Mike,
Your approach is very similar to what I have used in the past. . . In
addition, I have used an introductory, support session arranged with one of
the science librarians. (This intro session has not worked out well at my
current institution, where I teach Psychology, but elsewhere where I have
taught Molecular Biology. . . but the scientific method fits nonetheless !)
Classtime was used for this purpose. The librarian provided the students with
an overview of the resources available in the library and a map of the
relevant 'stacks' (we'd have to add internet resources now), discussed the
typical time-table for flow of information from the original research paper to
the college textbook, described the elements present in (structure of) the
typical primary research paper, theoretical paper, and review paper, and ended
with a small group project that provided the students an opportunity to
identify the category of sample papers that exemplify each of the above types
of journal formats. In addition, the students were provided with a list of
resources (journals) that were thought appropriate for the various
subdisciplines of potential interest to the course.
The students seemed to enjoy this mini-'field-trip' to the library, saying it
provided a good foundation for their research assignment.
Sandra
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Sandra Nagel Randall, Ph.D.
Wayne County Community College District, MI
Department of Human and Community Development
Athabasca University, Alberta, Canada
Biopsychology Consultant
[EMAIL PROTECTED]
Off: 248-948-8162
Fax: 248-948-5090
<A HREF="http://members.aol.com/snrandall">http://members.aol.com/snrandall
</A>
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