Help with Bibliographies: L’Année Philologique, part 3

In previous posts, we explained how to use the EBSCO-hosted version of L’Année Philologique as well as how to perform a basic search on its independent website. In this post, we’re tackling advanced searches. While I’m using the APh interface, a lot of the more conceptual considerations (like when and how to use parameters) can be applied to the EBSCO version as well. If your institution subscribes to EBSCO, you may want to review that post first; it includes slightly different search options than APh.

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Help with Bibliographies: L’Année Philologique, part 2

In our last post, we discussed using the Classics database L’Année Philologique through its EBSCO host. But many institutions, particularly those with a dedicated Classics department, will subscribe to APh‘s own hosted service. This post offers advice for using it. If you’re not sure what APh is or why you should use it, read the previous post first and then come back here. Like the EBSCO version, APh Online is a subscription-only service, which means that you will need to access it through your institution’s library login. I’ll start my post with the assumption that you’ve logged in.

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Help with Research: Oxford Bibliographies Online

I admit it: when my librarian emailed excitedly about a new bibliography tool that we had access to, I wasn’t that excited. Like most classicists (I think), I’m pretty happy with using APh and JStor, as well as trawling through footnotes. But my students have always struggled with bibliography and they have a research paper coming up.  It seemed like as good a time as any to check this new tool out, put together a user guide, and post it to our course website.

It turns out that sometimes librarians get excited for good reasons. Oxford Bibliographies (which are subscription-only) are useful for undergrads and more advanced researchers. While I wouldn’t use the site to stay current in my field of research, I’m planning on coming back to review some topics for teaching. And if you’re at the seminar or early-dissertation stage, well … you’re luckier than I was.  Continue reading

Forgotten Skills: Browsing

As libraries evolve, more and more research activity is moving online: digitized journals, books, and documents are now the norm, rather than an unexpected treat. We don’t (entirely) regret this change – anyone who has had to wade through bound back issues of journals to find an article, or who has visited Current Periodicals just to look at the tables of contents, understands how much more convenient it is to access academic materials from the comfort of one’s office, home, or cell phone. And we’ve dedicated several posts to the specific skills needed to locate books and articles online. For this post, we’re going old-school with some basics: why should you visit an actual library, and what should you do once you’re there? Continue reading

Help with Research: Publishing

More and more often, students of all levels want to share their discoveries by producing a published work. The good news is that there are many (and increasing numbers of) venues for academic publishing. But that doesn’t mean that they will automatically publish everything that’s sent to them! In fact, that’s a warning sign of a bad publisher. Today’s post offers some tips on getting your work into its best shape, whether you’re an upper-level undergrad or a grad student, and also offers a few caveats for where you shouldn’t submit.

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Help with teaching, part 4: the syllabus (content)

In my last few posts, I’ve focused on the theories behind the syllabus. In this post, I focus on how to choose the content (or coverage) of your class. These decisions are very personal, both because you have your own interests (and your class should reflect them!) and because the amount that you can cover in a class meeting or a term is dependent on a number of factors, such as how long your terms are, how long and how many class meetings you have, the level of the course (intro, advanced, etc.), and how fast you talk, among other things. So what I say here should really be taken as guideline, not gospel. But with that understood, there are a few things you can consider when making your own personal syllabus choices.

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Help with teaching, part 3: the syllabus (assessment)

The first time I ever taught, I got some advice: “Make it easy on yourself and give them a midterm and a final. Use multiple choice as much as you can.” I didn’t listen at the time, because the type of class described was so foreign to my (paper-laden) undergraduate experience; in the years since, I haven’t listened because I decided that that advice doesn’t reflect the way I want to teach. But if that has been your learning or teaching experience, how do you learn to do something different?

In my last post, I walked you through how to plan your learning outcomes. In this post, we’re focusing on assessment — the types of assignment that you give and how you might want to weight them. If you think “assessment? You mean there’s more than testing?”, then this post is for you!

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