<?xml version="1.0" encoding="UTF-8"?><rss version="2.0"
	xmlns:content="http://purl.org/rss/1.0/modules/content/"
	xmlns:dc="http://purl.org/dc/elements/1.1/"
	xmlns:atom="http://www.w3.org/2005/Atom"
	xmlns:sy="http://purl.org/rss/1.0/modules/syndication/"
	xmlns:georss="http://www.georss.org/georss" xmlns:geo="http://www.w3.org/2003/01/geo/wgs84_pos#" xmlns:media="http://search.yahoo.com/mrss/"
		>
<channel>
	<title>Comments on: The Syllabus &#8212; Key to Changing Student Research Behavior</title>
	<atom:link href="http://scholarlykitchen.sspnet.org/2008/06/24/cornell-tackles-information-competency-for-the-google-generation/feed/" rel="self" type="application/rss+xml" />
	<link>http://scholarlykitchen.sspnet.org/2008/06/24/cornell-tackles-information-competency-for-the-google-generation/</link>
	<description>What&#039;s Hot &#38; What&#039;s Cooking in Scholarly Publishing - from the Society for Scholarly Publishing</description>
	<lastBuildDate>Wed, 15 Feb 2012 17:25:09 +0000</lastBuildDate>
	<sy:updatePeriod>hourly</sy:updatePeriod>
	<sy:updateFrequency>1</sy:updateFrequency>
	<generator>http://wordpress.com/</generator>
	<item>
		<title>By: Richard Gayle</title>
		<link>http://scholarlykitchen.sspnet.org/2008/06/24/cornell-tackles-information-competency-for-the-google-generation/#comment-489</link>
		<dc:creator><![CDATA[Richard Gayle]]></dc:creator>
		<pubDate>Tue, 24 Jun 2008 23:20:23 +0000</pubDate>
		<guid isPermaLink="false">http://scholarlykitchen.wordpress.com/?p=163#comment-489</guid>
		<description><![CDATA[Perhaps part of the problem is that many universities still design courses around the old days when it took a lot of time to get information needed for a research paper and then a lot of time to put it into context. Analysis was hard and synthesis was harder.

Thus the term paper was born.

Today, getting information is easy. Analysis is easier than before. Getting facts, breaking things down no longer requires weeks to perform. This side of the equation has been decreased tremendously.

We forget that learning how to put it all together is still hard. So focus on synthesis. 

Design courses around a lot of shorter information laden bits that can then be put together into a larger whole at the end.

They can get practice at the hard part, at synthesis, with direction from the instructor on process and format.

I think one point missed here is that while individuals can do analysis easier from the internet, we now also do synthesis better - by utilizing online social networks.

If universoties now incorporate online social media in the classes, they can accelerate both sides and help individuals gain skills much faster.]]></description>
		<content:encoded><![CDATA[<p>Perhaps part of the problem is that many universities still design courses around the old days when it took a lot of time to get information needed for a research paper and then a lot of time to put it into context. Analysis was hard and synthesis was harder.</p>
<p>Thus the term paper was born.</p>
<p>Today, getting information is easy. Analysis is easier than before. Getting facts, breaking things down no longer requires weeks to perform. This side of the equation has been decreased tremendously.</p>
<p>We forget that learning how to put it all together is still hard. So focus on synthesis. </p>
<p>Design courses around a lot of shorter information laden bits that can then be put together into a larger whole at the end.</p>
<p>They can get practice at the hard part, at synthesis, with direction from the instructor on process and format.</p>
<p>I think one point missed here is that while individuals can do analysis easier from the internet, we now also do synthesis better &#8211; by utilizing online social networks.</p>
<p>If universoties now incorporate online social media in the classes, they can accelerate both sides and help individuals gain skills much faster.</p>
]]></content:encoded>
	</item>
</channel>
</rss>

