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that EndNote spurs students to think differently about the accumulation, organization and
documentation of a research portfolio. My experience with EndNote in the classroom also
leads me to believe that its integration into my course and my observations of the students’
responses have pushed me to rethink how I teach and find new ways to deter some of this
technology’s potential flaws. I can’t know that, of course, but my engagement with this
project makes me think that these are questions that still need to be asked.
23
For the sake of brevity, Appendices A and B have been omitted for the conference version of this paper but
can be provided upon request.
19
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