Duration
24h SEM
Number of credits
| Extra courses intended for exchange students (Erasmus, ...) (Faculty of social sciences) | 5 crédits |
Lecturer
Estelle Lecroart, Gautier Pirotte, Marc Poncelet, Melissa Schneider
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
Through readings of various key articles or reference works related to development cooperation, this seminar is an opportunity to implement different methods to work on reading skills (reading notes, peer review, surveying, reflective exchanges) and thus allow students to grasp different objects, themes and approaches related to the socio-anthropology of the field of development.
The course will be built around a dual working method: the first concerns the reading of grey AND scientific literature, the second concerns the realization of a survey if the number of students allows it.
Students will be required to write reading notes that will be the subject of discussions (in the form of a seminar) during the sessions.
The introductory session will be devoted to presenting the practical modalities of the course and equipping students to identify the different types of literature.
Learning outcomes of the learning unit
The objective of this course is to familiarize students with reading, understanding and analyzing scientific articles, and to provide them with the tools to distinguish gray literature from scientific literature in the field of development.
With these skills, students will be able to adopt a critical stance when reading and discuss different sources and will be able to use the texts optimally in their future work and research. Throughout the course, the readings carried out will also provide an overview of some areas of research in development.
Prerequisite knowledge and skills
French reading skills
Planned learning activities and teaching methods
The courses will be based on the reading of different texts (gray literature and scientific literature). Students will also have the opportunity to experiment with different working and reading techniques (e.g. reading sheet, peer review, surveying).
The students will follow the following working method for two work themes (three themes possibly depending on the number of students):
1- reading gray literature + production of a reading note (1) based on a framework
2- peer review (gray lit.) in progress + exchanges
3- reading scientific literature + producing a reading note (2) based on a framework
4- peer review (lit. scientific) in progress + exchanges
5- production of a consolidated note (3) articulating notes 1 and 2.
If the number of students allows, as part of a course we will also carry out a survey. This is a collective reading technique which is carried out in different stages:
1- separation of the book into as many parts as there are participants
2- individual reading
3- pooling
At the end of this session, students will have to produce a grade based on the key elements of the work.
Due to the necessary involvement of students in the smooth running of the sessions, students must be present at each session; only one unjustified absence is tolerated.
Attendance at these sessions is therefore mandatory. The following are considered justified absences: an absence following the death of a loved one, a medical appointment or illness or a surprise public transport strike, by providing the supervisors with an official document.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Course materials and recommended or required readings
All the articles proposed will have to be read for each session. They will be posted on eCampus one week before each session in pdf format.
Written work / report
Continuous assessment
Further information:
Written work / report
Continuous assessment
Additional information:
Continuous certification assessment:
Each student will submit 3 reading sheets (one per theme) on the dates imposed and communicated in the work schedule.
In the event of a second session, the assessment will consist of submitting a reading sheet covering different sources on a new theme.
The student is expected to have taken into account the remarks and discussions made during the session.
Formative assessment:
These sheets will be the subject of intermediate work and peer reviewing in order to improve their quality.
Work placement(s)
Organisational remarks and main changes to the course
Consult the course schedule given at the start of the year.
Contacts
Estelle Lecrorart : estelle.lecroart@uliege.be
Melissa Schneider : melissa.schneider@uliege.be