Roles

Margaret E. Flora: Class of 2013

Joseph W. Miller: Class of 2013

Document Type

Conference Proceeding

Publication Date

2013

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

Paper presented at American Educational Research Association (AERA) Annual Meeting, April 29, 2013 in San Francisco.

This paper was later published in the Journal of Learning Development in Higher Education, March 2015. It is also available in The Cupola here.

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