“What if we paid more attention to inquiry as the creation of knowledge through scholarly conversation, with each other and with our primary and secondary sources, rather than focusing almost exclusively on how to record the “results” of inquiry in the research paper?”

In an excellent example of a SoTL project which is also “scholarship of integration” (in that it integrates knowledge and pedagogy from various academic fields), Karen Manarin describes how she used research posters (typical of science and social science) to inspire a new approach to teaching literary research and to

• make visible different moments in the process of literary research – to both students and instructor
• allow students to create their own interpretations through creative and aesthetic choices
• allow students to distill their main points and receive feedback before writing the traditional research paper
• give students the opportunity and confidence to create something that would interest their peers as scholars

Manarin, K. (2016). Interpreting Undergraduate Research Posters in the Literature Classroom. Teaching and Learning Inquiry, the ISSOTL Journal, 4(1). Available at http://tlijournal.com/tli/index.php/TLI/article/view/128/80