Erill, IvanCaruso, StevenHu, James C.2022-04-052022-04-052018Erill I, Caruso SM, Hu JC. 2018. Gamifying Critical Reading through a Genome Annotation Intercollegiate Competition. Article 6 In: McMahon K, editor. Tested studies for laboratory teaching. Volume 39. Proceedings of the 39th Conference of the Association for Biology Laboratory Education (ABLE). http://www.ableweb.org/volumes/vol-39/?art=6http://hdl.handle.net/11603/24526Tested Studies for Laboratory Teaching Proceedings of the 39th Workshop Conference of the Association for Biology Laboratory Education June 13-16. 2017 University of Madison-WisconsinThis workshop explores the use of a web-based inter-collegiate competition to perform Gene Ontology annotation of gene products in sequenced genomes as a tool to motivate and focus students’ reading and critical assessment of primary scientific literature while performing a useful task for the scientific community. Students work in teams to generate and peer review gene annotations. The combination of team-based peer competition with a highly structured and publicly-accountable annotation process enhances student involvement and discussion, provides well-defined guidelines for critical reading of primary literature, and engages students in thinking about evidence and source identification in scientific statements.18 pagesen-USThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.Text