Assessing the Research Process Improves the Product: Results of a Faculty-Librarian Collaboration

  • Divonna Stebick Gettysburg College
  • Janelle Wertzberger Gettysburg College
  • Margaret Flora Medford High School
  • Joseph Miller The Mathematics Civics & Sciences Charter School of Philadelphia
Keywords: Information Literacy, research process, skills development

Abstract

When an education professor and a reference librarian sought to improve the quality of undergraduate student research skills, their partnership led to a new focus on assessing the literature review 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 skills.à 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 literature review research strategies positively impacted student projects. Our data also suggest that undergraduate students benefit from not only sound literature review strategies, but also organization strategies.

Author Biographies

Divonna Stebick, Gettysburg College

Education Department

Assistant Professor

Janelle Wertzberger, Gettysburg College

Library

Research Librarian Director

Margaret Flora, Medford High School

Mathematics

High School Teacher

Joseph Miller, The Mathematics Civics & Sciences Charter School of Philadelphia
Classroom Teacher
Published
2015-03-29
How to Cite
Stebick, D., Wertzberger, J., Flora, M. and Miller, J. (2015) “Assessing the Research Process Improves the Product: Results of a Faculty-Librarian Collaboration”, Journal of Learning Development in Higher Education. Plymouth, UK, 0(8). Available at: https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/245 (Accessed: 1June2020).
Section
Papers