Margaret E. Flora: Class of 2013
Joseph W. Miller: Class of 2013
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.
This is the publisher's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution.
Stebick, Divonna, et al. "Breathing Life into Information Literacy Skills: Results of a Faculty-Librarian Collaboration." Journal of Learning Development in Higher Education 8 (March 2015), 1-20.
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
Curriculum and Instruction Commons, Information Literacy Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons
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.