They Found It--Now Do They Bother? An Analysis of First-Year Synthesis

Michael J. Carlozzi

Abstract

This paper presents assessment data from a first-year writing library partnership to examine the relationship between student source use and written synthesis. It finds that first-year students could locate peer-reviewed, scholarly sources but that these sources were poorly integrated in their arguments—if they were used at all. In contrast, it finds that students attempted to synthesize their in-class reading material, suggesting that students “tack on” outside sources. Ultimately, this paper argues that librarians may want to consider shifting their instructional focus from traditional one-shot sessions to other solutions recommended by the literature.

Full Text:

PDF HTML
Copyright Michael J. Carlozzi


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Article Views (Last 12 Months)

No data available

Contact ACRL for article usage statistics from 2010-April 2017.

Article Views (By Year/Month)

2018
January: 48
February: 4
March: 4
April: 4
May: 10
June: 10
July: 719
August: 113
September: 33
2017
April: 0
May: 0
June: 0
July: 0
August: 0
September: 0
October: 66
November: 33
December: 6