Pedagogy and Professional Development
Authors: Sandra R Tullio-Pow (Ryerson University) , Kirsten Schaefer (Ryerson University) , Shelley J Haines (Ryerson University) , Tarah Burke-Harris (Toronto Metropolitan University)
Literature reviews clarify the range of research that has been done and where gaps remain. We created an online teaching module using a series of synchronous and asynchronous learning activities to guide students how to read critically to compile an annotated bibliography as a gateway to building a literature review. This module began with a guest presentation from librarians about demystifying literature reviews, next students completed an interactive exercise together to practice reading critically to summarize/chart a journal article, followed by writing a corresponding annotation. The module culminated in a group activity, students were assigned a current research topic (e.g., gender identity) and a set of five related journal articles. Each student was responsible for reading/charting their assigned article prior to class; in class they collectively discussed key themes o write an introduction and summarized results to identify gaps in the literature reviewed to write the conclusion.
Keywords: annotated bibliography, literature review chart
How to Cite: Tullio-Pow, S. R. , Schaefer, K. , Haines, S. J. & Burke-Harris, T. (2022) “Scaffolding A/synchronicity for Teaching Literature Review Development Remotely”, International Textile and Apparel Association Annual Conference Proceedings. 79(1). doi: https://doi.org/10.31274/itaa.15937
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