Workshop 2A: Writing as Reading: Annotation Activities (Matt Luskey, Writing Across the Curriculum)
Is a heavily highlighted text a sign of careful and critical reading? Research on reading habits and practices documents how some writing activities (highlighting, annotating, copying, listing keywords, etc.) are more effectively employed to deepen understanding than others. In this workshop, we will consider and develop writing-based activities that align well with specific reading tasks and strengthen learning.

Workshop 2B: Read Like a Librarian: Search Results, Search Records, and Lateral Reading (Carmen Elwell and Lindsay Matts-Benson, University Libraries)
Library database searches involve lots of reading—through search strategies, results, abstracts, and more. This session will showcase ways to scaffold research assignments to encourage students to not just find, but also truly understand, connect with, and use their search results and sources. You'll learn effective techniques to empower your students to read search results like pros.

Workshop 2C: Bursting Filter Bubbles (Kate Peterson, University Libraries, and Dan Emery, Writing Across the Curriculum)
These days, information often comes to our students through the curated content of their social media sites, what Eli Pariser (2011) has termed a filter bubble, “[our] own personal, unique universe of information that [we] live in online” now often short-handed “FYP (for you page).” In this workshop, we’ll consider ways to identify the filter bubbles and design research assignments that encourage students to explore other information resources.

Workshop 2D: Scaffolding Superior Summary: Reading and Writing Beyond the Sentence (Jessa Wood, Writing Across the Curriculum)
Research suggests students almost exclusively engage with sources at the sentence level, quoting, paraphrasing, or copying isolated ideas rather than reading for high-level understanding. But careful support and scaffolding can help students to read more deeply and summarize more effectively.

Workshop 3A: Annotated Bibliographies are Boring: Rethinking Traditional Research Assignments (Lindsay Matts-Benson, University Libraries, and Jessa Wood, Writing Across the Curriculum)
Common assignments for finding and summarizing published research sometimes lead to lackluster student engagement with the scholarship they find. How can we create assignments that excite our learners about this vital part of the research process?  

Workshop 3B: Reading and Writing for Synthesis (Dan Emery, Writing Across the Curriculum)
Many disciplines identify synthetic thinking as a core skill for mastery-level understanding, but what is synthesis, and what observable features of writing are the hallmarks of its presence? Is synthesis one skill, or many in combination? This session will begin to address the complexity of synthesis as a feature of writing and help faculty to move beyond “knowing it when I see it.”

Workshop 3C: Citational Justice in Scholarly Conversations (Paloma Barraza and Paul Lai, University Libraries)
As students engage more thoroughly with scholarship in their disciplines, we can encourage them to explore why it matters whom they cite. In paying attention to gender, racial, regional, and other inequities in citations, they can practice citational justice by proactively incorporating a greater diversity of voices. This session offers some exercises and discussions for citational justice in research-based assignments.

Workshop 3D: Presenting Research through Media (Scott Spicer, University Libraries, and Matt Luskey, Writing Across the Curriculum)
One of the strengths of multimedia production assignments is in delivering a writing artifact that is not just words on a page. This session explores dynamic ways to present media assignments that encourage peer-to-peer learning, celebration, and further engagement with the research process.