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Alternative to Information Literacy: Undergraduate Research and Writing
Stanley Wilder, J udi Briden and Ann Marshall University of Rochester River Campus Libraries
Planning• brainstorming• collaboration• training
faculty work practice study
• the question• our methods• project plan
• retrospective interviews• “what don’t we know”?
faculty expectations
exploratory investigation of student work practice
Undergraduate Work Practice Study: A multiphase project
Planning• brainstorming• collaboration• training
faculty work practice study
• the question• our methods• project plan
• retrospective interviews• “what don’t we know”?
faculty expectations
exploratory investigation of student work practice
Undergraduate Work Practice Study: A multiphase project
Planning• brainstorming• collaboration• training
faculty work practice study
• the question• our methods• project plan
• retrospective interviews• “what don’t we know”?
faculty expectations
exploratory investigation of student work practice
Undergraduate Work Practice Study: A multiphase project
Planning• brainstorming• collaboration• training
faculty work practice study
• the question• our methods• project plan
• retrospective interviews• “what don’t we know”?
faculty expectations
exploratory investigation of student work practice
Undergraduate Work Practice Study: A multiphase project
Planning• brainstorming• collaboration• training
faculty work practice study
• the question• our methods• project plan
• retrospective interviews• “what don’t we know”?
faculty expectations
exploratory investigation of student work practice
Undergraduate Work Practice Study: A multiphase project
Planning• brainstorming• collaboration• training
faculty work practice study
• the question• our methods• project plan
• retrospective interviews• “what don’t we know”?
faculty expectations
exploratory investigation of student work practice
Undergraduate Work Practice Study: A multiphase project
Faculty Work Practice Study
observe faculty doing their work
findings about faculty collaboration
new institutional repository interface:“researcher page”
Facilities• When and why do students choose the library as a physical space? When and why do they choose to work elsewhere?
• Which parts of the library do students like the best and why? Which do they like the least?
• What facilities do students wish the library had or provided?
Reference• What are students successful and unsuccessful research strategies?
• What library and non-library resources do students use?
• What are the instruction needs of freshman? Of upper-level students?
• What strategies work for high achieving students? For overwhelmed students?
• How well do students apply research strategies learned as freshman to later classes?
• When do students need help? When and why do they ask for help? Who outside of the library do they ask for help?
Web Services• What do students need to do on the web? How does the library fit into their web usage?
• What do students do online? What do they wish they could do online?
• How does or doesn’t the library website meet their needs for doing their research/assignments?
Planning and Collaboration: Identifying research questions
University of RochesterLibrary Environment
Search SelectDatabase
SelectArticle
ArticleDetail
FullText
Enter keywords Select a resultView full text online
Generation 3
Questions We Asked• What are the hallmarks of a good paper?
• How do you expect students in this class to find books and articles for their research papers?
• In a recent class, what was the biggest obstacle to students writing successful research papers?
• What is the most helpful thing that I or librarians at the reference desk can do
to help your students finish their papers?
Faculty Interviews
Hallmarks of a Good Paper
• Well written
• Good mechanics
• Well organized and complete
• Good topic
• Students showed real thought and interest
• High quality resources
Faculty Interviews
How Students Should FindGood Resources
• Independently• With help of
instructor or librarian
• Work with other students
• Start with references in textbook
• Use instructions in guide, syllabus, or handout
• Use skills learned in BI
• Use databases• Use ILL• Use web (as long as
quality is high)
Faculty Interviews
Obstacles to Good Papers
• Poor – time management
– argumentation skills
– critical judgment
– understanding of material
– writing skills
– choice of topic
• Ignorance about plagiarism
• Lack of focus
• Giving up too easily on a topic
• Inappropriate writing style for discipline
• Materials– not finding sufficient
quality or quantity– pursuing only those
online– pursuing only in library
collection—not using ILL
• Not knowing when to ask a librarian for help
• Seeing writing center as remedial—not seeking help
Faculty Interviews
Many faculty were unclear on when and how they think
undergraduateslearn to do research
(find books and articles)
Faculty Interviews
Early Benefits from Interviews
• Librarians learned more about the classes they work with
• Different librarians used the interviews – to build on already strong relationships– to engage with faculty they did not know
well• Some faculty have asked librarians for
greater participation in their classes
Faculty Interviews
Student Work Practice Study
• A sense of where and when we’ll want to do our observations
• A variety of tools we can call on
• Activities will be interesting and fun for students, but also for the researchers