Abstract

Undergraduate students are expected to find, evaluate, and use peer-reviewed or scholarly literature, but they rarely learn about the process of creating new knowledge or the roles the literature plays in the work of scholars. A desired outcome of undergraduate education is the understanding that knowledge is created, evolving, and contextual rather than discovered, static, and universal. There is some evidence that explicit instruction can facilitate this understanding. As scholars use the participatory Web to talk about the work that they do, they also create places where students can look in on the knowledge creation process.

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Additional Information

ISSN
1530-7131
Print ISSN
1531-2542
Pages
pp. 489-503
Launched on MUSE
2011-01-13
Open Access
N
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