Roles

Margaret E. Flora: Class of 2013

Joseph W. Miller: Class of 2013

Document Type

Article

Publication Date

3-2015

Department

Education; Library

Abstract

When an education professor and a reference librarian sought to improve the quality of undergraduate student research, their partnership led to a new focus on assessing the research process in addition to the product. In this study, we reflect on our collaborative experience introducing information literacy as the foundation for undergraduate teacher education research. We examine the outcomes of this collaboration, focusing on the assessment of the process. Using a mixed methods approach, we found that direct instruction supporting effective research strategies positively impacted student projects. Our data also suggest that undergraduate students benefit from not only sound research strategies, but also organization strategies.

Comments

This article was published under a Creative Commons Attribution License.

This work was also presented as a paper at the American Educational Research Association (AERA) Annual Meeting, April 29, 2013 in San Francisco. It's also available in The Cupola here.

Required Publisher's Statement

Original version is available from the publisher at: http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=article&op=view&path%5b%5d=245