Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Student Research Ability - The Challenges
Transcript of Student Research Ability - The Challenges
Growth in information literacy over time is limited
Millennials in study after study show the same pattern:
The biggest complaint from students is that they do not understand what the professor wants from them in research.
Most students scored "below proficient" in information literacy on standardized test.
Half of these students reported some past information literacy instruction.
Most participants over-estimated their information literacy levels and seemed
unaware that they had performed poorly on the standarized test.
"Findings suggested that not all students (n=164) had satisfactory IL skills even at the senior student level. While 4th year college students (seniors n=91) fared better on an IL survey when compared to 1st year college students (freshmen n=53), analysis of the senior students’ theses led researchers to believe that students were most likely not skilled in this area, and had an inflated opinion of their own IL abilities."
Allison Head (2008)
Head, A. J. (2008). Information literacy from the trenches: How do humanities and social science majors conduct academic research? College & Research Libraries, 69(5), 427-445. Retrieved from http://crl.acrl.org/content/69/5/427.full.pdf+html
ERIAL Project - ethnographic study of 156 students at 5 Illinois universites
Green, Dave. (2013) The Erial Project: Findings, Ideas And Tools To Advance Your Library. Paper, Association of College and Research Libraries National Conference, April 11, 2013. Indianapolis, IN. http://www.erialproject.org/wp-content/uploads/2013/04/Dave-Green-ACRL-FINAL-Presentation-20130411.pdf
"Statistically significant findings suggest that millennial generation Web searchers proceed erratically through an information search process, make only a limited attempt to evaluate the quality or validity of information gathered, and may perform some level of 'backfilling' or adding sources to a research project before final submission of the work."
- research with 80 students 19-22 years of age. Taylor, A. (2012). A study of the information search behaviour of the millennial generation. Information Research, 17(1). Retrieved from http://files.eric.ed.gov/fulltext/EJ971949.pdf
literate. They can
play ‘Mary Had a Little Lamb’ but
- Peter Drucker
Student Research Ability - The Challenges
Allison Head, in a study of assignment handouts from professors:
"Simple fact? Most students lack a seminal understanding about what conducting research means as a form of intellectual inquiry and discovery and the large majority of handouts we analyzed did not provide much context that would help."
Head, A. J., & Eisenberg, M. B. (2010). Assigning inquiry: How handouts for research assignments guide today's college students: Project Information Literacy progress report. Retrieved from: http://projectinfolit.org/images/pdfs/pil_handout_study_finalvjuly_2010.pdf
Gross, M., & Latham, D. (2012). What's skill got to do with it?: Information literacy skills and self‐views of ability among first‐year college students. Journal of the American Society for Information Science and Technology, 63(3), 574-583. See also: Jackson, C. (2013). Confidence as an indicator of research students’ abilities in information literacy: a mismatch. Journal of Information Literacy, 7(2), 149-152. Retrieved from http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/viewFile/1848/1861
Ganley, B. J., Gilbert, A., & Rosario, D. (2013). Faculty and student perceptions and behaviours related
to information literacy: a pilot study using triangulation. Journal of Information Literacy, 7(2), 80-96. Retrieved from http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/PRA-V7-I2-2013-1/1858