Teaching research processes the faculty role in the development of skilled student researchers
Information literacy may be defined as the ability to identify a research problem, decide the kinds of information needed to tackle it, find the information efficiently, evaluate the information, and apply it to the problem at hand. Teaching Research Processes suggests a novel way in which informati...
| Autor principal: | |
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| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Oxford :
Chandos Publishing
2012.
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| Edición: | 1st edition |
| Colección: | Chandos information professional series
Chandos Information Professional Series |
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009628532806719 |
Tabla de Contenidos:
- Cover; Teaching Research Processes: The faculty role in the development of skilled student researchers; Copyright; Contents; Preface: my journey into research processes; Acknowledgements; About the author; 1Defining research processes; Average faculty expectations; Common definitions; The capabilities actually required by students; Keeping the goal consistent with higher education's mission; What are we looking for?; The idea of research processes; 2Research ability inadequacies in higher education; Where the problem starts; University students and information skills - an overview
- Information literacy of senior undergraduate/graduate studentsThe information literacy of faculty members; The bottom line: information illiteracy in academia; Notes; 3Research processes and faculty understanding; The understanding gap; The university administration gap; The silo problem; The perpetuated experience (osmosis) gap; Faulty assumptions about students and technology; Faculty culture; Faculty perception of librarians; The hesitation of accrediting bodies; Conclusion; Note; 4Current initiatives in research processes; Development of standards among academic librarians
- Remedial instructionCredit-based courses; Instruction through the curriculum; The essential failure of all such initiatives; 5The role of disciplinary thinking in research processes; The development of scholarly ability within a discipline - content and process; Learning about versus doing; The difference between disciplinary experts and undergraduates; The radical shift in thinking demanded for effective research processes instruction to university students; 6Research processes in the classroom; Essential goals; Congruence with active learning and constructivism
- Required thinking and process skillsRequired changes in teaching patterns; The new classroom; What about content?; 7Tentative case studies in disciplinary research process instruction; The humanities; The social sciences; The sciences; Professional programs; Conclusion; 8Research processes transforming education; The educational task of the professor; Departmental planning for teaching research processes; University planning for teaching research processes; 9Resourcing the enterprise; The question of priorities; Realigning academic librarians; Taking a grassroots approach; Buy-in at the top
- What resources do we need?10 Conclusion; References; Index
