs of the program. The course consists of three independent modules that introduce students to Information Literacy Concepts, Research Pro Tips, and Core Sources in several PWP supported subject fields. This paper will explore how we developed and promoted the Modules concept (development process), how it has been received by the PWP (outcomes), and how the resources are being used by the faculty and students (impact). This article is based on a presentation given at the 2015 Innovations in Teaching and Learning Conference (April 24th, 2015, University of Maryland, College Park).

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