Maybee, C., Doan, T.,  & Flierl, M. (2016). Information literacy in the active learning classroom. Journal of Academic Librarianship, Volume 42(6), Retrieved from

Maybee et al conducted a thematic analysis of eleven teachers from ten different academic fields to determine how higher education teachers are using information literacy in active learning classrooms.  This study was conducted ultimately to provide recommendations to librarians for ways of supporting information literacy over a variety of disciplines. The three themes identified were: “1) informational skills students should know, 2) Part of the process (of learning), and 3) Empowered by disciplinary information practices” (Maybee et al, 2016). [Annotated by: Caryn Bird, GCC English Faculty]

Rex, L.A., Thomas, E.E.,& Engel, S (2010). Applying Toulmin: Teaching Logical Reasoning and Argumentative Writing, English Journal, 99(6), 56-82.

Abstract: The authors start from the premises that effectively teaching logical reasoning, as an integrative part of the argumentative genre, is correlated to applying the Toulmin method. To learn to write strong and focused arguments that are appealing to the audience through the use of logos and ethos, most students are completely dependent on their instructors’ help–whether it is evidence-relating inferences, assessing a controversial issue in all its argumentative intricacies, or logically grouping  sequencing ideas. Rex, Thomas, and Engel strive to provide an independent model of thinking to their students, and they share their findings in relationship to teaching students to assess complex controversial issues independently. The authors have recorded their results at a high school, where they first taught this independent model of thinking. It would be intriguing, to say the least, to determine if the students can be engaged by this model of teaching logical reasoning and become independent thinkers. [Annotated by: Amalia Gheorghita, GCC English Faculty]

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