A Learner-Centered Event: Harrison, Lollie, and Me

English 111, Fall 08, sections: Because librarians use Google to test out key words and phrases for a research question in mind, students might take their cue also to browse with popular search engines and to contact relevant websites to build a firmer grasp on search terms and be ready for the Reynolds' reference librarian to instruct the collection of databases. Here's Lollie Hoel working out a search method for Harrison whose research question is a comparison of a 1960s auto engine compared to contemporary models. Lollie is advising that Harrison's issue is too narrow for a search: he might do well to surround the specifics he wants to write about with some history: the Encyclopedia Britannica might give useful results. We can see the outlines of his project and prospective strategies: he will be writing to inform, as well as to construct a product comparison, and he will frame a personal narrative: the story of Harrison and his 1960 engine. (I daresay I will be able to be more specific when I read Harrison's first drafts). Here is learner-centered teaching at work, which is exciting because it places the instructor in a position of not knowing (like any reader of a text). Instructional cues to the student writer are centered on making sure the reader understands by clarifying specialized language and procedures. The student is in the empowered position because he knows more than the instructor. Because the student chooses an issue meaningful to him, he is constructing a useful project: Harrison will need the skills of technical writing in his automotive field--and he can begin to hone that expertise right now, right here. I'm glad of that, dear blog, as I like to see a development before my eyes; I like moving along not-knowing to knowing with the student taking the lead.