Ugh! Yesterday I provided my class with their annotated bib prompt. Needless to say, they all looked like deers caught in headlights. So, the first thing I did was provide the class with an overview of how to search on the Pfau Library website for scholarly journals to use in their critical essays. Yeah, that was even more confusing for them. I felt like a major overhaul was needed to get them prepped for their research, so I provided them with a self-help presentation that went step-by-step on how to find each article, how to log on, and how to use the library search engine.
So, I asked them throughout the discussion if they had questions, proceeded to answer their numerous questions, and yet still I came home to an onslaught of questions regarding the library research. Oy!
For tomorrow, I am already gearing myself for the numerous looks of frustration that I will be confronted with as I enter my classroom. Haha! But, yet through it all I still do love them. :)
It sounds like it was a full day! After you had them workshop together on Monday, were they able to come to a conclusion about how to work it out??
ReplyDeleteHow are they coming? My students seemed to get it, they practiced on our readings, and they turned in drafts that seemed to have the components without any "life" to them so we reiterated that part of "creating" an annotation that had multiple messages through word choices that are descriptive. I am grading their final A. Bib.s now and they are still rather flat. Any suggestions?
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